16 minute read
Senior columns
Weekdays don’t have to be boring
Eva Bard Outgoing Editor-in-Chief
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They say habits are born in middle school. I was no exception. Starting in sixth-grade, I practiced on the CESJDS track and field team every afternoon. I got home by six p.m., ate dinner with my family and completed my homework. By the time I was done, it was time for bed. Yet, even when I stopped participating in a yearlong school sport in high school, I still accepted this schedule as my weekday routine. I went home, exercised, completed my homework and ate dinner with my family. If I had extra time, I spent it getting ahead on future assignments or occasionally catching up on the latest episode of “The Bachelor.” While my system produced good grades and a reliable schedule, looking back, I regret not having more fun during the school week. It wasn’t until this year when my workload slowed down that I allowed myself time for leisure activities on weeknights. After much hesitation, I accepted an invitation to go to dinner with a friend. Surprisingly, the hour I carved out of my weeknight was not the end of the world. I still completed all of my homework and was prepared for my test the next day. From there, I slowly began to allow myself more dinners, school basketball games and even movies on school nights. I realized that I could have been doing this all along. Obviously, the amount of homework I had played a big role in my ability to change my schedule, but all in all, I wish I had been more flexible with my routine throughout high school. I wish I knew that the weekends were not the only time to make plans that bring me joy. There are only seven days per week, and I regret that I wasted five of them on a boring routine.
Don’t get me wrong: I’m not preaching that students should ditch their homework for friends or their family dinners for Netflix. I’m simply suggesting that students allow some leniency and adaptability into their routines. You don’t have to be social every weekday, but once in a while, switch it up.
- Eva Bard
Let’s talk about sexism
Mischa Trainor Outgoing Editor-in-Chief
One day as I sat in my science class I commented on the prevalence of sexism in the class. I was immediately met with demands for examples, waiting to be disproven because of course I was just the silly girl who was incapable of saying anything of merit.
I brought up how there were only four girls in the class compared to the nine boys. Other students tried to brush this off by saying that anyone can take this class, which is untrue. Certain advanced science classes require students to be in a year ahead of the rest of their grade in math, which is determined by placements made when students are in sixth grade. Additionally, anyone with critical thinking skills would question why fewer girls in my math class chose to double in science. The class demographics beginning in seventh grade reveal this gender gap in higher math levels. According to Math Department Chair Reuben Silberman, in the 2016-17 school year, there were 14 boys and four girls in the advanced math section. The next year, there were 10 boys and three girls; in the year after there were eight boys and three girls, establishing a pattern. In my science class, I also tried to bring up how the boys in the class frequently made sexual jokes that made the girls uncomfortable. I also attempted to point out that whenever I talk, I am interrupted way more than the boys when they speak. Of course, as if to prove my point, no one listened to what I said about this issue because all of the boys interrupted me.
The true cherry on top was the guy sitting at the table next to mine jokingly saying, “Shut up, Mischa,” while I was in the middle of explaining how the guys in the class have seriously hurt me. Upset and frustrated, I found myself bringing up the events of the class at the dinner table with my parents. They tried to rationalize the situation by saying that boys are more immature. But why do boys get the right to be immature when girls have to fight to be taken seriously? My mom also insisted that this was a good learning opportunity as I would have to put up with plenty of sexism while studying computer engineering in college. But I have almost 18 years of men belittling my intelligence to the point where I believed I was stupid. I don’t need more practice experiencing sexism. I’m not even a legal adult, yet I have experienced a lifetime’s worth of sexism. I am proud of myself for calling out the rampant sexism at CESJDS, and I am extremely disappointed in my male peers whom I considered friends for perpetuating it. JDS needs to teach girls to be confident and brave while also teaching boys to understand how they contribute to sexism.
- Mischa Trainor
It’s ok to do everything
Rochelle Berman Outgoing Managing Editor, Copy
The one sentence I’ve heard more than any other throughout middle and high school was, “You can’t do everything, Rochelle.” Okay, maybe that’s partially true, but regardless, I take pride in having proven them all wrong. There are two kinds of time management. There is the one that usually comes with a five-star rating by your guidance counselor, which includes allowing yourself enough time to rest, having enough time to calmly and thoughtfully complete your homework and time for exercise or fun. While this does work out for the majority of high school students, it did not work for me, so I’d like to suggest a different method.
