The Horace Mann Record, Issue 6

The Horace Mann Record OCTOBER 20TH, 2017 || VOLUME 115, ISSUE 6

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HORACE MANN’S WEEKLY NEWSPAPER SINCE 1903

Dr. Schiller plans return Retired Head of Upper Division to teach senior english elective Tenzin Sherpa Staff Writer

Eva Fortunato/Staff Photographer

TAKE A KNEE For the second year in the row, members of the football team kneel during the singing of the national anthem at Homecoming

Football players kneel during national anthem Katie Goldenberg Staff Writer

In addition to the players who knelt at the Homecoming game, approximately five players put their hands on the shoulders of those who knelt.

The team had decided that those who wanted to kneel would kneel and those who wanted to stand could do so or put an arm on the shoulders of those who kneeled, Cassanova said.

“It’s not about making people try to see your point of view by making them do something they aren’t comfortable with, and we wanted to stress that idea throughout the meeting,” Cassanova said.

Several options for the team included linking arms or kneeling before the game, Metzner said.

“We believed in people choosing to kneel for whatever reason they felt like kneeling for, and that having the team make a demonstration took away from that idea and the individuality of it in

attending the meeting before the game.

“Even though I do not feel the pain and suffering of racial oppression myself, I knelt with my teammates for the sake of togetherness and As the first notes of the national anthem pierced support,” he said. “Just because it doesn’t affect me the air, nearly 20 members of the Varsity Football doesn’t mean that I can’t protest.” team, varying in age and race, knelt in front of the Metzner chose to kneel after reading “The New crowd that had gathered for the 34-12 victorious Jim Crow,” an exposé of the systematic oppression Homecoming game against Dwight-Englewood of African Americans in the penal system, he said. school.

“That really opened my eyes, but I think it was Over the past year, players at various as much an acknowledgement of inequality in the professional levels have taken a knee during the United States as it was a show of unity with other anthem in what has become a much debated and players on the team who were facing oppression to some controversial movement. more directly than I was,” Metzner said.

The number of players kneeling stands in stark Zachary Brooks (10), a member of the Junior contrast to last year’s Homecoming football game, Varsity Football team, chose not to kneel. “My in which only three players knelt, and the team grandfather was in the army and it was not the did not discuss it beforehand, Ben Metzner (11), right choice for me, but I support and respect who chose to kneel, said. those who chose to do so,” Brooks said.

“Last year I don’t think as many kids even had “It’s not that I didn’t the idea of kneeling, feel strongly about the but this year it’s matter, but I guess I just become a large topic “Even though I do not feel the pain and suffering of racial didn’t feel as strongly around America with about the movement that oppression myself I knelt with my teammates for the sake of Trump’s responses to my kneeling teammates people in the NFL, togetherness and support.

Just because it doesn’t affect me kneeled for,” he said. so now more people Although opinions doesn’t mean that I can’t protest.” know about it and are differed on whether or not more aware,” Kelvin - Ben Doolan (10) to kneel, the team did not Smith (10), who chose experience tension and to kneel, said. remained brothers, Doolan Co-Captain Jahmire some way, ” William He (12) said. said.

Cassanova (12) was one of the three players who “If you were next to someone who was kneeling, Spectators in the crowd had different reactions chose to kneel at last year’s game.

“At that time it was my own response to racial you were supposed to put your hand on his to the choice of some players to kneel.

“The national anthem is supposed to extol the oppression within the country, but when the shoulder as a symbol of support,” Kamran said.

Directly before the game on Saturday, the players tradition and history of the country,” Eddie Ahn protests continued I’ve found that people have redirected what the purpose for kneeling is held a 10-15 minute meeting in the multipurpose (11) said. “I think kneeling can be representative supposed to be and used their own reasoning to room to discuss different options given recent of disrespect towards the flag and the military, slander what the movement is supposed to be national events, He, who chose to stand, said. although I doubt that any students meant any sort Members discussed the demonstrations of NFL of disrespect.” about,” he said.

“I was appreciative of the fact that they kneeled Cassanova chose to take a knee a second teams and how professional players got the idea to kneel; players also shared their own reasons for during Homecoming,” Akida Joseph (11) said. “I time this year in a form of protest against racial kneeling, He said. think that Homecoming was an optimal time for oppression in the country, he said.

Coach of Varsity Football Matthew Russo, this display because it’s a high visibility event – This year, more planning was put into the wanted to give the players the space they needed people had to acknowledge it.” decision of whether or not to kneel so as not to to make their decision as a team, Russo said.

“I think that kneeling is an extension of our single out members of the team, catch them off Each player chose to kneel or stand for different own awareness to national events and the logical guard, or upset players in any way, Cassanova said.

Yoseph Kamran (11) chose to kneel to support reasons, with rationalities differing throughout step to show social awareness,” Richard He (11) said. his teammates and protest racial tensions across the team.

Smith chose to kneel during the anthem. “The “I was pleasantly surprised,” Kelvin Smith P’ 18, the country as well as the political response the group of people who kneeled were mostly black, ‘20 said. “I felt very proud of my son when I found movement has received, he said. and I wanted to be a part of that and stand for out he was among the players that were kneeling “I don’t think some of the things that President and I was also proud of the other young men who Trump has said regarding people who take a knee what was right,” he said.

