Ramaz Rampage - March 2024

The Rampage

All About The New Test Policy Pg. 2

All about New Librarian Pg. 3

All About The Annual Dinner Pg. 6

All

Following finals week, Ramaz sent a group of students to represent the school on a “chizuk” mission to Israel. The Ramaz students, each accompanied by one parent or guardian, departed for Israel on January 28 and stayed in Jerusalem at the Inbal hotel until returning to the U.S. on January 31. Along with Ramaz faculty and administration, fifty-five people in total united for this meaningful experience. The mission’s itinerary was jam packed, ensuring that the Ramaz team made the most of their limited time in Israel. Upon returning back home, these Ramaz students will serve as ambassadors to spread the messages they learned, stories they heard, and atrocities they learned about.

Ramaz recognized the importance and extreme value to our community and students taking this initiative to support our brothers and sisters in our Jewish homeland. As Dr. Block expressed before she departed, “I am thinking about the power of this mission and the importance of what we are hoping to achieve. I have no doubt it will be awe inspiring and meaningful.” The school’s aspiration was that the trip would be a transformative experience, making a positive impact on both the people of Israel and our own community.

After a long flight, the mission began with an alumni dinner at Beit Avi Chai in Jerusalem. According to Jesse Rubenstein ‘25, one of the students on the mission, “It was crazy and especially meaningful to get together with the Ramaz alumni community in Israel. Seeing all the alumni showed me that no matter where I am in life or in the world I will always be connected to the Ramaz community.” The keynote speaker that evening was Ramaz alumni Glenn Cohen ‘82, who Rabbi Haskel Lookstein affectionately referred to as the “Iceman” for his heroics on the basketball court. After graduating, Mr.

Cohen moved to Israel and joined the IDF where he served for many years and was a decorated air force pilot. Mr. Cohen was also the chief psychologist of the Mossad and is the country’s leading expert on hostage recovery negotiations. He provided us with valuable and painful insight into what was happening with our hostages still being held against their will in Gaza and how to manage the mental state of those fortunate enough to have been released from brutal captivity. We finished the evening by gift wrapping toys to be distributed to children in Israel. The first day of activities began on Monday morning at 7:45 am with the Ramaz group hearing from the former head of the Ramaz Middle School, Dr. Beverly Gribetz. Dr. Gribetz explained how she was called on by the government after October 7 to create a learning curriculum for the displaced children and how she established makeshift classrooms for replacement learning while schools were shuttered.

In some cases, Dr. Gribetz made arrangements with nearby schools able to onboard additional students dealing with the complexities of transportation and other challenges. Following that talk, the group traveled to the Yeriam Hotel in Maale HaHamisha to hear a harrowing story about the events of October 7 from a survivor of the attack on Kibbutz Zikim. The speaker’s husband was one of the volunteer security personnel that protected the Kibbutz from an onslaught of Hamas terrorists when it was attacked that morning. The group then traveled to volunteer its services and provide needed agricultural labor to a local farmer. The farmer’s Thai workforce had mostly returned to Thailand after October 7, leaving fields of crops unpicked or unplanted for the next harvest. Next, the group heard from a member of United Hatzalah to learn about the remarkable rescue work they do in Israel every day, and the important role Hatzalah volunteers -

Jews and non-Jews - played on October 7 in saving as many lives as possible. To finish off the already full day with an act of chesed, the group packed boxes filled with necessities to send to the chayalim.

The second day of the mission began with a vatikin minyan at the Kotel, allowing the group to reflect on the heaviness of the prior day and to give thanks to G-d for many things, including prayers for the state of Israel and the safety of our soldiers. Upon returning to the hotel, we met with the parents of Hersh Goldberg, a brave young man taken hostage from the Nova festival. The Goldbergs made aliyah from Chicago making it easier to identify with their background. Mona Dweck remarked that Mrs. Goldberg “was able to compose herself, and when asked how she does it, she explained that while she wants to cry and collapse on the floor all day, she has to bring awareness, speak to leaders, and do what she has to do to bring Hersh home.” Mr. Goldberg encouraged everyone to write a letter every day to the President of the United States imploring the administration to prioritize the safe and immediate return of hostages.

The group then traveled to Hostage Square, located in the public plaza outside the Tel Aviv Art Museum and in the shadow of the building headquarters of the Israeli equivalent to the Pentagon in the U.S. In Hostage Square, the group explored the exhibits and visited in tents with affected family members and tried to provide comfort wherever possible. The group then gathered in the center of Hostage Square where it came together for music and singing led by Mona Dweck on the piano and Rabbi Ritholtz on the guitar. The group had the opportunity to sing a somber rendition of yom huledet sameach for a hostage whose birthday was that day and the family was at Hostage Square for comfort.

GRACE KOLLANDER ’25

NENATZEACH BEYACHAD

After finishing on the piano, Mona Dweck ‘25 remarked how the “atrocities and horrors came to life through art” in the public plaza. The Ramaz group then traveled to Tel Hashomer hospital where they served lunch to doctors, nurses and wounded soldiers. They met with life-saving doctors and soldiers who were critically injured on or after October 7 defending their country. Next up was a more hands-on activity - making and packaging beef jerky for Israeli soldiers. The Ramaz team helped a small beef jerky business that ships protein-packed beef jerky to soldiers as a refreshing break from the routine tuna cans. They prepared the beef jerky starting with cutting the fat off the frozen meat and decorating the packaging with inspiring and loving messages for the IDF soldiers. As a night activity, the students went rock climbing with teenagers from Yachini. The students really were able to bond with the kids. As Jesse Rubenstein expressed, “Instantly I became friends with the kids and so did everyone else.”

