Volume 46, Issue 7 (May 2013) - The Rampage

The Rampage

Volume XXXXVI Number 7

The Ramaz Upper School

May 2013/Sivan 5773

Seeing Red: Hair Dying Sparks Conversation Eddie Mattout ’15 Dress code has always been a topic that has grabbed the attention of students and teachers alike. Whether over boys’ ties or girls’ skirt lengths, the dress code conversation is usually related to matters of clothing. However, recently in Ramaz, a new concern has arisen: is a student allowed to dye his or her hair?

The Ramaz dress code not only addresses which clothing is acceptable, but also how a student’s physical appearance should be. For example, boys are not allowed to grow facial hair, because it violates the “academic standard.” “Here in school, we are trying to create a certain standard. That standard is completely subjective, and can most certainly be debated,” said Rabbi Goldmintz.

That standard has recently been put to the test by two sophomore girls, Sara Weintrob ’15 and Jill Adler ’15.

Both of them decided that they wanted to dye their hair, and they did so. “I did it because I liked the way it looked, that simple” said Weintrob. After coming into school with her new hair color (pink), Weintrob was complimented by many on

Andrew Lobel ’15 At midnight on March 4, Ramaz sent emails to 142 eighth grade students notifying them of their acceptance to the Ramaz Upper School Class of 2017. Of that number, 96 students accepted their spots in the incoming freshman class: 40 students from the Ramaz Middle School and 56 from outside of Ramaz.

The yield from the nonRamaz applicant group was approximately 55%.

This year 170 students applied to Ramaz from over 21 feeder schools. According to Randy Krevat, the head of admissions of the high school, “This is the most number of applicants we’ve had in years!” In fact, the school received 35 more applications this year than last. The biggest increase in applicants came from Brooklyn, especially from Yeshiva of Flatbush and Magen David.

According to Mrs. Kre-

her new look. “One of my teachers told me it was the coolest hair he had ever seen,” said Adler. Weintrob was then approached by Dr. Zeitchik, who asked her to dye it back.

school the next day. “People were furious with the school’s behavior. It is not like Ramaz to not allow kids to express their own style” said Flora Lipsky ’15.

Although she was upset about it, she proceeded to dye her hair back to its original color.

The same thing happened to Adler. Neither of the girls were directly confronted by administrators, but they did speak to them after the event.

Some fellow classmates were very upset with the school’s behavior. Over sixty students signed an online petition to allow hair dying. The petition was ultimately taken down from the internet, but the tension was still felt in

“Although we are quite flexible with different hair styles, the dying of one’s complete hair in a flamboyant, extravagant color cannot be allowed,” said Rabbi Stochel.

“We are a yeshiva day school and we do not believe that dying hair in a flamboyant way is fitting towards the school’s identity.” added on Mr. Miller.

Students shared mixed opinions on this issue. “I completely see the school’s reasoning behind not allowing hair-dying. It attacks the

school’s identity as a preparatory school, and even more so as a yeshiva,” said Daniel Dishi ’15. Taking the other approach, Adler said, “There is no word about it in ‘Preludes,’ and I think it should be allowed. It’s healthy self-expression and there really isn’t anything wrong with it.” Mr. Miller said, “The school is not able to predict every situation possible in ‘Preludes.’ It is seen as a general guideline, and if a situation comes along that needs attention, we can always edit it.”

Weintrob said, “I believe it is unfair to press me to dye it back on the grounds that the school does not feel comfortable with it. There are no rules in the handbook or ‘Preludes’ about dying hair. For me, for my friends, and for many other students and teachers in this school, dying my hair was an act of healthy and harmless self expression. I feel that I, and whoever else would like to in the future, should be allowed to dye our hair, as long as doing so is contained within those healthy and harmless boundaries.” Deciding what boundaries are healthy and harmless then becomes another area of debate.

Some feel that the school gives students enough self expression through clothing.

“Although there is a general dress code that must be abided by the student body, students are given freedom within that framework,” said Rabbi Goldmintz. He added, “Not only do we try to create this standard through our students, but we strongly encourage faculty to abide by the school’s general dress code.”

“The issue of hair color dying is not one that is based on religious grounds. Rather, it is one of modesty; we do not want our students to be flamboyant or attention grabbing, rather students filled with humility,” said Rabbi Stochel. One student felt that this issue is at the core of many school policy debates.

“The real question here is what is too far. How much is a person allowed to do or show before the school draws the line,” said Alex Agus ’15.

“The question is a very debatable one, and it is a topic that must be deeply considered,” said Rabbi Goldmintz.

Welcome Ramaz Class of 2017! vat, the school likes to have about 100-105 students per grade. This year however, the incoming Ramaz 8th grade class was abnormally small, with only 46 students, thereby reducing the overall size of the freshmen class. Nonetheless, according to Jacob Doft, Chair of the Ramaz Board, “Considering the unusually small eighth grade class, we are quite pleased that enrollment came in significantly above our expectations, resulting in a class size that is close to optimum from an academic perspective.” Mrs. Krevat reported that despite the very small size of the eighth grade class, there was no shortage of outside applicants. While Mrs. Krevat could not disclose the exact nature of Ramaz’s recruitment strategy, she did say that “The open house was very successful, with over 500 people, and many mailings were sent

to 8th grade students in the tri-state area.” And, of course, “Ramaz has a seventy six year old history and legacy of Jewish education in a modern world, in addition to a unique location that lets us use Manhattan as part of our campus.”

With respect to the recruitment process, Mrs. Krevat said that while the specifics differ from year to year, depending on the size of the Ramaz 8th grade class, the general process stays the same. “Ramaz conducts parlor meetings in all feeder school communities. We meet prospective families in their neighborhoods and their homes. We try to meet with every applicant and all parents. Every applicant is interviewed and can take an optional half day tour with a current ninth grader. We also go through every applicant’s transcript and evaluate the BJE scores for all 170 appli-

cants.” In some cases, Ramaz does not even need to actively recruit. Yaffa Kornsgold ’17, an incoming freshman from Abrams Hebrew Academy in Yardley, PA, explained that “One of the main reasons for me coming to Ramaz is because my brothers had such great experiences there!”

Ramaz continues to use the Scholars Program, a merit scholarship with a monetary reward, as a recruiting tool.

This year, two students were accepted into the Scholars Program from the Ramaz Middle School and eight students were accepted into the program from other schools, five of whom accepted their spots in the class. According to Mr. Doft, “The trustees and administration will be evaluating the program over the summer.” But for now, the school believes that the Scholars Program is a useful tool because it encourages

and enables students to pursue their areas of passion outside of the school curriculum.

Most important, from the admissions office’s point of view, although the school worked hard to attract outside students to make up for the small Ramaz 8th grade, “We did not sacrifice the quality of the students we accepted to fill the class. The students we accepted from out of Ramaz are of the right caliber. We maintained the Ramaz standard of accepting high quality students.” According to Mr. Doft, the school is “delighted at both the quantity of excellent applicants as well as the robust enrollment of the class.”