Ben Doolan (10 ) views kneeling as an act participated.” were appropriate at all, especially for someone of peaceful protest and decided to do so after who’s leading our country,” Kamran said.

Read-a-thon embraces diversity Student body celebrates hispanic culture, and the community as a whole, in read-a-thon.

News, Page 2

Alumni founders of Zabar’s Brothers Stanley Zabar ‘49 and Saul Zabar ‘46 and the story of their Upper West Side gourment supermarket.

Features, Page 4

Later this year, former Head of the Upper Division Dr. David Schiller will return to the school in order to teach two senior English electives.

Although Schiller is unsure what electives he will be teaching, the official courses will be announced later in the year by Head of English Department Vernon Wilson, Schiller said.

“I believe he’s deciding amongst the ones that he has taught before,” Upper Division Dean of Faculty Dr. Matthew Wallenfang said. He may choose to teach one section on the Iliad, Wilson said.

Schiller retired from the school at the end of the 2015-16 school year. “As all the division heads know, I’ve always thought that a graceful exit for a division head would include a return to campus for a year or two in some other capacity, and in service to the school,” Head of School Dr. Tom Kelly said.

In the past year or so since retiring, Schiller has been travelling, cooking, exercising through Pilates, seeing his children and grandchildren, and reading a lot, he said.

“I’m coming back because I miss teaching, which is my first love and one of the greatest pleasures of my life,” Schiller said.

He expressed wanting to come back and teach during the summer, Wilson said. Teaching senior electives is the most convenient and easiest way for the department to bring him back, he said.

Kelly was not surprised to hear that Dr. Schiller had an interest in teaching a course or two, he said.

“After consulting with Dr. Levenstein and Mr. Wilson, we were able to honor Dr. Schiller’s request by having him return to teach two electives in the UD English Department.” Kelly said.

Schiller will not be returning in an administrative capacity, Wallenfang said. “Schiller is coming back as a teacher and a member of the English department,” he said.

Although he will be a part of this department, there is no room in their offices to accommodate Schiller, and his desk will be in the tutoring office, Wilson said.

“We have yet to see how the dynamic will change, but since we will have different roles, so it would be natural for the dynamic to be different,” Levenstein said.

“There is very little Dr. Schiller can’t teach given his tenure within the discipline and his expertise as a teacher,” Kelly said.

Courtesy of HM Flickr

WELCOME BACK Dr. David Schiller bids the class of 2016 goodbye at Graduation.

Combating Stage Fright

Applying First Aid Skills

Students and faculty offer advice on how to cope with this common and crippling fear.

A look at how students use their CPR skills in emergency situations.

Arts, Page 5

Lions’ Den, Page 4

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THE RECORD NEWS OCTOBER 20TH, 2017

Climate change specialist speaks at asssembly Megha Nelivigi Staff Writer

This Tuesday, Dr. Ben Strauss ‘90 spoke to the school about the growing concern surrounding climate change through a presentation that many students found shocking and upsetting.

Strauss presented the basic facts of climate change, which include the dangers of greenhouse gases, the increase of carbon dioxide in the earth’s atmosphere, and the possible dangerous future for the planet.

Strauss’ visit was fitting following the numerous hurricanes that have devastated parts of the southern United States and Caribbean islands, Upper Division Library Department Chair Caroline Bartels said. The assembly seemed like an appropriate response, Lauren Port (11) said, as it helped suggest reasons for the extremity of the disasters and pointed to a trend line that natural occurrences such as these may follow in the future. Although September and October tend to be hurricane season, many scientists have said these disasters were exacerbated by climate change, Bartels said.

During the assembly, Strauss cited numerous scientific studies and reports, providing the student body with evidence that showed an increase in global temperatures, the rising sea level, the melting glaciers and ice sheets, the coastal flooding, and more.

Using computer-generated images,

Courtesy of climatecentral.org

THE FUTURE Photoshopped image of the effects of 2°C (left) and 4°C (right) average temperature increase in New York.

Strauss displayed what the earth would look like in terms of flooding with a temperature change of just a few degrees.

“I found the flood images and the side by side comparison of the earth with a temperature change of 2 degrees Celsius and 4 degrees Celsius to be rather alarming,” Maggie Brill (12) said.

“I like to compare climate change to a bullet,” Strauss said to the school.

“It’s the speed of the bullet that makes it dangerous-- not the bullet itself-and it’s the speed of climate change that makes it dangerous.”

Strauss’s job is to remain neutral, he said. “My job is to focus more on what

the impacts of climate change are and what they could be, and the differences that our choices could make. I do not get into judging politics or advocating certain solutions. All I try to do is paint a very clear picture of what the consequences are and how different pathways could lead to very different futures,” Strauss said.

Port believed that Strauss did a good job maintaining a neutral stance, despite the natural tendency of any climate change discussion to take a political side, she said. “Strauss did a good job by not targeting a particular political group or saying that this problem was anyone’s fault,” Port said.

McKayla Widener (10) agreed; “he

simply gave us the scientific facts and didn’t include his opinion,” she said.

The one place where Strauss may have provided insufficient information was in his suggestions of what students can do to combat and delay climate change, Jamie Berg (11) said.

“He focused on the big scale issues that most people at HM already know about,” Berg said. Strauss should have focused on what the students can do at this moment to change the world, Berg said.

