The Rampage The Newspaper of the Ramaz Upper School
New York • Volume 54 • Issue 3 • November 2019 • Cheshvan 5780 • the-rampage.org
A Farewell To Rabbi Lookstein’s Jewish Sexual Ethics Rebecca Massel '21
For the past three decades, Rabbi Lookstein has taught Jewish Sexual Ethics, a class specially designed for Ramaz sophomores during their teenage mental and physical development. This class focused on Judaism's view of sexuality, prompting the students to explore their bodies and sexuality within the confines of halacha as they quickly turn from children into young adults. This course paused in the middle of last year, when Rabbi Lookstein decided to step down from teaching the class. Thus, neither half of the Class of 2021 nor the Class of 2022 have had the opportunity to take a course in sexual ethics from a Jewish perspective. In past years, Rabbi Lookstein came to Ramaz for six to eight weeks and taught in place of one quarter of sophomore Hebrew classes. He discussed the Torah’s views on issues such as abortion, the LGBT Movement, taharat hamishpacha (Jewish laws of family purity), and Jewish divorce. The homework consisted of readings from newspaper articles or theological essays. Seniors noted that in the past, Rabbi Lookstein class did not insist on strict halacha, but was rather a discussion based on the Torah’s view of sexuality. Ten years ago, in a New York Times article about his class, Rabbi Lookstein stated, “This is one of the most favorite things I do in the world…. I love the interaction with students — and being able to open their eyes to the way in which Judaism approaches the basic facts of life.” Students thought this class was enlightening and raised important discussion questions. Jack Fisher ’22 said, “This class shed light on how the Torah viewed sexuality. It was really interesting to hear about these issues not only from a regular sex-ed perspective.” Elizabeth Newman-Corré ’22 said that she found it powerful when Rabbi Lookstein discussed the continuity of the Jewish people.
“It is crazy to think that our children are continuing the Jewish people, especially with the increasing issue of assimilation in society,” she said. According to Ms. Krupka, Rabbi Lookstein unfortunately decided that teaching this class would no longer work for his schedule. One student commented that she often received emails or Schoology posts from Rabbi Lookstein informing the students of their free period at the time when class was supposed to start, letting them know that he would have to miss the class for his many other responsibilities. The Ramaz administration is planning to modify the Jewish Sexual Ethics class and to continue it for juniors starting this year. An issue with the previous scheduling was that Jewish Sexual Ethics was during the Hebrew slot, which meant that during those six to eight weeks, students were not learning Ivrit. Ms. Krupka commented on this, “We always felt terrible that we were taking a subject that doesn’t even meet that often in the rotation and just canceling it.” The administrators consider teaching students about sexual ethics in Judaism to be extremely important. Ms. Krupka said, “I think there are a million messages we get in this world about body, sexuality, relationships, gender. How do those things interact with our relationships now? How will they interact with our relationships going forward? The school feels that it is necessary for the class to be taught in tandem with the junior sex education health class.” In addition, it is important to teach this critical view of the Torah before senior year, when students are busy preparing for college and graduating. This year, the school will be integrating Jewish Sexual Ethics with the JLT classes. Many of the details still need to be decided, including when in the year the
topic will be taught and whether it will be taught by the JLT teachers or by another teacher. Ms. Krupka will likely teach a few sections because she has taught a mini-course on love and intimacy to seniors for the past few years. Although Rabbi Lookstein will not be teaching the class, his years of experience will continue to be passed down to future generations. Rabbi Lookstein shared his curriculum with the current JLT teachers, and they are building on it. Rabbi Lookstein learned much of his curriculum from being a community leader for many years. Instead of teaching from the perspective of a community leader, Ms. Krupka may go into more details regarding taharat hamishpacha. Rabbi Schimmel may bring his philosophical perspective into the curriculum. Each teacher will add his or her own flavor to the class. Overall, Rabbi Lookstein’s class will be greatly missed at Ramaz. Newman-Corré ’20 said, “I think that it is important to hear about this serious topic from someone with such stature as Rabbi Lookstein, and his class brought out some very important questions and discussions.”
Mr. Deutsch's New Library Reading Initiative Isaac Silverman ’21 Mr. Deutsch, better known as the “The Master of Books,” has been in charge of the library since last year, making impressive strides and transforming the library through several initiatives, including hosting monthly movie nights, offering textbooks for student use in the library (with the help of Rabbi Blaustein, aka “The Bookmaster”), and most recently, remodeling the library’s layout. Recently, Mr. Deutsch has taken upon himself another mission, particularly important to him: getting Ramaz students to read. According to Mr. Deutsch, the first step involves filling the library with books that students actually want to read, and this past month, students were surveyed in their English classes about the types of books they read for pleasure. The Rampage spoke to Mr. Deutsch to learn more about his new initiative. Towards the end of last year, Mr. Deutsch, along with several student volunteers, began emptying nearly all the shelves in the library. His goal was to try “to get rid of a lot of books that were outdated and/or didn't really fit our needs,” specifically books that had been collecting dust for many years. The next step he thought, was to “modernize our collection, and make it more relevant or appealing to the kinderlach.” And what better way to find out what the “kinderlach” wanted then to ask them? That was when he came up with the idea to create the survey. The results would generate a better understanding of which books would replace those discarded. Mr. Deutsch said that he “would much rather get popular books that kids would actually read than books that I might or other teachers might think are great, but that will collect dust on the shelves.”
Inside this issue...
Looking over part of the data collected, Mr. Deutsch has already begun making some discoveries. A large number of the student body does not read for pleasure, which did not come as a shock. However, the part of the student body that does isn’t that small of a group. According to the survey, most of the kids who do read for pleasure, only do so once a week which Mr. Deutsch
assumes is on Shabbat. One common response that Mr. Deutsch found particularly interesting had to do with the question of what medium students read. A large number of the student body said that they read from actual books— not on e-readers or on their phones. This “could certainly effect purchases,” said Mr. Deutsch. He would still like to create some sort of a “pilot program” of installing e-books and Kindles into the library as well. Although they are not as popular, he believes that they are great resources and hopes to get kids more interested in them. However, Mr. Deutsch admits that more data is necessary. He wants this initiative to incorporate all st-
dents' opinions. However, he feels he does not yet have everyone’s input. The 10th grade, in particular, Mr. Deutsch points out, has not provided him with much information, and he is excited to learn more. However, even students who did fill out the survey did not answer as specifically as he had hoped. Mr. Deutsch noted that he would “like to get more details on specific authors that kids enjoy since it might help me do a better job of finding material kids will read.” Another survey would be helpful to give him some more concrete results. Many students hate having to even read books for school, let alone for pleasure. Mr. Deutsch loves TV and movies, but, according to the Master of Books himself, reading “opens up whole new worlds of knowledge and imagination.” Even if knowledge and imagination aren’t concepts that appeal to you, reading remains a necessary skill for life. It should be developed and not left to waste. Mr. Deutsch stresses that reading comprehension skills will also improve writing skills, which is, of course, another valuable skill. Mr. Deutsch’s overall goal is “to make the library a better place for the students,” and to do that, he needs the input of the students. The library of the past was a much less exciting place, but Mr. Deutsch is working on changing its purpose altogether. Mr. Deutsch emphasized that any recommendations are welcome, whether it’s a book genre you’d like to see more of in the library, board games you’d want to play, certain magazines, or even new ways to utilize the space. The library should be a place for students to do all sorts of things, and Mr. Deutsch wants to try his best to make that happen.