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Alex Ratzker ’14

In commemoration of Yom HaShoah, on April 8, the junior grade spent the morning at the Museum of Jewish Heritage-A Living Memorial to the Holocaust. At the museum, tour guides led small groups of students to hear Holocaust stories from survivors themselves. As the eleventh graders walked around the displays, they examined relics belonging to those fortunate Jews who had survived World War II and sought refuge in America.

Reflecting on his Holocaust Memorial Day experience, Alex Rabinowitz ’14 said, “Although the stories

The RamPage News

May 2013/Sivan 5773

Junior Trip to Holocaust Museum I was privileged to hear at the museum were similar to stories I had heard in the past, I felt that they were unique in that the survivors described their previous lives in a way that was so relatable it was frightening. For once I wasn’t imagining an abstract idea that I had read about in a school textbook or a famous novel, but rather I was listening to intimate accounts of families like mine so tragically torn apart.”

Brandon Cohen ’14 agreed with Rabinowitz’s analysis of the trip, adding, “The one story that really resonated with me was told by a survi-

vor named Ray Kaner. Kaner said that it was a miracle that her parents had the good fortune to die in hospitals during the Holocaust, rather than meet a worse fate. This made me realize just how fortunate we are to live such blessed lives.”

“When Holocaust survivor, Ruth Gruener, explained that she had lived through the war by hiding in a box the home of Christian friends, I was horrified. I couldn’t understand what it must have been like for Gruener, then only seven, to be alone for eight months in such a confined space. It really made me ap-

preciate all that I have,” said Melissa Kaplan ’14.

Some students felt that the trip was enhanced by the museum’s location. The Museum of Jewish Heritage is situated in Battery Park and overlooks the Statue of Liberty.

“I enjoyed seeing the artifacts that were on display, but the moment that really stood out to me was when I looked out the window and saw the Statue of Liberty. I thought about the survivors, whose stories I had just heard, and imagined what they must have been thinking when they finally reached safety in America and saw this symbol

of freedom,” said Michelle Bensadigh’14.

The general consensus among the juniors was that the trip was a worthwhile experience. Elisheva Blas ’14 said, “When I looked at the elderly survivors, the phrase “never forget” really took on meaning for me. We are one of the last generations to hear firsthand accounts from survivors. Soon it will be our responsibility to pass on their stories and share their legacy.”

Large Number of Seniors to Spend Gap Year in Israel Zachary Klein ’14 Ramaz students have always had mixed views about whether or not they should attend Israel during the optional gap year between high school and college. The difference of opinion usually reflects itself in the number of students that decide to go to Israel. Some years the percentage of people going spikes up, and some years it goes down. “There are really so many variables,” said Rabbi Weiser, an Israel guidance counselor. “The exact reason why in some years more kids go than others is unquantifiable.”

Next year an unusually large group of Ramaz students will spend their time in Israel.

“We don’t know for sure yet, because people haven’t made final decisions, but it might be

10-20% more than we usually get,” said Ms. Krupka, also an Israel guidance counselor.

“We usually send around 50-60% of the grade, and this year it might be in the high 60’s.” Right now, around 35 girls out of 50 are going. The number of male students is around 20-25, with the number not yet finalized. The acceptance date for boys comes later than that of the girls.

But despite the large group kids going to Israel, there are always those against it. “I don’t want to spend a year on Israel,” said Jacob Margolis ’13. On the opposite side of the spectrum from Margolis are those like Jacob Bergfeld ’13, whose dedication to spending time in Israel goes farther than most. “I’m go-

ing to be attending Bar-Ilan University full time,” said Bergfeld. “After that I plan on joining the army, and possibly living in Israel.”

The manner in which students decide if they want to go to Israel varies each year.

“Every year without fail after freshman shabbaton, senior shabbaton, or the Poland trip, people change their minds out of nowhere, the most unexpected kids,” said Rabbi Weiser. “Students are able to experience what’s out there.

Students are new people after junior summer; they have new minds, open new doors. The real push to get students to come is post summer.” This is especially true since an increasing number of students are visiting Israel during

breaks to scout schools. “One senior visited a yeshiva during winter break, and it blew him away,” said Rabbi Weiser.

“He didn’t want to leave.

More seniors are visiting schools. They’re able to see what’s out there and explore it.”

A possible reason for the influx of students going to Israel could also be the expanding amount of options available. Many non-yeshiva programs that were previously either unavailable to students or nonexistent have become options in the past five years.

Additionally, once students attend these programs, they are able to recommend them to others. Still, plenty of students are sticking to yeshivot. “Most people are going to learn,”

said Alison Goldberg ’13.

“I’m going to a non-yeshiva program, but only a couple of other people are also doing that.”

Next year could also be a big year in terms of current juniors that might go to Israel.

“A lot of people will be going because there’s a mix of things that people will be doing,” said Marty Menashe ’14.

“There are going to be lots of kids learning, but there’s also a big group of kids who are planning on going to the army. It could be one of the largest groups ever.”

Yom Hazikaron Commemorated Layla Malamut ’14 Only a week after Yom Hashoah on April 15, the school assembled to fulfill the mitzvah of zachor on Yom Hazikaron, however this time it would be to remember Israel’s fallen, the number which has reached about 27,500 at this point, rather than those murdered by genocide. Ms. Benel explained that Yom Hazikaron presents “the same struggle to remember, however now it’s not a gap of seven

decades but of 7000 miles.”

The first speaker of the program was Lavi Bigman, who spoke about his dear friend Uriel who passed away during his time serving the army. The highlights of his speech were not only the captivating and emotional story, but the details that allowed the audience to connect with him. “When he started talking about wanting to switch schools in Haifa, it made me feel like he was

just another kid like any of us,” remarked Flora Lipsky ‘15. At the end of his speech, he raised the same question as many raise regarding the Holocaust: Does memory mean standing to hear a siren for two minutes? Does it mean visiting a grave or a tombstone? He said that he doesn’t know, it is a personal decision and is up to you, but “memory has got to be more than that.”

Afterwards, Guy Goel went

up to speak of his experience working as a medic troop to the Israeli Army. He described the difficulty of holding the power of life and death over a person, the indescribably pressure and urgency of his position. He asked at the end, “What gives me the right to know of a person’s death before the family does?” Even though he was doing something which most would say is extremely moral – saving

other people’s lives – it still raises fundamental moral issues. “When people think about Yom Hazikaron people imagine soldiers fighting to their deaths, as noble and martyrs” began Rachel Kastner ’13. “But there are also the hundreds who are on the sides doing their own kind of fighting for other’s lives.”

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How are Grades Determined?