“Personally, I’m not sure what I can do to combat this problem, which left me feeling somewhat frustrated and helpless at the end of the assembly,” Brill said.

However, Brill felt that awareness of the issue is an important first step, and the presentation has inspired her to seek ways to voice the issue and attempt to reduce her own contribution to greenhouses gases, she said.

“Now that Dr. Strauss has informed us all on the science of climate change, we as a school can start taking more action as a community,” Widener said.

As a child, Strauss remembers always being interested in the environment, wildlife, and biology, he said.

“I can’t say that it was a particular class or thing I learned at HM that inspired me to get into climate, but when I became interested in environmental issues, the school was a great place to bring those concerns,” Strauss said.

Berg, on the other hand, said that the school needs to emphasize the importance of issues like climate change more.

“I’ve always felt that if HM students spent half as much energy on dealing with global crises as we do on our grades, the world would be a much better place,” Berg said.

“I know HM-ers are going to go on and have a lot of influence in the world and do a lot of interesting things, and they will have power from what they choose to do. Speaking to the school will be a great opportunity to have a chance at shaping even one or two persons’ thinking,” Strauss said.

Read-a-thon celebrates UPenn Service Learning Director visits school Hispanic culture, community Lynne Sipprelle Staff Writer This past Thursday, the English Department held a Hispanic Heritage/ HM Community Read-a-thon in Olshan Lobby. The read-a-thon focused on the theme “e pluribus unified,” which translates to “out of many, unified.” The theme is a play on the United States motto “e pluribus unum,” or “out of many, one.”

English Department Chair Vernon Wilson said he came up with the phrase “e pluribus unified” while planning the event. “I want to stress the idea that our community, like our nation, is comprised of many, many different elements, but when it is at its best, those myriad elements form a beautifully unified whole,” Wilson said.

The read-a-thon took place F, G, and H periods and was open to students and faculty. Students were encouraged to bring poems to read out loud, but could also choose poems from a provided selection.

“The idea is to bring poetry to the community in a more immersive way,” English teacher Kimberly Traube said.

The summer was tumultuous on a cultural level for many Americans and thus for much of the school, Wilson said.

The idea when planning the read-athon was “Let’s offer people a space to think about where we are as the HM community and what’s going in the world,” Wilson said. “Poetry can speak to that or reflect that or counter that or in some way work with that in mind.”

“I thought that it was a comfortable

forum to express my ideas,” Harrison Haft (11), who read a poem he wrote about suburban teenage culture and the oppression of LGBT teens, said.

Although Wilson had hoped to hold the read-a-thon closer to the summer, it was pushed to October due to scheduling difficulties, he said. Since the read-a-thon then fell at the same time as Hispanic Heritage Month, it included poems by Hispanic authors.

These poems spoke “directly to the experience of being Latino or Latina in the US as well as more broadly in terms of grappling with questions of identity and how we come together as a community,” Traube said.

“The idea is to bring poetry to the community in a more immersive way.”

- Kimberly Traube Caroline Kaplan (11) read “Cayucos”

by Eduardo C. Corrall at the read-athon. Kaplan said she chose “Cayucos” after it caught her eye in a packet of works by Hispanic writers her English teacher gave her.

“It was a very inviting audience which was lively and loud with claps,” Kaplan said. “I thought it was really nice to hear poems from people that weren’t in my class because you rarely ever get to hear what your classmates are doing if they’re not in your own class.”

Courtesy of Penn Arts & Sciences

S-LEARNING Harkavy speaks about service at out of school venue.

During B period, Harkavy talked to Sam Keimweiss the Ethics in School and Society class Staff Writer about the mission of higher education.

Dr. Ira Harkavy, the Founding During C period, Harkavy facilitated Director of the Netter Center for an open discussion about service Community Partnerships at the learning, specifically about the projects University of Pennsylvania, came individual students were undertaking. to school last Friday, October 13th According to Ava Merker (10), who to speak about reflecting on service attended the talk, the students shared learning. He spoke three times, once their experiences with service learning during B period, once during C while Harkavy shared his opinion on period, as well as on a panel during E their projects. and F periods.

Members of the faculty, student Harkavy’s visit was the first of a body, administration, College group of guest speakers scheduled Counseling Office, Parents to come to school this year as part of Association, Board of Trustees panel, an expanded reflection program run and visitors from the Kingsbridge

by Center for Community Values Heights Community Center and and Actions (CCVA) fellow Kimberly the Riverdale Neighborhood House Joyce-Bernard. “Helping to really attended the E and F period panel. expand that concept of what reflection On the panel, Harkavy spoke with can look like is a portion that we William Sassower (11) and Sarah continue to reimagine here,” Joyce- Finley (12), who worked with Harkavy Bernard said. at the Netter Center this past summer.