The third day was “the heaviest day,” according to Mona Dweck ‘25. On Wednesday, the Ramaz mission departed Jerusalem for southern Israel. First, the group heard a story from a hero named Yossi about the harrowing events that took place on October 7 in his community of Sderot. Running from shul to his house a few blocks away to alert his wife of the lurking danger from attacking terrorists, Yossi was shot through his lung and nearly bled to death while his son protected a packed shul from a group of three heavily armed terrorists with a single magazine clip of bullets. As Yossi stood in front of the group and told his personal story about his simchat torah experience in the sanctuary, Mona explains, “I was sitting in

the shul where it all happened and made it seem so real.” The group witnessed firsthand the fresh bullet holes by the shul’s doorpost where Yossi’s son took heroic and miraculous efforts to keep everyone in the shul safe. The Ramaz mission then traveled to Kfar Azza and witnessed the heartbreaking ruins of the devastating October 7 attack. Kfar Azza was home to approximately 800 residents before 65 were brutally murdered and roughly 18 were kidnapped on that morning. The mission met with the parents of Sivan, a beautiful 19-year old woman who was murdered with her boyfriend that morning. Sivan’s mother told her heartbreaking story and her father recited the mourner’s kaddish to elevate her Neshamah. They sang together, they embraced together, they cried together. They stared out into the distance in disbelief how close they were to Gaza, how safe they all felt and how that feeling haunted them now. The group stood in the open field of Re’em where the Nova Festival took place with the poles with pictures of the beautiful souls that were killed or kidnapped that day. The group heard directly from Milette Ben Haim who told the group her personal story of how she escaped, hid from terrorists and survived that day, all while the booming sounds of heavy artillery and exploding missiles reverberated through the students’ bodies. Next, the Ramaz Team went to Ofakim where we built beaches for the soldiers and had a drum circle with kids. To end that extremely difficult day on a high note, and reminding the Ramaz team that in the face of darkness Israel sheds their light and demonstrates ‘achdut,’ we barbecued and danced with soldiers at the Zikim base. The final day of the Ramaz mission trip began by going to Crave & Meet Place, where the group sang

The Principles of Policy

and danced joyous songs with the owners of the restaurant as we made and packed sandwiches for soldiers. Next, the group visited Machane Yehuda, the essence of Jerusalem. From Machane Yehuda the group went to Har Herzel. “This was especially meaningful now because we saw the graves of such young soldiers that died on and since October 7th,” Ayla Zwillinger stated. Next, the group went to Har Homa to give gifts and spent time with moms and their kids whose fathers have been away at bases. To close the beautiful, meaningful, and heart-heavy trip there was a banquet dinner overlooking the old city of Jerusalem, where parents and students spoke passionately reflecting on their trip.

Policy is vital to any educational institution. It is the grease that keeps the wheels running smoothly (when everyone obeys, of course). In other words, policy makes the world go round, and Ramaz is no exception. If one so much as skimmed the student handbook, one would see that it is rife with a range of policies, from Anti-Harassment and Lateness to Food Allergy and Cell Phones. These are so commonplace that there are seldom any questions. But with the introduction of a new make-up test policy, one cannot help but wonder, what is actually going on behind the scenes? How does policy go from an idea to an implementation? Using the new make-up test policy to demonstrate, this article will go through all the steps on how a bill becomes a law.

To begin, every new policy starts as a solution to a problem. In the case of make-up exams, the issue was the abuse of the old policy. The specific part of the old policy abused by students, as stated in the Ramaz Family Handbook 2023-2024, was as follows: “Students are not allowed to miss more than three tests a semester…If a fourth exam is missed, there will be a 5-point penalty deducted from the fourth make-up test. In the case of the fifth exam missed, 10 points will be deducted.” With the ability to miss three tests without punishment, students quickly began treating test days as optional (vacation days) and tests themselves as non-compulsory (showing up to school and then not taking the test). As reported by Rabbi Aaron Frank, Principal, there were over 470 make-up tests taken last term, an unacceptable number. As Rabbi Frank puts it, “Make-up tests should be the

exception rather than the rule. In other words, it is assumed that every student takes every test.”

The first time issues of make-up tests were introduced to the administration this year was when the Student Government Organization (G.O.) brought it up at one of their weekly meetings with Rabbi Frank. Their intent, however, was not to limit the number of “free” make-up tests, but to increase it. They did not succeed in their goal, clearly, but they did succeed in getting the administration to approve an additional day of the week for students to make up exams. Regardless, the many complaints of grade deans and teachers brought the problem to light a second time. Teachers had no idea how many tests to print because they did not even know who was coming to the test, even if all their students tapped-in to the building that morning. Students did not seem to take the test date seriously, frustrating both teachers and the administration. Students were milling about the halls during test periods, feeling as though since they could take three make-up tests free of consequences, they did not need to show up to their test that day. It was not a very academic environment. Grade Deans began to take serious notice of this, as well, around December and January, when kids were roaming the halls everywhere during test time, and no one knew who was supposed to be taking a test. It disrupted everyone: teachers who needed to write different tests for the make-ups, students taking the tests, and proctors who needed to keep their classrooms in order.

Before going into detail about how the old make-up test policy was revised, it is imperative

to understand how a policy generally goes from complaint to application. Rabbi Frank describes a central and “highly confidential” document called “The Ongoing Agenda” as the “lifeblood of running the school”, housing all relevant issues. The teams with access are the Grade Deans, the department chairs, and the core team of Rabbi Schiowitz, Associate Principal; Ms. Krupka, Associate Principal; Rabbi Frank; and Ms. Brachot, Director of General Studies. In addition to these teams, various groups play a significant role in decision-making. For example, the G.O. meets weekly with Rabbi Frank and Rabbi Dov Pianko, Dean of Students. The monthly Student-Faculty Administration Committee (SFAC) consists of G.O. members, Rabbi Frank, Rabbi Dov, grade deans, Rabbi Schiowitz, Ms. Krupka, occasional teachers, and Mr. Jonathan Cannon, Head of School. Additionally, the Guidance Department meets weekly with the core team. While numerous combinations of these groups meet to discuss issues, they differ from policy to policy, making it impossible to provide an exact framework. Nevertheless, when it comes to basic school policy, Rabbi Frank and Mr. Cannon generally make the decisions, with input from the many different groups mentioned above.

