Volume 67, Issue 1 (October 2022)- The Rampage

The Rampage

New York • Volume 67 • Issue 1 • October 2022 • Tishrei 5783 • the-rampage.org

Ramaz is Back in Session

Whether students were looking forward in anticipation or dreading its return, the new year has arrived. As with every back-to-school article, this one is full of announcements, including the G.O.’s plans for “Gen Rmz,” the theme of this year. Kicking it off at the intro duction assembly, the G.O., led by President Ilan Putterman ’23, Vice President Alex Paul ’23, Junior Vice President Raymond Ashkena zie ’24, AVP of communications Eliza Binstock ’23, and AVP of student life Alex Gage ’23, are excited to implement both action and humor into their leadership. “The G.O. is working hard to support all students and help them thrive in school. We are constantly meeting with the administration and students to make school as fun and happy as possible,” says Ash kenazie ’23. This year’s G.O. skit was filled with wordplay and included bloopers consisting of zoom mishaps and glitches. The skit was cen tered around the idea that peoples’ phobias can radiate off of each other, things that, at least for many students, have been repressed, along with their memories of COVID-19 from the last few years. With the end of longstanding mask mandates across the city, and, to many teachers’ happiness, the termination of zoom school, it seems that this year may finally be the return to reality.

This year’s freshmen, all 102 of them, are the largest grade Ramaz has had in the last ten years. With these fresh new faces comes real change to school. Over the Summer, the gym was remodeled due to the disastrous flood

Follow us on Instagram @ramazrampage

director and producer and new lead newscaster Rebecca Kalimi ’23. Be sure to check out their videos.

The Student Ambassador’s program, spearheaded by Putterman ’23 and the Institu tional Advancement office, is an initiative to get

that happened during finals. There are new teachers, all of whom have been interviewed in this issue, along with the dreaded return to the 8:00 am - 4:45 pm schedule. At least daven ing is first, though, a relief for the halachically minded and commuters alike. That, and the return of the free coffee downstairs, marks a welcome return for many. The Week in Review, hosted last year by Caleb Rosenfeld ’21 and Adrian Rosenfeld ’24, returned with Adrian as

the student body more involved in developing and helping out at alumni and sponsorship events. That, alongside the Hitalovout mento ring program and Wharton Investment team, are just some of the applications currently open for the plethora of opportunities Ramaz offers. Choir, Model UN and Mock Trial tryouts are back. So are Friday tisches, with Rabbi Manu leading them while Rabbi Weiser, whose vacan cy can be felt in all minyanim, is on leave for the semester. The school is alive— students running in all directions, scurrying to find their classrooms and the constant buzzing of Schoology reminders detailing upcoming tests and homework. Take a second to breathe it all in. The student body is back.

Marvel’s Israeli-Palestinian Controversy

Orli Rabbani ‘25

As the Marvel Cinematic Universe con tinues to expand, more heroes are being added to their ever-growing roster. More movies are being created, each more exciting than the last. However, the announcement of an upcoming film has created a large amount of controversy. In May 2024, Marvel is releasing the long-await ed “Captain America: New World Order.” Fans have been waiting for this film since the last one came out in 2014, but the addition of a new hero has people both excited and anxious.

In 1981, an Incredible Hulk comic introduced Sabra, an Israeli hero and Mossad Spy. Sabra is a classic representation of an Israeli woman; wild curly hair and a blue Magen David she wears with pride. In her first comic strip, an Arab boy’s corpse lay in front of her and Hulk after an explosion. Sabra showed little remorse and sympathy, and this angered Hulk. “Boy died because boy’s people and yours both want to own land! Boy died because you wouldn’t share!” Hulk cried to Sabra in the original comic. A few panels later, Sabra knelt next to

the boy, and the narration above stated that “it has taken a monster to restore her humanity.” It

Marvel made the decision to include Sabra in the upcoming film, which made many anxious that Marvel may reintroduce the chau vinistic, Anti-Semitic, and violent portrayals of Arabs in the comics. Many Palestinians and their supporters hope that that stereotype will be played out differently in the movie. Addition ally, many are appalled that Marvel is “buying into Zionist propaganda” by supporting Mossad and representing it with their Israeli character.

took a monster like Hulk to make her sympa thize with a tragic occurrence.

To Jews, the name “Sabra” is just another name for a daughter, as well as an Israeli-born Jew. A sabra is a cactus fruit; prickly on the outside, sweet on the inside, just like an Israeli Jew. However, it has a different meaning for the Palestinians. Sabra was the name of a Lebanese refuge camp, in which thousands of Palestinians were murdered. The anniversary of this event took place this September, just as the new movie was announced. Marvel is being accused of be ing insensitive towards this event by naming the character Sabra. However, the character dates back to even before the events in Lebanon. The name Sabra is not updated to fit the new Israe li-Palestinian conflict in 2022.

“The G.O. is working hard to support all students and help them thrive in school.”

- Raymond Ashkenazie ‘24

Sarah Silverman

Upper School Reworks Leadership Team: Ms. Krupka and Rabbi Schiowitz Named Associate Principals

mud Department Chair.

Although, the Ramaz Upper School enters the 2022-23 school year without an official principal at its helm, the leadership team has been reworked, and administrators’ formal titles and responsibilities have been cemented this year. In an email to parents on Au gust 23rd, Mr. Cannon, Head of School, outlined the Upper School’s management duties and presented a list of the core administrators: Ms. Krupka, Rabbi Schio witz, Dr. Jucovy, Ms. Brachot, Rabbi Dov, and Ms. Messinger. While these faculty members are all expe rienced administrators, they will be working together this year in newly-implemented roles that best support the Upper School.

Ms. Krupka, formerly Dean of Faculty, and Rab bi Schiowitz, formerly Director of Judaic Studies and Religious Life, have been named Associate Princi pals. Ms. Krupka and Rabbi Schiowitz are longtime administrators at the Upper School. Their promotion signifies that they will play an increased role in the school’s running as the search for a full-time principal continues. Ms. Krupka explained in an interview that though she and Rabbi Schiowitz will largely hold onto their duties from last year, the change has “solidified the leadership role in terms of title.” Furthermore, Ms. Krupka and Rabbi Schiowitz will continue to hold po sitions outside of associate principal. Ms. Krupka, who is also the Freshman Grade Dean, will also serve as the Tanakh Department Chair as Rabbi Stavsky, who was its head last year, made aliyah this past summer. Rabbi Schiowitz will remain the Director of Judaic Studies, overseeing the Jewish educational aspect and religious life of the Upper School. He will also remain as the Tal

Mr. Cannon also announced in his email that Rab bi Dov Pianko, formerly the Director of Program ming and Student Life, has been appointed the Upper School’s Dean of Students. Rabbi Dov will continue to coordinate Shabbatonim, co-curriculars, trips, and schoolwide activities, while also take a more active role in fine-tuning the entire student experience. Ms.

student experience by considering all points of view. Another important leadership announcement was the installation of Ms. Brachot as the Director of General Studies, a newly-created position in the Upper School.

Ms. Brachot, the Science and RamTEC Department Chair, and last year’s Sophomore Grade Dean, is an experienced administrator at the Upper School. She will collaborate closely with Dr. Jucovy, who serves as the Director of Humanities, to oversee secular stud ies at Ramaz. They will best deliver students with a well-rounded education. In her new role, Ms. Brachot has already made positive contributions by developing, planning, and making available this year’s test calen dar, which, unlike in years past, lays out the complete list of tests and their dates for the entire school year. The Upper School leadership team also includes Ms. Messinger, who remains in her role as the Dean of Col lege Guidance, and will be a crucial contributor to the Upper School administration. Aside from overseeing the college guidance department, she has also devel oped grading procedures and helped institute school policies.

