The Polygon: November 2021 Issue

POLY PREP’S Student Newspaper VOL. CVII ISSUE II November 2021 Issue

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POLYGON

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Football Coach of 19 Years Departs Midseason EMMA SPRING EDITOR-IN-CHIEF

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n the middle of an October practice, Head Varsity Football Coach of almost 20 years Kevin Fountaine was asked to leave campus immediately. Over the past month, parents and students have grappled with Fountaine’s departure, searching for more transparency to make sense of what occurred and in the process, generating rumors.

When asked why Fountaine left in

an interview with the Polygon, Head of School Audrius Barzdukas said, “Every change we make at the school is always asking ourselves how we can improve students’ experiences. I can’t speak directly about Coach Fountaine in this situation, [but] we want every single program to reflect our school’s values, the things that we deem important to our culture—our values of diversity, integrity, transparen-

Poly Blue Devil Logo Gets Makeover After Five Decades SAMANTHA RODINO SPORTS EDITOR

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fter over 50 years, Poly Prep’s Blue Devil logo finally got a makeover.

Right before Homecoming in October, the new design was released to the Poly community, resulting in many mixed reactions.

Jennifer Slomack, Director of Engagement and Communications, explained that the original design for the Blue Devil was created by a student in the late 1960s. “The artist would not have considered Poly women or seven Poly Lower School grades—which is more than half of today’s student body—into the design process,” she said. The main focus was a new design that included all students at Poly, and was able to showcase all activities, not just athletics.

Poly originally looked at the portfolios of 12 different artists that could potentially design the new logo. “We pared down the list to three illustrators whom we felt had the range to do both characters. After discussions with them about the project, our school, and their work process, we thought Ken [Niimura] was the best choice to bring our vision to life,” Slomack explained.

Spanish-Japanese comic illustrator Ken Niimura was hired to create the new logo. In 2008, he illustrated the book I Kill Giants, which was adapted into a film in 2019. Niimura has worked with several companies, including Amazon, Google, and Marvel Comics.

After being chosen by Poly, Niimura said he was excited to create the new Blue Devil logo, designing it with a focus on how the students would feel about it. “In each new sketch and step, I was constantly asking myself whether they’d like it or not, and also if I’d like it myself had I been a student in the school,” Niimurae explained to Poly’s website.

When the new Blue Devil was introduced, students had many different opinions and reactions to the design. Some said they wished that the logo resembled a devil slightly more, as the new design is very simple and does not include a tail like the old logo does, while others said they believe that it’s not “threatening enough” when it comes to playing against sports teams from rival schools. “The logo seems like something out of a children’s book, not an intimidating mascot our school should be rallying around,” said senior Ella Leonard.

By comparison, senior Hannah Smith really enjoys the new Blue Devil look, emphasizing that she feels it is definitely an upgrade from the old design.

“I like the new logo how it is, and especially love how it has the little sidekick with it. Overall, I think it’s really adorable and an improvement from the old one,” Smith said.

Slomack has heard a wide variety of opinions about the new logo, understanding that it may be hard for students to adjust to the change. “I’m looking forward to hearing what students think after they’ve had time with the new designs, use them, and see them around campus,” she said.

football coach who spoke on the condition of anonymity for fear of retribution said, “[Richard] Corso [Head of Athletics] went and told Coach Fountaine that he needed to meet with him at 4:10, which is a little bit of an anomaly because they have practice at 4 o’clock.” Fountaine had been in his office while the students were practicing on the field. After Fountaine was escorted off campus, “Corso came

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Why a Wellness Day?

Administration Responds to Spike in Students’ Mental Health Struggles MAEROSE DANIELS MANAGING EDITOR

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VIA KEN NIIMURA

cy, and the pursuit of excellence.”

Director of Engagement and Communications Jennifer Slomack added in an email to the Polygon, “At Poly, we follow HR best practices, which includes how we handle confidential personnel information.”

The news was upsetting to players, parents, and coaches alike. Recounting what took place on Tuesday, October 26, a Poly

rom 70-minute periods, eating lunch in tents, a rolling grade policy, and a 9 a.m. start time, life at Poly has significantly changed from last year’s pandemic experience—but many students continue to struggle with mental health.

Poly implemented Wellness Day on November 8 to address various mental health issues and give students a break from stress. All students and teachers were given the option to come to campus. “Spend this day however you feel you need to...check in with your Dean or School Psychologist should you need... engage in the various available programs to free your mind of school stressors,” Jared Winston, interim director of student life, wrote in an email to the Upper School.

“Our approach was based on the premise of differentiated wellness—what wellness means for me isn’t the same as what it means for you,” Winston said.

“We gave teachers the opportunity to be flexible with that day as well.”

Those who came to campus were able to see mentalist Tom Kennedy, participate in a field day, attend yoga and meditation sessions, among other activities.

“We ended the day with ‘Inside Out’ in the theater...It was a real community effort,” said Winston. He added that about 115 middle schoolers came to campus and 50 upper schoolers at most.

Freshman Owen Ten Oever thanked Winston for Wellness Day by writing to him, “​​This day changed my whole mood of the week and it allowed me to catch up on work but to also catch up on how I am feeling. I believe this should happen more often. I think it is a great way to decompress and enjoy life a little more.”

Many students have found that differences in Poly’s culture and curriculum resulting from the pandemic—such as being back on campus full-time—affect their mental states. Junior Sofia Shlomm said, “It is tough to manage stress. I overthink, and it’s hard to do work. I struggle with low motivation.” Contrastingly, senior Alex Semenenko said, “My mental health is way better because it’s cozier inside, and I don’t have to worry about being cold.”

“Nationally, teenagers are struggling more with mental health issues than they were before the pandemic,” said Director

of Health and Well-Being Sarah Zuercher.

“At Poly we see many of the same themes…

In terms of why students seek mental health support at Poly, 20 percent of students report social anxiety, 20 percent report academic or test anxiety, 20 percent have peer issues, 20 percent have more extreme depression.

Eating disorders and issues with teachers are also reported.”

“We all returned to school fully hoping to return to ‘normal’ but have noticed that the transition from last year’s COVID experience and readjustment to school have been taxing,” wrote Michal Hershkovitz, the assistant head of school, in an email to the Polygon. “Since our community’s well-being is always our foremost concern, we decided to offer both students and teachers unstructured time on Monday, November 8th.”

The new Upper School psychologist, Anais Kingsberry, has observed many students experiencing academic anxiety with

“This day changed my whole mood of the week and it allowed me to catch up on work but to also catch up on how I am feeling. I believe this should happen more often. I think it is a great way to decompress and enjoy life a little more.”

– Owen Ten Oever the return to in-person learning since she took her position in September. “Given the changes made to school structure to facilitate learning earlier in the pandemic, some students have not had sufficient opportunity to practice—and in some cases, develop—the organizational and study skills necessary to manage their workload,” said Kingsberry.

These mental health struggles that students are dealing with led the psychology department to make additional changes to the mental health services. “To better understand and support the mental health needs of Poly students, the Psychology Department is

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NEWS

Poly’s Longtime Partnership With CitySquash Ends

Damage to squash courts renders courts unusable FRANCES BROOKS CONTRIBUTING WRITER

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he age of Poly’s old squash courts has caught up with them, prompting the school to end its yearslong partnership with CitySquash, a not-for-profit dedicated to academics and athletics.

As is apparent when trying to get to the girls’ locker room, the weight room, or the Novogratz Center, Poly had to close off the squash courts due to water damage over the summer. As Richard Corso, head of athletics, said, “With our big storm that we had...the squash courts got damaged—the floor, the walls—and we couldn’t just repair it and put squash back in there. They need to do some heavy demolition.”

Due to the damage, Poly has been forced to end its partnership with CitySquash, a notfor-profit organization started in the Bronx in 2002. The program offers after-school enrichment to students from economically disadvantaged households and provides coaching, specifically for squash, as well as academic tutoring and college prep.

CitySquash has been active at Poly for over five years, using the three old squash courts every Monday through Thursday.

Poly’s similar pursuit of athletic and academic excellence made the program a perfect fit, according to Elijah Sivin, head of service learning. “It was thought to be a good fit between Poly’s mission and CitySquash’s mission,” he said.

Having CitySquash at Poly also provided a new service learning opportunity for its students. One of the main benefits of the program was that it gave those with busier schedules or a longer commute a convenient way to do their service learning hours on the Poly campus.

“For years we had a program that was kind of entrepreneurial in that it encouraged kids to go find a place to do their service that was a good fit for them.

But it was really complicated, because kids were in 50 or 60 different neighborhoods, and trying to come up with a regular pattern where they could build up a lot of time doing community service was a real challenge,” Sivin explained.

With the courts gone, it will be difficult for Poly to continue hosting CitySquash. Poly has given CitySquash some options to continue playing on the remaining courts, although they are not ideal. One alternative is that CitySquash could use one of Poly’s newer courts at the same designated time as prior years. However, one court is not enough for the program and with Poly’s full squash schedule and team practice going on at the same time in the same area, Corso said it would be difficult to offer more room than that.

“We’ve offered them the limited space that we have,” Corso said.

CitySquash would also be able to use courts from 6 p.m. to 8 p.m., after team practice is

The POLYGON

over, but with the need to get all of their students home at a reasonable hour, this seems impossible.

As for the old courts, Poly has decided that the six newly built courts are enough to maintain the school’s squash program. The old courts will be used as new arts facilities in addition to the arts center soon to be built off of the theatre hallway.

