Volume 120, Issue 28

The Record

Horace Mann’s Weekly Newspaper Since 1903

History and English students in Voices of Protest and On Trial electives take a trip to federal and state courthouses

of marijuana. After the sentencing, the students were able to ask Judge DeArcy Hall, a District Court Judge for the Eastern District of New York, about the sentencing and her work as a judge.

Upper Division students in the Voices Of Protest (VOP) history elective and the On Trial English elective visited federal and state courthouses in Brooklyn on Monday to better understand the criminal legal process.

The day began with a Q&A with Federal Defender Kelly Barrett and

Assistant US Attorney Nomi Berenson. Then, the students heard from Sarah Burleson, a Brooklyn public defender, about her views regarding her advocacy for defendants and over policing in the city. Later, they observed arraignments at Kings County Criminal Court, followed by a United States District Court sentencing of a federal defendant for 20 months in prison for intent to distribute over 100 kilograms

As part of their Civil Rights unit, VOP students read about policing, mass incarceration and the criminal legal process. VOP student Jackson Schreiber (11) was interested in learning about the different roles attorneys have during a case. “Their ability to reduce the harm, even if a client pleads guilty, through sentencing was interesting,” he said. “They can try and show that the client was perhaps motivated by financial insecurity. I never really thought of that. I always thought of law as a very cut-and-dried procedure.”

On Trial is a semester-long senior English elective in which students read court cases and discuss the moral dilemmas of the criminal legal process, Jared Contant (12) said. “Part of this

experience was letting the current system speak for itself,” he said. “It was more about listening and seeing a modern version of things that we have been reading about play out in front of our eyes, maybe without the preconceived notion of how it’s supposed to look.”

Prior to the court visit, VOP students read “Chokehold” by Paul Butler, which argues that the criminal legal system and society unfairly target and police Black men, and discussed the abolition of prisons and other possible ways to fix an unjust system, Celia Stafford (11) said.

Stafford enjoyed hearing Barrett discuss the moral questions she encounters with cases. “Everybody has their own story,” she said. “A lot of that was what we talked about with “Chokehold.” Everybody is a victim of the system before they do something bad.”

On Trial student Malcolm Furman

(12) thought Berenson’s perspective was eye-opening because his class has discussed the stereotype that prosecutors always seek the harshest punishment. “Everyone is trying to do their job and trying to do the right thing,” he said. “Mrs. Berenson is not trying to prosecute as aggressively as possible, but she has to thoughtfully investigate cases. She also has a duty to the individuals who she prosecutes to be fair in her treatment of them and in her pursuit of justice.”

The sentencing was the most fascinating part of the day for VOP student Hanah Cohen (12) because she saw an example of the legal process working against someone who committed a crime out of desperation. “A lot of the things that people do stem from trauma, so further traumatizing them in the prison system is just not an effective way to try and teach them,” she said. “In a lot of our readings, we’ve

see Field trip on pg. 6

Q&A with new Community Council Co-Chairs

Reporting by Isabella Ciriello

What’s your favorite HM memory?

E: My favorite HM memory would honestly be in sixth grade when I came in not really knowing what to expect and I got on the bus to Dorr for the first time. I just remember that I had no close friends yet so I was nervous, but that trip was just a really amazing taste of what I would get in the next few years here.

J: My favorite HM memory would have to be eighth grade Dorr. I went into eighth grade Dorr not knowing many people, but then I came out with a very strong sense of community from our group. I would consider eighth grade Dorr probably the most fun week of my life. It was a great time and great experience all together.

Why did you join the CC originally?

E: I’ve always really liked speaking with administration and talking with teachers and really being a representative for the people that I’m close with. I like to think that I have the abilities to make impactful change, and joining the CC was definitely the way to do that. I love talking with people and working things out and just making sure that everyone can have as good of an experi-

ence at Horace Mann as we can, just as I was given, starting from sixth grade.

J: I joined CC originally because I guess I saw issues in the school which I wanted to fix early on, even in ninth grade. I was also interested in student community, so I thought CC would be the best way to accomplish those goals.

In under 3 sentences, what do you hope to accomplish as CC chair?

E: My primary goal is to make the CC more accessible this year. There has been a very common misconception that we do nothing, which is a fair misconception because the division does not really see any of the work we do outside of the initiatives that we put out. There’s a lot of back and forth in between and things that happen behind the scenes. So, my primary goal for next year is to make sure that people are working as efficiently as we do in all other years, but also that the work is recognized by the student body.

J: I hope to bring together the entire Upper Division and create more of a sense of community. I hope that people in the Upper Division end up having a more fun time and enjoy our experience in high school more.

What’s your favorite HM tradition?

E: My favorite HM tradition I would probably say is Spikeball. Spikeball in general is such just a fun time in the spring when everyone is unfortunately very stressed with exams. It’s a good way to destress and to meet so many different people from the divisions.

This might have been two years ago now, but I remember they were running the Spikeball tournament, and I was watching the final during I period and literally everyone was on the field watching next to me. There was maintenance staff there, faculty, and students. It was just such a cute wholesome moment that I really hope to be able to bring to the school again.

J: Singing the alma mater at assemblies, undoubtedly. I feel like it fosters a very good sense of community and it’s pretty fun. It’s kind of funny, too.

What has been the most meaningful class you’ve taken at HM so far?

E: The one class that really stands out to me is my freshman year history class. I had Dr. Meyer and obviously it was a tough year with going online and coming back in and all the transitions, but I just remember she was such an amazing teacher and I really got a feel for what Upper Division history classes and writing would look like. It was challenging and tough to see some of the comments she made on papers, but I really think I grew so much from that class. What I learned about writing has permeated every single aspect of my life.

J: U.S. History in 10th grade with Mr. Berenson would be the most meaningful class, because I had both a great time and I had a great teacher. Second of all, I really, really liked the course material. U.S. history is something I’m really interested in, so being able to take a course the entire year about that and go

really in depth was something I really, really enjoyed.

Other than the CC, what extracurriculars are most meaningful to you?