No Strikes Until October 4th?.........................................................................................................page 2 Ramaz Celebrates the Chagim.......................................................................................................pages 4-5 When Do Ramaz Students Learn to Drive?......................................................................................page 6 How Early Should College Guidance Start?...................................................................................page 8
News 2
The Rampage
Say Goodbye to Chemistry Tests
Sydney Eisenstein '22 The science department has a new formula for chemistry classes this year. In the past, tests were a given, just like in any other science class. But this year, the department is applying a new equation. Instead of tests, students will take two to three quizzes each week based on the week’s curriculum. A drastic departure from the usual testing structure, this new learning model went into effect this fall as part of an innovative initiative for learning. Faculty members within the science department offered various explanations for the new test policy. Rabbi Blaustein said teachers noticed the stress and anxiety surrounding chemistry tests, which led them to explore alternatives. Ms. Brachot added that teachers reasoned that students were not keeping up with the pace of their classes and neglected lessons until immediately before the tests when many students would cram, which is an unproductive way of learning. Therefore, the science department thought that administering quizzes instead of tests would cause less stress and encourage students to keep up with the pace of the class each day. The department also evaluated how other schools test students in science classes. Over the summer, Rabbi Blaustein and Dr. Rotenberg attended a workshop about standards-based grading (SBG). Standards-based grading is a system of education that focuses on students’ learning and assigns
November 2019/Cheshvan 5780
grades based on demonstrated comprehension of certain topics. The new quizzing method only applies to sophomore chemistry as of now, but the science teachers suggest that if the system is successful, it will likely be applied to other science classes. Since Rabbi Blaustein and Dr. Rotenberg both teach chemistry classes, they decided to test out the new methodology with their own classes first. The department as a whole will then assess the system before implementing it in other science courses. Both teachers are concentrating on making SBG effective. Ms. Brachot said, “I think we hope that it will be a long-term plan, but it does depend on how successful it is.” Ramaz students are more familiar with taking science tests than quizzes. The new technique permits teachers to see immediate feedback in their students’ comprehension of a specific topic. Dr. Rotenberg noted, “I gave a quiz in one class this morning, and we went over it immediately. I could see right away that some students got tens [out ot ten], and some had not. After I explained the problems on the quiz and answered a few questions, I asked the class if they thought they would have any trouble if they had a chance to retake the quiz tomorrow. Everyone responded that they were comfortable with the material.” The new approach to testing is not so much about the quizzes as it is about mastering specific topics. The method encourages a new approach to learning, known as mastery. Rabbi Blaustein said, “The new quizzing method relates
to the general goals of school. I think this tecnique emphasizes learning more than grades. The goal of learning a specific topic is not getting a good grade, rather it is mastering and understanding the material.” If SBG sounds like even more work than the traditional test-based method, students can take consolation in the fact that with the multiple quizzes, they will have more opportunities to make up their grades on a specific topic. Ms. Brachot added, “The quizzes give students more time to master a subject. In the past, you had one chance to prove you mastered something when you were tested on it. And you earned a bad grade if you didn’t fully master it. Now, if you do not understand a topic as well as you would like during the quiz, you will have a chance to make it up later on. Each quiz will count less than each test did towards your overall grade.” The quizzes also allow students the freedom and responsibility to decide how to prepare themselves for each topic; some may feel comfortable with the material after class and others might want to review it again at home. Will students prefer SBG to traditional exam-based class? The outcome of this experiment in science is yet to be discovered.
municating with outside companies and converting their information into Ramaz’s personal files. All parties coordinate with one another to maintain accurate attendance. Although Ramaz currently has a tech-friendly system in place, the system has remnants of its less efficient past. Before the new system was adopted, students would be required to sign in if they were late. In addition, teachers would be required to take attendance during second period. All that information was then manually collected and inputted into the system. Ms. Freidman explains that while the switch from a manual system to an electronic one is positive in terms of accuracy, student safety, and speed, the rapid and substantial change led to the creation of many gaps in the system. These gaps, coupled with a few unlucky chance events, were the root cause of delays in the strike system. Last year, for example, on the day faculty members returned to school, the entire server shut down, preventing the attendance system from functioning properly
until a few weeks into the academic year. This year, several factors contributed to the delay. One issue was a lack of communication with aPlus+ Attendance over the course of the summer due to a lengthy vacation taken by a key member of the aPlus+ team. Ms. Krupka jokes that she and Ms. Friedman spent the better part of their summers trying to locate their aPlus+ contact. Another factor, according to Ms. Freidman, was the domino effect of the ID cards’ late arrival and the inability to properly program that data into the system. Some students were getting attendance emails sent to them with the wrong student name attached. Overall, “the transition has not been a seamless process,” said Ms. Krupka. The administration recognizes the system’s shortcomings and continues to work on improving its effectiveness. Change is never easy. The only key to successfully adjusting to a new system is time and patience.
Sharsheret focuses on the whole affected family, provides support specific to orthodox needs, and even cooks Shabbat meals. Breast cancer is particularly prevalent in the Ashkenazi Jewish population due to the BRCA mutation. As many as 1 in 40 Ashkenazi Jews are BRCA positive and this can increase the lifetime risk of breast
vivor diagnosed at age 16. Years later, Caton married the Jewish man who drove her to her treatments and wrote a book about her experience as a survivor. The Pink Day programming began primarily focusing on breast cancer awareness and prevention, rather than personal experiences with breast cancer. Students were later introduced to Sharsheret, and many participated in the walks. This year, Dr. Agus, a neuroscientist who researches the BRCA gene, spoke to the seniors and educated them about the research done to identify the BRCA gene. Dr. Agus reinforced to the students the autosomal dominant inheritance of BRCA and pointed out that the breast cancer gene can be inherited from either parent. She encouraged seniors to look at their family history and strongly consider testing. In addition to genetics, Dr. Agus discussed lifestyle choices including drinking, smoking, and sugar consumption and explained that they are all associated with increased cancer risk. This was Dr. Agus’ third year speaking to the seniors, empowering them with lifesaving information. All in all, the support for incredible organizations and the education that it provides makes Pink Day a valuable — and necessary — addition to the Ramaz calendar.
No Strikes Until October 4th?
Rebecca Silber '23
Through October 4th, tardiness wasn’t accounted for, allowing student records to remain free of strikes towards detention. While the delay seemed like a positive situation for students, this systematic failure raised questions about the attendance system itself. The new and improved Ramaz ID attendance system was introduced 3 years ago. The system relies on a few different parties, including aPlus+ Attendance—the company that designed and supplied Ramaz with electronic scanners. Senior System—a database that stores attendance information—also contributes to the overall system. In addition, Ramaz faculty play an important role in recording attendance, including Dr. Jucovy (the creator of the coded attendance sheets), Ms. Krupka, and Ms. Friedman. Dr. Jucovy taught himself Javascript in an effort to help automate this time-consuming process. In addition, Ms. Kurpka and Ms. Friedman work on com-
Think Pink Julia Feit ’22 On October 24th, the students of Ramaz plastered the halls in pink as a tribute to breast cancer awareness month. The students excitedly dressed in pink, decorated the lobby in pink, and sold pink doughnuts as they were educated about breast cancer awareness and actively participated in fundraising. Over one thousand dollars was raised by the high school for Sharsheret, a Jewish organization devoted to helping women with breast cancer. Additionally, students heard from Dr. Nicole Agus, representing JScreen, an organization that gives free BRCA testing to all eligible Ashkenazi women and post-test counseling to help them understand their results. The Susan Komen Foundation was established by Nancy Goodman Brinker in memory of her sister Susan who passed away at 36 after battling breast cancer for three years. Nancy promised her sister that she would do everything to end breast cancer and believed that Susan’s outcome could have been better if she was educated about breast cancer and its treatments. In 1984, Nancy founded the Susan G. Komen Breast Cancer Foundation in her sister’s memory. The Komen Breast Cancer Foundation’s logo is a pink ribbon, resembling a runner in motion and reflecting the importance of Komen’s Race for the Cure every October.