When it came to the enactment of the new make-up test policy, however, things were done a bit differently (because the process is not set in stone). The make-up test policy, like many other Ramaz policies, had to go through a few different groups for approval. Serious conversations started happening on the level of grade deans and, CONTIUED

GIANNA GOLDFARB ‘25

The Rampage

edITOrs-IN-chIeF

AvIvA schIlOwITz ’24

Ashley Behm ’24

rOmI chAOvAT ’24

mOrIel weITzNer ’24

chArlOTTe Kleeger ’24

sArAh sIlvermAN ’24

cONTrIBUTINg wrITers

Charlotte Kleeger ’24

AvIvA schIlOwITz ’24

rAchel BUller ’25

grAce KOllANder ’25

KereN TeIchNer ’25

rOmI chAvOT ’24

mAyA pUTermAN ’25

mOrIel weITzNer ’24

Ashley Behm ’24

sArAh sIlvermAN ’24

OrlI rABBANI ’25

gAvI sOBel ’25

sylvIe pAgOvIch ’25

lINdsAy chUBAcK ’25

The Principles of Policy

consequently, department chairs. With Rabbi Frank, they crafted it up, and then Rabbi Frank met a few times with Rabbi Schiowitz, Ms. Krupka, and Ms. Brachot to discuss it. Of course, a policy as large as this one needed to be discussed with Mr. Cannon. The G.O. had no input in the finalized decision, but was informed before it was announced. In the end, Rabbi Frank and Mr. Cannon have the final say. Mr. Cannon was aware of the entire policy change talk from the beginning. This policy did not see a lot of parent input, but the parent board was aware of the ideas in the works. Additionally, it was discussed with the Parent Association before it was shared with the student and parent bodies. There were many disagreements on the road to revision, but at the end of the day, it is Rabbi Frank’s job to take everyone’s input and help form a compromise that is best for the community.

The new make-up test policy that was announced at the beginning of February rectifies all that was wrong with the old one. While the old policy allowed for three freebies before losing points, the new one only allows for one with three points lost for every subsequent make-up test taken. If a student is not going to be in school due to illness, for instance, they or their parents must call the office to explain the absence and why a make-up exam is necessary. That make-up test must be taken within a week of the original test. If a student is in

school and decides they do not want to take the test that day, the penalty for missing a test is severe (a score of 65% on it). Of course, all situations are different, and if there are extenuating circumstances, a student’s grade dean will deal with the situation accordingly. Hopefully, this policy will stay in place for a long time, but policies are always being looked over and are ever-changing. When asked if he thought this new policy would last forever, Rabbi Frank had this to say: “Probably not. But I think that this is closer to the policy that we want to have”.

The Return of a Librarian to Ramaz

SYLVIE PAGOVICH ’25

For the last few years, Ramaz did not have a librarian. This year, Ramaz has hired a new librarian, Dr. Daniel Stein Kokin. Dr. Stein Kokin visited Ramaz two years ago and looked at the library and began working on ideas for how to change it. He took on the job this year and started in February. In the past, the library did not have supervision and has been used more as a lounge and study area. “Currently the library feels like more of a social place than an actual library. I like that aspect of it since Ramaz is smaller and there aren’t as many big congregating places,” Sara Kleinhaus ’27 says. She goes on to say that “the social aspect of the library should remain, but in addition there should be a library aspect to it. I think that having a librarian will be very useful as a tool for finding good information for research.” With a librarian, students are hoping for a change in the library and are excited to see what Dr. Stein Kokin has to offer. He explains how he wants to do “so many things on so many different levels.”

As the librarian, Dr. Stein Kokin’s role is to manage all aspects of the library. He is responsible for how the library is structured and maintained, the collections of books, assisting teachers with teaching, and enhancing students’ use of the library. He hopes to create an inspirational environment for the library. “I want students to be inspired when they spend time in the library. I want them to be inspired by what books can offer and to be inspired by learning,” Dr. Stein Kokin explains. “Having fun can be intellectual and being intellectual can also be fun.” He has many ideas to offer that will change the library and enhance student life.

One of the major projects that has to be done in the library is the arrangement and structure of the shelves and tables. “I would like to improve and develop the physical space of the library,” Dr. Stein Kokin said. “I would like to enhance the aesthetic quality of the library.” This would be done by changing the carpets, furniture, and chairs, and removing the ceiling lights. These changes aim to create a warm and comfortable environment for students. One of Dr. Stein Kokin’s ideas is to create a reading corner, with comfortable seating where students can hang out or read. He would also like to make games available in the library. He would also like to make use of the bulletin board in the library and use it as a place to highlight opportunities for students and allow students to put up flyers.

To accomplish all these goals, Dr. Stein Kokin wants to enlist the help of the student artists. He wants to get students involved in designing the library and creating that aesthetic. The students could paint the library, do murals, and create new book subject tags. He would also like students to create a library logo. This logo would be displayed on all library-related events and would be on the website. He would like to host library-related events, including inviting authors to come and speak about their books and periodically hosting screenings of films and concerts.

A huge part of a library is the content and books that the library has to offer. Dr. Stein Kokin hopes to add different books, as well as organize the current collection. The new additions would include

poetry, club-related books, books related to studies in school, and books written by Ramaz alumni. For existing books in the library, these would be organized to make them easier for students to find. Many students feel that a library should have the feature to check out books and Dr. Stein Kokin is working on a solution so that students will be able to. He wants to get students in the habit of browsing the shelves and creating a circulating library.

Dr. Stein Kokin hopes to elevate the quality of student life. He is helping students with their research papers and encourages students to come and see him. He is happy to help both students and teachers. In addition to all the physical aspects of the library, Dr. Stein Kokin would also like to create a digital aspect of the library. This would include creating source sheets and electronic resources that students can refer to on the library website. The website would contain books, reference materials, dictionaries, magazines, and newspapers. On the website, students would also be able to receive guidance for their work.

Through all these changes, Dr. Stein Kokin hopes “the library can become the intellectual and cultural hub of the school and it can be a place that has a certain dignity to it.” This would include a commitment on the part of the students for them to properly respect the library. Dr. Stein Kokin is trying to revive the library and give it a sense of prominence in school life.