“Some of our other artistic locations have been waiting to be upgraded for a long, long time,” Sivin noted. Both Sivin and Corso noted that the arts facilities at Poly need work.

“Arts is a big program here— they need space,” said Corso.

The areas that were brought up the most by Corso and Sivin as needing attention were the band room and the dance studios.

“I think it’s a real loss for CitySquash to lose access to this space. It’s unfortunate,” said Sivin. “In terms of the service program, it will definitely be a loss.”

The partnership between Poly and CitySquash benefited both organizations and the students in the program and at Poly immensely, Sivin noted.

“Having something on-campus that kids could do that was really valuable, where they could use their skills, as in academic skills or athletic skills, to help somebody else, where they could have fun—that had a lot of value for the service learning program at Poly,” Sivin said.

Editors-in Chief Emma Spring & Carly Pyles Managing Editor Maerose Daniels

The Polygon is published by the students of Poly Prep Country Day School. We welcome both letters to the editor and guest opinions pieces of interest. All submissions should be emailed to polygon@polyprep.org and must include the author’s name. The Polygon reserves the right to edit all submissions for spelling, grammar, and length. Letters should be no longer than 200 words, and opinion pieces should be no longer than 750 words.

Faculty Advisor: Rachael Allen The Polygon c/o Poly Prep CDS 9216 7th Avenue Brooklyn, NY 11228

Layout Editors Danielle Jason & Sidney Rothkin Copy Editor Emily Boyer News Editor Jordan Millar Opinions Editor Selah Ilunga-Reed People Editor Chelsea Lin

Features Editor Seanna Sankar Arts Editor Brianna Khrakovsky Sports Editors Ben Mansfield & Samantha Rodino Middle School Editors Lucas Basham & Brianna Sylvain Photography Editors William LingRegan & Caroline Hanna Online Managing Editor Marta Balikcioglu

NOVEMBER 2021

(Football continued from page 1) back, informed the staff that Coach Fountaine was no longer employed as the head coach of Poly Prep [Football], and then Corso let the students know,” said the coach.

Football players were crying, said a parent of a football player who spoke on the condition of anonymity because they feared possible repercussions for their child.

Head of Athletics Richard Corso wrote a brief email to coaches and faculty the following day. “We constantly assess students’ experiences and seek to improve them. We have made changes in football leadership and Coach Kevin Fountaine will no longer serve as a member of our athletics department,” he wrote. Corso declined to be interviewed for this story. Head of Upper School Sarah Bates also declined to be interviewed.

Many are saddened not only for their kids and football program, but for Fountaine himself. Fountaine, a former member of the New York Police Department, coached football at Poly since 2002, seeing talented players off to play football in college and the NFL. “Coach Fountaine was a father figure to many others on the team,” said football player Remo Marcaccio ’23. “A dedicated coach who instilled in his players the importance of integrity and hard work, he has been a support to his players during crisis and loss, always someone we could count on when we needed guidance.”

Fountaine’s leave comes amidst playoff season and directly impacts the football team’s upperclassmen who are hoping to get recruited in the next year. Fountaine was a direct contact between many students and college coaches; players depended on his guidance to counsel the recruitment process from the athletics side.

Multiple parents voiced their frustration that Barzdukas didn’t provide the clarity some were looking for or failed to respond entirely to some inquiries. “When individual people reach out to me, I’ve communicated with them,” Barzdukas said. “Mr. Corso, who is our head of athletics, went to speak with the team [the day it occurred] because it was important that the boys heard of a transition to a new coach. An email went out to parents.”

Barzdukas also met with the football team a week after Fountaine left Poly. According to multiple coaches and players who were present in the room, Barzdukas told the football team of several reasons for a change in team leadership. In this meeting, Barzdukas explained that team leadership enabled what he believes to be a negative culture characterized by behaviors that include the inappropriate use of language and the habit of cutting classes.

In an email to the Polygon, Barzdukas offered a comment on this meeting. “At Poly, we care deeply about promoting a culture rooted in integrity, civility, and respect, and when necessary, we take decisive action to protect this culture,” he wrote. “As a matter of policy and out of respect for the privacy of our community members, we do not comment on personnel matters.”

The publication of a New York Post article on November 13 about Fountaine’s departure further propagated the spread of confusion, prompting Barzdukas to email the Poly community.

“Culture matters...Only when every member of our school feels safe to be his, her, or their authentic self at school will we have a community able to fully explore its potential as learners and educators,” he wrote. “We expect our faculty and staff to teach, enforce, advocate for, and model our school’s values, and ensure that our students do their best to live up to those values...Please know that any decision to separate from an employee is taken seriously and after careful consideration.”

As players and parents continue to make sense of what unfolded, rumors continue to circulate, as the greater Poly community also continues to struggle with a lack of transparency. Senior Sigourney Heaton said, “Every day I hear something new. I have heard many different stories. Some claim that Fountaine did absolutely nothing, while others have told absolutely bonkers stories.”

“Even if they wanted to change some football ‘culture,’ it could have waited two weeks so the team could have finished their season and Coach Fountaine could have ended his [almost] 20 year career at Poly with dignity,” said another parent who spoke on the condition of anonymity because they feared possible repercussions for their child.

The Polygon reached out to Fountaine, who wrote in a text, “Poly is a place I truly love and has been my home away from home for the past 19 years. I have been advised by my attorney not to speak to anyone regarding this situation.”

During his interview with the Polygon, Barzdukas added, “You make transitions when you think it’s time to make them. Context does matter, but we are always trying to figure out when’s the right time to do something, and part of my work is making that decision when it’s the right time.”

“We are committed to having a football program, like every program we have, that embodies our values,” he continued. “We are leading a search across America to find the best possible coach for our program because we think our students deserve that. I’m confident we are going to find that new person.”

Additional reporting by Lucas Basham, Carly Pyles, and Maerose Daniels

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NOVEMBER 2021

NEWS

The Future of Poly’s Ruvna Health Screening Tool ABIGAIL BEN-UR CONTRIBUTING WRITER

giving a weekly mental well-being survey in the coming weeks,” Kingsberry added.

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veryone at school uses Ruvna. Whether a student or faculty member, the first thing a Poly community member does when they get to school is scan a barcode, which tells the school if they’re experiencing health symptoms that could potentially spread to other members of the school.

Before the pandemic, Ruvna was used to take attendance during fire drills to make sure all students were accounted for. In March 2020, Ruvna kept track of health screenings as well as attendance. While there were multiple options for a health screening tool, Rebekah Sollitto, the assistant head of school, said, “it was tied to other pieces of student enrollment, student attendance, planned absences…as soon as we learned about [Ruvna] we knew that was what we wanted for our community—for them to every single morning go through the health screening.”

Another helpful feature of Ruvna is that the health survey everybody fills out is customizable. The questions have changed over time as the pandemic has progressed and new information about its cause and spread has come out.

Ruvna is also very efficient for not only tracking individual students’ health but also health patterns throughout the school. “For example, maybe there’s a Lower School homeroom where five kids suddenly report a fever, then we know that that’s going to be something we want to be more proactive about, in terms of talking to the health team and the teachers in that classroom to try to understand what’s going on and what steps to take for that homeroom,” Sollitto said.

Ruvna has many uses and has been chosen for its versatility for emergency attendance, checking students into the school, analyzing health patterns, and tracking symptoms among faculty and students.

While Ruvna is very helpful, there are still some mixed opinions among students. Ruvna was created as a way for parents to check their kids into school and for the school to know if a student was feeling unwell, but it doesn’t always hold people accountable. Ninth-grader Frances Brooks said, “Two years ago if my brother and I weren’t feeling great but it wasn’t serious, my parents might have made us

(Wellness continued from page 1) “The important thing for students to know is that they are not alone. It can really help to talk to someone.”

– Sarah Zuercher

VIA LEVI STEIN go to school. Since we’ve gone back to in-person school, they’ve become a lot less strict about [not taking] sick days. Going to school sick means putting our friends and classmates at risk of getting sick, and if it were COVID, there could be an outbreak.”

Given that Ruvna doesn’t have a way to ensure that its users are being completely honest on the survey, Brooks wondered if “some people would lie or their parents would want them to come to school no matter how they are feeling, possibly if they had important after-school activities or sports.”

Sollitto also noted that Poly is discussing how else Ruvna could be used after the pandemic, potentially to track attendance because it’s easy to check students in. Ruvna has proven to be effective in helping the school through the pandemic—it’s possible that Ruvna will stick around even after the pandemic ends and the health screenings stop.

The community will also see an adaptation to Poly’s mental health resources and health curriculum to adjust to the needs of the students. “We are working with administrators and teachers on what changes can be made to help students. Our counseling team will start offering test anxiety workshops for students…groups that practice different coping mechanisms for test and academic anxiety,” Zuercher said. “We are also incorporating more around health and mental well-being into our health curriculum.” According to Zuercher, although a complete and organized plan for these adaptations is not fully developed, Poly will implement these changes soon.

“The important thing for students to know is that they are not alone,” Zuercher said. “It can really help to talk to someone and then we can connect students to appropriate resources.”

If you or someone you know is suffering from suicidal thoughts, call the National Suicide Prevention Lifeline at (800)-273-8255 or reach out to fellow peers, parents, faculty, counselors, or trusted adults. If you or someone you know is struggling with mental health, consider reaching out to Dr. Kingsberry at akingsberry@polyprep.org or anyone else you feel comfortable talking to. A student may take a peer with them to see the psychologist for the first visit, and if worried about a friend, one may address these concerns with the psychologist.