cancer to almost 60%. In addition to treatments and support, this organization educates women about the options for breast cancer screening and genetic testing. This information is powerful since increased surveillance can often catch cancers early while they are still treatable. Ramaz Upper School began commemorating breast cancer awareness and Pink Day in the year 2000; Tzipi Caton was the first speaker who visited the students. Caton spoke about her journey as a cancer sur-
November 2019/Cheshvan 5780
The Rampage
Junior-Senior Davening Move
Ramaz Upper School
The Rampage New York • Volume 53 • Issue I • Summer 2019 • the-rampage.org
Editors-in-Chief: Zachary Buller ’20* Sophia Kremer ’20* Josephine Schizer ’20* Layout Editors: Hannah Doft ’20* Aliza Freilich ’20* Copy editor: Elizabeth Newman-Corré ’20 Meme contributor: Avery Sholes ’20 Faculty Advisor: Dr. Milowitz Contributing writers: Sydney Eisenstein '22 Julia feit '22 David Gerber '21 Nicole Hirschkorn '22 William Kremer '21 Caitlin Levine ’21 Rebecca Massel ’21 Tammy Palagi '21 Alexandra Paul '23 Clemi Roth '22 Rebecca Silber '23 Samantha Sinensky '21 Issac Silverman '21 Andrew Spielfogel '23 Charles Spielfogel ’21 The Rampage is the student newspaper of the Ramaz Upper School. It is published on a monthly basis. Letters to the editors may be submitted to rampage@ramaz.org. Letters must be signed and may be edited to conform to The Rampage style and format.
News 3
Rebecca Massel ’21 Davening. For some Ramaz students, it is the best way to begin their day—it is a time to connect with G-d and prepare for the day ahead. But for other students, davening means rushing in to swipe their cards on time and then chatting in the bathroom. Ramaz has worked endlessly to help make davening more meaningful to every student. Recently, the Junior-Senior Minyan was moved from the lunchroom to the gym in order to enhance the davening experience. Rabbi Slomnicki, who made the decision to change the davening location, explained that there were two major reasons for the move. First, the lunchroom is small, making it “too squished and uncomfortable.” Second, he said, the lighting in the lunchroom was “terrible.” He believes that the lights are too dim in the lunchroom to see the pages and be able to really focus on davening. A similar problem has arisen in the Sophomore Minyan, located in the Beit Knesset. Last year during Torah Reading, someone had to be assigned to shine an iPhone flashlight on the Torah, helping the Ba’al Korah see the words. “The move was made to enhance the davening experience,” said Rabbi Slomnicki. “We design our shuls to make the space nicer, so too, we wanted to design our davening
space at Ramaz to be more inviting.” Students’ responses have been mostly positive. Michal Seinfeld ’21, said, “I think the change is great. The open space in the gym makes it more comfortable and it’s much brighter.” Charles Spielfogel ’21 also feels that the environment is now more davening-appropriate, even if a little out of the way. He said, "I preferred to daven in the lunchroom because it is a more convenient location, but the plus side of davening in the gym is the extra space. I feel davening in the gym is a more pleasant environment than it was in the lunchroom.” Another issue that arose in the lunchroom location was the struggle to be heard. The Sephardic Minyan, located in the auditorium, is separated from the lunchroom by a thin wall. While, in theory, the mingling of Ashkenaz and Sephardi tunes sounds beautiful, in practice, it was difficult to concentrate during quiet moments of prayer. A senior said, “It is better [in the gym] because sometimes we would hear the Sephardic Minyan which could be distracting.” Other students dislike the new davening location. A junior complained, “I don’t love the gym because it's a gym. I liked davening in the Beit Knesset last year better. It felt more like my shul.” Rabbi Slomnicki acknowledged, “Each room does have its own challenges.”
In addition to the change in locations, seating charts were recently introduced to the Junior-Senior Minyan. Ms. Benus, one of the creators of the chart, explained her intentions behind it. She said, “I feel very strongly about having a specific space for Tefilla. It allows people to feel comfortable and focused. I think a good seating chart allows faculty to put students in a situation where they can be as successful as possible.” While some students are annoyed they can no longer sit with their friends, others are grateful for the chance to concentrate more on their davening. One senior girl said, “I used to sit in the back and talk to my friends. I was really upset that I was moved to the front, but already I feel like my prayers are improving.” As with every change, only time will tell if this move will improve the prayer experience. Rabbi Slomnicki believes that “it is too early to asses the change,” but he is looking forward to seeing improvement in students’ davening.
Our Community at Work: Dr. Samuel Moche David Gerber ’21
The opinions expressed in The Rampage are of the author’s alone, and do not represent the views or opinions of Ramaz, The Rampage, or its editors.
Japanese and Hebrew murmurs fill the waiting room of a dental clinic on Fifth Avenue. Patients are waiting * Denotes member of The Ramanxiously for their appage editorial board pointments, hoping to get back to their busy work lives as soon as possible. Some even have to catch an international flight immediately after their appointments. By the receptionist’s desk, the phone is ringing off the hook with patients scheduling new appointments. A Jewish dentist emerges from one of the exam rooms, conversing with a patient in Japanese. That dentist is Doctor Samuel Moche, an Iraqi Jew raised in Japan and proud Ramaz parent. Dr. Moche’s parents moved with a few other Jewish families from Baghdad, Iraq to Kobe, Japan to pursue their import and export business. Despite attending Catho-
lic and Missionary schools, Dr. Moche and his family kept their Jewish identities and remained observant in a place with a very small, yet quite observant Jewish community. Dr. Moche looks back on his experience growing up in Japan as both enjoyable and beneficial — he was able to learn the language, grow in discipline, and thrive in the Japanese culture. Eventually the Moche family moved from Japan to Brooklyn. Dr. Moche attended Yeshiva University and set his sights on a medical career. When asked why he chose dentistry over medicine, Dr. Moche explained that because working with teeth is very manual. “You have to be very good with your hands, which I was. I always saw it as like sculpting, like an art,” he noted. Many doctors can credit their professions to saving and improving lives, but
according to Dr. Moche, he goes beyond that. One of Dr. Moche’s favorite parts of his job is being able to see the result of his work, like an architect seeing his building finally built, and prides himself on boosting confidence through his work. Dentistry, as opposed to other types of medicine, has not changed dramatically over the past few decades. Whereas new drugs and procedures are constantly being invented, the technique in dentistry has stayed pretty much the same. When asked for his least favorite part of the job, Dr. Moche explained, imagine having to stick your face near a person’s mouth with all different kinds of food stuck in their teeth — and oftentimes bad breath. It may make you think twice about pursuing a dental career. Despite this, Dr. Moche’s personality is very well suited for his profession. He is very positive and loves to joke around, so, as a true dentist would hope for, he manages to put a smile on everyone’s face.