Volume 115 Editorial Board Issues Editor Editor in Chief Managing Editor Mahika Hari Gustie Owens Eve Kazarian A&E Opinions News Features Jonathan Katz Seiji Murakami Sam Heller Tiffany Liu Joanne Wang Rebecca Salzhauer Yeeqin New Natasha Poster Lions’ Den Peter Borini Ricardo Pinnock

Photography Amrita Acharya Freya Lindvall Abigail Kraus

Art Director Ariella Greenberg

Faculty Adviser David Berenson

Middle Division Ella Feiner Sarah Shin Columnists Lutie Brown Amir Moazami

Design Editors Evan Megibow Nikki Sheybani Lisa Shi Online Editor Michael Truell

Staff Writers Malhaar Agrawal, Betsey Bennett, Peri Brooks, Amelia Feiner, Elizabeth Fortunato, Leonora Gogos, Caroline Goldenberg, Katie Goldenberg, Surya Gowda, Will Han, Jude Herwitz, Edwin Jin, Solomon Katz, Janvi Kukreja, Madison Li, Connor Morris, Megha Nelivigi, Noah Phillips, Eliza Poster, Julia Robbins, Abigail Salzhauer, Nishtha Sharma, Sadie Schwartz, Tenzin Sherpa, Sandhya, Shyam, Becca Siegel, Charlie Silberstein, Lynne Sipprelle, Ben Wang, Jeren Wei, Robbie Werdiger, Simon Yang Staff Photographers Iliana Dezelic, Eva Fortunato, Miyu Imai, Abigail Kraus, Daniel Lee, Mimi Morris, Benjamin Parker, Tatiana Pavletich Staff Artists Elizabeth Fortunato, Sofia Gonzalez, Surya Gowda, Damali O’Keefe, Spyridoula Potamopoulou, Jackson Roberts, Zoe Vogelsang

There, Finley and Sassower helped organize and teach the classes for students and worked with the teachers in schools in Philadephia to give their students the best possible experience.

“I feel like I’ve made a strong impact on [the students’] lives,” Sassower said.

Malhaar Agrawal (10) felt that learning about the experiences of Finley and Sassower was inspiring and made him want to be more involved in service, Malhaar said.

On the panel, Harkavy talked about the Netter Center, which he established twenty-five years ago. The center provides aid and educational activities to 20 schools in West Philadelphia and also sponsors and organizes 70+ service-based classes and hundreds of student projects.

The Netter Center was founded as a university center to improve quality of life in the community and the city and to improve research teaching service learning, Harkavy said.

According to Harkavy, the program primarily focuses on “academicallybased service learning,” where the goal is to get the students out in the community. This allows students to learn through action, rather than by research.

The Netter Center’s focus on the immediate community has shaped the service programs at schools across the country, such as UCLA, Tulsa, Indiana, and many more, Harkavy said.

“We model a lot of what we do after what Ira did,” Leeds said.

Editorial Policy

ABOUT The Record is published weekly by the students of Horace Mann School to provide the community with information and entertainment, as well as various viewpoints in the forms of editorials and opinion columns. All editorial decisions regarding content, grammar and layout are made by the editorial board. The Record maintains membership in the Columbia Scholastic Press Association and National Scholastic Press Association.

EDITORIALS & OPINIONS Unsigned editorials represent the opinion of the majority of the senior editorial board. Opinion columns are the sole opinion of the author and not of The Record or the editorial board.

NOTE 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. The Horace Mann School is not responsible for the accuracy and content of The Record, and is not liable for any claims based on the contents or views expressed therein.

LETTERS To be considered for publication in the next issue, letters to the editor should be submitted by mail (The Record, 231 West 246th Street, Bronx, NY 10471) or e-mail (record@horacemann.org) before 6 p.m. on Wednesday evening. All submissions must be signed and should refer to a Record article. Letters may be edited for grammar, style, length and clarity.

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HORACE MANN OPINIONS OCTOBER 20TH, 2017

Fighting for more than a 4.0

Jamie Berg We are taught from a young age to pursue our passions and value our individual creativity. In high school we are taught the same- pursue your passions.

That is, chase your dreams- as long as your dreams consist of completing the take home test you have due G period. Somewhere along the line, we begin to subconsciously understand education as learning to invest massive amounts of emotional and intellectual enterprise into training yourself to regurgitate a list of vocab words onto a test booklet.

My advancement through high school at Horace Mann has been accompanied by my gradual rejection of the idea that my responsibility to the world is elevating my GPA. I attribute this change solely to my love for wrestling.

I invest countless hours every night practicing in Hoboken, NJ, more than an hour away from my apartment. Wrestling keeps me up late into the night, and inspires me to wake up before the sun.

Wrestling demands constant and unwavering discipline. Training to assert my will on an opponent while simultaneously working through dehydration and exhaustion shatters any perception I had of my own

mental and physical limits. There are no excuses for a wrestler. Once you have set your mind on something, you either achieve it, or you have failed. Your work, your mental toughness, and your passion elevate you towards the most incredible sensation in the world - victory.

My body has become a vessel for my willpower, and my fight is to constantly toughen my body and hone my mind.

“

There is no limit to the number of hours and energy I am willing to put into this fight, and now I have the fortitude to make my dreams of fighting for change a reality.

Wrestling is a sport that demands being comfortable with the uncomfortable. I attribute my mental fortitude in all activities to wrestling. In particular, my mental toughness fuels my burning desire to participate in the fight against climate and environmental injustice.