Eddie Mattout ’15 “Dr., my average is an 88; I deserve the B+!” shouted Henry Mosseri ’15 as he rushed out angrily from his chemistry class. This sort of anger is not unique to Mosseri alone. Frequently it is found that students receive a grade that is either above or below their exact average. It is unclear as to the cause of these deviations from exact grade average, but nonetheless, they are there. A debate that has existed among the Ramaz hallways for years, but is never directly addressed is: how do teachers actually decide a student’s semester grade at the end of the quarter? Often times, students attribute these deviations from their average, to factors such as conduct, participation and overall class effort and enthusiasm. Thus, a new question arises as to if

Layla Malamut ‘14 On April 8, the school gathered to recognize the lost souls of the Holocaust and fulfill the mitzvah of zachor, lo tishkach. Even though this day of remembrance takes place every year, the task of making this day and its meaning relatable to every individual student is one that does not self-efface, but remains prominent and foremost.

Ms. Benel explained the essence of the program in that the difficulty is “taking kids from an entirely new generation, 70 years after a catastrophic event that changed the face of Jewish history, and trying to make it personal.

Can we give individuals ownership to it? Can we make it truly personal?”

Rabbi Kleinberg shared his personal connection with the Holocaust in his speech about his bubi and zeidi, who had won a valentine love contest for their unforgettable love story. His zeidi had saved his bubi during the Holocaust, nursing her back to health, and by simple coincidence or maybe even fate, they ended up immigrating to the same little town in Canada where they eventually married. Rabbi Kleinberg explained that his lo tishkach was his decision to become an educator, and to try to get across to students an everlasting message. “I thought it was extremely interesting to hear such a happy side to the usually dismal story of the Holocaust,” remarked Ben Agus ’15. “It gave more hope

these factors should be included in the semester grade.

“Personally, I am the quiet type, and don’t love being an avid participant in class discussions,” is a common personality type among students in general as stated

by Nathaniel Fessel ’15.

Currently, there is no set way as how a teacher should account for participation. In an interview, Rabbi Stochel was of the opinion that “A lack of participation should not bring one’s grade down, only help it. After all we do try to build a communal classroom environment, and it is not only about the individual student.”

However, “A disruption to the classroom environment, should affect one’s grade, as that disrupts the ‘communal classroom environment’ we attempt to create,” continued

Rabbi Stochel.

“As faculty and trained professionals, we give teachers the right to make professional decisions as to what a student deserves with his academic accomplishments.

Although we have suggestions as to what a certain grade should look like, these are merely suggestions,” said Mr. Miller. Students have different approaches to this school policy. “Teachers having some leeway as to how to give out grades is great! It really gives me a push to excel in class discussion, rather than just the test itself,” said Alex Mosseri ’16. However, some such as Alex Agus ’15 suggest that “Having a set grading system makes it fair for all students regardless of the teacher they have, and his or her own grading policies.”

This approach has actually been taken by some teachers. Dr. Gaylord for example, uses an online program called Jupiter Grades, in a student can see all of his/her test/ quiz/assignment scores and how they average out. This, according to him, “removes all biases, and any possible room for error.” He follows a rigid grading scale, and not one based on participation or involvement in the class, rather solely on grades. “I find Jupiter Grades extremely clear and helpful. It lets me clearly access my score, and know exatly how I am doing in the class,” said Andrew Lobel ’15, a student of Dr. Gaylord.

Whether it is included in one’s semester grade or not, the school does allot a column on the report card for

a conduct grade. Although these do not appear on a student’s official transcript, they are there to see. These grades have been taken out of this last quarter evaluation.

“Conduct is not something that is rewarded when accomplished, rather something that is expected. There is no need to acknowledge good behavior. If a means to achieve good behavior in a classroom is through a lowering on one’s academic grade, then it can be done. An effective classroom environment, is a standard we hope to upkeep,” stated Rabbi Stochel.

“The issue of grading policies in Ramaz is one to be discussed in the near future, and a very interesting question nonetheless,” said Mr. Miller.

Yom HaShoah Commemorated that Yom Hashoah programs usually do.”

Another major aspect of the program was that of meeting survivors, with the goal of putting a face on a generally overwhelming and ineffable history. The junior grade took their traditional trip to the Museum of Jewish Heritage to hear survivors speak earlier that morning, and later on in the day the entire school split into separate sessions to hear particular survivors’ stories firsthand. “I know we do it every year, and this year I even heard survivors speak on two occasions in one week,” said Brandon Cohen ‘14. “But that doesn’t make it any less powerful or personal. In fact, we are fortunate to be able to hear about it firsthand.”

Every student participant in the program had a personal connection to the Holocaust.

Aaron Kohl ’13, prior to beginning to play the violin, recognized the name of his great-grandfather, a survivor of Auschwitz. Talia Menche ’14, before going up to sing a melody, briefly recognized her grandmother who was a survivor. “As a member of the chorus, I often sing during assemblies for various occasions,” began Talia Menche.

“But on Yom Hashoah I actually felt my own deep and personal connection, which added that much more understanding to the words I sang.”

The Yom Hashoah program also adopted a new perspective this year by taking account of America’s role

during the unfolding of the Holocaust, specifically in regard to the events of the MS Saint Louis in 1939. This incident was that of an ocean liner departing Germany trying to find a home for 937 Jewish refugees, who were denied entry into Cuba, the US, and Canada. Gaby Stemp ’15, David Schwerdt ’13 and Robert Krakow, a retired attorney who had initiated the SS St. Louis Project, all performed a docudrama acting out the events of the St. Louis trial. A few years earlier, Mr. Krakow began the SS St. Louis Project, and met with United States Secretary of State, urging that it was time for America to acknowledge that it had made a mistake regarding the St. Louis. After much struggle, his wish was granted in 2009.

In fact a few months ago, Stemp accompanied Ms. Benel on a trip to Washington D.C. to witness survivors of the St. Louis receive the signed Resolution III, a unanimous vote accepting responsibility that the US made a faulted decision.

After the skit, Mr. Shaviv presented ambassadors from four countries with the Proclamation of Gratitude for their limited entry of Jews during the events of the St. Louis : Ambassador Bénédicté Frankinet of Belgium, Consul General Bertrand Lortholary of France, Consul General Rob de Vos of the Netherlands and Vice Consul for Political Affairs Matthew Windrum:

Great Britain.

United States Foreign Service Officer John Taylor, who works for the Special Envoy to Monitor & Combat AntiSemitism, came and spoke of his story – of being a Mormon boy who developed an interest in combating anti-Semitism.

He explained that after all he saw abroad, such as the obligation to declare your religion in Indonesia where being Jewish is illegal, he decided to take it upon himself to combat anti-Semitism. \ “So much of the program was extremely relevant, and politically intriguing,” remarked Andrew Lobel ’15.

Among those survivors of the St.Louis who attended the

program were Colonel Philip Freund, Mr. Herbert Karliner, Dr. Sol Messenger and Dr. Hans Fisher.

In the end, the main objective of the program was to invite the students to realize that they can connect to this seemingly far away yet momentous event in Jewish history, whether it is through anecdotal experience, arts, or other means. As Ms. Benel put it, “It is a command to remember, zachor, especially in regard to a situation that warrants attention and not silence.”