PSAT: The Inside Scoop Tammy Palagi ’21 On Wednesday, October 30, all students in the junior class took the Preliminary SAT (PSAT). The PSAT is a test given by the College Board with the participation of the National Merit Scholarship Corporation (NMSC). Students generally take the exam during their junior and sophomore years in high school. However, the NMSC only considers the junior scores when deciding who gets the scholarships. Sophomores and juniors take the exam in order to gain a better sense of how the actual SAT test will look, the type of questions they will be asked, if their skills are good enough to excel in the exam, and to evaluate the difference between the SAT and ACT. The NMSC works with the College Board to reward the top scorers from around the country with merit scholarship funds to the university of their choice. To become a National Merit Semifinalist, students must score in the top 1% in their state. The top 3-4% of scorers are named Commended Scholars— an impressive distinction to put on college applications. The top 1%, or about 16,000 students across the country, are named National Merit Semifinalists.
To be considered for a National Merit® Scholarship, Semifinalists must advance to Finalist standing in the competition by meeting high academic standards and all other requirements. In February, some 15,000 Semifinalists are notified by mail at their home addresses that they have advanced to Finalist standing. High school principals are notified and provided with a Certificate of Merit to present to each Finalist. Finalists win $2,500, and more importantly recognition and endless opportunities. Many students who have already decided and have begun studying for the ACT, another type of standardized test, argue that it is unreasonable to make the PSAT mandatory at Ramaz. An anonymous junior said, “it is unfair to put the stress on kids to take a test if they know for sure they are taking the ACT”. On the other hand, many think that this an excellent opportunity to set aside time to practice. Rebecca Massel ’21 said, “I think that it is beneficial to take the PSAT because there are some similarities between the two tests. However, I think they should give us the PSAT in the spring of sophomore year because most people have already chosen which test they are taking.”
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Chagim 4
Holiday Recap
The Rampage
November 2019/Cheshvan 5780
A Plethora of Sukkot Festivities At Ramaz Caitlin Levine '21 Chol Hamoed Sukkot at Ramaz is a special time. Although Ramaz was open on both Wednesday and Thursday of Chol Hamoed Sukkot, the school day was very different than usual. Some classes were held, but the administration also incorporated a lot of exciting events into the day to make it feel like a chag. Both days began with davening (including hallel) followed by breakfast in the sukkah. The breakfasts were festive and included waffles with whipped cream. Alex Zemmol ’21 said, “I honestly couldn’t have asked for a better start to the day. It was great to be able to eat such delicious food surrounded by friends.” A lot of students also appre-
ciated the late start of second period. Asher Silber ’21 stated, “Starting class at 9:35 made the day feel special. I did not have to rush while eating and felt that starting class later gave the days a sort of calmness.” While many students attended class after breakfast, the school also provided students with the option of a chesed trip at Masbia Flatbush. Volunteers stocked shelves, prepared grocery bags for over 2,000 people, unloaded food shipments, and set up for the daily hot meal. Sarah Ginsberg ’22 said, “I really enjoyed participating in this chesed opportunity. It gave new meaning to the holiday.” For the students who remained in school, Ramaz offered an exciting activity. After third period, students had the option of attending a Simchat Beit Hashoeva in the Sukkah. Students ate cookies and enjoyed mu-
sic and a special G.O. tie-dye station. G.O. President Ethan Morali ’20 said, “This activity was extremely fun and popular. Learning to tie-dye was cool. Even though my socks didn’t come out as planned, I had a lot of fun helping people out.” Sophia Ratzker ’21 said, “Tie-dye is one of my favorite activities. I was really happy to see something like this at school.” After a few classes, students returned to the Sukkah for lunch—chicken nuggets. Solly Taragin ’23 said, “Chicken nuggets are my favorite lunch that the school provides. How did Ramaz know?” The day concluded with 2:15 dismissal. A lot of students thought that 2:15 was a perfect time to be dismissed. Norma Tawil ’22 said, “I felt like school ending at 2:15 allowed for the perfect balance of class and celebration. Everyone loved getting out early and it pleased a lot of my classmates.” On the other hand, some students felt like dismissal should have been earlier. Max Cohen ’21 said, “There is no need for snack and breaks. I would rather get out earlier. Perhaps we should have a Friday schedule and get out at a Friday time.” The second day of Chol Hamoed Sukkot was identical to the first, except that students attended community instead of Simchat Beit Hashoeva. At community, the students had the pleasure of hearing from both Rabbi Slomnicki and Mr. Cannon. Rabbi Slomnicki gave a short Dvar Torah and introduced Mr. Cannon. Jordan Sebag ’22 said, “Rabbi Slomnicki’s speech was perfect. It was timed perfectly and it engaged the students.” Mr. Cannon began his speech by introducing his family. He connected the idea of not judging his children to also not judging the student body. His speech received mixed reviews. Jared Harnick ’22 said, “I didn’t think the assembly was that great. It didn’t really add much to my day.” This sentiment was echoed by Asher Silber ’21. He stated, “I understand why it is necessary for Mr. Cannon to speak since he is the Head of School.” Izzie Ottensoser ’22 commented, “I loved the videos Mr. Cannon displayed on the screen. They really helped engage the student body.” Students also enjoyed lunch in the Sukkah on the second day, but the choice of food was not as well-received as the day prior. Many students complained about the menu. Jack Dweck ’21 said, “I really liked eating in the sukkah, but
I think that fish is not a meal liked by many and should not have been served.” Dessert, though, was still a hit. Ben Cole ’22 stated, “I really enjoyed the cookies
that the school provided both days of Chol Hamoed.” Overall, students felt that Ramaz did a great job with school on Chol Hamoed. Nonetheless, some students believed the school would be better off closing over the holiday or further shortening the days. Jake Rubin ’22 said, “I would rather have just one day of school. Next year, I think the school should try to make that happen.” Kira Jacobs ’21 said, “I really enjoyed the two days of school! In the future, though, I think the school should give more opportunities to learn about the holiday so that more meaning can be brought to the day.” Overall, most agree that if students must have school over Chol Hamoed then scheduling special activities and programs is the way to go.
Ramaz Freshmen Hear the Shofar that Survived Auschwitz Clemi Roth '22 Ramaz students have been fortunate enough to meet survivors of the Holocaust, but rarely have they seen, heard, or touched religious artifacts from this low point in human history. For thousands of years, the shofar has symbolized our relationship with God and Jewish history. On a special class trip, Andrew Boyarsky ’23 was given the honor of blowing a shofar that survived Auschwitz on the Friday preceding Rosh Hashanah. This specific shofar belongs to the family of survivor Cheskel Tydur who carried it out of Auschwitz 74 years ago. Tydur was given the shofar on a death march when the Nazis were attempting to escape the advancing liberating armies and forcing their Jewish prisoners deeper into German territory. The unknown individual, who would not survive the march, gave the shofar to Mr. Tydur for safekeeping and passed on the obligation of sharing the story of the shofar and the Jewish people in Auschwitz. The Tydur family recently lent this shofar to The Jewish Heritage Museum—A Living Memorial to the Holocaust in New York with the condition that it would be blown in Jewish communities every Rosh Hashana and Yom Kippur. On September 25, the ninth grade had the opportunity to fulfill the family’s wishes and hear the cry of the shofar that survived World War II. Rabbi Steinmetz of KJ, whose mother was a Holocaust survivor, spoke about the shofar. He explained that it was hidden from the Nazis and blown on Rosh Hashanah in Auschwitz. He said that the shofar represents the memories of the Jews who suffered, but it was also their message of hope; they made sure to pass it along to those who survived the death
march from Auschwitz. Rabbi Steinmetz explained, “No matter the sound the Shofar makes, it shakes the heavens.” Present at the event were two Holocaust survivors, Mr. Bernheim and Ms. Roth, both well into their 90s. They instructed students to remember what they’ve learned about the Holocaust, particularly from survivors, in order to fight Holocaust deniers. They reminded students
to appreciate the Jewish communities that survivors rebuilt after all of the terror that they went through. Mr. Bernheim, the grandfather and great-grandfather of Ramaz students, added that this rings especially true today because fewer and fewer witnesses to the Holocaust are alive. He stated that antisemitism is a disease, and he hopes for his speaking to help fight hatred, rac-
ism, and evil in order to make the world a better place. As the granddaughter of Rachel Roth, I also spoke to the ninth grade. I said that I “had grown up with [my] Savta’s first-hand accounts of the Holocaust” and read an excerpt from a piece my grandmother wrote, entitled Here There Is No Why, which described the last time Rachel heard the shofar during the Holocaust in Warsaw, Poland as the Germans were invading. "Saturday, September 23rd 1939 arrives, Yom Kippur. On this Day of Atonement, the synagogue is overflowing with people. The men, wrapped in their white robes and prayer shawls, pray fervently. Women are sobbing, asking God to take pity on us. The children are whining in fear... Evening falls, and the prayers and fasting come to a close. I hear the wail of the Shofar. Outside, the shooting continues. Houses are collapsing, burying victims alive." As the ceremony concluded, Andrew Boyarsky from the ninth grade was called up to blow the shofar. He was able to squeak out very soft notes. Next, Rabbi Lookstein ’49 was asked to give it a try, and he too was only able to make soft blasts. Despite several attempts, the shofar was squeaky and soft. It delivered a somber emotional tone. This shofar used in secret has a message and a deliberate story to pass on. Perhaps it will always emit soft, hoarse notes as it did in Auschwitz. As the shofar wails its message, the people of today’s generation must continue to tell survivors’ stories, make sure to remember what happened to our people and make sure that a tregedy like the Holocaust never happens again.