The Impact of Changes to the College Admissions Process Students and staff share thoughts about the intensity of college admissions in a pandemic year.

ANJALI BUDHRAM AND REESE ROAMAN CONTRIBUTING WRITERS

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fter a year of chaos, students are eager to see how the college admissions process has changed. Many Poly students say they feel an intense amount of pressure to get into top colleges, even with Poly resources that help guide their students and families through the process.

“Trying to find the right school for you is a tough process, especially hearing many outside perspectives,” said senior Francesca Corsalini, who recently went through the early application process herself. “Overall, it is a bittersweet experience. It is very exciting but stressful.”

The amount of pressure placed onto current Poly students from their peers and surrounding adults is colossal on its own.

Then, with the newly added intensity this year due to the pandemic, the application process is made even more rigorous.

“The hardest thing for me was that touring was not available. I couldn’t fully grasp a real understanding of all of the schools I initially liked. I was left uncertain and not wanting to make the wrong decision,” Corsalini said. “But it also made other schools stand out to me—the schools that did find a way to provide applicants like myself with even the simplest of opportunities such as the touring. This did really affect my decision.”

Poly knows that this process is extraordinarily stressful for students, so they provide many resources—like the dean system—that aim to help their students succeed. “[The deans] provide a basis of schools

and outline where they think would be right for me and clearly they know us as students very well and they do put in immense effort to assist me along this journey,” Corsalini said.

Dean Doug Wong shared his insight on the trends in the college application process largely due to the pandemic that he and other deans have noticed this year.

VIA WILLIAM LING-REGAN

“We have a lot more non-binding early applications. The inability to visit schools this year because of the pandemic made it hard to make a decision and because of that I feel like there is a tendency this year more than other years to not have as many options,” said Wong. “The students have been applying to many more early applica-

tion schools than in the past to keep those options and opportunities open.”

Difficulty in the entire process is inevitable, but the deans’ main goal is to ease that for their students and make them more comfortable. Wong noted that the deans’ role in the college application process is different depending on the student. “Athletic commitments provide students with

more comfort, making the process much smoother on my end,” Wong said. “I just have to follow up with them and make sure they are hitting their deadlines. For these students, their specific process is even more individualized than a non-committed applicant.”

Sophomore Calder Glassman was recently recruited to The University of Notre

Dame, where he will play baseball. Balancing academics and high-level athletics can sometimes take a toll, but getting recruited early on in one’s high school career may relieve some pressure. “There were times where it felt a little odd to be doing it so early but I also think the recruitment process was formative for me because it forced me to make an important life decision at an early point in my life,” Glassman said.

For Glassman, the college admissions process involved much more than the traditional application. “I wouldn’t say that the recruiting process itself was difficult; however, there were times where the process of getting my game to the level that high D1 schools recruit at was difficult. The most important things in the recruitment process were trying to keep level emotions and only trying to control the things that I could control,” said Glassman.

Whether or not students face unconventional circumstances like recruitment, the college admissions process can be made easier or more difficult in the case of different students. “I think it depends on the student,” said Wong. “Obviously the deans are here to support the students and I believe in spite of the deans and all of the help that we provide, the college process is still largely in the hands of the students. We notice some of our more self-motivated students [who] get very ahead,. making it much smoother on themselves versus other students who are starting the process a little later normally have more difficulty.”

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NOVEMBER 2021

OPINIONS The Everyday Grind: Hustle Culture at Poly

EMMA SPRING EDITOR-IN-CHIEF

VIA LINDA BUSETTI

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alking around the grounds of Poly Prep, you will find beautiful paintings, elegantly handcrafted essays, athletes sprinting to score a touchdown, and a plethora of elite college flags posted outside the deans’ offices.

As its name implies, Poly Prep prepares students to get into college and secure a future profession. Disguised by Poly’s gleaming tower, symbolic of centuries of student success, however, is a student body infected with the bug known as “hustle culture,” and it’s only getting worse.

Each minute the arrow ticks around the clock lodged high in that tower is another minute students like myself must exert maximum commitment to mind, body, and character—to be agents of positive change in the world. Changing the world is an honorable feat, but people don’t just magically revolutionize society by working hard. Schools offer lit paths, but students today need the unrestricted freedom to slow down and choose their own direction. If we idealize the constant hustle, we might not notice the large gaping hole in the ground, falling and stopping all together.

Hard work is admirable. It’s often that those who put

in the time, the effort, and the focus will reap the benefits. Those who take more advanced classes, play more sports, and are constantly doing something are praised most often. This is the habit of students today: hustle in school, hustle on the field, and never stop moving.

I, for one, certainly fall victim to work’s addictive grip. I have a sticker on my computer that says, “DO MORE.” One might say I am a “workaholic.” My pedal is never off the metal. Even during my moments I’m supposed to be relaxing, I have a World War II documentary playing at 3x speed. I do, surprisingly, somehow manage to get eight hours of sleep every night, a feat I know many of my peers are unable to sustain.

Along with addiction to work, students (some as young as 13) fuel up on caffeine, bringing venti-sized cups of cold brew to school each morning. Poly students abuse the rush of energy, forcing their bodies to stay awake into the wee hours, forcing productivity upon themselves. Resting is a waste of time. Resting is for the weak. Anything less than grinding seven days a week, 24 hours a day, is a failure.

Media doesn’t help either. As if managing our own workloads wasn’t enough, we are encouraged to admire the hustle-based routines influencers share on social media. Thirty-second content teaches us that we are cutting an avocado all wrong, washing our hair all wrong, walking, talking, breathing incorrectly. Society constantly tells us we’re too slow.

Landing at an elite college is the final destination for us high schoolers. Many think, “I just have to get into college and it will all be better.” But what happens next?

What happens when we achieve the goal we’ve sought after for the past 17 years? After college, lost in a world that doesn’t revolve around the next assignment, it might seem that we students actually lack the Poly values of mind, body, and character. It might seem that the only true value a Poly student has firmly constructed is being the best student one can be.

I’m the last person to ever say “Screw it, I’m not going to college.” I’m far too conditioned to give it all up now. Plus, I have been lucky enough to discover other

Money Talks, Wealth Is Worn he halls of Poly Prep ring out with the click of a Hermès bracelet, the snap of a pair of Lululemon leggings, the zip of an Aviator Nation hoodie. These sounds are quiet, nearly unintelligible in the physical, day-to-day world, but in the realm of implicit private school hierarchy, they are deafening. The freedom of our loose dress code allows for flexibility in all areas of personal expression. Unfortunately, personal expression at Poly often means expressions of wealth.

From my first year at Poly, I have always been shocked by the raging brand-name culture which rules our school.

From my first year at Poly, I have always been shocked by the raging brandname culture which rules our school.

However, it is important to remember it is truly a filtering down of a greater culture which prevails in New York City: the clas-

After college, lost in a world that doesn’t revolve around the next assignment, it might seem that we students actually lack the Poly values of mind, body, and character. many might say as an excuse, working towards success on one grade will never bring complete fulfillment.

That’s not Poly’s fault per se, but it’s a looming factor, nonetheless.

I’m writing this now, so students, like me, realize how dangerously entrenched we are. It’s only a matter of time before your stamina gives in and you run out of steam. There’s no school-wide solution. Instead, I offer a student-specific self-examination, myself included. Every student should contemplate what brings them true joy. Every student should smile and get some rest. What are you really working towards? If you weren’t working as hard as you do now, what would you be doing?

There is no picture perfect life. Values are different for every person on this earth. Of course, being a good person is one, but beating ourselves up for not being “good enough” is counterproductive. We are being sucked dry of life’s energy, and for the sake of future generations of students, it should not be glamorized.

Letter to the Editors Dear Polygon Editors,

SELAH ILUNGA-REED OPINIONS EDITOR

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passions that motivate me towards my future path of life. Nonetheless, this culture is real and, for the most part, can’t be eliminated. It’s the nature of a competitive school like Poly Prep. As much as I would love to wave a magical wand and offer a definitive solution, I really don’t know what’s best, and neither does Poly. While the Wellness Day this past month seemed like an effective step, those who likely needed it most were at home with their heads stuck in a textbook. Over the past couple of years, midterms and finals have been virtually absent, but they’re back this year. While “college has midterms,”

sic wealthy white liberal. When you spend your entire childhood watching your parents drop thousands of dollars on anything from heels to activewear, your understanding of wealth and its expression shifts to fit that environment. For New York City’s teenage trust fund babies in particular, urban fashionista life and money-insulated families together promote a need to parade wealth through clothing.

At Poly and on the greater private school scene, social grouping is often based on displayed riches. The quality of the middle and high school experience is almost always linked to the social scene students face. If we huddle in exclusive clumps based on the cars our mothers drive, the watches our fathers wear, the neighborhoods in which we live, are we dooming students to an adolescence defined by money or lack thereof? What of those who can’t or don’t wish to present their assets on their bodies every day in school? What of those who will never learn to socialize without the comforting cruelty of wearable affluence, and the privileges it grants them?