There is no limit to the number of hours and energy I am willing to put into this fight, and now I have the fortitude to make my dreams of fighting for change a reality. No matter how many hours of academic tedium are placed on my shoulders, I refuse to feel overwhelmed. No task is too large, and no contribution is too small. During a weight cut, every drop of water matters. Every single step that I take in every single sprint that I run demands all the ferocity I can muster. That kid from New

Hampshire beat me by one point at my tournament last month because he took one more step, benched one more rep, fought one more battle.

This mentality ensures that I take every step possible in my life to contribute to the fight against climate change. I refuse to use single use disposable plastics. Who knows if my one plastic bag is the reason another majestic Leatherback sea turtle chokes to death? Who knows if my driving instead of walking generates the carbon footprint that shatters the arctic?

Thanks to wrestling, I can see how each individual action defines the collective consequence. Wrestling’s greatest gift to me is the ability to keep fighting, never stop fighting.

Forget choosing my battles, I feel like I have infinite stores of energy constantly driving me to advocate without hesitation for what I believe is right. We are constantly assailed by the idea that our actions have no consequence, that the only fight we should concern ourselves with is the fight for a 4.0. We are too often isolated from the daily struggles of the majority of people around the world, but we must remember we have a social responsibility to help to the world. We must fight every fight, not only those that directly concern us, and we must remember that every fight can be won, if only we invest the necessary hours, effort, and drive into it.

There is no limit to what we as a student body can do to change the world for the better, if only we break free of the norms we have chained ourselves to and fight with the mindset of a wrestler.

C

Editorial

Turning Fear into Action: Calling for an Administrative Response to Climate Change Many students, including members of the Editorial Board, left Tuesday’s assembly feeling hopeless and depressed.

Dr. Ben Strauss’ lecture on Tuesday solidified our fears for the future, and reminded us how pressing and pertinent the problem of climate change is. Though we empathize with several reactions featured in our coverage of the assembly, as we felt as “frustrated and helpless” as Maggie Brill (12), we recognize the steps the school taken and can continue to take to combat the issue.

We commend the administration for installing solar panels on the roofs of Rose Hall and at Dorr, but encourage the use of the panels not just functionally, but also as an instrument for learning more about the impact of renewable energy and as a symbol of our school’s devotion to combatting climate change.

Not using the solar panels in the curriculum is a wasted opportunity; they should be used as a mechanism to discuss environmental issues in a classroom setting. We are always impressed by Dorr’s efforts to conserve resources (composting, timed showers, automatic lighting, reusable cups) and control our impact on the environment; however, this should not be exclusive to Dorr. We should work harder to incorporate these strategies on campus.

Additionally, we support Flik’s implementation of “Meatless Tuesdays,” encouraging students to choose vegetarian options, a more environmentally friendly choice. However, to incentivize this choice, they offer a free bottled drink for every meatless meal. While we appreciate the sentiment of teaching students about the impact of their diet on the environment, rewarding them with disposable plastic bottles is equally detrimental to the environment, making this initiative counterproductive.

Finally, we applaud the efforts of the AP Chemistry and AP Environmental Science classes to implement these large-scale issues in their curricula, through having students complete assignments on dangers of climate change. However, we believe that other Upper Division classes can integrate these issues into their class discussions, as our Lower Division and Middle Division teachers did. In the Lower Division, we used to spend weeks preparing for Earth Day and learned about the Reduce, Reuse, Recycle triangle and other important concepts.

In the Middle Division, science classes participated in The Water Project, in which we recorded our families’ weekly water usage, serving as a reality check for many of us.

Beyond the initial alarm, Dr. Strauss’ assembly should act as a catalyst for concrete change in our community.

My ideal classroom: more than a boys’ club

Allison DeRose The creation of an all-male Precalculus BC Honors class is the result of the long-standing gender disparity in the honors math track at Horace Mann. This class is a result of my PCBCH section that was created to have an equal ratio of male to female students. The gender balance of my class produces a comfortable classroom environment for the students in it, but I fear that having a class of all male students will perpetuate the idea that STEM classes like PCBCH will always be male dominated.

I have had one of the most productive math class experiences this year. It seems impossible, due to the reputation of PCBCH but I find the differences between this class and my previous classes have produced a more productive and supportive classroom experience.

The environment is one in which mistakes are supported.

I find myself attempting to participate more, and I am no

longer ashamed of my mistakes.

Walking into class, I don’t feel outnumbered or overpowered by the male voices in the class anymore. The material is challenging, but it’s much easier to focus on grasping the concepts when I am not worried about how my classmates will perceive me.

How can we transform the deterring and often intimidating environment of honors STEM classes to make females feel more comfortable and confident in their abilities?

In my former classes, there have been damaging and clearly offensive comments, such as when I overheard a male student in an honors math class tell a female student that she was “obviously in the wrong math class” or when another told me, “there’s no way you could possibly be getting a better grade than me.” However, the subtleties of any classroom environment are what really affect the students in it. For many girls, it’s the embarrassment of making mistakes that discourages them from participating. Personally, I am less likely to participate, running the risk of making a mistake in front of my peers, for fear of the inevitable chuckles and jokes. Conversely, many female students feel the necessity to prove their skills and worth to be on the honors math track

by participating constantly. This year my teachers have gone out of their way to eliminate that mindset. My teachers more explicitly encourage students to believe they are capable of working hard to succeed in math.