The RamPage Editorial Staff Editors-in-Chief Jon Herman Jeremy Hoffman Rachel Huebner Associate Editor Darien Kauvar ONLINE Editor Raffi Snow Copy Editor Nina Rohr News Editor Jonathan Koptyev

Opinions Editor Rachel Kahtan Arts Editor Celia Eydeland Photography Editors Sarah Myers Gil Refael Faculty Advisor Dr. Steven Milowitz

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Students Respond: Suzy Lee Weiss Condemns College Process in Wall Street Journal Article Zachary Klein ’14 Ramaz students love to focus on college. Not everyone is obsessed with getting into college, but Ramaz is a school filled with pressure and competitiveness, and it isn’t alone. On March 29, a high school senior from Pittsburgh named Suzy Lee Weiss published an article in the Wall Street Journal. In the article Weiss wrote satirically about all the colleges from which she was rejected. She sarcastically lamented not continuing with violin or karate lessons, not having a more diverse background, and even for not having two moms (all things that she believes would have helped her admissions chances). According to Weiss, who later appeared on the Today Show, the letter was meant to put the perspective of a senior getting rejected from college in a humorous way. But not

everyone saw it that way.

Weiss, who had a 4.5 (weighted) GPA, as well as an SAT score of 2120, was rejected from Princeton, Yale and the University of Pennsylvania. Weiss ended up deciding to go to Michigan, not exactly the worst possible scenario for most people. “Of course she was justified in being upset,” said Sally Klapper ’15. “She got rejected from the colleges she most wanted to go to. But there were obviously people better qualified than her, and life isn’t always fair. She doesn’t have a bad life anyway.” Other students also thought that her article was inappropriate. “She sounded bitter, and she was totally off base,” said Natan Tauber ’14. “You don’t just deserve to get into any college you want; you can’t complain about it.”

One response to the article was about the sense of entitlement that some people felt Weiss had. “She sounded whiny, and obviously a little disappointed,” said Mr. Blumenthal, a college advisor.

“But colleges advise people to be themselves and do things that they’re interested in. If you’re interested in photography, then do photography. If you’re into chessed, then do chessed.

But being yourself doesn’t mean sitting around and doing nothing.”

Of course, some of the things mentioned in the article do hold some accuracy. “When I read it I thought that some of it was true, but a lot of it

was also an exaggeration,” said Ben Marks ’13. “It would be naive to say that colleges are only looking for crazy experiences. They’re also looking for regular things, not just trips to Africa.”

Some students agreed and sympathized with what Weiss

she’s a little bitter, because she’s lightening the mood and saying things that are true,” said Shoshana Edelman ’14.

“The article was well written and witty. If people are offended, they should know that it’s just a satire.”

wrote. “I think it’s okay if

Ethan Stein: The Newest Member of the Senior Class Sydney Sarachek ’14 Ethan Stein '11, will be accompanying the seniors on their trip to Poland this coming May. Stein was an active member of the Ramaz community and has attended many school events (including color war breakout in 2010 and shabbatons) since his time at Ramaz. The seniors are leaving for Poland on Sunday May 19, and will then go from Poland to Israel and return to New York on the 29.

Stein is excited to share in this memorable experience with the senior class. He shares a very special relation-

ship with the seniors as he served as G.O. president when they were freshmen, and he still keeps in touch with many of them. Stein said, "The request for me to staff this trip is one that I am so humbled and honored to have received.

It meant the world for Rabbi Goldmintz to ask me on board. Rabbi Goldmintz is someone who I see as my rabbi; he is a brilliant leader and has taught me worlds.

Working with someone who I look up to, taking a trip with people who look up to you who respect you which they

will remember for their entire lives is not an easy feat."

Stein went with his class to Poland in 2010, and had a very memorable experience.

“My senior class trip to Poland had great impacts on me and I want to be able to and will ensure that the seniors have the most meaningful, memorable but also most exciting Senior Experience,” he said.

Rabbi Goldmintz, who will also be accompanying the seniors (as he does every year), commented on Ethan Stein coming on the trip:

"I'm always looking for ways to include alumni in school programming. I think they provide a wonderful addition to the mix for they have both experience and perspective.

Alums are always asking for ways to be involved and give back to the school and so I thought this presented a perfect opportunity."

The seniors are also very excited to have Ethan come on their Poland trip. Nina Leibowitz '13 said, "I'm so excited that Ethan will be on our Poland trip! Ethan really is so dedicated to Ramaz and

it's going to be so nice to see him!" Risa Schwartz '13 is also thrilled that Ethan will be accompanying the seniors to Poland. "He was a great G.O. president and he is a great leader, and I am so happy that he is going to share in our Poland/Israel experience with us."

Everyone knows Ethan Stein loves Ramaz, and he always manages to find his way back to the school to continue enhancing our school experience.

To the Sophomores: A Tribute to Junior Year Sydney Sarachek ’14 It's really not as bad as they say, in fact it's much better. Junior year is actually the most fun I've had since I started Ramaz Upper School.

Let's see, the year started and I wondered why everyone was complaining. I came home after school and played with my brothers a little, watched some TV, went shopping with my mom, hung out with my friends and oh, yes, found

some time to do homework.

Then reality set in.

The SAT craziness as well as the the history paper. Little did I know that six months later, I would be writing a 26 page paper on the Congressional Elections of 1794 and would have to memorize 3,000 SAT vocab words. I'm sorry I didn’t know what calumny or hackneyed meant.

Wait, did I mention every

Sunday I have to take a four hour practice SAT and it kills my whole day? I think I forgot because I'm so busy writing the 100 notecards that have to be turned in for the history paper. Then there is driving. Yes, I am so excited to get my permit and get behind the wheel. But between not being able to practice on Saturdays and no time during the week, how will I ever pass

my road test?

And my social life has really blossomed this year since I have so much free time. When I am not doing schoolwork, I am studying for SATs or at a practice for the volleyball and tennis teams. The truth is, I have not left my house on a Saturday night since the week of Hurricane Sandy. It doesn't seem to ever end and it makes me wonder, did all the high

school teachers get together and try to see how much they torture juniors? Well, if you see them, can you let them know they've done a good job. And it's only going to get worse as the SATs and finals are approaching!

Sophomores, take a deep breath and enjoy your last few months of freedom. And get excited, because it is just as rash as they say it is.

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As Summer Approaches, Ramaz Students on the Hunt for What to Do Sydney Sarachek ’14 As summer approaches, Ramaz students are contemplating how they will spend their time. Some will be interning, skiing in Australia (on Kanfei), touring China, doing community service in Israel, and last but not least, returning to sleep away camp.

Over the past couple years, as applying to college has become more and more competitive, kids have participated in summer programs just for the purpose of "looking good for college." Do these summer programs offer truly enriching experiences that improve admissions chances, or are they merely high-cost boondoggles foisted on the wealthy, anxious, and gullible?

Some parents push their children to take classes at a college during the summer.