GABI FLATTO-KATZ ‘27

Before the 2022 fall semester began, the Ramaz administration announced a “flexible structure for test taking” where all students, regardless of evaluations, would receive an hour to take their tests. “This fluid timing structure will benefit any student who thinks that he or she needs it,” read the email announcing the new test policy. The system gives students an hour-long period to complete tests designed to be finished in 40 minutes, matching the previous “time and a half” extra time system given to those approved for it by medical professionals. To ensure students genuinely received “time and a half” for test-taking, a system had to be made for tests to remain doable in 40 minutes. “We were very worried that tests would become longer and the students who needed extra time wouldn’t get any,” said Rabbi Kenny Schiowitz, who led the test change policy in 2022 as an associate principal.

What was the administration’s solution to this problem? Timekeeping charts. When a student finished their exam, the proctor would note the time it was finished. The charts would then be reviewed to see that the test was finishable in 40 minutes, hopefully demonstrating that most students did not need the full hour. “If most of the students in a class submit a test at the end of an hour, it’s an indication that the test might be too long,” Rabbi Schiowitz said. But does this system work?

Dr. Fabio Nironi, head of the math depart-

The Testing Timesheets

ment, is skeptical of the timekeeping system. Dr. Nironi expressed his support for the one-hour test period and that the previous system was “messy” and unaccommodating for those who needed extra time. However, Dr. Nironi said that the math department had difficulty using these charts to determine whether a test could have been completed in 40 minutes. “Many students hold on to the pages for as long as they can,” Dr. Nironi pointed out. “Taking the time for when [students] finish is not representative [of the test being too long].” When asked if the time-taking sheets accurately measure the test’s length, Dr. Nironi responded with a blunt “no”. Dr. Nironi disagrees with the premise that completing a test at the end of the hour indicates that it could only be completed within that time. Rather, Dr. Nironi insisted that even if all tests are submitted at the end of the hour but most students completed it, the test should not be considered unfairly long.

Rabbi Schiowitz agrees with Dr. Nironi, clarifying that the time students turn in their test isn’t the sole way of determining whether the exam is impossible to complete in 40 minutes. “We also look at other indicators like whether anyone had trouble finishing the test, which we find based on looking at the tests and speaking to students.” However, Dr. Nironi finds that time often isn’t the issue when students hand in incomplete tests Dr. Nironi described an informal study done by the math department

a few years prior, where students were given a test to complete in 40 minutes and another version to complete in an hour. The department found that the extra time had almost zero correlation to improved grades, and even pointed to cases where students’ grades decreased.

Dr. Nironi ensures that the math department has significant guardrails to guarantee that tests can be completed in 40 minutes. Many tests are reworked versions of previous ones made before the new policy was adapted, serving as evidence of possible completion in 40 minutes. Dr. Nironi added that the math department doesn’t have a “rigid” grading system, and often disregards questions if they were not understood or completed by a high percentage of the students. Ms. Amanda Newman, the head of the history department, said that she has never spoken to any history teachers about shortening their tests based on evidence from the timekeeping charts.

Rabbi Schiowitz said that in the year and a half since the policy change, he has noticed the number of tests deemed too long steadily decrease. However, the discussion regarding test times and timekeeping appears to be far from over. “We have had this conversation back and forth many times,” Dr. Nironi said. When asked if there would be a conclusion to the discussion, he described the situation as “ongoing” and “permanent.”

The Days Since October 7th

January 12th, 2023, marked a milestone that no one was hoping to have to commemorate: 100 days since the horrific and brutal attacks of October 7th. In another desperate plea to bring the hostages home, Ramaz students, all well as many others, gathered at the United Nations’s Dag Hammarskjold Plaza to rally together and demand support from the United Nations.

Many powerful speakers, including family members of hostages and members of congress, made their voices heard and opinions clear as they insisted on the immediate return of the hostages and condemned Hamas for their barbaric actions on October Seventh. Senator Charles Schumer and Governor Kathy Hocul both recounted their “emo-

Grace Kollander ‘25 had the opportunity to interview Rebecca Massel ‘21, the former co-editor-in-chief of The Rampage. Massel ‘21 provided insight into the anti-Semitism on the Columbia University campus and what the university was like before October 7. She gave her perspective as a senior staff writer for Columbia’s newspaper, Columbia Daily Spectator. Massel ‘21 said that she loved her time at Ramaz and learned so much about jour-

tional” trips to Israel after the attack and how that experience led them to feel even more outrage about the hostages not having been returned yet. Maurice Schneider, uncle to Ariel and Kfir Bibas, spoke about how he does not know if his family is alive, if they are okay, or where they are. He then discussed his nephew, Kfir, who turned one year old while in Gaza, saying “He’s learning to walk in a cave, in the underground in dirt, and a year old”. Other family members of hostages shared a similar sentiment, sharing a small tidbit of their pain with those in attendance at the rally. Additionally, this rally was the first public appearance of Hila Shoshani, a thirteen year old girl who had been held captive for 50 days, since she was kidnapped into Gaza.

nalism from The Rampage editors and Dr. Milowitz. “Ramaz taught me about the importance of accurate and fair journalism, how to conduct an interview, and how to write a story.”

When asked how Columbia University felt for Jewish students before October 7, Massel ‘21 said that many Jewish students on campus felt supported by the administration, and many loved tabling and promoting Jewish events on campus like

One thing distinguished Ramaz students from the other ralliers in the crowd: the stickers we wore, reminding the world that today was day 100 and that Ramaz would not stop rallying until each and every single hostage is returned home, as time may have moved for the rest of the world, but for families of hostages, such as Rachel Goldberg, who was the first to begin wearing a sticker marking the days since October Seventh, January 12th was October 107th, and her son Hersh Goldberg-Polin has not been returned home.

Hillel or Chabad programs. However, Massel ‘21 added that Israeli students had some problems, with some telling her they never felt comfortable as an Israeli on campus.

After October 7, Massel ‘21 described how the atmosphere changed for the worse. Massel ‘21 has conducted over 50 interviews with Jewish students regarding campus culture and CONTINUED ON PAGE 5

LINDSAY CHUBAK ‘25

NATHAN HILTZIK ‘25

CONTINUED FROM PAGE 4

since the Israel-Hamas war began, and over half of them said they felt unsafe and targeted. “Some Jewish students told me they were hiding their Jewish star necklaces or putting a baseball hat over their kippas when walking to class,” Massel ‘21 described. One student told her that he was confronted in the cafeteria and another said she was told that “Jewish suffering isn’t what people want to hear about” after presenting in class about the Holocaust.