On the other hand, some teachers tend to overlook damaging classroom behavior, believing that high school students, especially students at this school, are more mature and respectful of one another, but this is not always the case. As much as we like to believe we are the exception, we are not. Behaviors that can be passed off as “jokes,” though very quickly dismissed

by many teachers, can intensely damage the confidence of another student. A student from the all-male class told me, “the class has a strong competitive environment” that makes him uncomfortable participating, for fear of harassment from his peers.

The environment is not one of academic competition, but one of competing for attention with the use of humor at the expense of others.

I have doubted my own abilities, comparing my performance to that of other students and attempting to talk myself out of my honors math classes. I have consistently told myself that I

Ariella Greenberg/Art Director

don’t belong in a specific class or that I’m not smart enough for the class I’m in. I have struggled to regain my self-confidence in my classes.

My self-confidence in my current math class is a product of the almost equal ratio of male to female students, as well as the supportive attitude of my teacher.

That vital combination allows students to explore intellectually in an environment free of judgement.

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THE RECORD FEATURES OCTOBER 20TH, 2017

Zabar brothers, Stanley ‘49 and Saul ‘46, continue legacy of Upper West Side gourmet Sadie Schwartz Staff Writer Walking down Broadway, Zabar’s’ orange and white sign is hard to miss.

The 83-year-old gourmet emporium serves as a landmark for Upper West Siders.

Upon entering the store, prepared food and fine cheeses line the displays behind glass panes; butchers meticulously cut their meat; wafts of freshly baked challah, bagels, and crumb cake linger in the air; and Saul Zabar ’46 and Stanley Zabar ’49 stand behind the counters, serving their customers.

The Zabar brothers’ father, Louis Zabar, originally created Zabar’s

“Horace Mann gave me an education that made me want to learn more and discover new things.”

- Stanley Zabar after he immigrated to the United States from Ukraine in 1934, fleeing large Jewish persecutions in Russia called the pogroms.

Louis entered the country through Canada and settled in Brooklyn.

After marrying Lillian Teitelbaum, they opened a small deli in Brooklyn, but then turned to the Upper West side in search of work. Louis rented a small section of a market on 80th and Broadway, where he sold smoked fish and herring. He and his wife lived in a rental apartment across the street from the market.

“During this period we were always worried about protecting ourselves. During the 1930s and 40s, the area was very difficult to live in, and it was dangerous to walk on 80th and 81st streets,” Stanley said.

Saul attended Stuyvesant High School for ninth and 10th grade. One of Louis’ customers recommended Horace Mann School to Saul, so he transferred to the school in 1944.

“It was really one of the great periods of my life. Coming from Stuyvesant, which was such a desolate place, to HM was like going to heaven, and I enjoyed every minute of it,” Saul said.

Every morning, Saul would take the 1 train to school with his best friend Ira Levin ‘46. He would walk past Headmaster Charles Tillinghast’s house and enter what felt, compared to Manhattan, like the countryside, Saul said.

During Saul’s time at the school, every student was required to be on a sports team each trimester, so he played on the football and soccer teams. If a student skipped class or sports practice, they would be forced to wash out their own mouth with a bar of soap, he said.

“One of my fondest memories was walking over to the highway with my friends during my free periods and hitchhiking into New York City just for the fun of it,” Saul said.

Saul graduated from the school in the top third of his class and attended the University of Kansas, where he was one of the first members of its Jewish fraternity.

His younger brother Stanley also attended the school. Stanley goes to the alumni reunion hosted by the school every five years and donates to the alumni fund every year, he said.

Saul used to get together at Michael Loeb’s ‘46 house with six of his friends from high school a few times a year, but now only four of those friends remain living.

Several years ago, Head of School Dr. Tom Kelly honored the Zabar brothers as one of their honored graduates, so they came up to visit the school.

Stanley thoroughly enjoyed his time at the school and continued on

Courtesy of Pinterest

UPTOWN LANDMARK Zabar’s white and orange sign on Broadway, between 80th and 81st street, adds vibrance to the Upper West Side.

Courtesy of cunytv75

Courtesy of Mannikin

Saul Zabar ‘46 during an interview in 2005

Stanley Zabar ‘49 in the 1949 Mannikin

to The Wharton School, University of Pennsylvania’s business school.

“I think Horace Mann gave me an education that made me want to learn more and discover new things.

I learned how to be interesting and how to also be successful,” Stanley said.

Stanley graduated college and became a corporate and real estate lawyer. After working in law for 25 years, he worked for the family business and continues to work at Zabar’s to this day.

After his father passed away in 1950, Saul took over the family business and became responsible for all four markets that his father had opened. He had stores on 80th, 92nd, 96th, and 110th street.

“Everyday, I had to shuffle between all four stores. I was not very knowledgeable and had to learn on the job. It was like diving into water and learning how to swim,” Saul said. “There was a fire in the 110th and 96th street store, and they both closed down, so we eventually wound up with one store on 80th.

About 20 years ago, we bought five buildings, connected them, and made Zabar’s one large operation,” he said.

Jaden Katz (11) loves Zabar’s because they sell fun, quirky items, such as sushi-makers. They have good cheese bagels, pasta, and potatoes, she said.

“It’s really crowded on holidays, which represents a communal aspect for Jews. The diversity of food is great, since there is different food from different cultures,” Ari Salsberg (9) said. “It’s iconic because I see Zabar’s and think, ‘That’s where they have all the best food.’”