E: I would definitely say The Record. Tying back to all my love for writing, I think journalism is just such an amazing hobby. It’s so fun to interview people and get to know these corners of Horace Mann that I would never have stepped into and be able to illuminate that in an actual weekly paper. That’s definitely something that I’m also very proud of. Not only do I enjoy it, it’s just really great teamwork to publish weekly. Aside from that, the Girls Varsity Soccer team in the fall. Ever since freshman year, Coach Sully, Coach Quilty, and Coach Ernst have all been such amazing people and made soccer season such an amazing thing to look forward to. Everyone on the team every single year is so supportive and so fun. We’re serious when we need to be, but it’s just a really good activity to destress and hopefully, it will continue to help me destress come senior fall…

J: So the most meaningful thing I do on campus would be Saturday Morning Tutoring where I tutor a young kid named Benjamin. I really, really enjoy tutoring him and we have a great time together every Saturday. I’ve really built a strong bond with him, so he means a lot to me. Because of that, I’ve gained a lot from the experience there. I’m also photo director for The Record, and a writer. I’m also a student ambassador.

2023-24

CC Class Representatives

Class of 2024:

Nate Chiang

Dylan Greenberg

Matteo Monti

Brian Puma

Tyler Rosenberg

Daphne Tsai

Class of 2025:

Emma Chang

James Kapadia

Jiwan Kim**

Oliver Konopko

Emily Wang

Andrew Ziman**

**(CC Secretaries)

Class of 2026:

Kofi Boadu

Ahaan Chabba

Ethan Furman

Loewy Miller

Sofia Sahai

Charlie Weidman

Isabella Ciriello Staff Writer

ORDER IN THE COURT Students arrive for a day of learning.

Jorge Orvañanos and Erica Jiang

Courtesy of Jared Contant

Students should value the benefits of a Horace Mann education, not just as an outcome

a “good” college. At the end of 10th grade, I realized that the external and internal pressure to achieve “acceptable” grades severely hindered my enjoyment of my classes. The following year, I tried to learn for learning’s sake rather than obsess over grades—and I was quite successful.

I have spent approximately 10,000 hours sitting in classrooms and studying outside of them, whether in the library, a cafe, or my bed. Actually, I don’t know that for sure, but I am certain that school and work have occupied most of my life in the last decade. During my time at Horace Mann, I have frequently asked myself the following questions: Why do I work? What is the point of an HM education? What does it mean to be educated?

Looking back, I realize that there were more moments when I spent my days on autopilot, ignoring the questions. Moments when school felt like a bubble away from current sociopolitical dynamics. Or, when I found myself taking for granted that I am a student here.

Education is so valuable (perhaps $60K a year’s worth); ideally, we all make the most of the opportunity. Unfortunately, our high school education becomes conflated with a path toward college. As my time at HM draws to a close, I’ve reflected on the shifts in my perspective.

I entered Horace Mann in 6th grade, unfamiliar with its college-oriented culture that I would soon see internalized and reinforced in every aspect of student life. In my first few months, I heard conversations about college admissions in classrooms, cafeterias, and buses. Even before I entered 9th grade, I felt anxiety about my high school GPA. The rarely-spoken reason behind our hours of work was pointed toward acceptance at

It is easy to fall into the trap of commodifying our education. Work and the resulting grades are regarded as a transaction that determines one’s shot at college admissions and overall “success.” School can feel like a cycle of “do assignments, receive grades, repeat.” During the busiest periods, unending deadlines forced me to view my work simply as tasks to check off. In those moments, my central motivation to keep going was a sense of duty to my future—a hope that my work would somehow pay off in the years to come.

When I jolt out of this autopilot, it is usually because I recognize something strikingly absurd about this way of life. Do I work for most of my waking hours in the slight chance that it affects what college I will end up at? Am I enjoying my work to the fullest, or is the pressure to get good grades limiting my joy? And are uglier consequences of hard work—sleep deprivation, constant exhaustion, chronic burnout — worth it just to attain something tangible in return?

Where does this college-oriented culture come from? It can come from our family members, who often have good intentions but may hold a limiting definition of “good” colleges. It can come from faculty, who assess us in our educational process, or from other students when competitiveness and college become the default conversation starter. It even comes from within ourselves. I have heard this blame-game cycle too many times. However, I have rarely heard of one crucial source: the increasingly inequitable conditions of our world and intensifying anxieties stemming from late-stage capitalism.

pendent ranking. Often, the reason for seeking admission to elite institutions is tied directly to their associated proximity to gaining or maintaining social status, prestige, and wealth. In our contemporary era, the stakes are high—wealth inequality is ever-increasing—and the ends justify the means—the means being everything from admissions guides to college consulting firms to obsessing over grades. We live in a world where the slight possibility of higher job security is worth pushing oneself to one’s limit, a world where these concerns are understandable and inescapable.

On the flip side, Horace Mann is set apart from many schools by its students’ wealth. Many HM students are, to be frank, wealthy. This is not a bad thing, simply a fact that many of us come from advantaged backgrounds with exclusive opportunities. A perpetual desire for excellent college admissions and a life of luxury distracts us from a reality that many of us find uncomfortable to ponder: our inclination to move towards or stay on the upper levels of wealth distribution and avoid its consequences. In attending these colleges, we may be complicit in perpetuating these inequities. A sole focus on acquiring these goals without considering our greater motivations would mean that we ignore the privilege of attending an institution like HM.

AmiraDossani/ArtDirector

The emphasis on performance over process erases the rich value of our schoolwork. The reason behind our reading non-contemporary literature (hello, Shakespeare) or solving challenging math problems is rooted in helping students develop intellectual, creative, analytical, and problem-solving skills that are applied to other areas of life. I get much more out of assessments when I think critically about the skills I have gained rather than pressuring myself to get a certain grade.

mance and grades over process. Not only are they unethical with a real temptation around them, but they highlight how little some of us have come to care about the skills we develop and how much we care about the result.

This commodified vision of education is also harmful to our sense of community. Each student is preoccupied with their transcript, not with contributing to each other’s learning. Students’ relationships with teachers become solely one of a purchase— teachers are reduced to the role of grade-giver, erasing both their dedication to students’ holistic growth and their willingness to be mentors with invaluable wisdom and experience.

College admissions is a reality that we all face, and I don’t think that the culture around it can or should be completely avoided. Different motivations for learning are not mutually exclusive; yet, I now recognize that the moments when I saw college as an endpoint of all of my high school work were misplaced and limiting to my growth as a student and person.

test or submit a paper; it continues in every concept of physics I notice in the real world, every question about ethics I have whenever I consume journalistic media, every time I notice the effect of synecdoche in a poem. My expansive definition of education has enriched how I interact with the world.