Krupka and Rabbi Dov analogized that, while the as sociate principals oversee student life from the “topdown” by implementing schoolwide procedures and coordinating scheduling, Rabbi Dov seeks to develop programs and address issues within the student body from “the bottom and up.” They then work together to form a productive, enjoyable, and all-encompassing

As the search for a principal continues, the reinvention of the leadership team has provided a glimpse of which administrators and faculty members will play important roles in the Ramaz Upper School for the years to come. Rabbi Dov, speaking about the administration, applauded the hard work of teachers and administrators and said, “I truly think everyone’s goal is really [to] have the best for the students.”

What Is the New Student Ambassador Program?

Aviva Schilowitz ’24

Every Ramaz school year comes with its own set of changes and new features. One of this year’s high est profile new features is a new “Student Ambassador Program,” which was announced by Mr. Kenny Roch lin ‘86, Ramaz’s Head of Institutional Advancement, at the first day of school assembly this year. As described by Mr. Rochlin, students who serve as Student Ambas sadors in the program will have involvement in school and alumni related events. A flier with information about the program was handed out at the assembly. It included, among other things, how to apply and that students who apply would be interviewed by Ms. Tu oritz shortly after submitting their application. The

questions on the application asked applicants why they want to be an ambassador and what ideas they have for the program in the future.

In an interview, Mr. Rochlin said that the program has thus far received very positive feedback, with 28 stu dents applying. He said the idea came about as a col laboration between Dr. Jucovy, Mr. Rochlin, and the current GO president, Ilan Putterman. The goal of the program is to allow students to express their leader ship within the school, including getting experience in fundraising and helping run events. In his view “the Ambassadors will represent Ramaz’s Now.” One of the highlights for participants will be the opportunity to be involved in alumni events and to connect with alums personally.

Furthermore, according to Mr. Rochlin, Mr. Jonathan Cannon, Ramaz’s Head of School, wanted the program to allow students to get involved in the school’s everyday functioning. This program gives participants the opportunity to do just that. Not only will students be helping out the school, but they will receive valuable lessons on how Ramaz and organiza tions function.

The program has already hit the ground run ning. At Open School Night, Student Ambassadors were on prominent display. One could spot students all over the school with name tags that read “Student Am bassador.” These students were seen greeting parents, helping them find where to go, helping with handouts, and assisting in many other tasks.

Student Ambassadors Raymond Ashkenazie ‘24 and Romi Chavot ‘24 both served as ambassadors at Open School Night and reported having positive ex periences. According to Chavot, “being a student am bassador is a really unique experience. I’ve gotten to help parents experience the greatness of Ramaz while also bonding with my friends and fellow ambassadors. I hope to continue our work with all branches of the school from teachers, students, parents, and alumni.”

Going forward, the program will be focused on involvement in the institutional advancement of Ramaz under Mr. Rochlin. He feels it will be a great op portunity for students to express themselves through leadership. It will involve a significant time commit ment but it is an experience that will benefit both the school and the participants.

Senior Advisory Program

Ashley Behm 24’

This year the high school welcomed over one hundred freshmen, the biggest incoming class in over a decade. With such a large number of fresh men, the administration decided it was important to set up the senior advisory program, in addition to the regular faculty run advisory program. Hoping to ensure a seamless transition into high school for the freshmen, the administration has paired each

Freshman with a senior advisor to help guide them through the transition.

Last June, a form was sent out to the current seniors asking if they were interested in being a senior advisor in the fall. The form included a few questions, including, “why do you want to do this?”

Nearly all seniors who applied were accepted, and over the summer they received an email outlining what being a senior advisor would entail, including the specific dates they would need to be in school.

On September 1st, a week before freshman orien tation, the seniors headed to school for their senior portraits. That day there was also a meeting for the senior advisors where the administration specified what they would have to do during freshman orien tation. It was then up to the seniors to contact the members of their advisory to introduce themselves either through call or text. The senior advisors were responsible for ensuring that the freshmen were

“[B]eing a student ambassador is a really unique experience.”

- Romi Chavot‘24

The Rampage

New York • Volume 66 Issue 6 • June 2022 • the-rampage.org

edItors-In chIeF rebecca sIlber ’23 andrew sPIelFoGel ’23 emIly Vayner ’23

layout edItors rebbeca KalImI ‘23 aVIVa schIlowItz ‘24

Feature edItor Sarah Silverman ‘24

broadcast edItors danIel KalImI ‘25

broadcast edItors Ashley Behm 24’ Romi Chavot ‘24

PhotoGraPhy edItor Grace Kollander ‘25 GIIanna Goldbarb ‘25

contrIbutInG wrIters

Andrew Spielfogel ’23 Sarah Silverman ‘24 Aviva Schilowitz ’24

Ashley Behm 24’

Romi Chavot ‘24

Charlotte Kleeger ‘24 Rachel Buller ‘25

Leo Eigen ‘25

Orli Rabbani ‘25

Avi Flatto-Katz ’25 Stella Hiltzik ’25

Lyath Berrebi ‘25 Sylvie Pagovich ‘25

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.

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.

Senior Advisory Program

Continued From Page 3

properly welcomed into school and to answer any questions they may have had.

Freshman Sami Rose Fishman was hap py to get a senior advisor she already knew and said, “I felt more comfortable going into orientation knowing I had a senior I could go to with any questions and concerns.” Although she could not get in touch with her senior advisor over the summer, her senior advisor did reach out.

The seniors and freshmen were finally able to meet each other in person during freshman orientation. Each advisory

group spent time together and there was time for the freshmen to bring up any ques tions and concerns they had to their senior advisor. Many of the incoming freshmen had only been to the high school briefly, and needed to be shown around the school. This was accomplished through a scavenger hunt planned by the administration. It was the job of the senior advisors to lead the freshmen through the scavenger hunt which brought them to various places throughout the building.

Current senior Rebecca Kalimi knew she wanted to be a senior advisor, since she re membered how helpful the seniors were when she was a freshman. “It is so good to know I could be there for the freshmen,

“New” Phone Rules Or Old

Rachel Buller ‘25

This year, a new phone policy was enacted involving stricter enforcement of rules regarding students’ phones. Ac cording to Dr. Nancy Block, Sophomore Grade Dean, the policy is simply that “students cannot have their phones vis ible during class.” While this may seem simple for most students, Dr. Block says that this reinforcement of the rule is necessary because “it’s just too easy for kids to get distracted by the pings on their phones.” It is especially important now because “if we start discussing it from the beginning of the school year, maybe we can get to a point that teachers don’t have to remind kids every single day to put their phones away.” In addition to the new rule being a pre cautionary measure to make sure students are paying attention, the policy will allow for “much better class discussion.”

Dr. Block mentioned that despite what students may think, “this has, in theory, been the policy that kids should not have their phones out during class.” She said, “we as deans and admin istration choose to focus on a number of issues again and try to, you know, inject them with new energy or a new kind of positive spin.” Dr. Block related this rein troduction of rules to two other policies that may seem new and more strict. “I think honestly, that’s the same with the dress code. And that’s the same with some of the other policies or lateness or detention. In the beginning of the school year, we really put a lot of effort into creating that kind of environment where everybody can be engaged students.” One way the policy is being enforced is that “all teachers are encouraged to take phones away from students. They will put them on their desk as a first warning; if it’s second, they will send them up to the

when I was a freshman I really looked up to the seniors for advice since they knew so much more.” Rebecca still says hi to the freshmen in her advisory and keeps herself available to them. “Even now if I see fresh men, I say hi, even if they weren’t my advi sees, since we spent the whole day together. I just ask them how their classes are and if they need anything.”

While the senior advisory program had been in effect for many school years prior to this one, it was extremely import ant that it was operating this year. The extra support for such a large group of incoming students was necessary for orientation to run smoothly and for the freshmen to acclimate into the Ramaz high school environment.

office.” Although rules may seem harsher and enforced, they are only in place to improve our education and experience at school.

miss the pos itive move it made towards the school’s goal. As this is a brand new commitment, there is no way to know the effectiveness of the terms at the moment.