In response to the article “The Future of DEIB at Poly” in the September/October issue, we want to highlight a few features of the History Department’s course offerings for the academic year 2021-22. We currently offer the following electives, which may be of particular interest to students seeking the “diversification of core courses”:

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African American Women’s History Black Power, Black Arts China, Vietnam, and Communism Hidden Histories: Poly Public History History of Postcolonial Southeast Asia Feminisms of the Modern Middle East Immigration and Migration Latin American History Queer Histories Slavery and Resistance

These electives are offered in addition to our ongoing work to ensure that all of our courses interrogate issues of power and privilege, both historical and contemporary. If you have any questions or feedback about curricular offerings or content, please don’t hesitate to visit us in room 106!

Sincerely, The Upper School History Department

5

How New York City Has Pushed Away its Slave-Centered History TERREL HOOD-SIMEON CONTRIBUTING WRITER

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fter taking the Slave Resistance trip in Lower Manhattan with Dr. Carter, something that really caught my attention was how much our country’s, and really our state’s, history of slavery was suppressed and unacknowledged.

The stop on the tour that I was assigned to study was on the Municipal Slave Trade. The tour guide explained how New York was essential in perpetuating and lifting the value of slave commerce. Enslavers would have insurance on these enslaved people and therefore were incentivized to pack these people as close as possible to each other on the boats like sardines in a can.

As they would still get paid for having these enslaved people in transit, it wouldn’t matter if any of them died.

Some of the information that the tour guide provided us with was on the sign intended to enlighten people about the dehumanization of these enslaved people in New York. However, this sign was almost as small as a sign close by that told dog owners to keep their pets from urinating on the grass.

As a state, we’re taught to think that New York has been a very progressive northern state, but that simply isn’t true. The last stop on our tour was the African American Burial Grounds,

where you could see about six mounds containing the remains of some of the enslaved people that used to live in New York. The monument itself represents the doors to a slave ship coined “The Door of No Return,” where many of the enslaved people that entered would die, and none would return to their homeland. Initially, when the remains of these lost people were found again, their bones would be put somewhere in the Bronx Zoo, so that the situation could be handled somewhere else.

To me, that’s the most disrespectful thing I heard on the tour, and it was wild that people wanted to literally throw the bones away to dump the responsibility onto anyone else. It’s almost staggering to think that as a state, we could’ve neglected these lost people. Although we could say that the history of African-American slavery in New York has been addressed, it is almost like an afterthought. I believe there is more being done to push it under the rug and forget about this history and its presence in today’s society rather than being transparent and informing people of this “liberal” state’s demented past. The tour really opened my eyes and caused me to look at New York’s past with a more conscious mind.

The Legacy of Enslavement in New York City LIZZIE TORIGIAN-GINI CONTRIBUTING WRITER

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n October 20, 2021 our class, Slavery and Resistance, took a walking tour titled the NYC Slavery and Underground Railroad Tour. There were seven stops in total, such as Foley Square and the African Burial Ground. Before taking the class and tour, I personally didn’t know much about New York or its gruesome history of enslavement. I thought slavery was most common in the South, not in New York, let alone Manhattan. However, from the tour I walked away understanding that New York had extensive ties to the enslavement of African people.

As our tour approached the notorious execution site, Foley Square, we were greeted by the cast and crew of “Law and Order: SVU” filming in the center of the site next to a sculpture called “The Triumph of the Human Spirit.” The sculpture, created by Lorenzo Pace, depicts a slave ship and symbolizes the “freedom and endurance” of African people in the face of enslavement’s brutality during the Middle Passage and on land. Furthermore, the sculpture has come to also symbolize the brutal executions of enslaved Africans at that same site. However, without reading the sign and due to the abstractivity of the style, the art is hard to interpret.

Nonetheless, it’s significance in being situated in New York City as the site of the brutality of racebased slavery.

Foley Square has a sordid history of slavery in New York City and the site of horrific exe-

To Be Seen or to Not Be Seen The quiet, iconic presence of Peaches the cat ELLA LEONARD CONTRIBUTING WRITER

VIA EMMA SPRING

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veryone knows the stigma around black cats on Halloween, but not everyone knows that Poly has its own black cat. (Well, black, orange, and gray.)

Peaches, who is usually stationed by the security post on the 92nd Street entrance, will wander about as far as the first car in the staff park-

NOVEMBER 2021

OPINIONS

ing lot to greet you.

She certainly looks tough, her face perfectly split in color. Plus, her sharp hearing and feline instincts make her the perfect security guard. If you don’t catch sight of her on your way out, don’t worry.

“She sees you even if you don’t see her,” said Ja-

son Savarese, who is part of the security team at Poly.

Despite her rather ragged look and misshapen eyes, Peaches is a real sweetheart—and, if you do see her and you’re not too rushed to leave the confines of campus, she will certainly not shy away from a scratch behind the ears or, if you’re

“She sees you even if you don’t see her.”

– Jason Savarese lucky, on her belly.

Although quite small for a house cat (but probably well equipped with street smarts) she’s a great animal to have on campus, bringing a balance of joy to the stress we can often feel at school.

cutions of enslaved Africans in 1741. Known by many as “The Great Panic of 1741,” many enslaved and some white people were suspected to have set fires to 11 buildings in Manhattan, one including Fort George which was the main military center of the Northeast at the time. After the fires were extinguished and “investigations” closed, 30 enslaved people were burned at the stake and lynched in Foley Square.

Foley Square was the city’s center in the mid-eighteenth century and the site of public executions. What is currently overlooked is a circular plaque installed in 1800 that is embedded in the ground which thousands of people walk over on a daily basis, probably without even reading it.

The writing on the landmark is small, and worn down by footprints. Within the plaque, there are several medallions, one of which depicts the brutal lynching of enslaved men and women; and another showing African people burning at stake due to their supposed involvement in The Great Panic of 1741. This shows how New York plays such a significant role in the enslavement and brutality towards people of African descent.

Another site that resonated with me was the African Burial Ground. The site shocked me because the site is located in the heart of NYC: Broadway. Between 1630-1795, an estimated 15,000 unidentified bones of free and enslaved Africans were buried. Half of the 15,000 bones are

those of children under 12 years old. Instead of being buried in a cemetery, these people were disrespectfully buried in one giant, unmarked hole. The site was discovered in 1993, during the construction of a federal government building. Originally the construction crew was going to cover the bones up by disposing of them in a dumpster, or sending them to the Bronx Zoo—as if they were animal bones and not human remains. However, in 2006 it became a national monument under the National Park Service.

The interactive features of the African Burial Ground were impactful. The immersive feature allows visitors to walk through the Ancestral Chamber that conjures feelings of “the door of no return.” There are waterfalls outside the doorway symbolizing the Atlantic Ocean and its connection to enslaved Africans, as they would not cross it again to return to their homeland. When my class and I stepped out of the tunnel, we arrived at the Circle of the Diaspora and the sunken, circular monument, the Libation Court. On the granite walls, the Circle of the Diaspora represents the removal of Africans from their homeland, and the multitude of faith practices and symbols that they relied on to survive enslavement. These symbols represented guardianship, endurance, religion, and life. A heart-shaped symbol of the word Sankofa on the side of the monument signifies “the importance of learning from the past to prepare for the future.”

A Five-Minute Break Is More Than Enough

Even with the new schedule, you can get to class with time to spare!

KYLE WILLIAMS CONTRIBUTING WRITER

W

ith a new school year comes a new schedule, and with a new schedule comes new bones to pick.

I myself have numerous complaints about the schedule—many of which have to do with the lunch period—but one complaint many students have recently expressed, which I do not understand is the five-minute transition period.

Many say that five minutes is far too short to get from one place to another, but I must disagree. As a junior, I’ve at this point mostly memorized the layout of the school’s three buildings while our freshmen and sophomores might not be as familiar with its layout. I find it easy to navigate the campus and take the most optimal route to my next class, usually getting

there before my teacher does.

Some students’ complaints are more centered around fitting bathroom breaks into the transition period as well; this I can understand a bit better. Usually, what I do is go straight to the classroom, leave my stuff in there so my teacher knows I’m not late in case time does run over, and then go to the bathroom. I’m usually able to get back to class before attendance is taken, give or take a minute.

Ultimately, I think the student body’s complaints are simply growing pains, and as everyone gets better at navigating the school, these complaints will lessen. I think 10- or 15-minute breaks will waste excessive time during the school day and cause students to be just a bit too idle.

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NOVEMBER 2021

FEATURES

Sleep Deprivation: “The New Epidemic” CHARLOTTE ROBERTS CONTRIBUTING WRITER

VIA CAROLINE HANNA

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early a month into school, demanding academic expectations have begun to affect the student population of Poly Prep. The result, sleep deprivation, has led to concerns surrounding declines in participation, focus, academic success, and overall health.

Sleep deprivation, the “new epidemic,” is a phenomenon that can affect individuals regardless of their age. Nonetheless, sleep deprivation disproportionately affects teens and can lead to various health-related struggles. To highlight the sleep needs of teenagers, Mary Carskadon, Ph.D., a professor of psychiatry at Brown University and director of chronobiology and sleep research at Bradley Hospital, said in a study, “Teenagers actually need more sleep than younger kids, not less. Nine and a quarter hours of sleep is what they need to be optimally alert.”

Despite this goal, a 2010 study published in the Journal of Adolescent Health found that “8 percent of US high school students get the recommended amount of sleep,” further proving the normalization of sleep deprivation.

In the specific case of students from Poly Prep, a survey taken of 13 students aged 14 through 18 revealed that, on average, students get six hours of sleep per school night. This is two hours less than the recommended amount of sleep.