As someone prone to procrastination, having enough time on my hands to do my homework without much pressure does not end well for me. Instead, I have learned to pack my schedule so tightly that I must complete my homework within a certain amount of time to succeed. I bribe myself with getting to dance class on time or getting to do my Hebrew homework (the work I always do last because it’s fun). A day in the life of Rochelle usually goes something like this: I try to get up early in order to program the music on my phone before I drive to school so that songs I need to memorize or practice play on the way to school. I squeeze out every second of the school day, and usually I’m either the last student to leave JDS or at dance until much later hours of the night than anyone should be. Eventually, I convince myself that I’ve finished enough to go to bed. It would be dishonest to say that this schedule of insanity doesn’t result in some level of exhaustion and often comes with the feeling of having the weight of the world on my shoulders, but I’ve found that for me, it’s worth it. No matter how much or how little you take on throughout high school, it’s imperative that your happiness comes first. It’s not just about college—this is your life, so live it. For myself, it was my commitment to this insanity that truly made me happy, and honestly, I couldn’t have brought myself to do anything less.
- Rochelle Berman
Prioritize what makes you happy
Maya Preuss Outgoing In-depth Editor
Leading up to senior year, I was doubtful about playing soccer because I saw it as an obstacle for focusing on college applications. However, I was proven wrong after having a change of heart and joining the team. For a long time, I thought the most important thing that I could do was work on my personal statement and the many supplements needed to apply to colleges. But, there were so many other important things in my life that this mindset took away from me, namely soccer. I have been playing soccer since I was five years old, from when my jersey went all the way down to my knees to being co-captain my last season. Soccer has always acted as my outlet, a way for me to take a break from all the other responsibilities and pressures of my life. This continued this past season, even with the added stress of college applications. When I had a stressful and busy day with even more work to do when I got home, every time I stepped on the field and laced up my cleats I had time to enjoy the sport I have loved playing my entire life. I cannot lie and say that it was always easy for me and there weren’t times when I wondered if things would be different if I didn’t do soccer. I stayed up later doing homework than I usually do and may not have studied as much as I should have for a test, but the benefits of taking a break were more important. By the end of the season, I was able to see the various ways playing soccer had helped me. By having a break after my school day, I was able “My favorite issue was ‘Year on Fire’ because I loved the stunning photography that helped represent what that year was like.”
- Maya Preuss
to decompress and refocus on my goals. It allowed me to be more focused later in the day when I needed to work on schoolwork and college applications. I always thought it would add stress, but in the end, it was a stress relief. Taking time for yourself to do what you love is always important, whether that is engaging in a sport or carving out 30 minutes of your day to read a new book. Not only is it important in the short term, but making time to do what you really love can also have long-lasting health benefits.
Even though everything may seem like it will crumble if you take time out of your day to do something other than homework or other traditionally productive tasks, it won’t because you are being productive in another way. Prioritizing your happiness and doing what you love is being productive because even though it is not visible on paper, it will help you reach your goals and maintain a healthy lifestyle.
Chill with the competitive attitudes
Lincoln Aftergood Outgoing Opinion Editor
Every student has felt the competitive atmosphere at CESJDS. The pressure to do well and brag about one’s successes to others is ubiquitous in our classrooms. This unnecessary competition needs to go if we are to properly support our students and help them grow into unique individuals. Of course, the right kind of competition can make you stronger and better. But sometimes competition can become destructive, such as when people start to doubt themselves or begin to feel that they’re not enough because of others’ actions and words. I first felt a kind of competitive anxiety after finishing the PSAT at JDS my junior year. I had just completed one of the sections and was taking a break at the water fountain when I overheard some of my friends. They were discussing the numerous advanced placement (AP) tests they had signed up for and how they expected to ace them. I nearly spit out my water. JDS didn’t even offer AP classes and my friends were still taking these tests? Were my friends better than me? Would I still get into college without them? In hindsight, all of these thoughts were blown out of proportion and the tests were not as important as I thought they were. But the competitive pressure was, and still is, very real.
Every time I heard someone gloat about their amazing grade on a test, I would fold my paper and feel bad. And every time a student said they did horribly when they got one question wrong, I began to doubt my own intelligence. That same horrible feeling occurs when people talk about their extensive extracurriculars. I remember the freshman year rush to sign your name on every club listed simply because you could. And that’s fine if you truly enjoy all those “My favorite issue was ‘A Clear Conscience’ because I really enjoyed col- laborating on the editorial, and I was also on the cover.”