Although the Kavod Habriyot Commit ment might not be the perfect way to get students to rethink their character, it is still a monumental step for the school to grow its community and members to be an even more positive place.

Kavod Habriyot Commitment

Chavot ‘24

What does it mean to be a member of a community? Does it mean donating money, attending meetings, or simply being friendly with the other members? The answer differs from one person to the next. Some people are not very active members of their community, so they donate money as a form of contribution. On the other hand, some people choose to be active members of their community by partic ipating in meetings and activities. No matter how one participates, every member contributes in their own way, and in return, the members gain a second home. They have people who will support them in times of need and people to laugh with. A community can span from a small friend group to a whole nation. The New York Jewish community is a people who have some thing in common and support each other in one way or another.

Every community has its own standards and behavioral requirements that each member must keep to be accepted. Look at ‘Girl Code’ for a perfect example. Even though it is not an official or written rule, every girl knows it and follows it out of respect for other girls. “Do not judge other girls you do not know” and “ do not go behind your friend’s back for a guy.” These messages connect any person in the female community. These rules lay a backbone for consequences when some one does something wrong. These commitments are necessary for the welcoming and safe environments

that many businesses, companies, and even schools are trying to create for their members.

Ramaz is not unlike these other establish ments; it is not only a school but a community. A place where students and faculty can engage in any conversation or bond with peers and teachers in

shared spaces like lounges or the offices. Even years after students and teachers depart from school, the alumni connections and network remain strong. There will always be a resem blance of familiarity when Ramaz is the topic of discussion. But in order to be a part of this community, the members, students, and faculty, must follow standards that fit into the school’s religious and social expectations. Posted in every classroom, in vibrant colors, is the Ra maz mission statement. The school strives to educate its students towards “a commitment to menschlichkeit, reflecting fineness of character, respect for others, integrity, and the centrality of chesed in all its manifestations.” The mem bers of Ramaz must exemplify this part of the mission statement, along with the other four to make Ramaz a place of scholarship, Torah, and menschlichkeit.

Although the Ramaz Mission Statement is simply an expectation that each student and faculty member takes upon themselves when joining the school, there are other commitments students specifically have to agree to. The first and arguably the most crucial contract every student must sign at the beginning of the school year is the anti-plagiarism contract. Students must vow to the school that they will only submit their original work and not copy or take credit for another’s efforts. While many students would not plagiarize, even if the contract

Romi

Kavod Habriyot Commitment

build a community.” The commitment encapsulated was non-existent, this contract sets a written acknowledgment and supports the academic integrity of the school. The goal of many commitments is not only to get students to vow to do something, but to get students to think about the given topic. These contracts teach students to be extra conscious about citing sources and the immorality of plagiarism. For this very reason, there was a new commitment drafted for the students to sign this year, the Kavod HaBriyot Com mitment. As Ms. Krupka stated, “It’s less about change and more about awareness and commitment - it’s not about one major decision or any large scale factor but about every student thinking about who they are and how we want to build a community.” The commitment encapsulated what it means to be a Ramaz Upper School student. It presents basic norms that not only students, but every person should fol low. Many could attest to the Ramaz community being one of respectfulness, connections, and friendliness. However, many teachers, including the grade deans, Rabbi Bodner, Rabbi Schiowitz, and Ms. Krupka agreed that there are other areas that could use work. Associate Principal, Ms. Krupka said, “having our community commit to this in a formal way

their race, sexual orientation, gender, ethnic identity or their appearance or disability, is unacceptable.” Finally, it con cludes with a commitment to Jewish values: “I will conduct myself in a manner that will exemplify the religious philos ophy and guidelines of Ramaz.” All of these policies lay out basic respect for peers as well as Ramaz-specific expecta tions.

When asked about the backstory of this new contract, Ms. Krupka clarified the school’s goal; to emphasize the pride students have in being a part of a school that exemplifies a love of Judaism, scholarship, the school itself, and most im portantly, in themselves. Ms. Krupka stated, “The intense pride that to be a student at Ramaz is not just to excel in who ‘I’ personally am, and not even to give back to the commu nity, but it is all those things AND the development of my character as a human being - to be aware of small details, everyday situations and conversations - respect in the small minutiae of my day.”

Queen Elizabeth’s Legacy

Orli Rabbani ‘25

The Queen is dead, long live the King.

would be great.”

The commitment itself, mentions keywords such as respect, cleanliness, and vulgar language. The first line states, “I commit to accord proper respect to all teachers, staff, and fellow students.” It then mentions language and speech: “I commit to speaking in a dignified manner. I understand that verbal or written speech that mocks any person, including

Juniors Taking APs

Lily Cayre ’24

For the first time in Ramaz history, Juniors are given the opportunity to take AP classes! At the end of last school year, the current Junior class was given a form in which stu dents were required to rank their preferred courses for the upcoming school year- AP courses including Psychology, US Government, Physics, Spanish, French, and Studio Art, along with a wide range of electives, were offered. Why is it that Ramaz suddenly decided to offer AP class es before senior year? Dr. Jucovy, a member of the Ramaz faculty for over 40 years, explains the reasoning behind the school’s decision.

Cayre: Why did you finally decide to give Juniors the oppor tunity to take AP courses?

Jucovy: Because the word finally applied, it was about time! Ramaz is a very competitive environment for college. There are a number of colleges Ramaz students are traditionally interested in looking at, and those schools typically look at the number of Ap courses a student takes. Other high schools give opportunities to take these courses over all the years of high school. So when giving juniors electives, we decided to include Ap classes.

Ultimately, the school administration made the Ka vod Habriyot commitment to create awareness about how students should act and who they want to be as peers and friends. It lays out many moral standards that describe a mindful person. However, this does not mean every stu dent needs this commitment to be self-aware and respectful. This commitment comes at a time of major societal change about how people should act and treat others. It is important to have all students, whether they need it or not, be aware of how they interact with others and think before they act. When Mussie Zalmanov ‘24, was asked about what she thought of this commitment, she stated, “When signing the kavod habriot commitment, my initial thought was that it is a good idea to have something in writing so that if anything happens, students can’t proclaim that they didn’t know what the consequences would be, but upon further consideration, I started to believe that a written contract was not the best idea because at the end of the day many students don’t read it and additionally the consequences listed are extremely vague.” She expressed valid concerns about the commitment as there is no way to know how many students actually read it, but it seems she does not completely dismiss the positive move it made towards the school’s goal. As this is a brand new commitment, there is no way to know the effectiveness of the terms at the moment. Although the Kavod Habriyot Commitment might not be the perfect way to get students to rethink their character, it is still a monumental step for the school to grow its community and members to be an even more positive place.

I don’t think anyone anticipated the untimely death of Queen Elizabeth II. She had been reigning for so long, it seemed as if she was immortal. She left a handprint everywhere she went and was a genuine person if anything.

Queen Elizabeth brought something unique to the throne and the monarchy that is unforgettable. She put her duties first but confronted every situation with class, grace, wit, and humor. Through the eventful past seventy years, she has done nothing but the right thing and has been a shining gemstone on the crown jewels.

Cayre: Do you think that this opportunity will prepare Ju niors for their upcoming senior year?

Jucovy: Yes in a number of ways. Since there are many ju niors who will take an AP course in 11th grade, they are not squeezed with the need to choose for as many Ap courses in their 12th grade. They can potentially take one in junior year, helping expand their opportunities for the 12th grade.

Cayre: Why did Ramaz never offer AP courses to juniors before 2022?

Jucovy: We’re a small school in a small building dealing with a lot of things we’re trying to accomplish. It was perhaps not being thought of as a priority. But once the will was there to adopt the APs, we found a way.