Other students participate in activities that will make them look like the diverse candidates that the colleges are so eagerly looking to attract. It is more popular in secular private schools to find kids venturing off to Cambodia and Rwanda to spend their summers meeting unprivileged kids and working in small villages building schools and houses, and many

established summer student travel companies lead these kinds of trips. Sometimes, these kids are simply going on these distinctive, remarkable summer programs in order to be able to write about the little African boy who impacted their lives that summer in Rwanda.

The big question remains: is it actually beneficial to do one of these eye-catching programs, or should students just have fun, and do something they actually want to do and not something that will just pad up their resume?

Harvard's dean of admissions, William Fitzsimmons, seems to answer this question in an article he was quoted in thedailybeast.com. “People shouldn’t feel they have to do something exotic to impress admissions committees,” Fitzsimmons said. Sometimes, it is okay not to have every moment of your future planned, and not every step we take has to be part of a greater picture. He continued to say, "Hanging out and reading is just fine. You don't have to account for every moment of the year."

Brandon Cohen '14, seemed to agree with Fitzsim-

mons on this matter. Cohen said, "I think that kids are way to worried about building their resumes. With such a stressful school year, I think the summer is a time for people to relax and enjoy themselves. This summer I was thinking of doing a program at a university but after speaking to my college advisor I realized that summer is supposed to be fun."

This summer, Cohen '14 plans to be a counselor at Camp Seneca Lake. Ally Goldstein '13 spent last summer, the summer before senior year, as a counselor at Camp Lavi.

Goldstein '13 says, "I don't think it makes a difference whether you do something that will look good for college or if you just have fun. Enjoy your last summers with your friends because you might not have that opportunity later on when you have to work."

William Bryk '14 said, "For me personally, I'm very passionate about math and sciences and that is why I like doing research over the summer. If you do something that you like to do then you will not only gain important skills, but you will also have fun. It is more meaningful

to do something that you are passionate about that will give them a unique experience. Basically, don't just do it because it will look good for college" Richard Shaw, Stanford's dean of undergraduate admissions, also believes students should take part in activities and programs that interest them.

"What we care about is that students have done something that means something to them. It’s not a good idea to engage in something because the student or family believes it will augment their ability to get in.” Find something that will make the ten weeks worthwhile and fun at the same time.

Dr. Honig, Ramaz's college guidance counselor, commented on the subject of summer programs as well.

"Summer can be a time to explore an interest through an internship or study a subject at college that you just would not have available in high school, but you can also develop by becoming a junior counselor, and it is just fine to do something for fun in the summer." It is okay to go to Camp Lavi or Camp Seneca Lake, run around with 10 year old kids all day, and have a

great time at night with your co-counselors. Just because you aren't getting professional experience in law, finance, or medicine, it doesn't mean that it isn't a productive summer.

Dr. Honig continued to say, "Taking a course at Harvard doesn't really help you get into Harvard as virtually anyone who can afford the summer tuition can take that course." While there are many summer courses at colleges, these programs are often around $7000-$9000 just for a five or six week program! Dr. Honig finished off by saying, "Here's a summer challenge that will really prepare you for college: read ten great books that are not required by any Ramaz course."

So, go have fun with your friends this summer, go to camp, go to the pool, go shopping, do whatever makes you happy, and while your at it, visit the library or Barnes and Nobles to pick out some new, interesting books. Just don't spend all summer on the couch in front of the tv or on your laptop!

Rabbi Stechler to Open New School Zimrat Sloyer ’14 Next year, Rabbi Stechler, Talmud teacher and leader of the Bekiut program, will not be returning to Ramaz.

Instead, he will be opening a new high school called Heichal HaTorah.

“I’m very excited,” said Rabbi Stechler. “For our first year we will have 16 students which is more than I could have ever asked for. I came up with this idea a while ago, but there was a lot of tension because I had no way to know if people would actually sign up.”

Heichal HaTorah will be an affordable option for male high school students around Teaneck, New Jersey. Rabbi Stechler came up with the idea to open this school because people in his neighborhood were unhappy with the school options there. He felt that the neighborhood needed

a new school with new methods of teaching and learning.

As rosh yeshiva of this new school, Rabbi Stechler plans on steering the students away from being too grade oriented. He wants the students to have a love for learning.

To encourage this, Rabbi Stechler has hired teachers who he thinks will be very exciting and motivating.

The teachers will try to create personal relationships with all of their students.

Also, to make school more exciting, they will have

weekly tisches and monthly Shabbat programs.

In addition to a fun, warm

environment, Rabbi Stechler says that the school will have exceptional General and Judaic studies. To help with the General Studies department, Heichal HaTorah has hired Dr. Jucovy, a history teacher and

department head at Ramaz, as a consultant. This will not affect Dr. Jucovy’s time at Ramaz. Rather, on days where Ramaz does not have school, Dr. Jucovy will spend time observing and advising the teachers at Heichal HaTorah.

Besides for Rabbi Stechler and Dr. Jucovy, no other current Ramaz teachers will be working at Heichal HaTorah.

However, according to Rabbi Stechler, people at Ramaz have offered him much helpful advice.

On Heichal HaTorah’s website and in their pro-

motional video, it does not mention that Rabbi Stechler worked at Ramaz. The reason for this, Rabbi Stechler said, is that Ramaz asked him not to include that. “They didn’t want there to be any confusion about my school being a part of Ramaz. This way its clear that they are two separate schools,” he explained.

Rabbi Stechler has learned a lot from his time at Ramaz.

He said that not only will he bring lunchtime Bekiut with him to Heichal HaTorah, he will also actually make it a core philosophy of the school.

Another important thing he learned at Ramaz is to always make the teachers want to work in your school. “Ramaz works hard to make the teachers want to work there. Hopefully I will be able to follow this example at Heichal HaTorah,” Rabbi Stechler said.

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The RamPage Opinion

May 2013/Sivan 5773

A Non-Orthodox Israel Experience Noah David ’14 As I sat in room 304 during the second group meeting that I had with my Israel advisor, I couldn’t help but feel that something was missing. When we looked at the slides of the different yeshivot, the teacher spent a significant amount of time balancing the pros and cons of their location, educational benefits and level of prestige and recognition.

However, when the inevitable slide popped up regarding the conservative/non-orthodox programs, the advisor made a joke by covering up most of the screen with his body and announcing that “We don’t need to talk about that.” Still, Ms. Krupka said that “The Ramaz Israel Office remains well informed about various programs of all denominations in Israel and we strongly encourage students to seek out the program that best fits their interests and goals for the year.”

In a school such as Ramaz, there has long been a debate

on whether the school should represent the programs that are not religious. Programs such as Year Course and Nativ have never been pushed as strongly as the Orthodox ones, and there have been years where representatives from certain programs were excluded from showing up at “Israel Night,” an important time when many students make their choices or limit their options for the upcoming year.