Saul tastes everything, and if the salmon caviar is not up to par, he does not sell it to his customers. He is a stickler for quality food, Zabar’s customer Betty Rauch said.

“The Zabar brothers are awesome and do a lot for their employees, not just monetarily. I recognize people from here on the street, and I’ve made a lot of friends working here.

The majority of the employees have

worked here for a very long time,” Zabar’s Store Manager Billy Yulfo said as he greeted a shopper with a high-five.

Yulfo has worked at Zabar’s for 14 years. It is a very close-knit family, so he even knows when all of his regular customers’ birthdays are, he said.

“Everyone there is kind. They don’t hire new workers very often, so

you know everyone,” Katz said. “It’s a very open, accepting community.

The family is very nice, loving, warm, and they love to eat. They appreciate good latkes and coleslaw.”

Attached to Zabar’s central market is a cafe where people gather daily to schmooze, Saul said. He calls this the “breakfast club.”

“It’s a place where people just feel comfortable because there are old people like me. Everybody has a memoir and we learn each other’s memoirs,” Zabar’s customer Phyllis Winter said. “We are everything here. We come here with our whole group of friends every day, and it’s like a club here.”

Over the years, Zabar’s has been named “New York’s finest” and “the best of the best” in the Zagat New York City Marketplace Survey.

“We serve a purpose. People really tell me how important my store is to them,” Saul said. “It’s special in the sense that it represents history and an aspect of ethnic Jewish food that doesn’t exist as much anymore.”

10 things you didn’t know about...

Throughout the year, we will feature members of the school community.

Learn more about the passing faces in Tillinghast Hall.

DORA WOODRUFF (10) 1) She loves astrophysics and astronomy. You can see her wearing apparel with stars and planets, a birthday gift from her parents.

2) Her favorite hobby is working on math problems at home.

3) She was named after a Charles Dickens character who dies in the novel, but her parents just wanted to give her an uncommon name.

4) Jellyfish are her biggest fear.

5) Her dream job is to become a mathematician and to start a math-related museum anywhere but in New York.

6) She lived in London for four years.

7) She plays the oboe.

8) The book 1984 changed her perspective on life because she realized that people appreciate things that are beautiful whether they’re useful or not.

9) In her free time, she likes to play a card game called “Set.” 10) She finds it annoying when people ask her if her last name is Explorer.

Reporting done by Contributing Writer Gabrielle Kepnes.

HORACE MANN FEATURES OCTOBER 20TH, 2017

Alumni write, produce, and star in original play

Caroline Goldenberg Staff Writer

On October 12-14, and with upcoming performances on the 19-21, five alumni of the school: Elizabeth Power (’09), Zoe Maltby (’10), Grace Merriman (’10), Lucas Ingram (’09), and Sophie Costanzi (’09) showcase their work in “My Parents are Here Tonight” at the Access Theater on 380 Broadway.

Written by Maltby, “My Parents are Here Tonight” is directed by Power and co-produced and marketed by Merriman. Ingram designed the set and lighting, and Costanzi designed the costumes.

The Alumni on Stage show runs for 90 minutes and details the experiences of adolescents backstage at North Salem High School’s final performance of a King Lear inspiredproduction, Merriman said.

The show is loosely based on the alumni’s experiences in “Aspects of Lear!”, a variation on King Lear that they performed at the school in 2007, directed by Joseph Timko, Maltby

said.

All the alumni who worked on “My Parents are Here Tonight” participated in “Aspects of Lear!”

“The thing I came out of it thinking was how universal it was,” Jonathan Nye, manager of the department of theatre at the school, who saw “My Parents are Here Tonight” on October 12th, said. “Anyone who has worked behind stage or onstage in a high school production” can connect with the show, or even “anyone who’s been in high school.”

When Maltby and Power first began to resume contact again several years ago, they found themselves returning to memories they had of “Aspects of Lear!” Maltby said.

“We had been wanting to work together on something for a while,” Power said.

In January 2016, Maltby began a first draft of “My Parents are Here Tonight.”

“I wanted to write a play that was a lot more universal than our specific experiences,” Maltby said. She began outlining characters and their

Courtesy of Liz Power

THROW BACK THURSDAY Zoe Maltby (‘10) as Edmund in Horace Mann’s 2009 production of “Aspects of Lear!”

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Courtesy of Liz Power

PRACTICE MAKES PERFECT Molly Dillon, Campbell Dunsmore, Anna Clare Kerr, and Marcella Pereda rehearse scenes from in “My Parents are Here Tonight.” interactions with one another, she said. This first draft was disorganized, she said. “I could tell that there was something that people responded to.”

Maltby developed the script, adding aspects from her own experiences and visions the team wanted to see onstage, she said.

Later that month, Maltby and Power hosted a cold reading of the show with several actors in the living room of the apartment they share, Power said. Following a few rehearsals, the team held a second reading in April at a studio, then decided to follow through with formal performances, Power said.

To cast two roles in the show, Maltby and Power posted a submission application on Backstage.com and Playbill.com. Other roles were filled by others the team knew and who had joined the production earlier in the process, and Maltby herself plays a role, she said.