Enrolling in an AP course is a fantastic way to segue Juniors into their Senior year of high school. The seniors who pre viously took an AP will be able to explore their options and interests, while already having one AP class. Also, being in this competitive college environment, taking an AP course in one’s junior year can potentially make their application stand out. Juniors being able to take AP classes has been an amazing and beneficial feature added to Ramaz Upper School.

Queen Elizabeth ruled with dignity and made everyone in the United Kingdom feel safe. She and the Church of England stood with the Jews against an tisemitism, she respected us and our values and honored every Jewish individual. Although she never visited Israel, she gave British Jews a safe home. As we say Avinu Malkenu in the next week, the Britons are saying Imenu Malkenu. Although the kings and queens in our respective lives are different, the amount of respect that her people have for her shows how wonderful a person she was. She was funny, sassy, smart, classy, the definition of a good mon arch, and someone whose face you’d be proud to have on your money.

Queen Elizabeth II raised a nation. She made the monarchy what it should be and left her country proud of what she accomplished.

Get To Know The Editors

Note from the editors: We are beyond excited to be your Rampage Editor-in-Chiefs this year! Together with our hard-working and talented team, we hope to produce an engaging newspaper that is an accurate voice of the student body. In addition to our issues that are published monthly, we have a website and an Instagram account (@ramazrampage) that are both constantly updated with our most recent news articles, opinion pieces, student features, pictures, and broadcasts. Stay tuned for out next issue, and be sure to follow us on our online platforms!

Andrew, Rebecca, & Emily

What Is Your Favorite Rampage Article That You Wrote?

RS: Last year, as school policies such as elevator restrictions, mask wearing, and dress code were changing left and right, I decided to interview Ms. Krupka on how the administration generally deals with enforcing the “grey area” of school rules: rules that are not so clear cut or easily enforced. The article got me thinking about what makes certain school rules, such as skirt length or mask wearing, notoriously unfollowed by students, and what makes rules including lateness and grades so clearly accepted by students.

AS: In 10th grade, I wrote a Rampage Article about Ramaz’s Energy Efficiency Score. When I discovered that Ramaz received a D1, the lowest score possible, I immediately did research on the new law, including what contributes to a poor score and how it can be improved. I spent approx imately two weeks writing this news piece, interviewing professionals, students, and faculty. I put great effort into writing this article, making it the one I am most proud of.

EV: During my sophomore year, astrology and horoscopes were trending in pop culture, and I wanted to find a way to bring the topic to the Rampage. That’s when I wrote “Astrology and Judaism”; an article that introduces the history of astrology and its place in the Talmud and Judaism in general. The majority of the article interviewed students, Rabbis, and science teachers on their views regarding the validity and uses of astrology, and the Jewish perspective on astrology.

What is your favorite Ramaz tradition?

RS: My favorite Ramaz tradition is the live screening of the Glouberman tournament from the 4th floor lounge. It is one of the first school spirit events of the year and I feel it brings students from all grades together in a fun and exciting manner.

AS: My favorite Ramaz tradition is the annual retreat. While Ra maz took the entire Upper School to Israel last year at the end of May, we typically have a retreat at a sleepaway camp during that time. While I have only been on one retreat in my Sophomore year, I loved being able to spend time and bond with my friends in the warm weather, playing sports and other activities.

What Is Your Hidden Talent?

RS: Underwater handstands! I have never lost a handstand contest in

my life

AS: When I was younger, I used to do trapeze in the summer! I used to trapeze in the summers in Long Beach and in Camp Modin. I actually won the “Trap King” award at the banquet one year.

EV: I can do all sorts of tricks and make shapes with my tongue, which come partially from genetics and partially from practice! I can roll it into a tube, tuck it under my bottom teeth, flip it 180 degrees, touch my nose, make a clover, and do horizontal and diagonal waves.

EV: My favorite Ramaz tradition has to be Celebration of the Arts. I love performing and having the chance to express creativity in front of the whole school, but I also love being in the audience and enjoying all the different artistic talents that Ramaz students have to offer!

What are you most excited about for the paper this year?

RS: I am most excited for the Purim issue. Satire articles allow writers to express a more creative side to them and I’m excited see what the 2022-2023 team has in store!

AS: I am most excited to bring in new writers for the Rampage, teaching them how to write different pieces and improve their writing. I am also excited to digitize the paper by incorporating sports reports and scores on the website and Instagram.

EV: I am most excited to get more students involved and reading the online version of the Rampage. I can’t wait to start spotlighting and featuring different articles on our social media platforms. (Follow @ramazrampage on instagram!!!)

A Freshie’s View Interviewing Asher Rosenfeld

Rachel Buller ’25

RB: What Middle School did you attend?

AR: I went to Ramaz Middle School.

RB: Have you become friends with kids who didn’t go to Ramaz Middle School

AR: Yes, I’ve made friends with a few new kids and then become close with them over this first week of school. It was fun to meet everyone new at ori entation and realize that this could be the start of a lasting friendship.

RB: How does the workload in high school compare to that of Ramaz Middle School?

AR: So far I’ve had less homework than I had in the Middle School, but I haven’t had any tests yet. So when the tests start arriving, I’m not sure how that will compare.

RB: What does it feel like to be the youngest in the building with so many older kids surrounding you?

Is it overwhelming or scary?

AR:When I was in fifth grade, and I was the young est in the building, I was very scared of the eighth graders. But now that I’m a freshman, I don’t find the seniors as scary. And it’s more fun to be in a building surrounded by all these other kids older than you, especially coming from the Middle School, where I was the oldest grade in the building. It’s also helpful because you have all older people who can help you with schoolwork and teach you the tricks of high school.

RB: How have you been adjusting to the new build ing? Have you had trouble finding your classes?

AR: I’m able to find my classes because I just go to the floor that I know it’s on, and then I look around for a minute trying to find it. So it is easy to figure out. However, sometimes I forget which floor I’m on or go to the wrong floor, which can get confusing because I’m not familiar with the school yet.

RB: What is the biggest difference between middle

school and high school?

AR: The biggest difference is the freedom. In Ramaz Middle School, you had to be in a certain place at a certain time and there was always a teacher watching you. But in high school, there’s a lot more freedom and during a free period I can roam around the school or relax in the lounge instead of just being stuck in a classroom with a teacher.

RB: Have you joined any clubs yet I In your first week of freshman year?

AR: I’m in Choir and Week In Review

RB: What is your favorite thing about Ramaz Upper School?

AR: My favorite part about the high school is the community and how everybody is so nice. And I also really enjoy the unfamiliar freedom that I have acquired.

School Spirit: A Look at the Year Ahead

Avi Flatto-Katz ’25

Ramaz School Spirit is prominent throughout the building, especially during the Glouberman Bas ketball Tournament hosted in Los An geles. It is evident that school spirit has improved throughout the decades at Ra maz. However, is Ramaz pride lagging behind other Modern Orthodox Yeshi vas in the area? The Upper School does not have any color war, many programs relative to other schools, and some say the atmosphere at Ramaz is more com petitive. What is Ramaz’s official view on school spirit, and what are they planning to enhance it this year?