Massel ‘21 also recounted an instance of anti-Semitism that hit even closer to home: on October 11, an Israeli student was assaulted. She published a story about it in the Spectator, speaking to the NYPD twice, the victim, and a friend who was with him moments after the assault and saw footage of it. “We wrote the story like any story,” Massel ‘21 insisted.

But overnight, the story morphed into something different with far more adverse reactions. “There were hundreds of posts online and emails sent to me and the Spectator. [They were] saying it was a defamatory story, that we were racist, and there were a lot of claims against us…some of them perpetuated sentiments that because I’m Jewish, the article had a ‘religious agenda,’” Massel

Jewish Life at Columbia

‘21 said, also noting that she stayed off of campus for a night because of the backlash.

However, Jewish students at Columbia haven’t kept quiet. Massel ‘21 assured that there have been many meetings with administrators about how to mitigate the anti-Semitism becoming more prevalent on campus. But while some have taken action, others are less adamant about doing so.

“Many students told me that they feel betrayed by the administration and that they could have supported them better than they did,” Massel ‘21 said. The reactions from non-Jewish peers varied.

Massel ‘21 spoke to a few non-Jewish students who have come out in strong support of the Jewish community during this time. Specifically, a German student at Columbia Law School who grew up in a Berlim home that belonged to a Jewish family killed in the Holocaust. The student told Massel ‘21 that this experience showed her what anti-Semitism can lead to. “She grew up learning about what anti-Semitism can lead to, and she’s determined to make sure it doesn’t happen again,” Massel ‘21 said regarding her peer. This student even tried to start a Law School Students Against Anti-Semitism Organization that was initially denied approval, but has since been approved. However, some Jewish students expressed a similar feeling of betrayal from their fellow peers, friends,

Shakespeare Competition

On February 7, 2024, Ramaz hosted the annual Shakespeare Competition where students from various grades learned and performed a monologue from one of Shakespeare’s plays in front of a panel of judges. Junior and senior classes were canceled so students could watch the performances––something that hadn’t been done in previous years. Thea Katz ‘25 was the winner of this year’s competition, receiving a collection of Shakespeare plays and the opportunity to compete at the city-wide competition––requiring an extra sonnet––as her prize. “It was really exciting [to win], especially since I participated last year. I’m excited to go to the next round of the competition. It feels good,” Katz ‘25 commented regarding her win.

Even for students who didn’t win, the competition was an opportunity for competitors to uniquely interpret and understand Shakespeare’s work using performance. Annie Malkin ‘26 performed a Lady Macbeth monologue from Macbeth. “We’re reading Macbeth in English class this year, and I was able to understand Lady Macbeth’s character better [because of the competition],” Malkin ‘26 explained. Malkin ‘26 also felt more prepared for her role after reading the play first in her English class.

and club members as they did from the Columbia administration. One student said that she heard a classmate laugh and joke about the hostages, and another denied the events of October 7.

Numbers at Columbia University have proven vital for its Jewish population. Before October 7, 1200 students affiliated with the Jewish community on campus, and it has since grown to 1300. “It’s grown a lot in the past few months. We’ve really come together in tremendous achdut,” Massel ‘21 praised. Concerts by Matis Yahu and Yishay Rebo helped bring the Jewish community on campus closer together. “Within the Hillel building, there’s a real sense of unity: supporting each other, crying on each other, leaning on each other…a lot of Jewish students bought Magen David necklaces or students who wouldn’t religiously wear a kippah are now wearing them to support their kippah-wearing friends,” Masel ‘21 said. While the atmosphere for Jewish students looked bleak in the wake of October 7, Jewish pride is flourishing in response.“At first, there was a lot of fear, and now there’s a movement to be a part of. Many Jews are becoming more proud of their Judaism and celebrating it. A lot of students find it uplifting to see.”

The English curriculum was a factor in the performance choices of other students as well. Judah Schizer ‘26, who performed the first scene of Twelfth Night for his third time participating in the competition, had to memorize it in eighth grade and sophomore year and still knew the scene well years later.

A sense of understanding of the character and scene is crucial to give a winning performance. Dr. Edith Honig, the coordinator of the Shakespeare Competition, notes the importance of the contestants picking a monologue that suits them and their preferences. “Think about your choice, make sure you’re making a choice you are well suited for. Maybe you’re good in a comic mood, maybe you’re good in a dramatic mood,” Dr. Honig advises. Dr. Honig also suggests considering the context of the monologue in the play. “Once you have made that choice, also consider the play it comes from. Your performance will be much better if you know the play––not just those lines. You should understand who the character is and how this moment fits into the plot and the characterization.” Malkin ‘26 describes, “To truly embody Lady Macbeth, I had to understand each line of her monologue in depth. I was trying to

understand what the purpose of having this line was at this moment… [Then] I was able to understand her intentions and emotions.”

Some participants practiced far in advance while others didn’t take as much time. “I practiced reciting the lines for several days, but I only practiced the actual acting the night before,” said Malkin ‘26. Malkin ‘26 added that she also practiced with her father, who was able to give honest feedback on her performance. Schizer ‘26 didn’t take much time to master his performance, only practicing it three times in front of friends. Katz’s ‘25 process was similar to Malkin’s ‘26, practicing numerous times in the mirror and even filming herself as well. Schizer ‘26 praised the Shakespeare Competition as a valuable outlet for students to express themselves through classic literature, not only exposing contestants to Shakespeare’s works but also helping them develop skills in acting and public speaking. “I think the competition is always a good way to practice public speaking, and it’s an important skill to have.”

DELILAH WEISS ‘26

Reflections on the Annual Dinner

LINDSAY CHUBAK ‘25

Interview with Ashley Rechtschaffen ‘25,

choir member

LC: Could you explain to me what your dinner experience was like this year as a member of the choir?