I very easily could have not attended an institution like HM. My family made countless sacrifices for me to immigrate to America and start from scratch for a more holistic, liberal arts education. In the Korean school system, education is universally defined as a commodity—my social status, possible fields of study, and access to future opportunities would depend on my grades and test scores. Here, not only am I encouraged to identify my own interests, but I can also actively choose how to pursue them. HM’s prestige grants me opportunities, resources, and a higher degree of visibility that I have harnessed.

Why would we want to go to a “good” college? Our common definition of “good” often only refers to a numerical ranking—a reductive, problematic, and economically de-

Volume 120 Editorial Board

Head of Design

Avani Khorana

Viewing our effort and time as transactional also makes hard work less fulfilling and sustainable, flattening the experience of analyzing or creating a piece into a one-off score. Rising plagiarism and cheating are negative symptoms of valuing perfor-

Staff

Features

Vidhatrie Keetha

Ayesha Sen News

A&E

Hannah Katzke

Allison Markman

Art Directors

Amira Dossani

Vivian Coraci

Sophia Liu

Editor in Chief

Emily Salzhauer

Zachary Kurtz Opinions Audrey Carbonell

Sean Lee

Middle Division

Celine Kiriscioglu

Rachel Baez

Design Editors

Sophie Pietrzak

Alara Yilmaz

Lions’ Den

Max Chasin

Photo Directors

Jorge Orvañanos

Aryan Palla

Sam Siegel

Ben Rafal

Online Editor Emily Grant Faculty Adviser David Berenson

What would it look like if our efforts were redirected from grades to growth? During junior year, I viewed each grade as a combination of my effort and my circumstances rather than a mirror of my self-worth. My only expectations for my “success” were that I would learn something new from every day’s work and try my best for every assessment. This attitude has been revolutionary. I can relish that I knew and became more than the Louise who walked into the classroom. In discovering new knowledge, I become connected with others who share it—I follow lineages of writers and activists and strive to both emulate their traits and create my own. Though I am still swayed by the grade and college-oriented culture, I counterbalance those effects with a genuine trust that there are more important things than letters on a transcript.

I now feel empowered to view education not as a one-way stream of information to parrot, but as a mutual and continuous journey. For me, learning does not stop once I take a

Staff Writers Ariella Frommer, Ava Lipsky, Clara Stevanovic, Erica Jiang, Harper Rosenberg, Isabella Ciriello, Jorge Orvañanos, Joshua Shuster, Kate Beckler, Lucy Peck, Maeve Godlman, Naomi Yaeger, Neeva Patel, Samantha Matays, Sofia Kim, Sophie Rukin, Audrey O’Mary, Blake Bennett, Brody Grossman, Emily Wang, Gillian Ho, Hannah Becker, Jacqueline Shih, James Zaidman, Julia Bouchut, Malachai Abbott, Nikita Pande, Oliver Konopko, Nora Wildman, Rena Salsberg, Diya Chawla, Zach Hornfeld, Julia Lourenco, Lily Sussman, Charles Ampah

Staff Photographers Nicole Au, Jorge Orvañanos, Trish Tran, Aanya Gupta, Jiwan Kim, Ryan Nikitiadis, James Zaidman, Emily Wang, David Aaron, Harper Rosenberg, Evan Contant

Staff Artists Sam Stern, Dylan Leftt, Aydan Ergin, Kristy Xie, Addy Steinberg, Ishaan Iyengar, Sophie Li, Serena Bai, Kayden Hansong, Aashna Hari, Karla Moreira, Isabelle Kim, Christain Connor, Sam Gordon, Dani Brooks, Aimee Yang, Sarah Aaron

We all must grapple with what it means to attend HM and what motivates us to work in this space. Our fixation on college admissions is not a fundamental or intrinsic truth. It is as much of a societal construct as the inequitable policies and practices that define the conditions we live in.

Throughout my time at Horace Mann, I have often associated my work and how it is evaluated with certain standards or visions for my future. I have also gained so much from pushing that framework to the side in favor of exploration, joy, and unquantifiable insights. Because it has been impossible for me to completely escape the former, I increasingly leaned into the latter. Ultimately, I see my school as a dynamic and beautiful space where I can create, err, make choices, and connect in profound ways with my teachers and peers. It is also a space of great privilege from which I have learned about equity and will benefit for the rest of my life. As I enter adulthood and give more thought to how my studies will translate into my vocation, labor, and craft, I hope that my reflections on the value of meaningful, expansive work and the implications of institutional privilege will guide my journey.

Editorial Policy

About Founded in 1903, The Record is Horace Mann School’s award-winning weekly student newspaper. We publish approximately 30 times during the academic year, offering news, features, opinions, arts, Middle Division and sports coverage relevant to the school community. The Record serves as a public forum to provide the community with information, entertainment, and an outlet for various viewpoints. As a student publication, the contents of The Record are the views and work of the students and do not necessarily represent those of the faculty or administration of the Horace Mann School. Horace Mann School is not responsible for the accuracy and contents of The Record and is not liable for any claims based on the contents or views expressed therein.

Editorials All editorial decisions regarding content, grammar, and layout are made by the senior editorial board. The unsigned editorial represents the opinion of the majority of the board.

Opinions Opinion columns represent the viewpoint of the author and not of The Record or the school. We encourage students, alumni, faculty, staff, and parents to submit opinions by emailing record@horacemann.org.

Letters Letters to the editor often respond to editorials, articles, and opinions pieces, allowing The Record to uphold its commitment to open discourse within the school community. They too represent the opinion of the author and not of The Record or the school. To be considered for publication in the next issue, letters should be submitted by mail (The Record, 231 West 246th Street, Bronx, NY 10471) or email (record@horacemann.org) before 6 p.m. on Wednesday evening. All submissions must be signed.

Contact For all tips, comments, queries, story suggestions, complaints and corrections, please contact us by email at record@horacemann.org.

Louise Kim

HUMOR: The true timeline behind the history “year”-long

Ariela Shuchman Staff Humorist

Ahhh, the year long research paper. A rite of passage for any upperclassman taking a history course. Anyone who has written a year long research paper knows that that is a bit of a misnomer: in actuality, it is a twoweek-long research paper.

As I finish up my second year long research paper of high school, I have developed what I believe to be a more accurate and realistic timeline for the project.