There seems to be a consen sus among the administration on how school spirit is defined. While most students see school spirit as how many “fun” events happen, or how much class time is missed, the administration believes that school spirit means students having a positive experience at school. While this does include exciting programs, it also includes things like interesting classes, easing

the test calendar, and good student-teacher relations; things to make school as stress free as possible. Addi tionally, they believe that what makes Ramaz school

done to enhance school spirit, some faculty members and the G.O revealed sneak peeks. Rabbi Shiowitz, As sociate Principal, said that he will put an emphasis on the school Tisches. Ari Witkes, Ath letic Director, said that his first year, last year, “was just a stepping stone” and that he has big things planned, such as pep rallies and a grand Ram dome opening. The G.O., led by President Putterman ’23, along with Dov and Rabbi Segal, have already begun combing through the sched ule, discussing every possibility in terms of programming and events. They have also been working on instituting smaller things, such as weekly Monday Mincha Muffins and music in the lobby before school.

spirit different is that it is accompanied by academic excellence. The administration believes that a student body doing well academically is also a happy one. Though it is still unknown of what is being

Ramdome Renovations

On the first day of school, students entered the silver box amazed at the newly renovated gym, the Ramdome. While it may look like an easy fix-up, in reality, it took lots of planning, designing, and a vision.

details of the renovation in an interview. Because Ramaz’s sports teams are becoming more and more successful, such as Boys Varsity Basketball and Girls Varsity Volleyball, both of which won the cham pionships last year, “The level of the gym needed to match the level of excellence of our teams,” said Witkes. “I wanted to showcase the Ramaz Ram, modernize the court, have big logos, and have a gym that screams Ramaz excellence.”

In regard to the hands-on experience of the renovation, Cito Alicia, a member of the Main tenance Staff, Larry Berman, the Chief Operating Officer at Ramaz, and Michael Wallschlaeger, the Di rector of Facilities at Ramaz, were present at Ramaz over the summer to oversee the renovation. Witkes, the vision behind the renovation, was constantly updated and kept in the loop.

The Ramdome is still going through a renovation, a process that will most likely span over the course of a few years. Phase one, which was just

Additionally, the student body de cides what the school spirit will look like. If students participate, and make an effort to cre ate school spirit, then it will be there. Students are also welcome and encouraged to share their thoughts and ideas on how school spirit could be improved.

completed over the summer, consisted of new floors, two new scoreboards, new branded Ramaz wall pad

ding, a new curtain, and a shift in the court so the benches could be on the opposite sides of the gym. In phase two, Witkes plans to add new retractable baskets and new bleachers to increase seating capac ity. Though there is no plan for phase three, Witkes’s dream is to institute an actual media center— as opposed to the makeshift one in the corner of the gym— renovate the locker rooms, and even have a

Ari Witkes, the Athletic Director, discussed the

“The level of gym needed to match the level of excellence of our teams.”

- Coach Ari Witkes

Stella Hiltzik ’25

Ramdome Renovations

Continued From Page 6

and even have a fitness center with weights.

When asked about the benefits of the reno

vations, Witkes stated the following: “These updates will increase school spirit and provide the students with a sense of pride to represent the Ramdome. I made sure to leave room on the walls for new

Summer Features

YU Scientific Research Internship

Romi Chavot ’24

The rigorous lifestyle every scientist has to ex perience at one point in their scientific journey is the one of PCR: Pipette, Cry, Repeat. In reality, PCR refers to a polymerase chain reaction. But, as many first-year biology college students learn, it is much more com plicated than simply pipetting solutions together and placing them into a machine. This past summer, two Ramaz juniors experienced PCR and other firsthand

of Yeshiva University Chair of Biology, Professor Su matra Goswami, high school students interested in the science field had the opportunity to learn real-life sci ence research techniques.

Professor Goswami’s research is focused main ly on immunology and cancer biology but had shift ed in light of the COVID-19 pandemic. His role in the program was seen directly through his weekly Monday meetings. He would go in-depth about vi rus mechanics, qPCR, and most interestingly, his upand-coming projects. In line with the latter, he taught how COVID-19 worked within human bodies and spread through communities, and emphasized how tainted the COVID-19 tests are. Essentially, current COVID-19 tests cannot identify and differentiate be tween when a person has COVID within their body but is unable to spread the disease, and when someone is actively spreading the virus. Professor Goswami is in the works of solving this problem through a new type of test that he hopes to release shortly.

championship

scientific experiments and demonstrations in a fasci nating and educational internship.

Every morning over four weeks, Juniors Romi Chaovat ’24 and Sarah Silverman ’24, along with Ye shiva University High School for Boys— known as MTA— Chaim Kogan and Ryan Ganz, ventured up to Yeshiva University on 181th street. They began each day, at the YU security office to obtain their prized vis itor passes, and spent the rest in the Belfer building to the 14th bio-labs.

The program was led by Mr. Chayim Goldberg, a biology and chemistry teacher, both at Ramaz and MTA. With Goldberg’s supervision and the guidance

The first of the four weeks were simply about learning the techniques and how they are supposed to work. When conducting a specific experiment, one must learn the procedures, the cautionary tales, and the structure of the lab— which is what the students later did. The four main techniques learned were Poly merase Chain Reaction (PCR), RNA/DNA Extraction, Gel Electrophoresis, and qPCR.

Polymerase chain reaction, more commonly known as PCR, is the most known phrase in light of the COVID-19 pandemic. In the news and at home, people are always talking about taking PCR COVID tests to attend work the next day or be cleared to get on a flight, but what does this actually mean? A poly

merase chain reaction is the amplification of a selected part of a DNA strand until the DNA is copied to the extent that it overtakes the background components in the solution. It takes meticulous pipetting of minus cule liquids, where even the slightest miscalculation will lead to an unusable sample. As mentioned in the first sentence of this article, this technique is not for the faint of heart as even the tiniest droplet left out of the solution is, most likely, a cause for disaster.

In the following three weeks, Chaovat ’24, Sil verman ’24, the MTA boys, and Mr. Goldberg con ducted each experiment, one by one, until success. They learned the joy of an experiment working and the hardships of one not. Most importantly, they got a glimpse into a field that interests them all. Silverman

“I learned a tremendous deal this Summer at YU.”

- Sarah Silverman ‘24

‘24 happily shared the following: “I learned a tremen dous deal this Summer at YU. I had never worked in a lab setting before, and under Dr. Goswami and Pro fessor Goldberg, I was able to see a side of science we don’t normally experience in the classroom.” From the making of jelly sheets for the DNA to run through, to playfully arguing about how to approach the experi ment, the high schoolers left with knowledge that they never thought they would learn.

Senate Page With Raymond Ashkenazie

Lyath Berrebi ‘25

You may know him from Sephardic Culture Club, mock trial, chessed, or even as Junior Vice Pres ident of the G.O. This past summer, Raymond Ashke nazie was selected for the Senate program where he spent time on Capitol Hill with United States Senators.

LB: What summer program did you partake in? Can you tell me a bit about your experience?

RA: This summer, I participated in the Senate Page Program. It is a program where one senator from 30 states chooses one person from their state to partici pate to learn about public service and democracy. It’s a 2.5-week-long program in the US Senate. We basically worked for the Senate. We brought their bills around the Senate; we set their desks up; we were there while they were debating and passing bills. I worked for the Democrats. We’re called Senate Pag es. So the pages who were appointed by Democratic senators served the Democrats, and the ones who were appointed by Republicans served the Republican sen ators.

LB: Can you tell me a bit about the selection process?

RA: I heard about the program online, and there was a long application. It was an essay, three letters of rec ommendation (thank you Mr. Deutsch and Dr. Juco vy), and your resume and an interview. It was a few weeks [long]. They pick one person from 30 states—

rising juniors and rising seniors, anybody. There were some other Jews there, but it was open to everybody, all kinds of students across the country. Those students can apply from the person who runs the program, so there are really like 40-50 people: 30 appointed by their US senator and 10-20 appointed by the person who runs the program.

LB: Did the program meet your expectations? Why or why not?

RA: It was actually much cooler than I thought it would be. We heard their speeches and also all of their private conversations, hear what they were talking about, and learn from what they were saying on the Senate floor.

LB: What was your favorite memory or moment during your time on Capitol Hill?

RA: While we were there what was really cool was that a gun control bill was passed, and it was the first one in 30 years. We were in the Chamber when they passed this first bill. It was bipartisan and doesn’t happen of ten. It was such a happy, energetic vibe in the room because of what had just happened.