According to Cyril Putzer ’14, “The school should realize that a lot of its students aren't interested in the Orthodox yeshiva experience. If the school is all about Israel, then it should do everything it can to attract those students, no matter where they end up going.” On a similar note, Brandon Cohen ’14 stated that, “While I understand that Ramaz prefers to send kids to yeshiva in Israel, I feel that they sometimes don’t realize that many students have been

going to yeshiva for 14 years in which they have absorbed a lot of Jewish knowledge, and that this type of school is not for a majority of people.” It is possible that if students were introduced to different types of programs, a larger percent of students would spend a year in Israel.

The scope of the argument can be boiled down to two opposing views. More on the pro-Ramaz side, Noah Marlowe asked rhetorically: “We go to an Orthodox day school, shouldn't it be expected that we go to an Orthodox Israel program?” Marlowe then continued and said, “It goes against the school's Modern Orthodox ideology to allow students to attend non-Orthodox Israel programs.” On the opposite side of the spectrum, Rachel Katsner ’14 concluded that, “It's about finding the right program for each student, not the best program for the school. Whether that's Orthodox, Hassidic or Con-

servative; each student should be helped to find the best fit for him or her.”

When a current senior girl who chose to remain anonymous was asked about the representation of non-orthodox programs by this year’s Israel advisor team, she said that “They definitely did not stress the non-orthodox programs enough. I have friends who had to find their own programs because of it.” On a similar note, a 2010 Ramaz alum admitted that the Conservative program she ended up doing was not permitted to show up at Israel Night. Even though she happens to be a religious person herself, she claims that the program was “life-changing and the best decision I ever made.”

As Shoshana Edelman ’14 said, “A gap year in Israel has many benefits that are completely separate from yeshiva study. It is a time to live on your own in a foreign country without parental

supervision and to mature and become more independent.

I think the school is doing a huge disservice to students by only presenting Orthodox programs, because those who would love to take a gap year, but don't see the appeal of yeshiva or don't feel comfortable in an Orthodox program won't be able to have that experience. Rather than alienate those students, they should be encouraging them to experience Israel in their own unique way, even if it is with a program that doesn't comport with the school's religious standards.”

In a time period where the percentage of the grade going to Israel is always an uncertainty, many students feel that it’s in the schools best interest to offer up the greatest amount of options. After all, the goal is to get as many people as possible to go to Israel, right?

Evaluation of the Voucher School System William Fried ’15 Last month Alabama became the 17th state to allow state tax revenue to partially subsidize private school tuition. Many states have made this choice after the Supreme Court ruled in 2002 that states could divert some tax money to parochial schools without violating the constitutional principle of separation of church and state. Though accepting public money would reduce the cost of tuition for Ramaz families, it would be shortsighted for Ramaz and other yeshivas to endorse such an initiative.

States have provided this public money in various ways.

Arizona has set up private bank accounts for students’ families and deposits roughly $3500 annually per child.

Families may use this money for any educational purpose, including private school tuition and books. The money fully covers public school admission but only partially finances private schools.

States such as Indiana award vouchers to families who have children with disabilities, family members who have served in the military and families whose income falls below a certain level.

Indianans can then use the money for private schools

even if their public schools are not failing. In the state of Georgia, families don’t have to meet any income requirements to become eligible for vouchers.

Few people who study education in America would claim that our public schools are meeting our nation’s expectations. A 2012 report by the education firm Pearson found that American schools placed 17th among the world’s developed countries.

The way to respond to this disappointing statistic is not by taking money out of the system, but by doing everything possible to shore up public school education. It is in everyone’s best interest that public schools succeed because our country’s economic and social wellbeing depends on the education and employment of our citizens.

Advocates for state funding of private education argue that vouchers give thousands of families the option to take their children out of failing schools and send them to private schools. As they see it, the grants help level the playing field by giving more children of lower income levels the opportunity to choose schools that are best for them.

At the same time, the vouch-

ers don’t add to the government’s expenditures because the money would have gone to educating the students in public schools.

Advocates also make the point that poorly performing public schools have little incentive to do a better job educating kids. But if students could choose to go elsewhere, administrators and teachers would be forced to improve, or their schools would close and they would lose their jobs.

What these arguments don’t mention, however, is that because the money follows the students rather than the schools, these public schools will have to operate with less money for books, supplies and teachers. Also, the very poorest people would not have the money to make up the difference in cost between the voucher and private school tuition.

Therefore, poor students would still remain in public schools along with those students who are not accepted into private schools because of disabilities or academic and behavioral issues. This contributes to a divided and inequitable society, which is inherently unstable.

Families who send their

children to Ramaz and other Yeshivas should consider themselves fortunate and gladly pay taxes to support public school education for others. However, as taxpayers, we should become involved on school boards to make sure that more money is spent on good educational practices and less on ventures such as state-of-the art sports stadiums that don’t necessarily coincide with our interests.

We should make sure that students with the best behavior, attendance records, and demonstrated appreciation for learning get the first spots at the more desirable public schools instead of leaving it up to lotteries. This would motivate students within the public school system to work harder to compete for the better schools and would force underperforming schools to shape up.

Furthermore, it is important that we continue to fight for the separation of church and state. We should not expect people of other religions to be eager to support Jewish education in the same way that we have no great interest in supporting their religious instruction. Taking money out of the public school system for our benefit could become

a source of antagonism.

Rather than looking to the government to subsidize our tuition, we should rely on ourselves to make Jewish education available to everyone who wants it. People who have the means should consider donations to Yeshivas a primary charitable cause, as it would have an immediate impact on families in their own community. Families who don’t have the means should try harder to reduce expenses in other areas and contribute even more to the education of their children.

Therefore, although there are many advantages to a voucher-type system, it undermines our public education, and the hidden financial, social and moral costs outweigh the benefits. Private school education should be a luxury for privileged students, not a standard for every child in America. And even though Ramaz families may feel irritated that our states allocate much of our taxes to public school education while none of it goes toward our tuition, we should consider our tax dollars well spent.

May 2013/Sivan 5773

Zachary Klein ’14 One of the things that our generation is constantly reminded of is that we are the last that will be able to hear the story of the Holocaust firsthand from survivors. It has been almost seventy years since the Holocaust occurred, and soon many of those that experienced it will no longer be alive. Older generations make a constant effort to ensure that we remember the tragedy of the Holocaust.

However, it’s possible that this effort is actually counterproductive.

The Holocaust has become something akin to the N-word privilege for Jews. For example, if we crack a Holocaust

The RamPage Opinion

Page 7

The Challenge of Yom Hashoah joke, then we justify it by saying, “It’s fine, because I’m Jewish.” This is a symptom of a larger problem. Our generation, the last generation who will ever hear stories directly from survivors, has become desensitized to the Holocaust.

The Holocaust has become passé. When we hear someone speaking about the Holocaust, we try to feel sympathy, but what we’re really thinking about is how many of these stories we’ve heard before.

The tales of survivors blend together until they become one familiar story that seems as if it is being told to us over and over again.