November 2019/Cheshvan 5780
The Rampage
Chagim 5
School on Chol Hamoed Sukkot: A Junior's Perspective Charles Spielfogel '21
Throughout the long week of Sukkot, Ramaz students wondered why we have school on Chol Hamoed. Most other yeshivot have the entire week off. Many families travel to Israel and other destinations for the chag. For those of us who were here, we attended school, but we did not learn so much. We had a half-day, and many periods were free or teachers did not teach the regular curriculum. I think Ramaz has to make a choice to either eliminate school entirely on Chol Hamoed or make these regular learning days. If we had a full day of school, families would be less inclined to travel, making it a
regular week of learning. I understand that the school wants to give everyone the opportunity to fulfill the mitzvah of sitting in a Sukkah. However, a large number of students have access to a Sukkah in their homes or synagogues. For that reason, to keep the school open for two half days does not really make sense. Perhaps as Jacob Davis ’21 said, “The school should be open and provide lunch for people who would like to eat in the Sukkah, but we should not have school.” I think there are also other alternatives to school if Ramaz decides to remain open. One day could be a fun trip (including a stop to eat in a Sukkah). This would keep kids from being home all day doing
nothing, and it would be a fun experience during “zman simchatenu.” Another alternative would be to offer a full-day chesed trip which would help students fulfill more mitzvot, which is also what the holiday should be about. Offering other opportunities would hopefully entice those who are home to participate and have a more meaningful Chol Hamoed. Ramaz should decide to either go along with the other yeshivot and be closed entirely or make better use of these days. Having two half days where only partial learning takes place really does not make sense or contribute to the spirit of the chag.
Women and Sukkot: Poll Josephine Schizer ’20 After Sukkot, The Rampage investigated the opportunities presented to women in different communities during this holiday. In Ramaz families, who owns a lulav? Who shakes the lulav, and who brings one to school? What do women do during hoshanot and on Simchat Torah? Do Ramaz families have their own sukkot? Based on 103 responses, see the answers below and more online.
Honoring Creation: Luv Your Lulav Drive 2019 Samantha Sinensky '21 Ramaz students pride themselves on procuring the most robust and beautiful etrogim for Sukkot. The arba minim are treated with great care during these seven days, but at the conclusion of the holiday, they are often discarded or abandoned in shul after Hoshana Rabba services. Over the last three years, the Ramaz Environmental Club, under the guidance of its faculty advisor, Ms. Benel, expanded on its now popular Luv Your Lulav Drive. The Environmental Club at Ramaz continues to “shake things up” with lulavim in particular, and takes pride in being a true “grassroots” organization. The Luv Your Lulav project was inaugurated in 2017, with lulavim and etrogim collected from the Ramaz Upper School and Congregation Kehilath Jeshurun. The concept of the drive is to repurpose lulavim and etrogim by collecting them from students and teachers at Ramaz and synagogues after Sukkot for composting. These arba minim are then transferred to the Isabella Freedman Jewish Retreat Center in Falls Village, Connecticut. This environmental center runs their own farm, growing fruits and vegetables that are served to guests visiting for Shabbat, Jewish holidays, or yoga and music retreats. In addition to their locally grown produce, all food scraps are composted onsite. Our lulavim and etrogim are incorporated into this compost. Isacc Amar ‘21 specifically appreciated our efforts in transporting the lulavim and etrogim to the Hazon Farm part of the Isabella Freedman Center and noted that “this is different than composting food scraps; we are composting religious objects!” It is significant that the lulavim and etrogim are to be composted at a Jewish farm, as opposed to any local compost center in New York City. Fellow Environmental Club
member Arielle Levy ’21 said that “since the lulav and etrog are used for Jewish rituals on Sukkot, it is fitting that they be repurposed by a Jewish organization.” Arielle Butman ’21 feels that the interests of the Jewish and general community are combined to have a larger impact: “This creates a bigger impact on our community from an environmental and Jewish standpoint. This also raises awareness and educates the public.” Once the lulavim and etrogim decompose, this organic matter is incorporated into the
soil for planting, and the nutrients benefit plant growth. The Luv Your Lulav Drive makes good use out of the minim even after their religious and practical use during the holiday has ended. Levy said that had she not donated her lulav and etrog for composting, “they would have just been thrown out.” In general, people are becoming more recep-
tive to sustainability and the urgency to protect the environment. Rabbi Weinstock, Associate Rabbi of KJ, said that Sukkot focuses on “what it means as far as our connection to the environment. A composting project puts some attention on the nature side of the holiday. After all, we’re living outside for seven days.” Rabbi Weinstock quoted Midrash Kohelet in that we “need to take care of God’s creations.” Ms. Benel adds, “caring for our Earth is a universal, humanistic value that is a fusion of a school project, a community task, and Tikkun Olam.” She quoted Beresheit, saying that our responsibility for caring for the earth is, “LeAvdah ULeShemarah”—to work it and to watch it. Due to the success of the past initiative, the Environmental Club extended the project this year to include two neighborhood synagogues, making it even more of a community-wide effort. Lulavim and etrogim were also amassed from Fifth Avenue Synagogue and Congregation Orach Chaim. Rabbi Eli Babich of Fifth Avenue Synagogue concurs that the Luv Your Lulav project “aligns perfectly with Sukkot as a celebration of God’s creations, as we are commanded to live and eat outdoors.” We are also directed to “treat the lulav and etrog properly at the conclusion of the holiday.” He thanked us for our efforts for enhancing the holiday. The total minim count from Ramaz and from the three shuls was approximately 500 lulavim and 250 etrogim to be composted. The rabbis from each shul were happy to participate and helped to support the drive by encouraging their congregants to give a new life (or afterlife) to their lulav and etrog. All the Rabbis agreed that the holiday of Sukkot is a reminder to us all that we are strongly connected to the Earth and have to thank God for all we derive from His creations. Repurposing our lulavim and etrogim to enhance the Earth is not just environmentally correct, but is a very spiritual Jewish act.