September: Topic Selection & Dreams of a Luncheon

The assignment is introduced. If this is your first time writing the year long, you are a little shocked by the page range your teacher suggests. Of course, the teacher reminds the class that if done in small pieces, the paper is not that bad. Ha!

Your teacher also hands out a few examples of Robert Caro Prize winning papers. Meh. The papers are good, but you could easily write something as good, if not better.

Your teacher explains that the Prize winner will attend a “luncheon,” as opposed to a simpleton’s “lunch,” at Dr. Kelly’s house. You then spend the rest of the class daydreaming about the speech your teacher will give about you: “In my 30 years I’ve never met someone with her intellect…” or “A gift to historical study….”

By the end of September, you probably have a Google Doc entitled “topic ideas.” This is typically a stew of various events or phenomenons that sound really intellectual. But

what really makes a good topic is how niche it is. The nicher the better. Your topic should ideally combine two utterly unrelated things and explain how they actually intersect. For example, “Extinguishing the Flames of Censorship and Global Warming: How Burning Books Fills Poor Communities with Toxic Fumes” is a Caro worthy paper.

Below is an actual excerpt with some of the worst from my “topic ideas” Google Doc:

• O.J. Simpson case: “Gender, Race, and Murder” as a possible title?

• Mental health

• Something with terrorism

• Big pharma

• Charlie Manson

• Waving on a boat to strangers

→ the Hamptons as white exclusion

• Frat hazing

• The history of leaks: America’s best dissent or most immoral?

• George Bush’s 9/11 first pitch

• Domestic abuse in the NFL

I don’t know what I love the most: an entire paper about a President’s pitch at a baseball game, the “academic” deep dive into the Hamptons and boat culture, picking titles for a non-existent paper, or just “something with terrorism” (???).

October & November: Links, Links, Links

You officially have a topic! Yay! Now begins the quest for links. But don’t be fooled: links are a very deceptive

measure of progress for the year-long paper. Going to JSTOR and finding “perfect” sources is mindless and easy. However, you feel productive because you end up with a 2-3 page Google Doc covered in “useful” (as determined by their title or a Command F search) URLs.

December & January: The Narrative Emerges

The first assignment of the project has arrived: the annotated bibliography. Suddenly, the thought of all those links to 40 page journal articles is not as exciting as you thought. You will likely spend the entire weekend before the assignment reading the five sources you chose to annotate. The first source you will thoroughly read (the annotation will be the longest). The fifth source, however, will only get a “rough skim” and be your shortest annotation (you may even use 1.5 spacing for this one). At its core, the annotated bibliography is an assessment of your ability to come up with synonyms of the verb “to explain:” the phrase “the author explains how…” will become very repetitive very quickly. So, have the following verbs in your back pocket: “The author ______ (illuminates; emphasizes; enlightens; ponders; elucidates).

After reading these sources, you will start to notice some themes and trends that you find interesting. Over the next couple of months, your brain will begin to connect some of these dots and eventually construct the general thesis/narrative you want to pursue. Once that narrative emerges, there is no going back. Ev-

idence will arise over the course of the year that directly disproves said narrative: however, you will choose to omit these sources and continue on your fearless pursuit of truth.

February & March: Crickets

After having the lightbulb thesis moment, you feel like much of the heavy lifting of the paper is done when, of course, it is not. You will not touch the paper in this two month period.

April: “I’m going to start grinding for the Caro.”

With the deadline only a month away, the Caro prize is starting to come up more in class, yet you only have the beginnings of an outline. You fall into a deep depression. Where did the year go? Why can’t I just be that smart, passionate, and dedicated? Am I fundamentally incapable of writing a paper of Caro quality? No! I could totally win if I wasn’t so lazy, right?

Another point of depression will come from primary sourcing. Caro winners almost always conduct “archival research” and/or interview relevant people. Where exactly, if I may ask, do I find an “archive”? Or is it more of a concept rather than a location??? For my paper, if the primary source is not on ProQuest, it is simply not being found. There may even be some desire to cheat on your topic. You will probably “window shop” some other topics that you are so stupid for not choosing from the start. You will fantasize about what it would be like to be with

this new, younger, blonder topic. HOLD ON. I STILL HAVE TIME. I CAN STILL DO THIS. I’M GOING TO GRIND FOR THE CARO PRIZE. I’LL HAVE TO WORK EVERY NIGHT BUT I WILL DO IT. I WANT A CAPRESE SALAD AT DR. KELLY’S HOUSE (or is it buffet style?). I WANT TO CONTRIBUTE TO THE SCHOLARSHIP AND HISTORIOGRAPHY.

Stop. You’re embarrassing yourself. This mentality will last an hour max, then you’ll return to mediocrity.

May: “I have an outline so the paper basically writes itself.”

The final paper is submitted. It’s like fine like nothing special but like whatever.

June: Trespassing a Luncheon

You are brought to tears as Dr Link presents the Caro prize at the final assembly (not to you of course). Why couldn’t I have “conducted extensive primary and secondary source research and wrote with masterful prose”?

As your last resort, you express interest in the Caro winner and are dating by the time of the luncheon. You attend as a plus 1. I guess sleeping your way to the top works too.

P.S. for Ms. Morales, Mr. Berenson, and Mr. Bienstock: please note that I, of course, would never conduct my research in such a fashion.

All photos by Aryan Palla/Photo Director

Sammy Matays Staff Writer

Due to the school’s notoriously heavy workload, it is difficult for students, and even teachers, to find time to read for pleasure and reap the benefits of storytelling. Despite the difficulty, many believe it is critical for students to cultivate a love for reading, and to put maximum effort into diving into texts.

While English Department Chair Vernon Wilson recognizes the necessity for students to partake in reading for pleasure, he understands how difficult it is for students to do so. “The pace here is very, very fast and hectic sometimes, so doing reading outside of what’s assigned to you in class, can be a tall task,” he said. “At the same time … [reading] stimulates a love for language and an awareness of the subtleties of language.”

Even beyond that, English teacher Sarah McIntyre finds that reading a valuable part of being alive. More specifically, she finds it beneficial towards learning and experiencing different peoples’ worldviews, while also creating an imaginative and pleasurable experience for readers, she said.

Unlike other students and teachers who see large benefits from reading for pleasure, Will Chasin (9) does not share a similar love of literature and therefore does not participate in the task, regardless of his workload. Instead, he prefers to spend time finishing his assigned work and then interact with his friends and family, Chasin said. His disengagement from reading is not due to having assigned readings for history and English, but instead out of a lack of interest for such a task.