Based on the Child Mind Institute research, the four main contributing factors to teenage sleep deprivation are biology, homework, technology, and overscheduling. First, the natural biology of a teenager affects melatonin levels, the hormone that affects sleep. Along with biological shifts of melatonin, the use of technology also alters melatonin levels. For example, the blue light from computer and phone screens signals the brain to limit its melatonin production.

In addition, the homework leaves an unavoidable task for students to complete daily.

The Cleveland Clinic, a peer-reviewed medical journal, highlighted high blood pressure, diabetes, heart attack, heart failure, stroke, obesity, and depression as some of the possible longterm effects of sleep deprivation.

At Poly Prep, school days run from 9:00 a.m. to 3:40 p.m., with early busses leaving at 4:00 p.m. Based on a survey taken of 10 Poly Prep students located across three different boroughs, this departure time allows students to arrive home between 4:45-5:00 p.m. In the case of taking the late bus, which departs at 6:00 p.m., the same 10 students report arriving home anywhere between 7:15-7:45 p.m. Furthermore, 80 percent of these students revealed that they take the late bus at least twice a week due to involvement

with sports, clubs, or service-learning teams.

From a survey done on these 10 students, each reported that they spend anywhere between two and three and a half hours completing homework per night.

Chloe Yaffe, a sophomore, demonstrates a real-life example of these averages. Yaffe is in seven classes and a member of the Poly Prep tennis team. Yaffe takes the late bus at least three times a week and occasionally arrives early for tennis practice. Yaffe claims to get an average of six hours of sleep per night. The effect of her sleep deprivation is demonstrated through its adverse impact on her attention and concentration in certain classes. When referring to the so-called “cycle” of sleep deprivation she experiences, Yaffe said, “It becomes a cycle where I am then too tired to pay attention in class, which then leads me to staying up even longer at night when completing my homework.”

Yafffe’s struggle with retaining information when tired demonstrates a pervasive and immediate effect of sleep deprivation. This side effect is memory loss.

To explain why students may have difficulty with memorizing information following a poor night of sleep, Ronald Sarcos, a Spanish and psychology teacher, said, “The first thing that sleep deprivation will affect negatively is memory. During deep sleep, different areas of the brain review and process the new skill that we have learned.”

Because sleep acts as a way for the brain to retain new information and lessons, a lack of sleep

“Just as an alert, engaged student has a positive effect on a classroom environment, a tired, unalert student has an opposite effect.”

– Sean Mullin can leave students with an unsolidified understanding of what they have been learning.

To offer a strategy for students wanting to balance both their sleep and studies, Sarcos suggested a sleep-saving study technique. “I recommend that students do not stay up all night if they are studying for a test. It is more effective to study in smaller increments for multiple nights and get a good night’s sleep. Students will be able to retain more information and be well rested,” he said.

Sean Mullin, an English teacher, teaches students aged 15 through 19. From an educator’s perspective, Mullin claims to recognize sleep deprivation in his students. “I notice signs of sleep deprivation in my students when they yawn, put their head down on the desk, and close their eyes,” he said. “In terms of focus and participation, a sleep-deprived student has a ripple effect on the classroom. Just as an alert, engaged student has a positive effect on a classroom environment, a tired, unalert student has an opposite effect.”

When students display signs of sleep deprivation, it not only alters their engagement in class but also affects their peers’ engagement. Therefore, this negatively influences the learning experience of the class as a whole.

“I view sleep deprivation as an epidemic,” said Mullin. “As a student, it’s hard to avoid and can easily take a negative toll on individual learners and a classroom.”

Column:

Everyday Innovations The evolution of the winter jacket TJ IANNELLI CONTRIBUTING WRITER

A

s New York City enters the winter months, many are preparing for the temperature to drop. People throughout the city will start to get out their jackets or any form of outerwear they have to stay warm while outside. Something as simple as a jacket might seem unchanging, but that isn’t the case. What was the first jacket like, and what are the advances being made to make jackets lighter, more affordable, ethical, and sustainable?

The First: Jackets, in the form they are known for today, first originated in the 1800s when Dutch sailors needed to stay warm out on the ocean.

Jackets used a coarse wool fabric as a form of insulation. Seeing the benefits of its use, the British Navy was the first to fully incorporate the jacket into their naval uniform, which was composed of a fabric blend made of wool and acrylic that was heat-treated. This fabric was waterproof and warm, which made it perfect for naval use. These jackets were eventually commercialized to the jackets we know today.

Today: From Columbia to Canada Goose, there are many brands of winter jackets, which all share the same function of keeping oneself warm. The main form of insulation is down, which is gathered from either geese or ducks. While down sourced properly is usually a byproduct of the food industry, many down farms get their down from a process called live-plucking. Anne Brainard, the People for Ethical Treatment of Animals’ corporate affairs manager, described the ethical issues of live plucking in an article about “ethical down” from The Guardian. “Birds would be pinned down while they are literally ripped apart for their feathers before being sewn back together with no painkillers,” said Brainard. Different brands are reacting differently to the issue. One of the pioneers of making sure their products were ethically sourced was Patagonia. In 2013, the company got rid of its previous down supplier and set up a new system with its own staff and an external auditor monitoring its supply chains.

While ethically-sourced down is becoming more commonplace in the clothing industry, what are some alternatives to down?

VIA LINDA BUSETTI

Future: There are a couple of alternatives to down insulation, but a popular one is thermal reflection. This is because the technology is constantly advancing and is fairly inexpensive to produce. Foil insulation has been around for decades: From houses to spacecrafts it has found its way into many industries. Recently, though, it has become much more commonplace in the commercial market. The most recent example of this is Columbia’s new Omni-Heat Infinity, which uses reflective dots combined with spaces to maximize insulation with breathability. This technology was released just over a month ago. The jackets are lighter than down without sacrificing the insulation down provides. In most cases, the jacket costs less than the down equivalent. With companies shifting towards this technology and consumers more widely accepting it, we can expect to see more innovations made within thermal insulation in the near future.

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FEATURES

NOVEMBER 2021

NYC Slavery and Underground Railroad Tour Alex Carter’s Slavery and Resistance class took a field trip last month to Lower Manhattan to explore the significant history and impact of slavery within and outside of New York City as part of the NYC Slavery and Underground Railroad Tour.The goal of the tour was to understand the centrality of slavery to the city.

Furthermore, the class works to push back against the idea that slavery was a “southern thing” and develop a more profound knowledge of the resistance strategies that free and enslaved people utilized to survive and exert their humanity against a system that deemed them “property.”

Below is a series of reflections from members of the class on each of the stops:

Stop 1: The Netherland Monument

Stop 7: African Burial Ground National Monument

The Dutch Monument that commemorates the establishment of New Amsterdam was a representation of the relationship between the Dutch and the Lenape people. It was a false advertisement because it claims that New Amsterdam was sold for $1,000 to the Dutch when it wasn’t even their land to buy. —Sammy Agate

In 1697, the church declared that enslaved people must be buried beyond the wall (Wall Street), so this burial site was created. When construction for an office building took place in the area, 419 people’s bodies were found. The site became the largest African Burial ground in the United States before being forgotten about—anthropologists estimate that more than 15,000 people are buried there. Though it was upsetting, I believe it is essential to make sure we don’t forget that those who were enslaved are people who deserve to have their stories remembered and that we shouldn’t insult them by ignoring the atrocities they experienced. —Keelin Walshe

The tour’s first stop was a monument depicting the Dutch buying New York’s land from the Lenape people. However, this depiction is utterly false to what happened. — Carlo Caffuzzi

The African Burial Ground was a beautiful sight with a black marble stone pavilion that led into the central circle. There was writing on the ground saying the approximate age of each body they found. There were signs all around the staircase resembling African symbols of peace and continuity of life and others and seven mounds in the grass to resemble the bodies. —Ezra Zizmor

Stop 2: Fraunces Tavern

Stop 6: Foley Square

The Fraunces Tavern is a tavern that dates back to the 18th century. It is most famously known for serving as George Washington’s headquarters/meeting place. The tavern was initially owned by a man named Samuel Fraunces. It has been debated whether or not Samuel Frances was a black or a white man. The Tavern was a site of Underground Railroad activity. —Thomas Collier

The executions that took place at Foley Square were related to the slave revolt that occurred in 1741. Thirty-five people were convicted for this revolt and were assumed to have set fires to the houses of white people. The only commemoration of the deaths of those convicted is a monument with a small and fading plaque and a depiction of the events on the ground. —Sid Rothkin I was shocked that the circular plaque commemorating the site was so small and on the ground. People literally walk all over it every day. They were filming “Law & Order SVU” there as well, so I wondered how many cast and crew members knew the horrific past of the square they’re filming on. The whole tour really opened my eyes, as I just now learned how much New York City was built off of slavery. —Lizzie Torigian-Gini

Stop 3: The Philipse Manor Well This specific well was on the Philipse family’s property. This particular family happened to be one of the largest enslavers in all of New York, New Amsterdam at the time. This well is significant because, although it was used during labor, it served as a sense of resistance and community building among enslaved people. The bonds and community formed at this well were the building blocks of a community, which eventually led to freedom.