Features 6
Features
The Rampage
november
2019/Cheshvan 5780
New Club Spotlight: Ramaz Cross Country Team
Caitlin Levine '21 Ramaz is excited to announce its new Cross Country Team, a revitalization of the older Track Team. Its most significant change is the new faculty advisor: after Ms. Cohen retired from the position, Rabbi Sommer, Ramaz Middle School Judaic Studies teacher, stepped up to the track (pun intended!). Students reacted overly positive to the change; Yoav Shames ’21 said, “I think that Rabbi Sommer is a great fit for the team. And I really think this will be a successful year for the cross country team.”
CL: Where are the practices? Where are the meets? RS: The practices are in Central Park, and the races are either at Branch Brook Park in NJ or at Van Cortlandt Park in Riverdale.
is an added bonus. CL: Have you ever coached a track team before? What is your experience with track? Were you ever on a track team? RS: This is my first time involved with a cross-country team either as a coach or as a member of the team. I did run seriously for many years, including racing in eight marathons. I really enjoy running: you get out of it what you put into it more than you do for any other sport. Natural talent helps, but hard work leads to major improvement. CL: What else would you like to tell me about yourself or about the team? RS: My wife is also coaching cross-country, in her case for The IDEA School where she teaches, so I have the added bonus of seeing her at races. The coach for Frisch lives across the street from us. I sometimes joke that we could have league meetings at our house.
The Rampage interviewed Rabbi Sommer to learn more about the Cross Country Team and his vision for the new squad. Caitlin Levine: How do you envision this year’s team differing from that of previous years? Rabbi Sommer: Long term, I’d love to make it even more serious than it's been in the past with uniforms, as well as soliciting greater participation. CL: Is the new Cross Country Team walk-on or tryout-required? Why? RS: It's walk-on. Unlike other team sports, there are no limits to how many people can be on the team, as in theory, as many runners who want can run in a race.
CL: Who do you compete against? Do you remain within the Yeshiva League or do you branch out to play against other New York City schools? RS: Within the Yeshiva League. Schools that attend the races include Maayanot, Frisch, Heschel, SAR, and TABC.
CL: How often are competitions? RS: Every year there are four races and a playoff.
CL: What is your favorite part about coaching the team? RS: I'm happy to be working with high school students. Some are former students [from the Middle School] which
Overall, Rabbi Sommer promises to be a great addition to the new Cross Country Team, and is excited for many new members to join. Many students are enthusiastic about their participation, including Finley Horowitz ’22 who “loves going on runs weekly with [her] friends.” Longstanding team member Adam Horowitz ’21 advised, “This team is a big commitment because it’s energy-draining and very time consuming, but if it’s a passion of yours then you cannot turn down the opportunity. I’m sure that if you are an outgoing guy like me who is also athletic then this team is a perfect fit for you.”
Are Ramaz Students Driven to Drive? Rebecca Massel '21 Henry Ford passed his driver’s test for the first time at the age of 56. It was 1919, the first year Michigan required driving licenses. While not as old as Ford, New York City kids are also at the older end of the spectrum in the timing of being able to drive. Outside of New York, in states like South Dakota, minors can receive a driver’s permit at the young age of 14 and can get a license at 16. In New York City, however, teens must wait until 18 to take a driving test. The only way to expedite this is to take a driver’s ed class which gives teens the opportunity to get a license at 17-½ years old. But is the wait until 18 actually disheartening for today’s teenagers? Now that subway stations have cellular service and Ubers can be summoned at the touch of a button, does the drive for teenagers to get a license on the morning of their eighteenth birthday still exist? Because of the importance of driver’s ed, Ramaz has partnered with the Autonautics International Driving School for the past thirty years in order to ensure that students have a convenient way to learn this life skill amid their busy schedules. In order to receive a driver’s ed certificate at Ramaz, students must take one semester of classes. These classes consist of two parts. Twenty-four classroom sessions are offered on Monday nights where students are lectured on how to drive and given alcohol and drug education. Each student also must take driving classes in which he or she sits in a car with a driving instructor and generally, two other Ramaz students. This is offered on another day of the week, at the student’s convenience. In New York City, teenagers with a permit can only drive if the passenger seat is equipped with an emergency brake. For most students, this means the only place to practice driving is in an instructor’s car. To take the official driving test, teenagers are required to have driven for 50 hours of practice. Driver’s ed only includes six hours of driving so students must drive with a family member or parent outside of New York City to make up the difference. A permit-holder can
only receive a junior license at seventeen if they have first taken driver’s ed. The cost of driver’s education at Ramaz is $675. According to Ms. Chechik, who acts as a liaison between students and the Autonautics International Driving School, the school is expensive, but they are responsive and easy to work with. As with any Ramaz activity, students’ reactions to driver’s ed differ. Michal Seinfeld ’21, who is taking the course this semester, said, “Learning how to drive both in a classroom and in a car is helpful because driving in New York is really fast-paced and stressful. In the classroom, I can think about the actions I take on the road in more detail.” Simeon Dicker ’21, who took driver’s ed and now has a junior license, said, “I knew how to drive from before, but the course is mandatory in order to get a license early. And the course definitely improved my driving.”
Is Ramaz’s central location taking a toll on its students’ independence? Ms. Chechik reported that she has received both positive and negative feedback. “Most of the negative feedback I have received is about the personnel. Occasionally, there will be a bad instructor, and when we find out, we quickly take care of the situation,” she said. On the other hand, “parents will call me and ask for our driver’s ed school to get their child more lessons after a year in Israel so they can take the driving test,” Ms. Chechik said. She explained that she considers this positive feedback. Only 20 students per semester take driver’s ed at Ramaz. In a Rampage poll answered by 51 Ramaz students, it was reported that only 37.3% of Ramaz juniors and seniors know how to drive. Of the driving students, only 18.2% took driver’s ed at Ramaz. The question remains: why is driver’s ed so poorly attended? First, for students who live outside of New York State, the hours spent in a car during driver’s ed do not count for the total 50 hours. Some students re-
solve this issue by taking driver’s ed at a school closer to their home. Second, students find it too difficult to juggle the infamous Ramaz workload and extracurriculars with driver’s ed. One junior said, “There is no time in my schedule for d r i v e r ’s ed. With sports, tutors, and clubs, I don’t have any days open.” A senior resorted to spending his summers in a car, “I learned to drive during the summers after my sophomore and junior years. I simply didn’t have time to take driver’s ed at Ramaz during the school year.” Finally, the most logical answer is that teens who live in or attend school in the city have much less of a desire to learn how to drive. Looking at other Jewish day schools in the Tristate Area, one can see a larger percentage of students taking driver’s ed. Ms. Chechik said, regarding SAR in Riverdale, that the school “offers driver’s ed for a cheaper price than Ramaz.” At SAR, the driver’s ed is in-house; the school hires licensed teachers and rents cars for students. SAR junior Shira Huebner said, “students like driver’s ed. By senior year, most of the grade knows how to drive, and about 70% of them drive to school.” Tikva Epstein, a junior at Frisch, reported that her school does not provide students with driver’s ed, nor do they suggest a driving instructor. Despite the added inconvenience, because it is in New Jersey, “most seniors know how to drive and drive themselves to school everyday,” Epstein said. According to Raylie Bodner, a junior at HAFTR (in the Five Towns), “more than half my grade drives, and many students take driver’s ed through the school.” She said that most seniors drive to school and park in the senior parking lot. Ramaz prides itself on being in “the heart of New York City.” While this may be a positive factor for a student’s development, it seems that Ramaz’s central location may be taking a toll on its students’ independence.