Unlike Chasin, as a writer, Louise Kim (12), finds joy in reading. They also enjoy engaging with other writers’ work and seeing what other authors are making. “Reading can be a very effective form of escapism in a somewhat similar fashion to movies and TV,” they said.

Beyond pleasure, Ava Westreich (11) also recognizes several tangible positive outcomes from reading, she said. “The ability to write well, and also understand grammar and be good at editing gets ingrained in your head.”

Like Westreich, Benjamin Wu (12) feels that reading helps students develop their writing skills, he said. Wu believes reading also enhances students’ perspective on the world by exposing them to varying viewpoints.

Reading for pleasure gives Molly Goldsmith (11) a chance to further uncover her educational and entertainment desires. “I’ve learned so much about what I’m passionate about, how to be a more empathetic person, and how to be a better listener through reading,” Goldsmith said. Whether she is reading a book for English, or one during her spare time, she still gets the same results.

In comparison, Westreich does not find that she gets the same benefits from reading for pleasure and reading for her English class. For complex texts, such as The Great

Is reading a novel idea?: Students find time

Gatsby by F. Scott Fitzgerald, that have a deeper meaning written into them, analyzing and discussing those books in class allows readers to understand the nuances of their language, Westreich said.

Unfortunately, finding time to read for pleasure has become increasingly difficult due to her increased workload, Goldsmith said. She tries to overcome this by allotting time in her day, or week, to read because it is a calming experience and a nice break from academic assignments. While Goldsmith finds that her assigned English readings are intriguing, such as Fun Home by Alison Bechdel, other school books are more strenuous and require more effort to understand, such as Hamlet by Shakespeare.

McIntyre recognizes many of the difficulties students face when completing assigned readings. “The Horace Mann curriculum is very challenging and demanding of your time, and Horace Mann students tend to have very broad interests so students are pulled in many different directions,” she said. “The struggle for teachers is always making the case that assigned readings deserve your careful attention, not just your dutiful completion.”

English teacher Dr. Wendy Steiner also recognizes the significant impact of time in a student’s schedule, noticing students occasionally struggle to complete their assigned reading in a meaningful manner, she said. “Getting students to make reading a priority and not take shortcuts with it can be a challenge.” In addition to reading quizzes, Steiner hopes that class discussions encourage students to complete their readings.

“Storytelling is crucial to serve our humanity, and the more stories we’re exposed to, the more open we can be to other people, changing circumstances in the world, and making connections,” English teacher Rebecca Bahr said. Developing empathy and curiosity while expanding one’s mind are other beneficial effects of reading for Bahr.

To ensure students have these takeaways, Bahr assigns students to write soliquoys for Shakespeare characters and complete creative projects, ranging from writing a song to performing a text, for other written works, she said. Bahr commonly asks students to interact with texts as they read to enhance their learning experience, she said. She generally requests that they select three interesting lines or determine a few takeaways so that they can grow from the text.

McIntyre works to inspire students to create an authentic connection with the text. One way she strives to achieve such a goal is by advising readers to slow down so they have the ability to thoroughly examine and understand complex texts, she said. “A second thing is creating context in which students have to connect imaginatively and empathetically to the characters that populate these narratives.”

Even though Westreich sees reading as a great opportunity to enhance her skills, she struggles to carve out time in her schedule for

reading for pleasure, she said. As reading for pleasure often requires effort, Westreich regularly opts for more trivial activities such as watching television or exploring social media during her free time.

In order to find time for pleasure reading, Jiyon Chatterjee (12) utilizes Goodreads, a popular application for readers, to encourage his personal reading. Through the app, Chatterjee is able to establish a target for the number of books he wishes to read – this year he is aiming for 45 – so that he is motivated to fulfill that goal.

In order to help increase students’ recreational reading, Wilson recommends that students ask their teachers for book lists, even if only for vacation periods, he said. While it is beneficial to find time to read during the school year, Wilson finds that the pleasure individuals get from reading actually increases when they have been waiting to read until breaks, or even over weekends.

While pleasure reading is important, reading texts with an English class helps develop critical thinking skills that someone would not have the opportunity to do on their own, Bahr said. She also sees value in discussing books with others, even if it is those pleasure books because, that way, you other takes on the text.

Due to all of the positive effects of reading, teachers consider a variety of factors when shaping their assigned reading list. “I try to make a mix between books that are classics and ones that might appeal to my students,” Bahr said.

She also incorporates more con -

temporary texts such as Sing, Unburied, Sing by Jesmyn Ward, in an effort to emphasize current issues.

When Wilson builds his classes’ reading lists, he often finds it difficult due to his desire to select books that will not only intrigue, but also challenge, students. He also takes into consideration the analytical and writing abilities of varying grade levels, ensuring that texts for ninth grade, for example, provide students with an ability to grow their analytical skills, Wilson said.

For Steiner, students’ level of engagement is a driving factor when creating a reading list, she said. One way she achieves this is by asking students whether they enjoyed certain texts at the end of the year, and then taking that information into consideration when planning the course for the following academic school year. “I like to make sure there’s a mix of different voices in terms of time periods, race, gender, and perspectives,” she said. Including a comedy in her curriculum is also important in order to expose students to not only dense pieces of literature but also light-hearted ones.

Chasin has mixed feelings about his English class’ reading list, he said. The first two books that his class read,

Metamorphosis by Kafka and Macbeth by Shakespeare, he found very engaging. In comparison, Interpreter of Maladies by Jhumpa Lahiri, the third book they read, was less enjoyable since it felt repetitive, he said.

Westreich has really enjoyed the reading list for her eleventh grade English class with English teacher Dr. Deborah Kassel, she said. In particular, she was excited to have the opportunity to read The Bell Jar by Sylvia Plath, as she had wanted to read for some time. Since Westreich aims to read richer and more informative books, Plath’s novels represent an example of a book in that category that she would have read outside of school.

Suzette Sheft (11), who is in the same English class as Westreich, also loves the class’ reading list. One of her favorite books this year is Sula by Toni Morrison, Sheft said. “[The book] introduced me to Toni Morrison and now I am looking forward to reading some of her books over the summer.”