—Ariana Dicarlo

MAP VIA WILLIAM LING-REGAN

Stop 5: The former site of Thomas Downing Oyster House

Stop 4: The site of the First Municipal Slave Market in NYC. At [New York’s first municipal slave market] site, we learned that NYC banks such as J.P. Morgan and Chase made enslavement possible and that slaveholders would come all the way to New York from all around the country to buy enslaved people. I had also never known how the municipal slave markets would be places that enslaved people would be leased for short periods of time. The site of the first municipal slave market in NYC was really fascinating to me because often the role that all northern states—especially New York—played in enslavement goes unrecognized. —Hayden Lewis

Thomas Downing Oyster House represented a significant moment in the Underground Railroad as a free Black man risked imprisonment, fine, and potential enslavement to help self-liberated people fleeing to points North of NYC. We were reminded that even free Black people could be accused of being a “runaway” and sold into enslavement. Frederick Douglass made the Oyster House home briefly during his flight to Massachusetts. —Bella Nash

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NOVEMBER 2021

PEOPLE

Jackie Tehrany Makes History at Poly

First Female-Identifying Student Joins Poly’s Hockey Team MAEROSE DANIELS MANAGING EDITOR

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ackie Tehrany, an eleventh-grade student, is the first female-identifying student to join the hockey team. “We as a team are excited to have a girl join as it promotes more inclusivity in Poly’s culture,” said junior Ezra Zizmor, a member of the hockey team. Below is a lightly edited interview with Tehrany.

Why did you decide to join the team?

“I got an email a couple of weeks ago saying the hockey team was open to everyone. [Hockey] had always interested me, but I thought it was a sport I couldn’t play. I talked to my parents and decided to try it out. I can iceskate pretty well. I ice-skated for five years—like figure skating...I watched the hockey area of the rink and thought it was cool.”

What was the process of joining like?

“I got added to a group chat and then we had the initial meeting in a classroom. We wrote our names down and the position we were thinking of playing...I got to talk to some people about what gear to buy and how to prepare.”

What are your expectations for the

season?

“I think we are going to start practice soon. I anticipate dryland workouts and I’m unsure of the ice rink—we are going to have to travel for that. I have to buy gear because I don’t know how much I can borrow. I’m excited to just get started. I’m confident: I can work out and I know how to ice-skate.”

“I was kind of nervous and then was like, you know what, I’m going to do this.”

– Jackie Tehrany How do you feel about the gender imbalance?

“It was a little intimidating. I’m not gonna lie—when I signed up, I did not realize I was going to be the only girl.

I have received support from a lot of people, so it’s making me feel more comfortable and motivated to keep going. Everyone on the team has been really nice and helpful so far. I feel really included and safe.”

Any words for girls considering joining male-dominated teams?

“I think that it’s really important to go for it. I was kind of nervous and then was like, you know what, I’m going to do this. I’m actually so impressed by the amount of support I’ve had. People I don’t know come up to me like ‘you play on the hockey team—that’s so cool.’ I didn’t even realize it was that big of a deal until I did it. It’s really nice and I feel like everyone wants me to succeed and that makes me want to succeed. I think that if you want to play a sport you have been interested in, you should just do it.”

COURTESY OF JACKIE TEHRANY

Sunday Routine Interview With a Poly Bus Driver With Dr. Reid A walk-through of history teacher David Reid’s typical Sunday

LEVI STEIN CONTRIBUTING WRITER

ABIGAIL BEN-UR CONTRIBUTING WRITER

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istory teacher David Reid wakes up with his 9-month-old son at the early hour of 4:30 a.m. to let his wife sleep. He sometimes gets back to bed until 5:00 a.m. but is usually up and ready for the day. He feeds his son breakfast and then himself. Reid usually has Greek yogurt with honey, toast and, of course, a cup of coffee. His son goes down for a nap at 7:30 a.m and after he’s asleep, Reid goes to the gym. After working out, he completes some school work until about 10 or 11 a.m. “[My wife and I] didn’t actually have a routine until he was born—we just did whatever we wanted,” Reid says, “Now we have a routine because of him.”

At around 10:30 or 11:00 a.m, Reid, his wife, and his son drive to the YMCA in Park Slope. While his wife works out at the gym, he takes his son for a walk in Prospect Park. Afterwards, they all meet for lunch and eat together. After they

eat, Reid’s wife takes their son swimming at the YMCA while Reid goes grocery shopping.

They all get home at around 3:00 p.m. At home, Reid does more work for school and often calls his parents or siblings, sometimes joining a Zoom call together. He then makes dinner for his family and usually his mother in-law, who lives a floor below them in their building. He usually makes something that takes longer to cook with the new groceries.

After his son goes to sleep, Reid and his wife watch TV. “Lately we’ve been watching reruns of ‘King of the Hill,’” Reid said, “which at the time I didn’t think was that great but now I think is kind of genius.”

They also sometimes watch “The Voice,” which his motherin-law likes, or a hockey game if it’s on. Reid ends his day in bed at around 9:00 p.m, ready for another week of school.

VIA WILLIAM LING-REGAN

B

us drivers are valued members of our Poly community but rarely do we get the time to speak with them about their personal daily lives, the issues that impact them, or to thank them for their hardworking commitment to safely getting us to and from school. We only see them on commutes and may overlook the fact that they are members of our community who have personal lives, families, and hobbies that we rarely get a glimpse of.

Oscar, driver of Route 3 from Park Slope, spoke about his daily routine. “I wake up at 4:00 o’clock in the morning…and I get back, on a good day without traffic…about 7:20 a.m.,” he said. Prior to picking up Poly students at his first stop at 8:00 a.m., Oscar goes to the gym to get some exercise before the long day ahead. During his breaks throughout the day, in between shifts, he gets some rest before heading back to pick up students.

Amid the pandemic, as schools return fully in-person once again, the demand for school bus drivers has increased, causing a nationwide bus

driver shortage that still affects school transportation across the country today. Oscar states that neither COVID nor the shortage has noticeably impacted his job or hours: “The company still needs a lot of drivers but, no, it hasn’t impacted me at all.”

Another factor impacting the bus driver shortage is the New York State bus driver vaccine mandate, which declares that all school bus drivers must either be vaccinated or are required to be tested weekly. Reflecting on the mandate, Oscar said, “I’m pro-vaccine—I feel like everybody should get the vaccine.” He says his colleagues feel the same way as well.

Though we’re wearing masks and a bus driver can’t see a single friendly smile, hopefully, as a community, we are expressing our gratitude by greeting them in the morning and thanking them for their service. It was good news to hear that when asked whether he felt respected by the students on his bus, Oscar enthusiastically responded, “From this school, definitely yes!”

NOVEMBER 2021

9

ARTS

Demolishing the Kiln: A Battle Between Athletics and Arts?

EMMA SPRING EDITOR-IN-CHIEF

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ucked in the back parking lot next to the art studio wing were two powerful machines that fueled much of the ceramics program at Poly Prep—that is, until construction crews dismantled them last month with little notice to the arts department. These machines were kilns, handbuilt brick by brick over 20 years ago, used to dry, harden, and fire clay creations into pottery.

Yonghwi Kim, head ceramics teacher, said he was devastated when he walked out into the back parking lot and saw the maintenance crew disconnecting the kilns from the gas line to eventually demolish it. “I found out, a week before they took it down—not from [Laura Coppola, the head of visual arts], not from [Michael Robinson, the head of arts], but from a maintenance guy that a construction crew was going to take it down,” said Kim. “I spoke to [Coppola], and she didn’t know [the kiln was being removed] and she spoke to [Robinson] and he didn’t know. So who made that decision? We didn’t know. I still don’t know.”

After learning in September that the backfields renovation would extend into the back parking lot, Director of Operations Matt Stelluto gave the go-ahead to remove the kiln as it would be in the way of the field’s renovation. Head of School Audrius Barzdukas said, “As with every construction project, some existing structures must be relocated for safety and access reasons.”

“In order for the field project to

continue I had to give the go-ahead to remove the kiln,” Stelluto wrote in an email to the Polygon.“The field installation company was not aware of the kiln location…The arts department was informed after we were. They were aware [of the plan to remove the kiln] prior to the kiln removal.”

While Kim has two electric kilns inside the ceramics studio, he explained that the outdoor gas kiln was about five times bigger, essential for firing bigger projects and pieces that come out of the studio. Chair of the Visual Arts Department Laura Coppola said, “The electric kiln can fire in smaller quantities and with lesser quality. [The kilns outside had] so much power that it could make those big sculptures look as gorgeous as they do.”

Coppola added that Poly is “doing this multimillion dollar expansion project of the backfields, and the bleachers are being extended basically where the kiln is. No one was informed of this. We just kind of happened upon it. We asked what happened, and it was an oversight.

We wondered how such a big deal could be an oversight.”

The arts department is now attempting to formalize a plan to recover a replacement kiln, but has run into some significant problems. For starters, there is the issue of money. “If I get the new kiln, it will cost 70,000 dollars,” Kim said.

Time is another problem—it takes five to six months to order the kiln. The biggest issue, however, Coppola said,

“is that [the construction crew] cut the gas line [to reconstruct the baseball bleachers]. [Replacing the gas line] could take years. That requires a utility company, it requires the city, it requires permits—and you need a

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VIA LINDA RUSSO location. If we have less space in the back parking lot, we don’t know where it goes.”

Kim is attempting to reconfigure the ceramics curriculum to accommodate smaller pieces to manage the two smaller electric kilns inside the studio.

While sports is a key part of the Poly community, Barzdukas is acutely aware of the importance of the ceramics department at Poly. “We are considering all options now. The ceramics program is one of our school’s shining areas of creativity,” Barzdukas said. “Students have imagined and made true works of art in that kiln. We want the program to thrive into the future.”