The reason behind this is

that we remain so close to the people who suffered during the Holocaust, but at the same time share none of their pain.

Those who do not have any relation, or know any person who went through the Holocaust, have a different experience when thinking about it.

There are stories of students, non-Jews, who collect millions of objects, even ones such as paper clips, to try to picture the unimaginable amount of people, Jews and non-Jews, who were murdered during the Holocaust.

11 million, around the number of people killed, is an incomprehensible number. But to them, the tragedy is shocking

not just because of how horrific it was, but also because of how fresh it is in their minds.

To Jews, the Holocaust is similarly horrific, but not nearly as fresh. The question, then, is how to impart the story of the Holocaust while at the same time making sure that the scope of the tragedy is fully appreciated. How well this problem is addressed will have a significant impact on the future of the Jewish people. A common worry about Holocaust remembrance is that when there is no one left who experienced it, people will begin to forget about it.

This fear is only amplified by

the fact that we, the ones who will be telling our children of what happened to our ancestors might be too jaded to give the story any real significance.

There is no surefire way to solve this problem. The Holocaust is something that can never be forgotten. But making sure that when it is thought of, that its horror is fully appreciated, is just as important. Commemorating an event for which we hold no empathy or feeling is just as bad, if not worse, then forgetting it.

Teachers vs Students: A Battle in the Lunchroom Noah David ’14 The story goes as follows: In the weeks before Pesach, Danny Luxenberg ’13 was sitting at the first, small table in the lunchroom enjoying his meal with a friend. There were four open seats at his table. In addition, all of the “teacher tables” were left unoccupied. All of a sudden, a teacher came into the room and told the boys that they couldn’t sit there since it was only intended for teachers, and that they had to get up and move. When Luxenberg simply asked why this was the case, the teacher said, “If a teacher wants to sit there, the seats should not be taken.”

The teacher was resolute and said that there was a rule confirming that students cannot sit at teachers’ tables.

After later learning that there is no such rule prohibiting a student from sit-

ting at the designated “teacher table,” Luxenberg went to a different teacher to talk about the issue. The teacher he spoke to told him that it’s a matter of kavod, respect.

There are many points that are encompassed in the question of whether students and teachers should sit together. Is it disrespectful for a student to be sitting alongside a teacher? Should entire tables be devoted to teachers alone, when often there is a lack of seats in the back side of the lunchroom?

Gabi Zweig ’14 said that she thinks, “It's okay for teachers and students to dine together during lunch, but it does make sense that there are specific tables where teachers can sit.” While this is a fair approach, it should be kept in mind that in most cases, the teachers have a place to eat

their lunches outside of the lunchroom; they can even socialize with each other without the noisy students in the teachers’ lounge. However, the student lounges on floors 4 and 6 are usually far too hectic for a person to be able to eat a meal there if there is no room in the lunchroom.

Quite to the contrary, Jack Tauber ’15 thinks that “The students and teachers should be prohibited from sitting at the same table since they have enough of each other during class. Lunch is free time that should be valued between peer to peer.” In regards to a teacher’s right to kick out a student, Tauber concluded that “A teacher shouldn’t be able to kick out a student.

Yes, the teachers are older and deserve respect, but it still is a school, and the lunchroom was created for the students.

Every student should be able to be seated before the teachers, assuming they reasonably offer up their spots if the opportunity comes.”

James Goldberg ’13 thinks that the system should be more or less “laissez faire,” an economic term in this case used to mean no school intervention. In his own words, “Students and teachers should sit where they please. If they wish to sit together, so be it.”

On whether a teacher can dismiss a student from a particular seat, he explained, “It is my personal opinion that there should be a few specific tables reserved for faculty. Any seat beyond those designated tables is out of the teacher's jurisdiction.

Whether or not Luxenberg was “right” or “wrong” cannot be answered being that there is no rule both for and

against his side. Nonetheless, there is complete justification in him being offended, since he was unfairly booted from his spot based on something that didn’t exist. Perhaps there is a certain tradition that has been established by teachers and students alike in the lunch room, but that is by no means definite. To avoid these situations in the future, many students agree that a legitimate rule be made. Luxenberg feels that he speaks for everyone when he said that “When it comes to the lunchroom, there should be a sense of relaxation.” Most importantly, to him, among others, lunch is a cherished time that shouldn’t be compromised by any means.

New Classic: Ramaz English Curriculum Changes Esti Flamenbaum’ 14 The Ramaz English department does an admirable job of choosing books to teach that are both interesting and valuable. The curriculum seems to be constantly in revision, with even the curriculum of the current freshman class being different from that of last year’s freshmen.

What changes have the English Department been making? They have stopped teaching several of the classics in favor of more modern books.

This may be a wise move on the part of the English

tepartment. Many students find modern books easier to relate to. The changes in the curriculum have been well appreciated by some, such as Arielle Kleinberg ’15, who said that she “would rather do more modern books, honestly.” Noah David ’14, echoing Ariel’s sentiment, said, “I think it is a good thing that they are exploring different genres. They used to just focus on classics.”

However, not all students are so enthusiastic about the changes. “I think modern books are great,” Shoshana

Edelman ’14 said, before qualifying her statement. “I personally like classics a lot.”

Senior Noah Kornsgold ’13 agreed. “While there are books that are not classics per se, I think there are still a wide variety of classics offered at Ramaz freshman, sophomore and junior years.

But if I would have the option of removing some of the more modern books and replacing them with classics, I would.”

Some of the English teachers miss teaching the classics, too. “On the one hand,” said Ms. Litwack, “I miss some of

those iconic texts, because I don’t think students will read them on their own.”

I have to agree. I love books, and I love reading, but I know that, if not assigned to me by a teacher, I am not likely to read many of the classics. I want to, though.

Many of the classics are considered high school staples, such as Wuthering Heights, Adventures of Huckleberry Finn, Great Expectations, and Catcher in the Rye, all books that used to be part of the Ramaz curriculum.

Dr. Honig explained that

“This was a consensus move by vote on the part of the English Department to make the curriculum more current.”

However, she, too, expressed some regret. “Personally, I miss the classics. The classics are of enduring quality.”

That is not to say, though, that modern books are not worth teaching. “The question isn’t whether it is old or new,” said Mr. Kuck, “but whether it is a rich and engaging work for the students to develop their analytic skills.”

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42: A Must See

Russell Oppenheim ’14

The movie 42 tells the story of infamous baseball player Jackie Robinson, and the adversity he had to overcome in becoming the first ever African American to play in Major League Baseball.

The film shows Robinson’s rise from the Negro and International leagues, to the major leagues, starting at first base for the Brooklyn Dodgers in 1947 (eventually moving to second base for the rest of his career). While being a historic icon for breaking the color barrier, Robinson was

42 stands together in a group with past films such as The Express (the story of the first ever African American Heisman winner, Ernie Davis) and Remember the Titans (the story of a racially divided high school football team that learns to come together in order to win the Virginia state championship), in its conveyance of the hardships faced

by African Americans trying to break the color barrier in all levels of American sports.