Kim highly values the wide array of texts that they examine in her English classes. “A lot of the books I am required to read in class I would not pick up on

Amira Dossani/Art Director

time for pleasure reading in busy schedules

my own, but I still appreciate the chance to explore, discover, and interact with those texts,” they said. However, Kim also believes that assigned readings can hinder students’ desire to read. “I recognize that the style of reading we do in class can feel unnatural, draining, or tedious.”

The close reading tactics practiced in many English classes can negatively affect a student’s reading experience, Emily Akbar (10) said. “I don’t find the books in English that interesting probably because we over-analyze the text.” Akbar typically creates a separation between assigned books and personal books, which allows her to continue to appreciate reading even when feeling disengaged from texts for school, she said.

While Goldsmith finds some texts to be unstimulating, that only pushes her to read more on her own. “Sometimes when I read boring books, I can’t wait to read my own books that I know I like and refill that desire to read,” Goldsmith said. She rewards herself for reading assigned texts with reading books that she enjoys.

Wu also finds that reading texts for school hinders his enjoyment

of reading. “Once I do a lot of history reading, I’m not super inclined to go do my own reading,” he said. Nevertheless, he believes that assigned readings encourage more careful reading, which can enhance one’s reading experience, Wu said.

Despite not always enjoying her assigned reading in English classes, she still finds benefit in those homeworks, Westreich said. Less engaging texts often motivate her to strengthen her skills and become an even more advanced reader so she can better appreciate them.

Kassel does not agree with the over-analysis mindset that many students have, as she believes the stronger an individual understands a text, the more they can appreciate and enjoy it, she said. She believes it is necessary for students to understand the nuance of language that texts represent. “If we live in a world where we pretend language doesn’t matter, that’s a dangerous place,” Kassel said.

Wilson feels that the reading style employed at the school is not as much over-analysis as it is reading carefully and attentively, he said. “What we do here, whether it is an English class or art history class, is try to slow things down and to pay really, really sharp attention.” The mindset students learn at the school allows students to learn the skill of how

literature, no matter what medium it may be, Wilson said. While there are many assigned books that Goldsmith would read outside of school, such as A Pale View of Hills by Kazuo Ishiguro, other texts, such as Hamlet by William Shakespeare, she would never read outside of school. Due to Shakespeare’s complex language, reading his works requires a lot of work to understand the language and the storyline, something she does not particularly enjoy doing while reading.

For Shakespeare’s works, there are several reasons why students may feel disengaged, Wilson said. “On the most superficial level, Shakespearean language can be difficult,” he said. “It feels obscure and distant from the English language and on some level, it’s almost a disadvantage that it’s not a foreign language.”

While there are students who dislike Shakespeare, Kassel finds that presumption problematic.

“Part of the issue is the assumption that people don’t like Shakespeare, but having worked with the RSC [(Royal Shakespeare Company)] and experimented with different approaches, I would like to believe that my students have come to appreciate Shakespeare’s ability to dramatize what it means to be human in a uniquely poetic and compelling way,” Kassel said. If students kept an open mind to the text and its potential relevance to their lives, it is probable that students would enjoy it more.

Book Recommendations:

Biography :

• Girlhood by Melissa Febos (Goldsmith)

• The Radium Girls: The Dark Story of America’s Shining Women by Kate Moore (Karolina Fic)

• The Choice: Embrace the Possible by Edith Eger (Sheft)

• Girlhood by Melissa Febos (Goldstein)

Thriller:

• the Silent Patient by Alex Michaelides (Westreich and Sheft)

• The Push by Ashley Audrain (Sheft)

• Reconstructing Amelia by Kimberly McCreight (Goldsmith)

• Invisible Man by Ralph Ellison (Bahr)

True Crime:

• The Stranger Beside Me by Ann Rule (Goldsmith)

Fiction:

• The Lying Life of Adults by Elena Ferrante (Goldsmith)

• The Jungle by Upton Sinclair (Westreich)

• To the Lighthouse by Virginia Woolf (Westreich)

• Ecotopia by Ernest Callenbach (Westreich)

• Gora by Rabindranath Tagore (Chatterjee)

• Foster by Claire Keegan (Steiner)

• Demon Copperhead by Barbara Kingsolver (Steiner)

• Marjorie Morningstar by Herman Wouk (Kassel)

• I Am Charlotte Simmons by Tom Wolfe (Kassel)

• The Bonfire of the Vanities by Tom Wolfe (Kassel)

• Beloved by Toni Morrison (Bahr)

• Picture Us in the Light by Kelly Loy Gilbert (Kazan)

• True Biz by Sara Novic (Goldstein)

• The Summer of Bitter & Sweet by Jen Ferguson (Goldstein)

• Imposter Syndrome and Other Confessions of Alejandra Kim by Patricia Park (Goldstein)

Scifi:

• East of Eden by John Steinbeck (Kassel)

• The Handmaid’s Tale by Margaret Atwood (Bahr)

• Station Eleven by Emily St. John Mandel (Jem Klancnik (11))

Self-help:

• The Road Less Traveled by M. Scott Peck (Fic)

Graphic Novel:

• Himawari House by Harmony Becker (Melissa Kazan)

Memoir:

• The Yellow House by Sarah Broom (Kazan)

Crossword by Melissa Migdon (11)

DOWN

1. Buckwheat noodle

2. Cupid’s Greek counterpart

3. Feudal laborer

4. Paid tribute to

5. “Truthfully,” in textspeak

6. George Weasley portrayer, to friends (maybe)

7. Win’s opposite

8. Wedding cake supports

9. Whoopi’s role in “Ghost”

10. The Bronx Bombers, on scoreboards

11. Aspirations

12. Anticipate

13. Serenity

18. South Park” co-creator Parker

24. Monolithic Rapa Nui statues

26. French vineyard

27. Light switch position

28. Bean variety named for a city

29. Verbalized

30. Sleeveless garment

31. Last in a sequence: Abbr.

32. “Does this ___ bell?”

36. Plummeted

37. Horse’s gait

38. Swear words?

40. Wilma’s mate

41. Slippery fish

42. Artsy Manhattan neighborhood

45. Singer Winehouse

47. Former Fox News personality

Tucker

49. Game show contestant’s option

50. Pat Nixon’s given name

51. Taylor Swift’s 2023 tour

52. The devil wore it on the big screen

53. What the suffix “-phile” means

54. Modify

58. Celebrity chef Bobby

60. Romeo’s last words

61. Black Friday event

62. “I’m extremely grateful,” in textspeak

64. Cal. units

65. Mets’ div.

66. Corn serving

from Field trip on pg. 1

been learning about how these people commit these terrible crimes, but you can see how they’re not completely at fault.”