november
2019/Cheshvan 5780
The Rampage
Water Fountains, Not Water Bottles William Kremer ’21 Sixty-million plastic bottles are used throughout the world every day. Twenty-two billion plastic bottles are used in a year. That amounts to eight million tons of plastic that pollute our oceans annually. That's the equivalent of the weight of 14 million elephants. As many people know, plastic is not biodegradable. Unless it is burned (which in and of itself releases toxic fumes), plastic stays in the environment forever, and as it “decays” it releases toxic chemicals into the environment. I know what you’re thinking. One bottle can’t hurt. But you’re wrong. It can, and I beg you to change your view that because you—yes, you—can single-handedly save our oceans. Common knowledge at Ramaz is that water bottles in the vending machines sell out rather quickly, but there is a very clear reason for this well-known “sold out” message: students overbuy bottled drinks, and if you need evidence, take a look at the abundance of empty water, Snapple, Powerade, and Vitamin Water bottles filling up trash cans, lounges, and worst of all,
classroom floors. It’s safe to assume that no students want to see their school covered in trash Outside of Ramaz, water bottles are single-handedly destroying the environment and the
oceans that we love and cherish. If only there was a solution...oh, wait—there is. Instead of students throwing out a dollar twenty-five whenever they feel thirsty, everyone should bring a reusable water bottle to school and refill it whenever necessary. A possible setback is
Opinions 7
Opinions
the common half-filled water bottle syndrome: students failing to orient their water bottles at just the right angle and ending up with sopping wet hands and not enough water actually inside the bottle. Even worse is having to travel up and down the building just get some more water: in the worst case having to race
down to SC to refill at the only fill station in the school, and then race back up to your class on… SEVEN. A simple solution would be to replace all the old fountains with fill stations like the one outside the gym. Understandably, the solution would be quite costly, but I believe it is a worthy fix to an issue of great importance. There are a plethora of benefits to this, ranging from reducing litter around the building, to saving your parents’ hard-earned cash on the vending machine, and most of all, keeping our oceans clean not only for ourselves but also for the 100 million marine animals who die each year from plastic poisoning. Let’s do this Ramaz, and reduce our plastic waste.
Many Central Park Trips? Andrew Spielfogel '23 With the autumn leaves beginning to fill the crisp September air, the students enjoyed Ramaz’s first school-wide excursion of the year: the annual Central Park Trip. While the trip has historically taken place in November, this year, the trip was planned as a positive springboard into the year, allowing students to spend time with new friends and bond with their classmates before the year came into full swing. Students had the opportunity to participate in a plethora of sports, including football, soccer, basketball, frisbee, boating, biking, and yoga, as well as other recreational activities such as photography, sketching, and taking a trip to the zoo. I chose to bike and had the wonderful opportunity to bike seven miles around Central Park. For me, this was a great afternoon—I enjoyed a break from learning and was able to explore the city with my new classmates. Although there were many activities that sounded appealing, I am glad that I chose biking; I was able to do something fun in New York City that I am not normally able to do. Beyond that, the beautiful weather made biking an ideal activity. Even more exciting were the tour guides who pointed out famous sites in the park, and even for me, as a native
New Yorker who spends a lot of time in Central Park, I learned about places that I had never seen before. Although this trip was shorter than last year, it was enjoyable nonetheless: the mere twoand-a-half hours were still a nice break from schoolwork. In Rabbi Dov Pianko’s words, “Personally, I think it was amazing that we were able to spend so much time in the park and only miss
two academic periods. This model would allow us to create other days like this in the future. We took into account some of the feedback from last year and changed the timing. Last year, some of
the negative feedback was that it was too cold to be walking around and spending time in the park. This year we were able to take advantage of other facilities because of the warmer weather.” However, one activity we missed due to the weather, was ice skating, which had been done in previous years. It would be great to see that as another activity in the future. Because Central Park is our “backyard” in the city, I would love to see the school plan another trip in the winter. Like this trip, it could possibly only take up two academic periods, but we would come back refreshed and renewed. Imagine being able to leave school in the early afternoon, head to Central Park and spend an hour ice skating. While the trip was enjoyable in the warmer September, I envision that a trip amidst the brisker November air would prove to be a unique experience for the students. Finally, I believe that short, but periodic outdoor trips like this one will only enhance the school’s positive learning environment. I know that students would be excited for these smaller, scattered Central Park Trips, and appreciate the ease with which they can access this wonderful urban playground. I hope that as I continue my years at Ramaz, I see many more trips like this one.
General vs. Judaic Studies: Do Ramaz Students Have a Preference? Alexandra Paul ’23 As a school in the Yeshiva League, Ramaz maintains a rigorous dual-curriculum, and as a result, students learn to balance the workload of up to 11 classes every day, along with extracurriculars and other parts of their lives. That alone brings up the question of priorities, and how select classes may be valued over others. Some students would say that if they had both a math test and a Tanach test in the next week, they would prioritize studying for the math test over the Tanach test, considering the math grade to be more important. In fact, 78% of students in a survey said that they would rather excel in their General Studies classes than in their Judaic Studies classes. Along with that, 84% of students said they would rather move up in an honors General Studies class over a Judaic Studies class. Why is that? A student in mostly General Studies honors classes explains her reasoning. “I would
rather move up in my General Studies class because I feel like, after college, I would rather have more of an advanced knowledge of General Studies subjects for my chosen profession.” Many students also believe that colleges care more about your General Studies classes than Judaic Studies ones. However, in response to this idea, Dana Messinger, head of the college offices at Ramaz said, “On your transcript, you'll see that we group the general studies courses and Judaic studies courses, listing a GPA for each as well as a combined GPA. While some schools choose to focus primarily on the general studies courses, we've been told by competitive universities that they are looking at both curriculums and penalizing students that have a comparatively lower GPA in a whole half of their courses. Remember—these are institutions of higher learning looking for intellectually curious students, and demonstrating that you don't try or are uninterested in courses you think count less does not go over well!” It also de-
pends on the type of college you are applying to, and whether it’s a school with religious values. What about the students who are in mostly lower-level General Studies classes and higher Judaic Studies classes? Surprisingly, most give the same answers as the students in higher-level General Studies classes. When asked whether they value their Judaic Studies classes over their General Studies classes, one student answered by saying, “Not really, I think General Studies are are more important.” That shows that even a student in higher-level Judaic Studies classes still goes with the norm of valuing General Studies classes more. In the end, most students in all different tracks say that they try to study for both types of classes equally, but if they had to pick a track they value more, whether it be because of what colleges think or what they will be doing later in life, most students value their General Studies.