AR: As a choir member, the dinner experience is the entire day of the dinner, not just that night. A few of my friends slept over the night before, and then the morning of, we woke up early so we could do our hair. Rehearsals started at 9:30 at the Marriott, where we did a sound check and two run-throughs of the show to make sure we were ready, and then we were given time to get ready for the actual performance. We get to attend the actual dinner––which is always really good––where you see your teachers and their families, and it’s super fun to get to talk to them outside of class. There’s the performance itself, which is a lot of fun, especially [this year] because we were singing about Israel, so during some of the songs we got to dance and jump on stage.

LC: Compared to other years, what was different about this year’s dinner than other years? Did you like these changes?

AR: This year, a few things were changed to reflect the Israel theme. The outfits were different, as they had us wear blue and white to be in Israeli colors instead of the traditional dinner dress. While I missed the tradition of the choir dresses I’ve been wearing

since third grade, I understand the appeal of wearing an outfit showing our support for Israel and matching the theme. The songs and their vibes were also different this year, with more Hebrew songs to match the theme, which I really appreciated and enjoyed given everything going on right now.

LC: Do you think the dinner was successful and enjoyable?

AR: I definitely do. Except for the changes to match this year’s theme, it was very similar to other years and the dinner has always been a huge success and a highlight of my year as a choir member, and this year was no different.

LC: Do you have a favorite memory from this year’s dinner that sticks out to you?

AR: The elevator at the Marriott is a glass elevator, and the chamber choir and I went to the top floor and started singing “I’m a Train.” We didn’t expect someone else to get in the elevator, but he didn’t stop our singing, so he got to be serenaded as we sped down the elevator. Singing “Am Yisrael” was also super fun since we got to dance around on stage and just have fun with it.

Interview with Leo Eigen ‘25, student ambassador

LC: What was your dinner experience like as a stu-

dent ambassador? What are your responsibilities?

LE: I helped coordinate the photo booth and guided the guests into the dinner part of the night. I also helped lead the walking group to the performance with other student ambassadors.

LC: What was different about this dinner compared to other years?

LE: This year was, of course, focused on Israel. I thought it was important to highlight to the community that a commitment to Israel is central to the Ramaz mission.

LC: Do you think the dinner was successful and enjoyable?

LE: It was a very enjoyable experience and I definitely think it was successful. The choir’s performance of “Chai” was especially powerful given the circumstances we’re in right now.

LC: Do you have a favorite memory from this year’s dinner that sticks out to you?

LE: Leading the crowd to the performance was really great. We were all proudly draped in Israeli flags, leading members of the Ramaz community like parents, grandparents, faculty, and alumni.

Watch Club: The Newest Club at Ramaz

The Ramaz Watch Club is making history with its record-breaking number of members. Founded by Naftali Gad ‘26 and Michael Hadel ‘26, the club has 72 members, encompassing almost 20% of the Ramaz Upper School student body. Although Gad ‘26 is only a sophomore, he took the initiative to create a club that no one had ever thought of before. “I wanted to make this club because it was something new and unique. I’ve always been passionate about watches,” Gad ‘26 explained.

Evidently, Gad is not the only student with a love of watches, as a fifth of the student body also belongs to the Watch Club. While the idea behind the Watch Club seems simple, it’s also what makes it such an exciting club. The club is a low-pressure, low-commitment environment that allows people to

MATTHEW FISHER ‘26

After October seventh, we felt helpless. Yes we attended rallies and were involved in activism however, it simply did not feel as if we were doing enough to show our support for Israel. We knew that there was more to be done--we imagined how we would feel in a war-torn country, unable to attend

bring their curiosity and, according to Gad ‘26, “understand watches better.”

In an interview with The Rampage, Gad ‘26 summarized “the good and bad things about investing in a watch.” He explained that first and foremost, people should invest in a watch they like because they’re going to have to wear it for a long time before they sell it. One can buy an expensive watch that already has value, but the smartest decision is to pick a watch that is affordable with the hope that it gains value over time.

Gad ‘26 explained that the value of a watch comes down to its material, the movement, the strap, and the water resistance. “The most expensive and valuable watches, like a Rolex Daytona, are made of things like white gold and stainless steel,” Gad ‘26

Helping Hands Club

school and interact with friends. Such isolation and instability must be unbearable for Israeli civilians. In a certain way, it was almost reminiscent of quarantine during COVID-19--though the ongoing conflict in Israel poses a much more serious threat.

In response to this helplessness and a deep

explained. “The more exotic the color is, the more expensive it is. A Tiffany blue dial will cost more than black or white.”

For first-time collectors, Gad ‘26 recommends starting with a leather-strap watch. They are usually cheaper, making them a reasonable purchase for your first watch. Gad ‘26 discussed how watches are more of a high-society interest since people need to be able to afford them to invest in the first place. That said, Gad ‘26 is eager to share the magic of watches with everyone. He believes that it “tastes sweeter” when you invest in your first watch rather than receiving it from someone else. He and Hadel ‘26 want to continue the Ramaz tradition of creating clubs that inspire and truly interest its founders and their community.

desire to stand in solidarity with our Israeli sisters and brothers, Caroline and I established an organization called Helping Hands. Helping Hands allows people in America to meet with Israeli children and teenagers via Zoom, bringing some light into their CONTINUED ON PAGE 7

NOYA BERREBI ‘24

CONTINUED FROM PAGE 6

day and letting them forget momentarily about the morbid events that have occurred over the past three months. This is especially helpful to Israeli parents with young children, as we can effectively keep them occupied for an hour or so, giving parents time to catch up on any work they need to complete.

Connecting with high school students close to our age has been an incredibly eye-opening experience for us and our friends. We have only had a small glimpse into the lives of these teenagers and yet, we have all obtained a new-found appreciation for the safety and security we are granted as American Jews. By hearing first-hand accounts of the incredibly difficult lives of Israelis living through

Helping Hands Club

these trying times, we have been further motivated and inspired to continue to advocate for our Jewish homeland.

Here at Ramaz, we will not shy away from a call to help. Our family in Israel needs us more than ever, and I know that we will do everything in our power to aid Israelis by all means necessary. Whether that be raising money for soldiers or speaking with fellow Israelis we must be available to assist. If we all work together, we can truly make a difference in the lives of many who are currently struggling. We hope only for the safety and well-being of all Israeli citizens right now. Am Yisrael

Chai.