- Lincoln Aftergood
clubs. But the people who do it just to show off contribute to the unhealthy form of competitiveness and hurt other students. People also need to start choosing classes that they’re genuinely interested in. When everyone joins the classes they think make them look the best for college, it creates multiple issues. Students may not be prepared for the workload, they may hate the subject material or they may be missing out on other experiences that would be much better for them. I have seen people become visibly uncomfortable by others talking about how they’ve done on assignments and how hard their all-advanced classes are. And I do admit that I have been a part of the problem in the past, but we have to work together as a community to get past it.
We can value healthy competition and recognize positive achievements, but we should also strive to eliminate the destructive forms of competitiveness that discourage others. Then we can all work towards everybody at JDS succeeding and growing at their own pace.
Choose your clubs wisely
Sophie Kaplan Outgoing News Editor
I’ve made many of my closest friends in the clubs I joined. Upon entering freshman year, I signed up for a multitude of clubs that upperclassmen marketed to me as the “best” to join. I relished this opportunity to engage in new hobbies and meet new peers. My involvement in some clubs has lasted throughout my four years of high school, such as Junior State of America (JSA), Mental Health Awareness (MHA) and, of course, the Lion’s Tale, while others have not. That is not to say that I did not enjoy such clubs, but I found myself spreading my time too thin. My reasoning for joining such a wide range of clubs was that I thought involvement would look great on my college applications. I didn’t really care if I would truly enjoy the activity. Questioning my reasoning for various interests and obligations allowed me to prioritize clubs that I actually wanted to become heavily involved in and dedicated to. With that decision, rather than simply being a passive member in a variety of places, I chose to take on leadership roles in the majority of clubs that I was involved in. This allowed me to shape my own experiences as well as those of others in a very meaningful way. I encourage underclassmen to find at least one club that they feel passionately about and immerse themselves into it fully. Really dedicating yourself to a select number of clubs will allow you to reap more benefits than if you spread your time thinly among all the clubs you can.
The time students have in high school truly does fly by fast and it should not be wasted by constantly worrying about a process years off into the future. Yes, college applications are important for your future, but your dedication to them should be balanced. Your happiness and passions are more important and should be valued as such.
- Sophie Kaplan
Think before you speak
Ivan Endelman Outgoing Features Editor
We have many reasons to be proud of our community. CESJDS expertly combines Jewish and secular studies, prepares its students for college success and emphasizes the values of pluralism and Tikkun Olam. However, the lack of diversity inevitable at a Jewish day school has resulted in a troubling trend: edgy, apathetic jokes involving race, gender and religion. From freshman year to senior year, my grade has gained more and more confidence. But this increased confidence correlates to an increase in dark humor. The jokes are never personal, yet they toe the line of acceptability. In particular, jokes about gender have become most prominent. Sexist jokes don’t even need a punchline to draw laughs; the shock factor of blatant sexism is viewed as humorous in itself. The reason for this trend is obvious: we go to an extremely uniform, almost monolithic school. The result is that students sometimes lose touch with the gravity of certain issues. When it comes to certain contemporary issues, we don’t have as much first-hand experience as students from more diverse backgrounds. Consequently, we have a tendency not to think about the effect of certain jokes. Jokes with punchlines like “women can’t do science” or “it’s because you’re a woman,” are only two examples of this dark humor. I don’t believe this type of humor is nonexistent at other schools. But because we don’t learn in as diverse of an environment, jokes at JDS are made without any context or hesitation. This doesn’t mean JDS students are inherently less empathetic or kind. It just means we are misguided and desensitized to many types of jokes. This needs to change. One of the inevitable downsides of going to a private, religious day school is a limited amount of interaction with students from different backgrounds. While engaging in out-of-school extracurricular activities can help counteract this trend, a collective effort to think about the implications of what we say can also help.
It’s time to put an end to this type of humor. Jokes that make a serious issue seem trivial or that stereotype a group of people are completely unnecessary. Students can have fun and laugh without these offensive antics. If we all make more of an effort to steer clear of jokes whose punchlines are stereotypical or blatantly offensive, we can foster a community that better represents our schools’ values of Tikkun Olam and Kavod.
- Ivan Endelman
A walk down memory lane