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Creative Writing Column:

WINTER WONDERLAND LAMI DIALLO CONTRIBUTING WRITER

I

remember when my uncle died.

It was a Tuesday evening in the middle of winter.

Pier 5 was covered in snow and the falling sun lit the sky with a pinkish-orange highlight. On the far side of the field, two workers parked and jumped off their John Deere trucks. Their green uniforms were spotted with falling white dots of snow. Within minutes, they began shoveling away snow with black plastic shovels in their hands. From far away, they looked like the miniature army men from “Toy Story.” A group of 22 teenagers, each no older than 16, were playing a game of soccer on the nearby field. Around the pitch, people watched. One of the players ran by me and my nose picked up the scent of his sweat. One team was covered in blue bibs, the other in yellow. The blues passed the ball between themselves. Pass, move, pass, move, pass, move. Suddenly, a massive noise came from the field, and the ball started flying towards the goal. Yellow’s 6’1” keeper froze as the ball zoomed into the goal’s top left corner. Behind the goal lay the East River. Skyscrapers pierced the sky, each emitting varying amounts of light. The World Trade Center’s stem disappeared as it ascended into the clouds.

The Verizon sign glowed in the background.

I felt a buzz in my pocket. I unzipped my Adidas sweatpants and took out my phone.

Mom: Uncle Buba just passed away. Your dad is not doing good. Come home now.

I turned to look at Phillip, my best friend who I’ve known since third-grade. Dressed in what I believe was a black Canada Goose jacket, he stared intently at the soccer

game.

“Damn bro, my uncle just passed away.”

“Yo, that’s not funny. That ain’t something to joke about.”

“I’m being dead serious. Look at what my mom sent me. That’s actually crazy, too. I was just clowning him over Manchester United losing to Tottenham 6-1.”

I smiled. I remembered when Son Heung-Min danced with Serge Aurier. I remembered when Harry Kane scored his fifth goal of the season in just three games. I remembered when Uncle Buba screamed, “Luke Shaw, you idiot! Get out of my club!” I remembered his anger when José Mourinho smiled after the sixth goal.

I unzipped my bag. I took out my pink and white Nike Phantom cleats and the blue Champions League ball. I began taking off my sneakers before I heard Phillip ask, “Your favorite uncle just died and we’re still gonna play?

Didn’t your mom tell you to come home?” I looked at him with furrowed brows, not knowing what he meant.

“Yeah, obviously. What else would I do?”

“I don’t know, maybe go be with your family, like a normal person.”

“What is that gonna do? He’s already dead. What’s gonna happen if I go home right now? Nothing will change.”

“Yeah, but you don’t feel sad or anything? You literally hung out with that guy almost every day. I remember you crying in sixth-grade when he left New York and moved to London because you wouldn’t be able to visit him.”

“I was a kid then. Plus, I don’t see any purpose in

mourning. All grieving does is keep me from focusing on the stuff I gotta do. I have a math test, French quiz, and history essay all in the next week for school. I’m not distracting myself from what decides my future.”

“What does that even mean? How you just gonna sit here and continue to play, pretending like someone from your family didn’t just die? You gotta have a dark soul to do that.”

I shrugged at his suggestion. At that moment, the January wind seemed to blow harder at my face, with winter’s cold breeze scratching my throat. The blue-versus-yellow soccer game, which apparently had been a tournament semi-final, had just finished. Everyone on blue had smiles on their faces while those on yellow had a watery complexion in their eyes. The sky was now pitch black. Snow began to fall faster and heavier.

Phillip and I spent the next hour or two playing a pickup soccer game with strangers. It ended 3-1, with our team winning. As we walked home from the train station, neither one of us said a word. When we came to his house, he looked me in the eyes. His mouth slightly opened, as if he were going to say something, before he turned his back and quickly went inside.

I looked up. Phillip lived on 140th Street, and I lived on 149th. Marcus Garvey Park separated Phillip’s house from mine. For some reason, which I still don’t know today, I decided to take the long way home, which consisted of going through the park instead of around it. As soon as I took the first step into the park, I searched for a bench, sat down, and began to cry.

NOVEMBER 2021

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MIDDLE SCHOOL CORNER PLAYING WITH THE BIG KIDS CHAOS IN COMMONS BRIANNA SYLVAIN MIDDLE SCHOOL EDITOR

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COURTESY OF GIRLS’ VARSITY SOCCER

LILA DANIELS CONTRIBUTING WRITER

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t Poly, all varsity sports are available to both high school students and eighth-graders. For an eighth-grader to play on a varsity team, they must show exceptional talent and passion for their sport along with a demonstration of physical capability.

This fall, I played on the Varsity Girls’ Tennis team. Personally, playing on the team was incredibly impactful and one of the most enjoyable experiences of my life. The opportunity to play amongst other tennis players who put me to the test and taught me so much is unmatched. The athletic learning experience coupled with the ability to bond with high schoolers was fantastic.

Bo Casey, an eighth-grader who played for Girls’ Varsity Soccer (GVS) this fall, said, “[playing on varsity soccer] was the most amazing experience.” GVS made it all the way to the NYSAIS semi-finals, losing a close match to Packer 2-0. Casey also said, “Considering I am one of the youngest on the team, I have never felt more welcomed by the players and coaches. Playing against older players has helped me develop so much as a player physically and mentally. I am so happy to have played this year on GVS.”

Another GVS player, eighth-grader Anna Brandmeyer, said, “I love playing on a team with high schoolers because it’s so fun to be part of a community with people I don’t usually hang out with.” Casey and Brandmeyer were two of four eighth-graders on the team this fall.

Nicole Bogdanos, now an eleventh-grader, was the only middle schooler on GVS in 2018. She said, “I was able to experience the incredible energy and environment created by the team at such a young and impressionable age. Playing with girls four years older helped shape me, tactically and mentally, to become the player I am today. I will always be grateful to have had that experience,” she said.

In allowing eighth-graders to play varsity sports, Poly demonstrates yet another way younger students’ shape their minds, bodies, and characters at school.

Those who tackle the task of reaching varsity level expectations at such a young age demonstrate much of what Poly stands for. I encourage middle schoolers passionate about a sport and willing to put in the work it takes to be a varsity athlete to try for this empowering experience.

t’s 3:40 pm, and the school day is officially over at Poly. The 4 o’clock buses are getting ready to pull out, athletes are preparing for after-school practices, and a swarm of middle schoolers are running down the hallways. All of them are going to one place: Commons.

Commons is one of the main social spots, eating locations, and community spaces at Poly, along with serving as the primary lunch cafeteria. Commons is known for its breakfast in the morning and, of course, its famous snacks in the afternoon.

Last year, one of the biggest changes Poly had to make to adhere to social distancing protocols and other COVID regulations was to close C o m mons.

T h i s meant that stud e n t s c o u l d no longer get breakfast VIA CARLY PYLES in the morning and snacks in the afternoon at Poly. But this year, Commons is back in full swing and so is the chaos.

Every afternoon, as soon as school finishes, a horde of students rush to Commons. As a result, the hallways are chaotic, and Commons’ line for snacks seems never-ending. Commons is infamous for its long line. The line grows as a bunch of students all go to Commons at the same time when the last period ends. The people in front

are not moving fast enough, which leads to disorder and confusion. The only way to the front is to wait your turn, cut the line, or get to Commons quickly enough.

Another reason that Commons is so chaotic is because most middle schoolers are in a big hurry to get their food.

Many middle school students have to catch the 4 o’clock busses or have to get to an after-school activity, which means they have no more than 20 minutes to wait in line.

Also, a majority of middle schoolers seem to believe that there is not enough food for everyone. This means that a bunch of students a r e practically fighting to get to the front of the line in an effort to get food. In actuality, there is an abundance of food at Commons, and therefore the fight to get to the front of the line is unnecessary.

Although Commons is one of the most hectic and turbulent places at Poly, Commons is also Poly’s epicenter of community, friendship, excitement, and, most importantly, amazing food.

Commons’ chaos has become a vital part of Poly’s culture and dynamic, as well as a routine experience in the dayto-day life of students.

ROAD TO 100 PERCENT VACCINATION AT POLY JORDAN MILLAR NEWS EDITOR

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oly’s COVID-19 guidelines have undergone yet another major change: Middle and Lower School students ages 5 to 11 are now required to receive the vaccine. The school sent this update out after the city announced that its younger residents are officially eligible for the FDA-approved Pfizer COVID vaccine.

“This is the moment all of us have been waiting for, the opportunity to protect more of our children from this dangerous virus,” said New York State Governor Kathy Hochul in a statement on November 5.

The school has already established a plan to vaccinate its young students. In a vaccine update message sent out to the entire Poly community, Sarah Zuercher, director of health and well-being, stated that the school will require all newly-eligible students to obtain the first dose of the vaccine by January 3, 2022 and to receive the second dose

by January 24.

These new policies are critical in Poly’s fight against the virus. “Having middle schoolers vaccinated will mean that our entire Dyker Heights campus will be fully vaccinated. This will enable us to have less restrictive COVID safety policies and focus more on helping students learn and thrive at school,” Zuercher said. “Not to mention, be-

ing vaccinated will protect students from getting sick with COVID. It will also protect any vulnerable family members that these students may live with.”

The goal of having vaccine mandates for students in these age groups is to keep the community safe. Taking this step gives the school more flexibility in regard to weekly testing, social distancing, field trips, lunch, and mask-wearing protocols. If vaccine doses for students within these age groups become limited in New York City, then the school plans to alter its timeline, Zuercher noted.