november
2019/Cheshvan 5780
Caitlin Levine ’21
The Rampage
opinions
My Right to Privileges
At Ramaz, privileges are hierarchical. Seniors, juniors and sophomores all receive distinct freedoms to leave the school building during the school day. Seniors enjoy complete privileges—they are allowed to leave the school building at all times everyday. Juniors are privileged to leave school twice a week during lunch periods, a recent change from the once a week privileges juniors have traditionally experienced. Sophomores must wait until the end of the school year to obtain the right to leave school premises, once a week during lunch periods. Freshman are not granted privileges. Most agree that it is not appropriate for firstyear students to leave the building. Approximately 50% of the freshman student body is new to Ramaz, and many of them did not grow up in the city. Alex Zemmol ’21 said, “Parents trust Ramaz to watch over their children and do not want their kids roaming around the Upper East Side.” In addition, an important part of the first year of high school is making new friends and connecting with classmates. Ron Alweiss ’22 said, “If first-years were allowed to leave school, there would be no one at lunch and students wouldn’t get to socialize.” Also, allowing freshmen to leave the building may lead to cliques forming and students feeling left out. Maxwell Jankelovits ’21 said, “Students who are new to Ramaz would not know who to walk around with and may feel very lonely sitting by themselves in the lunchroom while others are out.” In contrast to the first year students, the sophomores are comfortable with their classmates and the New York City environment. A lot of students complain that Ramaz should extend complete privileges to the sophomore and junior classes. Some argue that being able to walk around the Upper East Side is a nice break from school and should be allowed. Sophia Ratzker ’21 said, “The school often uses the phrase ‘the city is our backyard’ but I feel like we are not given the opportunity to explore the city. Ramaz has such a great location, and it should be taken advantage of.” Many sophomores feel like a good start to privileges would be allowing them to leave the building once a week. Norma Tawil ’22 added, “In addition to privileges during lunch, I think every grade in the school should be able to leave during a free period. If a student does not have a class, I see no reason why the students cannot leave the building for a small break, perhaps not first-years, but certainly sophomores and up.”
The majority of interviewed students wish privileges were granted more generously. Ella Hiltzik ’21 said, “Privileges are so useful. Even if it’s just to grab a cup of coffee or to get some fresh air, privileges are always helpful. If juniors could have them more often, that would be great.” Students work so hard and feel that getting out of school, for even just a few minutes in the middle of the day, can make a big difference in stamina and concentration. Ella Low ’22 said, “Junior year is known to be one of the most stressful years of high school. I feel like any addition that could possibly bring joy to juniors should definitely be es-
tablished.” Emily Mullakandov ’21 said, “I enjoy my weekly privileges because they give me a chance to relax. Leaving the building is really helpful in taking the load off. If privileges were to be offered more often it would help the grade tremendously.” Seniors, of course, enjoy full-time privileges. Not only do seniors feel independent and mature by being able to leave the building any time they do not have class, but they also feel special as these privileges set them apart from the younger grades. Alyssa Garbulsky ’20 says, “Being allowed to leave school makes us feel like the young adults that we are. After completing three full years of Ramaz’s rigorous curriculum, we have earned the right to some fresh air!” Some feel that the lack of these privileges prior to senior year adds to the exciting nature of having them as seniors. Rina Marlowe ’20 said, “It’s fun being able to bring coffee back for lowerclassmen—I feel so important. If I was allowed to leave school last year, then what would make me feel this good this year? But I still think the lower grades should enjoy these privileges too.” While students do want freedoms, it’s im-
portant to remember that along with great privilege comes great responsibility. Currently, there is a strict policy regarding lateness and privileges: if a student returns to school late from privileges, his or her privileges are revoked. Some students feel this policy is too strict. Gabby Sakhai ’21 said, “There should be a more lenient system. Perhaps wait until someone is late three times to penalize. After all, how is being late from lunch different from being late in the morning?” Most students, however, do agree that this policy makes sense. The privilege system needs structure, and without rules there is no structure. Yona Weinstock ’22 said, “Privileges need to be treated with respect, and if a student does not follow the rules, they should be penalized.” Rabbi Dov Pianko provides a teacher's perspective on this issue. He thinks that it's important for students to socialize. If students are allowed to leave during lunch, some who live nearby might go home and eat lunch there, alone or with a small exclusive group. Some students live just a few blocks away, and if they are allowed to leave, they will take the easy option rather than trying to make new friends. “We want our students to interact [with each other] and form relationships,” said Rabbi Dov. Additionally, some students might feel pressure if at lunch others choose to go to a restaurants that don't meet their standards of Kashrut. “At a Yeshiva,” said Rabbi Dov, “students should not be put in a situation where they have to decide between their values and lunch options to socialize during a school day.” Also, other schools which allow students to leave during lunch don’t serve an outstanding spread like Ramaz does. Overall, students are very grateful for the privileges granted to them. Allowing students to leave school, especially in New York City, is a large responsibility for Ramaz. It is difficult to track students and keep a record of who leaves and who returns. There are also many non-kosher establishments surrounding Ramaz and very few kosher options. In addition, it is important for students to bond and socialize during lunch and free periods. Yet, sophomores, juniors, and seniors cherish time spent in their NYC “playground” and continue to pine for more privileges. A break from the rigorous school day and the ability to get fresh air is a wonderful treat. It seems a compromise must be met. If juniors show that twice a week privileges work well, maybe sophomore privileges will start a bit earlier than in the past. Perhaps the recent increase in privileges for juniors is a sign of more to come, as our school continues to mold to the needs of its students and as student life at Ramaz improves day by day, privilege by privilege.
Sophomores Need More Attention from College Guidance Nicole Hirschkorn ‘22 Getting into college is more challenging than ever, so it should come as no surprise that many students rely on more than just grades and scores to earn spots in top schools. College guidance is a vital part of the process, but it is completely unaddressed in sophomore year at Ramaz. Freshman year is meant for students to get to know Ramaz culture, their fellow peers, and teachers, and it’s not a year where students are expected to worry about college. But towards the end of my freshman year, someone from the college office spoke to my biology class about taking the Biology SAT Subject Test. She encouraged us to take the test, as some colleges require SAT Subject Tests to be submitted with applications. I was glad the college advisors were starting to prepare us for making college-related decisions, but I decided not to take the biology SAT Subject Test because it was very close to finals. When I began sophmore year, I expected someone from the newly-renovated college office to speak to my grade about college-related details such as extracurriculars, taking SAT Subject Tests, PSATs, and other important topics. After all, that’s why Ramaz has so many different schedules, right? It wouldn’t be that difficult to squeeze in 40 minutes of information to the grade. I don’t know when I’m supposed to be thinking about college and how
I can improve my chances other than do well at school; am I expected to start thinking about what colleges I want to attend? How many extracurriculars should I be com-
mitting to? Do my extracurriculars effect what college I’ll attend? I imagine that I can go to the college office and ask my questions, but wouldn’t setting aside less than an hour of time for a full grade meeting benefit the students? On October 30th, the 11th grade took the PSATs. In other Yeshiva League schools, 10th and 11th grades took the PSATs: 10th grade uses it as a practice exam to prepare themselves for the SATs taken in 11th grade. It’s beneficial for sophomores to take the PSAT because it identifies a student’s strengths and weaknesses while they still have time to improve, and it’s a great practice for the
PSAT to be taken again in junior year. The PSAT qualifies juniors for the National Merit Scholarship, and sophomores must get a chance to practice for it. I understand that Ramaz pays for every student to take the PSATs and the decision may be budget-related; nothing comes without a price. If the school does not want to cover the costs, sophomores should be given a choice to pay the $17 dollar fee in order to take the practice exam. I do get the sense that the college advisors do an excellent job with the juniors and seniors, but making a point to opening the college-related conversations to sophomores would be greatly appreciated. I’m fairly certain that if I went to the college office I would be welcomed by the college guidance counselors, but at least a brief, gradewide session would be extremely helpful. Some think that it’s too early to start college guidance—after all, the class of ‘22 isn’t graduating for three years. However, many Ramaz students are focused on getting into a good college starting freshman year. There can be a happy medium between these two ideas—on the one hand being overly ambitious and the other more laid back. I have many questions about the college process that I’m not afraid to ask. However, many students don’t know how to start planning for their future, and help from the college advisors could easily solve this issue before opportunities become limited.
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