Another favorite memory was meeting with my sen ator, Chuck Schumer—meeting him and the rest of the senators and speaking to them about how to get involved in the government and how to get involved in democracy.

LB: What did you learn from the program?

RA: The United States Senate is half of the US Con gress, and their job is to pass laws and to basically at least attempt to make our lives better … by debating these bills and eventually passing them. You are able to see democracy in action … watch democracy take place … We were the only other people on the Senate floor … We were able to see how democracy works.

LB: What was daily life like on Capitol Hill? Were you doing the same thing every day, or was it always some thing new?

RA: We took tours around the Capitol, went into sen ators’ offices, and did a bunch of different things that were really special. My job was to sit on the Senate floor. We were their waterboys. In the Senate, there’s no

banners, and I want the Ramdome to be a reminder for everyone to appreciate what Ramaz does to always enhance the overall student experience.”

Senate Page With Raymond Ashkenazie

Continued From Page 7

such thing as email. We distributed papers throughout the building, passed them to the press and to different offices to let them know. Some nights we were there till 1 in the morning. Whenever the Senate was in session, whenever there were senators in the building, we had to be there.

LB: What were your relationships with peers like? Did you see a big difference between yourself and your peers (you go to a Jewish school, live in NYC, etc.)?

RA: It was really interesting to me to be with kids from all over the country. My roomates were from Alaska, Wisconsin, and California. Every thing was very, very different. The way they live, the way they think… Their perspective—it’s very different than mine.

A Summer Of Change

Charlotte Kleeger ‘24

“I am a Seed of Peace.”

Just two months ago, as I stepped off the bus in Otis field, Maine, carrying no sense of familiarity with me aside from my backpack, those words were just a lyric to a camp song with no tune. Now, they will continue to represent my role in an amazing community that I am incredibly fortunate to be a part of. I came to Seeds of Peace Camp not really knowing what to expect. Arriving at a new place in a new envi ronment and surrounded by new faces was not some thing I was used to. Although I had gone to sleepaway camp for several years, this was a completely different experience, and naturally I was overcome with anxi ety. I am incredibly grateful for how welcoming and accommodating the staff were, and knowing that all of the other campers were in the same situation put me at ease. Soon my nervousness was replaced by warmth

activities including sports, arts, gardening, boating, and of course, dialogue and Community Action, where members of regional groups collaborated to identify and solve problems within their respective communities. One minute we played Gaga and made friendship bracelets, the next we explored controver sial topics across the globe, and vulnerably shared our personal stories and narratives. Special activity, where campers had the ability to create and participate in pastimes of their choosing, was also on the agenda. Seeds Of Peace not only affords campers the oppor tunity to help others grow, but encourages personal growth as well. I found my voice in Otisfield and left Seeds with a fresh perspective and newly found confidence.

When I came to camp, I was somewhat shy and reserved, hesitant to speak my mind. As some one who appreciates stability and routine, I did not think that Seeds of Peace would have as much of an

Marvel’s Israeli-Palestinian Controversy

Continued From Page 1

Palestinians are pointing fingers at the Jews for being insensitive to the topic of the Sabra-Shatila massacre, a crime that “Jews stood by” for. Over the course of three days, Phalangists— Lebanese Christians— shot thousands of Pales tinian rebels and criminals, and this was one of the most scaring events in Palestinian history. Even then, after the massacre, Jews were blamed because although it was the Christians who did the act, the Jews stood by and did nothing. While we all know never to be a bystander to a bully, it is certainly not acceptable to paint us as the villain in that story. In all of history, everyone’s first move in a bad situation is blam ing the Jews. After World War I, the first instinct was to blame the Jews for Germany’s debts. Similarly, here, the first instinct was to blame the Jews even though the Christians were the ones to initially kill the thousands of Pales tinians. So if Palestinians don’t want to be stereotyped in the adaptation, does that just mean that they want Jews to be villainized?

and comfort. Despite being in a place that was so un familiar to me, after a while it truly felt like home. When I say that Seeds of Peace was an entirely novel experience, I don’t just mean that I didn’t know any one. Because I had previously attended a Jewish sum mer camp, like at school, I have always been among peers that were similar to me. At Seeds, everyone is different. It is a place where adverse backgrounds, re ligions, beliefs and cultures come together to explore their differences and work together to promote under standing and change. In addition, the campgrounds were not very modern, to say the least. Spending hours in the heat and humidity gave me a newfound sense of appreciation for the shower houses (which were not inside the bunk, and only to be used during specific time slots). The top bunks had no guard rail, and I won’t even begin to discuss the Magic House. Although I absolutely adore Seeds of Peace, I have never lived through a longer two and a half weeks in my entire life. The days felt endless, packed with many

Daven Or Study?

Aviva Schilowitz ‘24

The chagim started late this school year and with two full weeks of school complete before Rosh Hashanah, Ramaz is in full swing. All classes have started,cademic and athletic teams have been formed — even the most extra of curriculars have gotten underway. One of the side effects of this year’s Jewish calendar is that this is the rare year in which students have covered enough material in some classes to have their first tests by the time chagim arrive. As a result of the timing, many students have tests – often on their most challenging general studies subjects – immediate ly after Rosh Hashana and Yom Kippur. This leads to a

impact on me as it did. I anticipated that I would go, meet other kids, have a few meaningful discussions, and return home the same as I was before. Instead, I found some of my closest friends, and I long to go back every day. I have discovered parts of myself I never knew were there, and I have evolved into a new person: A changemaker.

On the day we arrived, my counselor com mented, “You guys will all be crying when it’s time to go home.” I replied, “I’m sure it will be a little sad, but I’m only going to have known everyone for three weeks. I’m not going to cry.” She continued to assure me that I would.

On the morning of August 3rd, as I was saying goodbye to all of my friends, and getting ready to board the bus back to New York, I thought about how that was probably the last time we would all be together again. And I cried.

In an interview with Variety Magazines, Marvel stated that they are taking a “new approach” with Sabra. But what does this mean for the character? Will Marvel paint Sabra as a villain and introduce inappropriate, Anti-Semitic ideas about the character, and moreover, about Israel? Sabra’s character was creat ed in a different time; a time before the two intifadas, the crumbling of the Oslo Accords, and the Sabra-Shatila Massa cre in Lebanon. Can Sabra represent a character who does good for Israel while representing bad things for another nation? What kind of name would this give Israelis? Will it put Israel in a nega tive light?

As a huge Marvel fan myself, I am ecstatic to see this film and the rep resentation of Sabra by Shira Hass, an Israeli-born actress. Marvel never seems to disappoint with their films and the story arcs they give their characters. I am anxiously awaiting the release of this film to see how they represent the Israe li-Palestinian conflict. The name of the movie: New World Order, suggests to me that the protagonist, Captain Ameri ca, will try to resolve a conflict that takes more than one mind, one set of hands, and one heart. This potential storyline may anger more than just one party in the century-long strife.

dilemma for students that should not and does not need to exist. Should a student study for tests over the chagim, or focus on celebrating the chagim but risk not having enough time to study? I recognize the impor tance of fitting tests in the calendar but I would argue that only Jewish Studies tests should be allowed on the days immediately following a Jewish holiday, and doing so would not jeopardize fitting everything in.

Marvel never fails to give us an amazing film, and I pray that this movie gives many dimensions to the compli cated conflict.

“[a] commitment to Torah, mitzvot, and Ahavat Yisrael”

- Ramaz Mission Stament

Daven Or Study?