The talkback with Judge DeArcy Hall was Schreiber’s favorite part of the trip. “Her thoughts about how she managed her own biases, as someone who needs to be impartial about the criminal legal system, were really interesting,” he said.

Contant appreciated the opportunity to hear from Judge DeArcy Hall firsthand. “I thought Judge DeArcy Hall was one of the most brilliant legal minds I’ve seen in action, probably ever,” he said. “The way that she approached the case with such poise and attention to detail, but also levity at the same time was really awe inspiring. She found a way to, while critically

battery

20. Regarding 21. Sch. term

22. DMV document

23. Dream state acronym

25. Tennis star nicknamed Le Crocodile

28. 2015 Justin Bieber song with an

challenging the arguments of a defense lawyer, make jokes about how the students were standing up faster than the lawyers when she walked in.”

Hearing from Judge DeArcy Hall gave Furman a deeper understanding of how judges must set aside their biases, he said. “It was clear from how we saw her conduct her job that she takes her duty to be impartial and to act without regard to any personal inclinations and to fairly apply the laws written very seriously,” Furman said.

“Speaking with her gave me confidence that there are people in the legal system who are trying their best to be an impartial trier of the law.”

The trip helped Contant understand how some of the concepts his class has been studying present themselves in real life. “Today really changed my

uplifting title

33. Angered 34 Prince in the 1992 Disney “Aladdin”

35. Leaving for 39. More, in Madrid

40. Planet ___, popular gym

43. Historical period 44. Place to exchange vows 46. Prefix meaning “Earth”

perception of some of the things that I had heard a lot about,” he said. “You hear a lot about public defenders, but today you really got a glimpse into what that actually means.”

On Trial teacher Dr. Wendy Steiner was impressed with how dedicated the lawyers and Judge DeArcy Hall were, she said. “They spoke to and about the defendants with respect and talked about trying to connect them to mental health and other kinds of services.”

Schreiber enjoyed observing real cases and learning about the criminal legal process outside of the classroom, he said. “We’ve had lots of discussions about things like abolition in class, and so it was really cool to hear perspectives on the stuff that we’ve talked about analytically in class and see how they work in the real world,” he said.

47. Coagulate 48. May is its awareness month

52. Moldable kids’ clay 55. Bruins legend Bobby 56. Fishing pole 57. Rock’s ___ Leppard 59. VIP roster 63. Palindromic girl’s name 64. What May 10th was, at Horace

“It really showed the way that the system is designed to punish and not help and, although upsetting, it was also really interesting and educational to see the way the system works.”

VOP student Hannah Moss (12) felt uncomfortable watching the sentencing, she said. “That was probably the worst day of that man’s life,” she said. “It must have been humiliating to hear what he did wrong over and over again in front of his family, especially with 30-something kids watching him, who hopefully will never have to go through anything like that in their lives. It was almost like a form of entertainment. Although it was for education, it just felt wrong.”

Steiner also felt conflicted about observing such a personal experience.

“There’s an element of voyeurism that

Mann

67. Sheriff’s asst.

68. “We did it Joe” speaker

69. Monet medium

70. Gallery display

71. Buffy, to vampires

72. Tree whose leaf extract is used to treat lice

is uncomfortable,” she said. “On the other hand, I think it’s important for people to know what’s going on in the system, so that we can make informed decisions when we vote for government officials.”

The trip helped Stafford observe the legal system in a concrete way, she said. “It really helped humanize these people that so often are dehumanized, especially in public perception.”

Similarly, Cohen thought the trip was a great opportunity. “Teaching us about the court system in an interactive way was really helpful and engaging because I feel like it’s easy for this sort of stuff to fly over our heads,” she said. “Actually seeing all of it in action was really great. It’s not an opportunity we’ll probably ever get again.”

Boys Varsity Lacrosse loses playoff game to Hackley

Matteo Monti Contributing Writer

Dreaming of making headway in the New York State Association of Independent Schools (NYSAIS) Tournament, the Boys Varsity Lacrosse Team (BVL) fell short of its goal after a 12-2 defeat against Hackley on Saturday, their first playoff appearance since before COVID. Since BVL had already lost to Hackley twice during the regular season, they anticipated tough competition.

Going into the tournament, BVL ranked third in their league, which gave the team confidence, defensive midfielder Sam Stern (11) said. The team’s strength was apparent in the first half of the game, when the scores were relatively close. “We were neck in neck with them by halftime, and neither of us seemed to have total control,” he said.

During the last matchup before NYSAIS, the score was 4-3 for Hackley by the end of the first half. But when Wyatt Silverman (11) took the ball all the way down the pitch and scored, the team gained newfound momentum, Stern said. However, this was short lived. During the beginning of the second

half, Hackley scored two consecutive goals. “After that moment, we never found rhythm and Hackley’s lead kept increasing,” Stern said.

The opportunity to participate in the NYSAIS tournament provided a resurgence of hope for the BVL team, offensive midfielder Jack Yoon (11) said. “People started showing up to practice and scrimmages, and many players took home their sticks to practice during the weekend,” Yoon said. In a final attempt to strengthen the team’s bond, BVL hosted a pizza party to watch game footage the night before NYSAIS, he said.

The team showed up to NYSAIS with the largest attendance of players of any match, Assistant Boys Varsity Lacrosse Coach Gregg Quilty said. Unfortunately, BVL’s confidence did not translate onto the field. The team’s efforts to build an offensive attack from the defense was unsuccessful when facing Hackley’s intense offensive pressure, Quilty said.

Despite the efforts of midfielder Dylan Porges (9) and midfielder Nate Wildman (12), who contributed the only two goals in the NYSAIS Quarterfinals, BVL could not make a comeback. “We had a face off and

Nate [Wildman] was able to find me across the middle, and I fortunately scored,” Porges said. The goal gave BVL a chance to get back on track, but their proceeding efforts resulted in penalties and more goals for Hackley, he said.

Regardless of the game’s result, BVL showed much promise and great improvement in comparison to last year’s season, Quilty said. The team is loaded with underclassmen who are excited to assume the positions of graduating seniors, he said. “As long as we just keep working on our dedication and attitude, we’ll be heading in the right direction.”