In the meantime, Poly families with students ages 5 to 11 must provide proof of vaccination to the student immunization section of Magnus Health, a software that allows schools to digitally collect all types of student health and medical information, if they wish to return to school from winter break on January 3. New York City public schools have already kicked off a series of in-school vaccination drives, and parents can already take their children to get the Pfizer shot at citywide vaccination sites (where kids are eligible for $100 incentives), pharmacies, and local pediatricians.

The big question now is whether or not hesitant parents will allow their children to take the vaccine. “So far all

the middle school parents I’ve talked to are excited to get their kids vaccinated. I think most parents are relieved that their kids are eligible and that they will be protected. Many students are getting vaccinated this week,” Zuercher said.

Isa Anderson ’28 said, “I took the first dose of the vaccine yesterday. So far the only effect it had was my arm being sore.”

“I will definitely be taking the second dose,” Anderson continued. “It makes me feel safer in a way. I think it’s reasonable to be required because not every kid has the same immune system and a lot of kids’ health could be affected

by COVID more than others.”

Carlyle Muldrow ’26 who has already received the vaccine, said, “My experience while taking it was both positive and negative because I felt tired and sore for 48 hours after it but overall it was good.”

“I think it is good that the school is requiring the vaccine for both campuses since we want to keep our communities safe throughout this time,” Muldrow added.

Parents who wish to apply for religious or medical exemption have the opportunity to do so by December 1, 2021. Ultimately, Zuercher said, these new vaccinations will “bring us one step closer to a return to normal.”

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NOVEMBER 2021

SPORTS FRIDAY NIGHT FRIGHTS An evening filled with games, music, food, student performances, and Halloween spirit

Preview of Winter Sports From swimming to squash, here’s what to look forward to for this upcoming winter athletic season BEN MANSFIELD AND SAMANTHA RODINO SPORTS EDITORS

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s the winter athletic season rapidly approaches, Poly Prep seniors are beginning to gear up and prepare for their final high school seasons in Wrestling, Squash, Boys’ and Girls’ Basketball, Boys’ and Girls’ Indoor Track, Boys’ and Girls’ Swimming, and Hockey. The Sports Editors sat down with some of the key athletes for some of Poly’s Varsity teams to discuss the upcoming season.

Varsity Boys’ Squash senior Captain Noah Katzer is looking forward to the start of the 2021-22 squash season. “[The squash team is] going to have a solid season, despite the loss of some of our seniors,” Katzer said.

Katzer, who has committed to play squash at Franklin and Marshall College next year, said that “a personal goal is to finish First Team All-Ivy League,” despite the long layoff in high school athletics he was forced to endure as a result of the pandemic.

However, Katzer isn’t necessarily fazed by the difference between pre- and post-COVID competition during play. “[Poly] couldn’t play squash during the height of COVID, so because of that, there’s not a real difference,” said Katzer.

Another sport to watch this year is Varsity Swimming. Senior Cole Marciano has high expectations for the year, and when asked about the prospect of a league championship, said that it’s “coming home.”

Varsity Swimming also has access to a fresh pool, which includes cleaning out the drains and tanks, as well as standard chemical treatment. Marciano hopes to take advantage of it. “Compared to other Ivy [Prep] League Schools, [the pool is] small,” Marciano noted, thus pro-

COURTESY OF POLY ATHLETICS

LUCIA ZAREMBA CONTRIBUTING WRITER

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Halloweekend” was off to a good start as Varsity Football clinched a 32-0 win over Hackley to go to the final playoff game on November 6 against Hopkins. While the team ultimately lost the game against Hopkins, this “Friday Night Frights” was one for the books.

While the weather was down, the Blue Devils’ spirit wasn’t. It was raining sporadically and reached a low of 50 degrees. Spirits were lifted, however, by the free hot chocolate and donut holes. Freshman Owen Ten Oever enjoyed the game. “I enjoyed the suspense and the buildup to the game. The game was a good game, and it was nice to see Poly win. The weather conditions weren’t great but [the game] was still enjoyable,” Ten Oever said. The majority of the crowd were freshmen, all eager to cheer on fellow Blue Devils. The crowd bundled up and preserved through the rain.

The game started off with a beautiful performance of the national anthem by junior Adrianna Neal. Students were in their Halloween costumes from the school day, encouraging the Friday Frights theme.

The Poly Varsity Football Team wasn’t the only Blue Devils who went home with a victory this Friday Frights. The Girls’ Varsity Volleyball team finished

their regular season with a 3-0 win against Horace Mann. Girls’ Varsity Volleyball is now advancing to the playoffs. Freshman Oakley DeCristofaro, who is on the team said, “I am so proud of my team and how far we have come. I am so excited to be going to the

“I enjoyed the suspense and the buildup to the game. The game was a good game, and it was nice to see Poly win.

The weather conditions weren’t great but [the game] was still enjoyable.”

– Owen Ten Oever playoffs.” The team ended up beating Fieldston to win the NYSAIS championship.

Freshman Zoë Campbell, who also attended the game, commented on the high energy in the room.

“The game was so high energy and fun. I was at the edge of my seat the whole time,” Campbell said.

“Poly athletics are key to our development and bonding as a school.”

– Soph Cimmino viding a highly useful home “field” advantage. Poly Swimming is certainly in for a highly entertaining year, as Marciano hopes that the team can bring the league title back to its “rightful” place at Poly Prep.

Poly is notorious for its winning athletics, and Poly’s student body is fully behind the athletes. As senior Soph Cimmino says, “Poly athletics are key to our development and bonding as a school.” So, here’s to another great winter of Poly Athletics!

To keep up with Poly Athletics this winter, check out polyprep.org or follow Poly Blue Devils on social media.

NOVEMBER 2021

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Tennis, Anyone?

Girls’ Tennis Team Competed in the 2021 Ivy League Championship

COURTESY OF POLY COMMUNICATIONS

CARLY PYLES EDITOR-IN-CHIEF

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or the first time in years, the Girls’ Varsity Tennis Team made their way to the Ivy Prep League Championship match after finishing an incredible regular season with a 7-1 record. Led by coaches Jeff Amurao and Shweta Rana, the team packed their bags and headed up to Tarrytown to face Hackley on Wednesday, October 27.

The team was well-prepared for this undertaking after practicing each afternoon and occasionally in the mornings, before school. The girls enjoyed an almost undefeated season, aside from an unfortunate early season loss against Hackley. Despite the daunting match-up, the coaches and team were up to the challenge and ready to take on Hackley again, this time fighting for the league title.

When the girls arrived that Wednesday, they prepared for what would be a long fight ahead of them. After warm-ups and some pre-match words of encouragement, the starting line-up was called, including freshman Holyn Karp at first singles, senior Bella Saul at second singles, junior Mia Edwards at third singles, seniors and Captains Carly Pyles and Francesca Corsalini at first doubles, and sophomore/eighth grader duo Violet Taub and Lila Daniels at second doubles. (The reporter of this piece is a co-captain of the tennis team.) Team members Georgia Horan, Reese Roaman, Anjali Budhram, Mykah Lieberthal, and Aishwarya Malhotra were in attendance, cheer-

ing on their fellow teammates courtside.

The matches started at 4 p.m., and so began the fight to the finish line for the Poly Girls’ Tennis Team. The first three matches to come off the court were second singles, third singles, and second doubles, with an impressive 6-1, 6-1 win from Saul. However, the sun rapidly set around 6 p.m., with first singles and first doubles still battling it out on the court. Since the players were soon unable to see the ball, team officials called it a night, announcing that Poly would travel to Hackley the next day to determine the championship.

Under a skyrocketing amount of pressure, the girls packed their bags, yet again, and headed up to Tarrytown for the second time. Poly needed wins in both first singles and first doubles to claim the title. Both matches picked up from their third set on Thursday, October 28. The rest of the team watched each nerve-racking point from the sidelines, cheering on Karp, Pyles, and Corsalini.

Picking up from the start of her third set after having just split at the end of Wednesday night, freshman powerhouse Karp certainly came to play, defeating her opponent 6-4, 5-7, 6-0. However, Captains Pyles and Corsalini played an extremely close match, coming up just short in their third set with a final score of 5-7, 7-5, 2-6.

While the outcome wasn’t what the team had hoped

for, the girls gathered in a team huddle to congratulate everyone on an unbelievable season. Players took turns speaking, many fighting through tears, not because they lost the match, but because they had to say goodbye to the team that they loved. While this was only a temporary farewell for most players, seniors Saul, Pyles, and Corsalini waved goodbye to the tennis team for their final time.

“I think that our team was like a family,” Horan said.

“We have a stronger bond than any team that I’ve ever seen, and it showed itself at Hackley. Everyone was nervous about the match, but we were all there for each other, no matter what. We truly left everything on those courts and I’m so happy with all the work that we have done.”

Malhotra added, “We walked into every match supporting each other and cheering each other on, and we left the match with the same spirit no matter what the outcome was. I know that half the team damaged their vocal cords after the finals. Whether we won or we lost, we kept up high spirits for the next match every time.”

Following the championship match, three members of the team—singles player Karp and doubles team Edwards and Pyles—qualified for the NYSAIS Tournament as the third and fourth seeds, respectively. Both singles and doubles advanced to the semifinals after winning in the quarterfinals on Monday, November 1.