Ramaz’s mission statement says that it is “a co-educational modern Orthodox Day School’’ that, among other things, strives to educate stu dents towards “[a] commitment to Torah, mitzvot, and Ahavat Yisrael…” Being a Modern Orthodox school with a commitment to keeping the mitzvot presumably includes reinforcing the importance of not writing or using electronics on Shabbat or Yom Tov. However, as an eleventh grader with my first physics test just three days after Rosh Hasha na, or in the case of sophomores who have a math test scheduled for the same day, I can’t help but feel that Ramaz is testing that mission. It’s ex tremely difficult to study for a math or physics test without writing. Even putting the writing aspect aside, regardless of someone’s level of observance, students should be incentivized to spend time with their families during the chagim, not to be locked in their rooms studying. Scheduling tests so close after the chagim encourages the opposite.

As I noted, I also understand the need for

giving some exams to make the school calendar work. Not giving tests at all for many weeks would compress too much into the rest of the semester. For that reason, I propose that only Jewish Stud

There is a precedent for changing exam schedules for holidays, although I would argue not enough of one. Last year the spring math final was scheduled for right after Shavuot. The administra tion wisely moved it to three days after Shavuot, which was better but still not optimal. It would have been better to put a Jewish Studies exam in that slot.

ies tests be given in the days after the chagim. A talmud, bibs, or JLT test shortly after the chagim would encourage Torah study over the break, certainly not inconsistent with Ramaz’s mission or halacha in general. If anything, it would encourage important Modern Orthodox values.

Summer Homework: Is it Necessary?

Moriel Weitzner ’24

Summer homework is not something I enjoy, and receiving a summer reading book as well as an email describing my Judaic studies assignment for the summer are things I dread. For students tak ing classes like AP Psychology, I imagine that dread was magnified by the AP course work they were assigned to complete over the summer as well. The question often asked is if summer homework is nec essary or just another tedious aspect of high school life. Although appropriate arguments can be made for both sides, I ultimately agree with the latter.

On one hand, summer homework can facilitate learning that ensures students don’t forget the material they learned the previous year. Certain AP courses may also require some background knowl edge as a prerequisite for the class or to ensure students are prepared for the exam in the spring.

Sarah Silverman ’24, who is taking AP Psychology, reflected that “since it is an AP class, we wouldn’t

have had enough time to accomplish all the material for the exam in May without having the summer homework.”

On the other hand, summer homework is hardly completed at all or in an appropriate time frame. Summer reading material is scarcely discussed upon the return to school anyhow; my classes often examine the summer reading for two weeks at most.

As for Judaic studies material, students are given a short quiz on it sometime in September before discarding it completely. Summer is also an essential time for students and teachers to relax, to recharge their batteries after another taxing year, especially at a notoriously stressful school like Ramaz.

I would say that summer homework is somewhat good in theory, but not in practice. The purpose of summer homework is to refresh students’ memories over the course of an entire summer, not the week preceding a new school year. The type of homework given over the summer and the nature of how it’s

The essence of Jewish holidays is spending time davening, learning Torah, and with family. When ever possible, Ramaz should facilitate students doing these things, or at least not actively dis incentivize them. When it comes to scheduling tests, Ramaz has options. The administration can schedule Jewish studies tests at times that reinforce its religious values without sacrificing its overall academic goals. We will all need to take Jewish Studies exams and General Studies exams at some point. It doesn’t matter much which go first. Why not order them so that they do not force students to choose between Ramaz’s religious mission and its academic mission?

completed defeats the purpose entirely. However, I concede that AP course work is in a different ball

park. Students who elect to take AP classes should be prepared to put in the work, because after all, most will want to do well on their exams in May. Summer homework seems to be another part of the education system that ends up falling short, so perhaps it’s time for a change.

Orli’s Take On The New York Times Hasidic Schools Article

Orli Rabbani ‘25

If there is one thing that I’ve learned about the New York Times, it’s that they certainly know how to hire writers with an Anti-Jewish bias. I, myself, adore reading and writing opinion articles, so long as they are well-researched and supported. That is only the first puzzle piece in writing a good article.

One article, released in mid-September, made many comments on the Hasidic school sys tem and castigated it for its high funding and “poor quality of education”. Inside the schools, the boys thrive with their incredible Judaic studies teachers and courses. However, after about a dozen Hasidic schools agreed to give the students general studies tests, every single boy failed. They simply were not educated well enough in terms of math, English, and science. This is where I draw the line.

Children, simply put, must be educat ed. Case closed. Students in specialized schools still receive general education, and these Hasidic schools do not deserve special treatment. The boys can - and should - still learn secular studies to allow themselves to live a well-rounded life. All studentsneed to know how to do simple - and not

so simple - math, as well as how to read books and the newspaper.

Jewish learning is the basis of education styles. Throughout history, Jews would ban together against anti semitism to learn Torah. The style of a Beit Midrash is still used today, and the concepts

is for young Jews to learn Talmud, Tanakh, and Hebrew, they need to know how to do basic math, reading, and writing as well. These children cannot be hidden from the world, from books, or from secularism. Even in the Hasidic world, people need basic skills, therefore, these schools are doing an atrocious job at properly secularizing the students. Maybe it isn’t the most important thing to do with the boys, but it is vital for them to learn basic life skills.

learned from it are extremely valuable e. But at the end of the day, children need to receive aneduca tion that will allow them to thrive outside of the classroom as well.

These Hasidic schools are sheltering the children from the secular world and indulging them in the same three classes all day. As important as it

Look at Ramaz: Hundreds of brilliant students indulge themselves in secular and Judaic studies daily. Ramaz students do an exceptional job balancing all of their classes, and almost all alumni are successful, righteous, and very very Jewish. For the first time ever, I am in fact agreeing with this New York Times article, because I believe that everyone is entitled to a proper education. As important as Tanakh, Talmud, and other Judaic classes are, secular studies courses give students general knowledge that will be important in years to come. So yes, Hasidic schools need to do a better job of preparing their boys for the real world, as well as giving girls the opportunity to learn. But that is another article for another time.

The Silverman Report: Homeroom- An Introvert’s Worst Nightmare

Sarah Silverman ‘24

What is homeroom? Freshmen have asked this question since the dawn of time. Is there a class for it? A teacher? What am I possibly supposed to do with twenty minutes of nothingness? It’s not enough time to grab a snack and do homework, and too much time for a short bathroom break. Am I really going to have to be forced to make small talk with PEOPLE? Don’t worry, little freshie; I’ve got your back. As an all-knowing Junior (no offense Seniors), it is safe to say that I know the layout of the land by now. In the wild west, known as high school, there are tips and tricks that need to be picked up. Which lunchline to get on( the second one), where to sit in class, and when/ when not to use the elevator. For all the poor students who have math or gym in the basement, followed by a seventh-floor class, I am with you in your prayers. “The human condition is a difficult one,” attests Rabbi Stern, who teaches his Honors 11th grade math class first period three days a week in the basement. “You have to see how those students run when the bell rings. In my 30+ years of teaching, I have realized that there are two types of kids. Those who wait for the elevator that will never come, and the rest who have realized how futile the aforementioned choice is. It’s really a game of perspective.” Very phil osophical for a math teacher who assigns his students book reports.

When asked for a comment, Julius Zimbler ’24 said that in addition to the race against the stairs, the class is incredibly cutthroat; it is even a struggle to get a homework answer up on the board. “All I want is a check in Rabbi Stern’s glorious book. Kids will get to class twenty minutes early, even in the heart of daven ing, to write up a homework answer. They have even erased my name and put their own! Who knew precalc was so ruthless!” It is reported that freshmen and sophomores have walked past the class bewildered by the loud shouts of “I’m taking Problem 31” and “You were in the book yesterday, not fair!” and wondered if students could possibly grow younger. In the wild west, who knows what can happen?

It is rumored that long ago, the school administrator gods decided to make a period squeezed right into the quarter of the day. A logical question is why? Many believe that there was once a classroom, known as a homeroom, where students would go. In this for gotten room of brick and stone, a teacher known as a homeroom instructor would take attendance and make announcements. The gods decided to keep it in our schedules as a homage to this long-forgotten world before cell phones.