How Ramaz’s New Photography Magazine – “HOLOGRAM” – Came To Be

LEO EIGEN ’25

There are myriad opportunities for Ramaz students to contribute to publications and appreciate the work of their peers. From “Parallax” to “Likrat Shabbat” to “Ram Street Journal,” students can explore a variety of special interests during their four years and eventually ascend to editorial positions.

Despite the many existing publications at Ramaz, Gianna Goldfarb ’25 recognized that there was no infrastructure in place for students interested in photography to showcase their work throughout the year. Around the time of the Club Fair early this past fall, Goldfarb thought of the idea of creating a photography magazine. And thus “HOLOGRAM” was born.

As the head of the photography club at Ramaz and an avid photographer with several awards outside of school, Goldfarb was excited to establish “HOLOGRAM” and allow her fellow photographers to exhibit their work. Goldfarb says that although Celebration of the Arts, held each spring, provides an outlet for students to hang photographs in the lobby or auditorium, it is “great, but not really enough.” Working independently but with the guidance of Ms. Sari Goodfriend, Goldfarb was able to release the first issue of “HOLOGRAM” in November. It featured

photographs from students in all four grades and was divided into several categories of work, including “Flora,” “Fauna,” “City Life.” The second edition of “HOLOGRAM” followed soon after and included a new slate of themes, including “Autumnal Equinox,” “Winter Solstice,” and “Candids.”

As of now, “HOLOGRAM” mainly comprises work of members of the photography club, but Goldfarb welcomes submissions from those not formally involved with the club. She says that the magazine “provides the newer members [of photography club] an initiative in which they can participate, but anyone can send photos, especially for the next edition.” Noa Essner ’25, whose photos have been featured in both editions of “HOLOGRAM” so far, believes that the magazine serves an important role in encouraging her to take photos. Essner commented that “My interest in photography started at Ramaz. Taking photos for HOLOGRAM has enabled me to learn about lighting, how to edit my photos, and some of the more technical aspects of photography.” Essner also recognizes that Goldfarb puts a lot of effort into designing the magazine itself, and says that “every issue of HOLOGRAM looks clean and well thought-out, and I feel proud to submit my photos to a publication that

Second Place At Rikudiah

looks very professional.”

Goldfarb is happy with “HOLOGRAM” so far and its reception among the student body, yet she recognizes the challenges inherent to leading a publication. For one, she is the only editor as of now, and is thus responsible for selecting work, formatting, naming photos, and finalizing the layout. Goldfarb admits that she would welcome a collaborator to handle the more tedious aspects of leading “HOLOGRAM.” She hopes to publish another issue—and possibly more— this school year.

The famous proverb states that a picture is worth a thousand words. Well, according to Goldfarb, “HOLOGRAM,” is to her estimation “worth about sixty times more than that.”

ORLI RABBANI ’25

The Ramaz Dance Team has done it again. For the second year in a row, the all girls team showed off their spectacular skills and placed. In 2022, they won first place, and this December, they came home with a second place prize.

The team danced to a mashup of popular pop songs narrating the story of high school students. Among many other performances, including the Ramaz Annual Dinner and Ram Jam, Rikudiah was another opportunity for the team to impress crowds. Coach Hailey Greene and the girls worked tirelessly

on constructing a dance piece that told a story. Dancer Linor Azizian ’25 said: “I think the group works really well together. We’re a really close group and that makes the long nights of rehearsal even more worth it. Because we work so hard and we’re so close, we know that our dances are as good as we make them. We all put in 100% and I’m really proud of the team.”

The dance team was amazing at this year’s Rikudiah. Their hard work, dedication, and team connection is what made this dance phenomenal.

A Personal Reflection on the Months Since October 7

NATHAN HILTZIK ‘25

Since October 7th, Ramaz has brought the students to rallies in front of the UN, held minyanim in front of the UN, and supported government figures for Israel. There were rallies for the women, the children, and Jews in general. There has been packaging, fundraisers, and paraphernalia given out to remember the hostages and our home, Israel. There are speakers on how to deal with antisemitism. There are Israelis who experienced the war firsthand. Is this sufficient? Ramaz has done a good job of keeping the war at the forefront of our minds and not allowing us to forget. While we have the privilege of returning to normalcy, many Jews and Israelis do not. By having meetings

and activities, we are reminded of what is going on. This allows us to have the Israeli state beside us while we’re bearing witness. However, this varies throughout the school.

At the beginning of the war, Ramaz did everything they could. The only thing people could think about was what was going on in Israel. However, it’s easy to have it on our minds when it is fresh. The real challenge is after the height of it. Where do we go from here? Rallies were not as frequent, and people began returning to their everyday lives. We are forced to. It is difficult to prevent the war from becoming less central to our daily lives. We are forced to move on as time

passes, dragging us farther away. Some students take it upon themselves to continue staying active. Being in America is a struggle in itself. It’s easy to feel disconnected from your brothers and sisters in Israel. You can wear a number representing the days and ribbons to express the hostages, but how far do these actions go?

Going on the mission made me feel more connected than ever. I felt more involved than I had when the war had initially started. I saw a direct change. I was cooking in an army base .8 miles away from Gaza for soldiers who go into Gaza day in and day out. We

A Personal Reflection on the Months Since October 7

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gave presents to kids whose dads were fighting. Being in Israel allowed me to relight the flame even stronger. In Israel, there is no feeling of disconnect. You are with your brothers and sisters, trying to understand what is happening.

On Wednesday, February 14th, 2024, a kumzitz made me feel even further connected to Israel. This wasn’t an ordinary kumzitz; some students and teachers spoke about their takeaways. It was a sig-

nificant experience and rekindled my belief in Ramaz. Hearing the students talk moved me and showed me that many people still feel connected to Israel despite the war starting four months ago. However, these students were on a mission. There should be a meeting for all the students to come together and share their feelings about what’s happening. There are mixed emotions when dealing with this issue, and there is no right or wrong way to go

about it. We can’t stay stuck in time and wait until everything is fixed. We are forced to incorporate our support for Israel in any way we can in our daily lives. It doesn’t have to be daily but a reminder of what’s happening to our homeland. We must not forget about the war and continue supporting and remembering our brothers and sisters.