Standout Player: Josh Baron (12)

Position: Goalkeeper

Despite strike out at NYSAIS, Varsity Softball has high hopes for next season

Georg Thomsen

Writer

The Varsity Softball Team’s season concluded last Sunday following a 9-2 defeat against Hackley in the New York State Association of Independent Schools (NYSAIS) tournament.

The Lions were the underdogs, ranking seventh in the league, while Hackley was ranked second. “They had the best pitcher in the league, the best pitcher I’ve seen in a long time,” Coach Ray Barile said.

The team prepared for the game knowing that they would face a strong pitcher, so they practiced hitting more, captain Sammi Strasser (12) said. “Our main focus, however, was to be unified as a team and make all our normal plays with no errors.”

Team members also practiced stealing bases, making double plays, or getting two outs in a single play, team member Emily Weidman (11) said. During practices, the team played scrimmages against each another to rehearse live batting, she said.

Going into the game as the underdogs did not stop the Lions from giving it their all, Weidman said. In the last two games against Hackley, the team did not score any runs, but on Sunday, the Lions scored twice, she said.

Despite trailing behind in the game, the team persevered, putting

up a fierce fight against Hackley, Barile said. “The team only made two errors, managed to get two runs, and played really well in the field.”

This comeback was largely due to Barile’s on-the-spot coaching, Weidman said. He was able to easily adapt and adjust the field strategies, she said. “For example, we would change the formation when we knew Hackley was bunting, so we were able to get some outs.”

Fans supporting the school also motivated the team’s improvement in comparison to past head-to-head clashes with Hackley, Sammie Pruzan (11) said. “We had the most viewers we’ve ever had for a softball game.” This encouraging environment motivated the team to persist throughout the game, she said.

One highlight of the game occurred during the beginning of the sixth inning when the Lions were down 9-0 and the bases were loaded. Still, the Lions managed to prevent Hackley from scoring a run, Mara Silverstein (9) said. If they hadn’t stopped the run, the game would have ended in mercy, she said. The mercy rule states that after the fifth inning, the game ends by default if one team is ahead by ten runs.

The game was emotional because it was Barile’s last game before his retirement. “It was surreal being on the mound for the last game, doing it for

the last time for Horace Mann,” Barile said. Regardless of the disappointing ending, Barile is proud of the team and the effort they put in despite the many injured and sick players they suffered throughout the season.

It was also an emotional game for Strasser, who was previously injured. “It was hard having to play my last game after not being able to practice the weeks before, so I felt like I couldn’t give my best performance which was disappointing,” she said.

“It was also really sad to play my last game, but it was the first time since I’d been on the team that we qualified for NYSAIS, so I was more excited just to be part of the playoffs.”

The team has high hopes for next season, Pruzan said. “Most of our players will be seniors next year, and Barile laid a very solid foundation for us to succeed,” she said. Carrying on Barile’s legacy, the team can look forward to more successful seasons in the future.

Standout Player: Zeba Packer (11)

Position: First Base

Contributing

Aryan Palla/Photo Director

Ben Rafal/Photo Director

Lions’ Den Record Sports

Spring Sports Banquet Awards

Softball

MVP Sophia Liu (11)

Coaches Award

Zeba

Baseball Girls Golf Volleyball Ultimate Boys Crew Girls Crew Girls Track Boys Track

Congratulations to everyone on an amazing spring season!!

Girls Lax Boys Lax Rugby Tennis Boys Golf

Close game for Boys Varsity Volleyball at state finals

Jacqueline Shih Staff Writer

The Boys Varsity Volleyball Team faced Calhoun, the best team in the Ivy League, in the New York State Association of Independent Schools (NYSAIS) championship game this Wednesday after dominating both the quarter and semifinal games.The team lost 1-3 in a hard-fought game. The championship game took place at the Brearley School, located in Manhattan.

The team went in with high hopes, Jordan Capla-Wasserman (10) said. “Going into this game we were confident we had what it took to win,” he said. “Even though we had lost to them in the past, we knew that we were the stronger team and that we were capable of taking the victory.”

Calhoun students cheered the names of their players during warmups, creating an intense atmosphere. Despite the extensive support from Calhoun fans, The Lions knew they could overcome this distraction by concentrating on their own gameplay, middle blocker Dylan Montbach (10) said.

The Lions have faced the Cougars three times prior to the championship game. The team previously lost to Calhoun, never managing to take a set from them. However, they saw themselves improve from game to game against Calhoun, Montbach said. “In fact, we knew that they were a good team. However, we also knew they were not unbeatable,” he said. “We beat Unis 3-1, and they beat Calhoun in a five-set game 3-2. So in theory, the HM lions could defeat Calhoun.”

The team played very well in the first set, Capla-Wasserman said. “David Aaron (11) consistently got to almost every ball and played strongly. He was able to consistently put the ball away and end the point,” Capla-Wasserman said. In addition, team member Owen Stafford (12), despite being new to volleyball this season, played extremely well and made many great passes, Capla-Wasserman said. “They are both very consistent and act as the basis of our offense and defense,” he said.

The end of the first set was especially intense. “I feel like there were a lot of really nerve-wracking moments

during that game,” defensive specialist Zain Lakhaney (11) said. “We had tons of long rallies that were both physically and mentally draining, and a lot of kick saves to keep the point alive. The most exciting part of the game was definitely the end of the first set, which we won by a decent margin,” he said.

The team ended up losing the game 1-3 with the first set being 25-18, the second 23-25, the third 22-25, and the fourth set 13-25. “We started out hot, winning the first set pretty decisively but then couldn’t finish the job and lost the last three sets,” Zach Goodman (12) said.

There were many times in the match where the team could have won a few more points but just had a bit too many errors on their part, Goodman said. “We knew we had to limit our mistakes to beat this team, but we just had a few too many. Again all the sets were really close and could have gone either way, but we just had a few more mistakes than them,” Goodman said.

After the game, the team felt defeated and upset that they had not been able to pull off the victory

HUDDLE UP Boys Varsity Volleyball shows camaraderie ahead of game..

they hoped for, Montbach said. “We worked really hard this season to get to the championship, but we were unable to bring home the win.”

Lakhaney admires the team’s persistence. “We had a really great season but we kept hitting a roadblock

every time we played Calhoun, which was definitely really frustrating,” Lakhaney said. “Despite that, during those games throughout the season, we kept our heads up, and worked really hard to come back and win.”

Courtesy of Zach