So back to surviving homeroom, what is there to do? Your best bet is to lose something, such as headphones, an iPad, your binder full of end-of-se mester notes (eh hem, me), and spend the time looking for it. As long as you have a vague notion of

where you left the object “around the third floor” and an army of friends to help, the activity is almost like a more anxiety-filled scavenger hunt than a forbearer of an existential crisis. I believe in you. And if that goes south, you can always “forget” to do a homework assignment or consult a teacher about something in class you still can’t wrap your head around. As Ramaz students, we are programmed to never take a break. When the college office says jump, we say how high. It’s what makes our school the best in the yeshiva league. But sometimes, a twenty-minute break is needed. It may not cure your sleep deprivation, but it is the perfect amount of time for a nap.

Israel Mission Compared To 8th Grade Trip

Andrew Spielfogel ’23

At the end of May, the Ramaz Upper School traveled to Israel for one week. While the juniors mostly stayed in Jerusalem, we had the opportunity to learn about and meet many organizations, connect to our Jewish roots in our homeland, and spend time with each other. While the 8th-grade Israel trip was much more of a generic Israel trip for tourists, the Ramaz Israel Mission was very impactful and mean ingful.

The Ramaz Israel Mission brought all four grades to Israel, though the grades did not meet for most of the trip. All four grades were together on Thursday night for the Gala, Friday night at the Kotel and Aish Center, and on Saturday during the after noon until Shabbat ended. On the days we were sep arate, each grade had customized activities for their needs and likings. For example, the 11th grade visited Gap Year programs in order to learn about schools they might apply to next year. Most of the activities for the juniors were learning opportunities as opposed to fun outdoor activities.

On the 8th Grade Israel trip, we went ziplin ing, visited the Dead Sea, went repelling, and traveled from up north to the south in 6 days-- basically the generic tourist activities one does while in Israel. On Wednesday, May 25, during the school-wide Israel trip, the juniors watched a movie about Kfar Etzion, a Kibbutz in Israel, and learned about the history of

the settlement and how its people fought for indepen dence. They also visited an organization called Sho rashim Roots, where Israelis and Palestinians meet to

about the schools that many will apply to next year. The juniors also participated in food packaging, had an Israeli tech experience, and had one day of rafting and water hiking. Overall, the 8th Grade Israel trip had activities one does when traveling to Israel for the first time, while this Israel trip was more of a service mission in that the activities were not only fun but insightful.

Additionally, while the 8th grade Israel trip felt very action-packed, the Ramaz Israel Mission was not as compact. On the 8th grade trip, I constantly felt that I was waking up too early and doing activities that I did not have time for, all for the purpose of the trip. This Israel Mission gave students the chance to experience things in Israel they have not seen before, which made it more meaningful and enjoyable. This trip was not like 8th grade where we just traveled all day and did active activities, but instead, we had the time to develop our friendships and grow spiritually, all within the same time span of a week.

do activities together and learn about both sides of the conflict. On Thursday, the juniors had the opportuni ty to visit Gap year programs in order to learn more

A Missed Trip: A Better Journey

Throughout the past month, Ramaz has been working tirelessly, the students endlessly planning, and everyone longing for that one week at the end of May where they can take a break from school and go on a year-defining trip to Israel with all their friends. Almost the entirety of the students ventured to Israel this past month to take part in spiritual growth, grade and school-wide bonding, and physical activities in our holy land. Students and many faculty made memories of the whole school singing at the Kotel, going on endless hikes in the Israeli heat, and so much

more. This trip was unfathomable to everyone before it was actually announced and executed. A trip across the Atlantic including around 400 students – a trip of five whole grades and so many more faculty – was definitely not on any students’ minds before the sur prise announcement by Rabbi Schowitz after a schoolwide Mincha.

But, this year-defining, history-making mission to Israel is actually not unfamiliar to many up-and-coming Ramaz high schoolers. Although this trip was so significant in that it was a schoolwide trip to Israel, it was not so out of the blue for one group of students. For one of the five grades, for about 100 of the massive 400 students that ven

It was difficult to experience the same feelings on the 8th-grade trip that I felt on our trip this year. I was not as mature in 8th grade and did not appreci ate how special it was to travel around Israel with my classmates. This trip was a great opportunity to grow individually and spiritually and enhance my bonds with my classmates. The 8th Grade Israel trip was not the same.

tured to Israel, it was not so much of a surprise trip, but rather a right of passage for the young middle school graduates. In many Jewish high schools in New

Romi Chaovat ‘24

“

I have realized that there are two types of kids. Those who wait for the elevator that will never come, and the rest who have realized how futile the aforemen tioned choice is.

- Rabbi Stern

A Missed Trip: A Better Journey ?

not be able to go to Israel and experience that right of passage.

York, including Ramaz, one of the highlights of the students’ middle-school adventures is a week-long trip to Israel, similar to the one that just occurred. Year after year, middle-school underclassmen gaze at the older eighth-graders who get to go on this trip that, in a couple of years, will be theirs. Once they rise in the ranks of the middle school and become eighth graders, they will be the ones going to Israel.

Unfortunately, when the world started to shut down in 2020, it became eminently apparent that no travel would be safe at the moment, and hence, the Israel trip would be canceled for that year’s eighthgrade class. The Ramaz classes of 2024 and 2025 were

Many people have thought about sending those grades to Israel on their own trip in place of

what they missed out on, but it is hard to believe that could be organized and executed. Because of that, when Ramaz announced the trip, the students, specif ically the freshman and the sophomores, were ecstatic. Many of them were now going to take that trip that they missed out on previously. As one of the current sophomores that could not go on their eighth-grade Israel trip, I would say this trip was a perfect alterna tive to what would have been. This trip was the best balance between more religious-based activities and active day trips. It was a once-in-a-lifetime trip to our holy land to make high school memories and have an incredible time with friends and the entire grade, es sentially serving the same purpose as the eighth-grade Israel trip.

Sylvie Pagovich ‘25

This trip to Israel has been an amazing experience. There were so many fun activities and chances to learn. How ever, there were a few things that could’ve been planned better. In my opinion, the flight was scheduled at an inconvenient time. When we got there on Wednesday, we were jetlagged and tired. However, once we landed we hit the ground run ning! The students had multiple learning activities and many people were super tired throughout the day. The groups for the activities also could’ve been improved. The groups were split up by bus. Each bus was determined by your advisory group and different advi sories were on each bus on different days. When we did all the activities for the day, we were with our bus. We come into contact with the other bus during lunch and periodically throughout the days, but we mainly stayed with the kids on our bus. I think there should’ve been more mixing between buses for more of the activities so the grade would be

Additionally, some of the activities we ex plored were a bit unorganized. When the freshman went to Rambam’s grave to daven Mincha, they

didn’t tell us where to daven or see the grave. When we went shopping in Tzfat, the teachers didn’t tell us what direction the stores were, we just went off to find them with only 30 minutes to shop.

Personally, I think we should’ve spent more time in Jerusalem on Yom Yerusha layim. It would’ve been a meaningful experience to see the parade and be able to celebrate it in Jerusalem. It was mean ingful to be able to dance and celebrate Yom Yerushalayim on Saturday night, but we also should’ve stayed for the Sunday festivities. We would’ve been able to expe rience what it’s like to be in Jerusalem on Yom Yerushalayim and celebrate with the community there.

Lastly, I think we should’ve spent more of Shabbat as a school. I felt that it was really meaningful when we spent moments together as an entire high school in Israel. The moments we spent Shabbat together were even more significant and powerful than the other days. We should’ve spent more time as a school community.

more cohesive and people could see their friends.

Wordsearch