Perspectives on the Ramaz Israel Mission

If you ask a student who just returned from the Ramaz Israel Mission how their trip was, they will not be able to respond to you. For over a week, the twenty three students who attended the Israel Mission during intercession have day after day found themselves staring at a blank page. Texts are unanswered, grandparents and friends are left in the dark, and even more importantly, the students themselves are suffering from silence from the overwhelming emotion of the trip. This devastating but uplifting experience is so hard to summarize in an article, or a text, or a lunchroom discussion. As a group, we collectively apologize for not knowing what to say. There is too much to say but no words to summarize the enormity of the trip we embarked on.

Each one of us was aware of the heavy mental toll this mission would take on us. However, none of us knew that for weeks after the mission, our words would fail us each time someone asked us how it was. One simple question remains unanswered because none of us know how to frame it.

Prior to the trip, each of the students was instructed to bring a notebook to write down thoughts, experiences, and emotions. Many notebooks were completely filled in those short but heavy four days, and many were completely empty, not because of laziness, but because words to capture what we experienced were impossible to form.

If you were to ask any student of the Ramaz Israel Mission how the trip went, they would struggle to find a single word to sum up their experience. There truly is no single word capable of properly describing how meaningful an experience it was, or the extreme highs and lows they had gone through that week. After all, how can one word properly explain the immeasurable joy of dancing with soldiers just back from Gaza, but also the gut wrenching pain of the bomb shelter with air so thick you can feel the souls of those who were murdered in it?

The Ramaz Israel Mission had one main goal: to bring strength to the people of Israel, and to leave with a renewed sense of hope and desire to continue helping our family going through an impossibly difficult time. And, without a doubt, that goal was achieved. On the last day of our trip, we packaged toiletries and snacks for soldiers stationed in the West Bank at a facility where these soldiers could come eat, take a break, and receive gifts before returning to their station. I had the privilege to speak to one of these soldiers during our time there, and he thanked me for coming and doing this, saying that we had no idea how much it meant to them that we were showing up and showing our support. The entire trip, I had been doubting whether we were actually making a difference, or if we were doing enough, but this conversation had been my moment of clarity. He spoke so genuinely that I realized that what we were doing had a positive impact far beyond what I initially realized. Things that were for me as small and inconsequential as getting a kid a burger for dinner, meant the absolute world to my new friend who had been

While this mission was one of the most valuable experiences of my life, it was also the hardest week. Traveling from Kibbutz Kfar Aza, seeing the destroyed kibbutz and the burning buildings of Gaza from only a kilometer away, to standing outside the bomb shelter where Hersch Goldberg-Polin was taken hostage and hearing deafening booms of exploding bombs, to walking through the tunnel exhibit at Hostage Square in Tel Aviv, to hearing the pain that Hersch’s parents were suffering, and to seeing shattered glass and families at the Nova festival were experiences unlike any I have ever experienced. We experienced incredible highs of singing with kids, dancing with soldiers, bonding on the bus, rampaging Machaneh Yehuda, rock climbing with teens, making beef jerky, and getting aroma coffee. We also experienced the most devastating lows and were put in the shoes of every Israeli on October seventh. We met sisters, parents, and children of people killed or taken hostage and gave our strength to them. We accomplished our mission of supporting Israel by being there through every uplifting and heartbreaking moment.

At Nova, as I wandered through the site reading the biographies of men and women, some only two years older than me. I passed by the pole of hostage Shlomi Ziv. Right below his picture was a sign that said: “In a place where there are no words, only a

desperately waiting for an escape from the repetitive food at the hotel he was placed at as his home was no longer safe. Taking ten minutes to listen to the cousin of hostage Tal Shoham meant allowing her to share her story and her cousin’s, and being able to provide comfort and a somber rendition of “Yom Huledet Sameach” when we learned that it was Tal’s birthday and she was not able to spend it with him. Even though it took me a while to see it, we undoubtedly made even just a small change in people’s lives.

However, as the back of the mission sweatshirt proudly states, the goal was also to return to America with renewed strength and courage to share the myriad of stories we had collected along our trip. Again, I had initially worried that we would fail this half our goal. For days after our return home, I was incapable of speaking about the incredible, crushing, beyond meaningful rollercoaster of a week. I had gone into this mission knowing that it would take an emotional toll on me, but I did not realize just how much words would fail me when trying to explain exactly what we had done. But again, I was proven wrong, and as time went on and memories were processed, we were able to share the life changing experience we all just had and all the incredible messages we had learned along the way.

The tremendous success of the Israel mission has so far been evident, but in the spirit of continuing to share stories and ideas we heard, this is one incredibly motivational concept that was shared by a member of one of the kibbutzim that was displaced from his home and moved to a

hug is possible.” I have not forgotten that phrase since being at Nova. I have carried it with me like a tattoo on my heart. For days I have struggled forming words to describe the trip that people so desperately want to hear about. A part of me has felt tremendously guilty for not being able to share the stories of the people I met and the things I saw. However, actions speak louder than words. Instead of continuing to attempt to write a summary of an overwhelming trip, I and the other participants of the Israel Mission should realize how much of an impact we made in Israel this January. Being there and supporting them was our mission, and we accomplished it. We were there to support Israel throughout this war.

hotel in Jerusalem. We asked him, like we had to so many others, how he managed to stay optimistic and strong during a time like this, and the answer he gave is something that I have thought of every day since our return. He said that when posed with the question of is the glass half empty or half full, we have to consider that the part that we are benefitting from, the part that we truly need, is the part with the water in it, meaning that the glass is, despite being half air and half water, half full. We need to focus on the positive, as that is what provides for us and what is truly important. These people have been through unspeakable things yet they are able to continue to see the light in it all, and it should be our mission to continue to help bring as much light to them as possible.

ORLI RABBANI ’25

LINDSAY CHUBAK ‘25