While all of these films are great sports movies by their

a tremendous baseball player and athlete in his own right.

During his illustrious career, Robinson won many personal and team achievements. In his first year in the major leagues, Robinson was crowned with MLB rookie of the year, and in 1949, he won the National League Batting Title along with the National League most valuable player award.

Furthermore, Robinson was a six time All-Star, a two-time National League Stolen Bases champion, and eventually he won a World Series with the Dodgers in 1955.

own merit, they also bring insight into the ongoing racism in the civil rights era. Thus, 42 is an important movie to see, not just for its sports value, but for the history it provides into the civil rights movement. I highly recommend the film to all students, as it is a great movie to see with family and friends.

May 2013/Sivan 5773

Artist in the Spotlight: Lauren Krause

Layla Malamut ’14 During the school year, Lauren Krause’s artwork has been exhibited all around the building. At present it is on exhibit in the lobby showcase and the sixth floor office. In acknowledgement of this accomplishment, Lauren was interviewed regarding her interest in art. She said that she was not in love with art as a child, but saw it as a subject she sought to do well in and thus she put in a great amount of effort. Without being aware of it, eventually she began to enjoy and become passionate about art. The Honors Studio Art senior class is not a traditional art course, teaching specific techniques or styles, she explained. Rather it is much more overwhelming. As she said, “it makes you realize that even if you do have all the skills, which most of us don’t, it’s still a struggle to discover what you want to express and how to do it.”

One of the early assignments the class was given this year was to “write about what art means to you and how it makes you feel.” Lauren said that she and all the rest of the students were “grasping at straws,” so much so that one person suggested “Well, this is an art class. Why don’t we draw how we feel about it instead of write about it?” The first week that is what they did and ended up creating re-

ally bad work. Little did they know what even greater difficulty this would lead to. The class received several other prompts. One of these was to draw an object, mostly bones and shells, in pencil, then take one area of it, enlarge it and turn it into an entirely new piece. Another prompt was to create an abstraction incorporating pieces of map or related pieces torn from other work.

Ms. Rosen stated that the Honors Studio Art class is comprised of highly talented students, of which she said “Lauren is a natural, but oftentimes she ties herself into knots.” In an attempt to help her break free of this self-censoring, Ms. Rosen suggested working faster and on smaller pieces. This was ultimately a breakthrough for Lauren and a major shift in her artwork, considering that she is often very modest and self-doubting. The smaller pieces ended up being much more exciting and stimulating as works of art.

When asked about this herself, Lauren described her creative process as oftentimes trial and error. She admitted to having ripped up her work various times, doing it completely over again, because ultimately “your art is never going to be what you think it is – it forms into its own self and you simply deal with the

reality; not everything will be perfect, but it’s a process.”

She also admits to never being satisfied with her work, but always seeing something that could be better. Her work which is on display is the smaller, quick pieces that are different from one another yet somehow totally related, of which there are almost 35 in total.

The most intimidating piece of the semester, she revealed, was the self-portrait assignment. The students were told to draw themselves – not being assigned any particular method or material, but one of their own choosing. At the beginning she said “I was just finding elaborate and perplexing ways to express myself.

But then I realized that was just me avoiding the daunting task of actually looking and drawing myself at the most bare level, without anywhere to hide.” At that point she did away with all the embellishment and simply took a pencil and paper to begin her self-portrait. In reflection on her growth as an artist, Lauren related that: “Art has become much more than just a hobby to me. It has given me a whole new perspective, and I find that I simply can’t not do it. It will most definitely be a lifelong passion of mine.”

Top Five Fugues

Esti The Movie Slayer Esti Flamenbaum ’14 Jack The Giant Slayer, directed by Bryan Singer, is a retelling of Jack and the Beanstalk. The movie stars Nicholas Hoult as brave Jack, Eleanor Tomlinson as the adventurous princess, Stanley Tucci as the dastardly villain, and Ewan McGregor as the noble knight.

Giant Slayer is a predictable movie. It is a fairytale retelling, so everyone knows going in that it ends happily ever after. However, the movie does an admirable job entertaining the audience within the expected framework. The action scenes are engaging, the dialogue sometimes witty, and the scenery gorgeous. If you are looking

The RamPage News

for a fun fantasy adventure, then Giant Slayer would be a perfect movie for you. If you are looking for something new, for any surprises or innovations, then you might want to find a different film.

For most of the movie, you can easily predict the plot.

Towards the end, however, the plot twists. I won’t spoil the ending, but after watching a fun yet conventional movie, a twist ending is much appreciated.

Jack The Giant Slayer is rated PG-13, with a run time of 114 minutes. The rating is mainly for violence, of which there is a good amount, though primarily of the giantslaying variety.

Alex Ratzker ’14 For those students who opt to take music rather than art their junior year, learning to read, compose, and perform original fugues, or compositions intended for three or more musical elements, is critical to the course.

On April 10th, Fugue Night, eleventh graders presented their compositions before an audience consisting of friends and family members. Some of the highlights of the night include: 1. Dress Code By: Max Doppelt ‘14, Duvi Grumet ‘14, David Tahari ‘14 This fugue was a criticism of Ramaz’s dress code and those members of the faculty and administration who relentlessly enforce it.

“I really really hate the dress code – I hate wearing ties. It’s really not that bad – girls wear skirts and tights.”

2. Stop Googling My

Mom! By: Sam Haber ‘14, Lee Korff-Korn ‘14 The inspiration for this fugue was Lee Korff-Korn’s mother.

As elucidated in the title, Korff-Korn caught Haber googling his mom.

“Stop googling my mom you’re being really weird. I know you like the Internet, but please stop now.”

3. Schooled Ya! By: Ellie Bonime ‘14, Anna Cappell ‘14, Gabi Zweig ‘14 Since Fugue Night is a function involving the eleventh graders, it would have been incomplete without complaints regarding the difficulties of junior year. “Schooled Ya!” was dedicated to doing just that. “Music Class is such a blast but junior year can kiss my… ask the teacher for a free. A free? Never!”

4. D-Money By: Joe Baruch ‘14, Ben Marans ‘14, Daniel Nagar ‘14

This fugue primarily dealt with the boys’ gym class and Mr. Dulny’s tendency to kick students out.

“What time is it? It’s time for gym. What time is it? It’s time to win.”

5. Big Heads Fall at L.A. Sports-club By: Eli Amzallag ‘14, Bennett Epstein ‘14, Albert Haddad ‘14 The final fugue on this list poked fun at those who created it - Amzallag, Epstein, and Haddad.

“His name is Bennett big head Bennett, Al is old he falls down stairs, you’ll find El-ay at L.A. Sports-club.”

Good job to all those who performed on Fugue Night!

Shoutout to Sam Feder ’14, Leora Huebner ‘14, Cyril Putzer ’14, and Teddy Tuckman ‘14 for their melodic fugues!