The fact that three other school alumni of the school would end up involved was not intentional, Maltby

said. Power and Maltby knew and trusted the work of these alumni - the main motivation in having them join the crew, Maltby said. The team ended up reaching out to Costanzi and Ingram, and Merriman volunteered upon hearing of the project, Power said.

Merriman fulfilled responsibilities of collecting donations for the production and advertising tickets, she said.

“I had a clear picture in my head of what the scenery would be,” Ingram said. Regarding lighting, Ingram “found ways to make the world look right within the choices [he] had available,” he said.

Following an approximately fiveweek rehearsal process, the play is now running.

“There were things [in the show] I had to let go of because we realized it just was not going to work,” Power said. One of these ideas was the play’s setting in a basement; when Power and Maltby surveyed the Access Theater and observed the windows in

the space, they realized this part of the play would need to be altered, Power said.

The team was passionate about having audiences laugh and feel uplifted while watching the play, especially with everything occurring in the news today, Maltby said.

The cast is now accustoming to responding to different audiences, Power said. Each audience reacts to the show differently, some finding humor in moments other audiences did not, she said.

“I’ve always thought that the show was about the process we all go through of growing to accept and appreciate the things that we find fun…whether or not they’re considered cool,” Merriman said.

“It’s a play about celebrating your weird passions and celebrating the things you love that are not necessarily your life’s passion…and that it doesn’t have to be pre-professional - it doesn’t have to define you,” Maltby said.

Theater teacher Alexis Dahl tries to teach her students that stage fright can be used as fuel for a performance.

In order to prepare her students for the stage, Dahl teaches them breath work, she said. In one of her breathing exercises, she instructs her students to unlock their knees while performing.

This tactic helps her students relax their abdomens and breathe in a deeper way than they normally would when standing rigidly, Dahl said.

Breathing more deeply helps to destress her students and make them focus less on their fear of the stage and more on their performance, she said.

Pinney has adapted Dahl’s breathing techniques and uses a four-seven-eight technique, where you inhale for four seconds, hold the breath for seven

seconds, and then exhale for eight seconds. This technique usually helps her re-center herself and feel more secure, Pinney said.

Rosenbaum also uses this method of four-seven-eight breathing to calm himself before performing, he said.

Theater teacher Ben Posner focuses his teaching around memorization of lines and character, and this helps students to become less scared of the stage, he said. “More often than not, stage fright comes as a result of a fear of making a mistake, so we build in run-ups to the show so that the students have more of an experience in front of an audience and know that it is okay to make mistakes and be scared,” Posner said.

Co-Student Body President Daniel

Posner (12), however, does not feel that memorization lessens his stage fright before speaking at school-wide assemblies. “I don’t ever memorize what I am going to say. Instead, I try to get outside of myself and focus on the message that I am trying to convey to the audience,” said Daniel Posner. The stage fright gives him the adrenaline and energy to perform, he said.

Director of Senior Reflections Dr. Adam Casdin encourages his presenting seniors to follow a combination of the philosophies of Ben Posner and Daniel Posner’s in order to remedy stage fright. He tells them not to memorize their speeches, but to become familiar with the words in order lessen their nerves, Casdin said.

Casdin advises the reflecting seniors to “speak to the ninth graders” in order to give each of their speeches a direct audience and give the speakers a sense of comfort in the students that look up to them, he said.

“When I was performing on Broadway, I always had a little bit of stage fright before the curtain would go up. What I would tell myself then and what I tell my students now is that you just have to breathe into the stage fright and trust that you know what you are going to do,” Kolinski said.

Take a breath: Students Tackle Stage Fright Becca Siegel Staff Writer

To performers, stage fright can act as a tremendous barrier. Sometimes actors will forget their lines, public speakers their presentations, or dancers their routines, so petrified by the expansiveness of the stage and the pressure to succeed.

Everyone experiences stage fright, from sixth graders dancing for their parents to Broadway performers, Theatre, Dance & Film Studies Department Chair Allison Kolinski said.

Stage fright manifests itself, in varying degrees, as a feeling of nausea and stress, co-President of Horace Mann Theater Company (HMTC) Ben Rosenbaum (11) said.

Rosenbaum has had many experiences with stage fright, usually in the form of messing up his lines, he said. “The clearest instance in my mind is one time in seventh grade, in The Music Man, when I had a scene where I said ‘All Aboard!’ and someone cut me off and I thought I screwed up and almost passed out from that fear,” Rosenbaum said.

HMTC member Charlotte Pinney (11) also experiences stage fright in a similar way, she said. She feels a pit in her stomach before every performance, and although it has lessened as she has performed more, she still gets scared and nervous before going on stage,

Pinney said. This feeling, however, subsides as Pinney begins to perform, she said.

“Although [stage fright] is terrible, it gives you the adrenaline you need to focus and just perform,” Pinney said.

To Cameron Levy (12), who has been acting for four years and played Professor Callahan in the school’s production of Legally Blonde last year, stage fright does not usually present a problem, he said. The bright spotlights onstage blind him, and he is unable to see the audience, Levy said.

“You can just look out into that sea of darkness and perform for yourself.

Performing for myself helps me to concentrate on my performance and feel less vulnerable in the presence of the audience,” Levy said.

Damali O’Keefe/ Staff Artist

6

THE RECORD MIDDLE DIVISION OCTOBER 20TH, 2017

Dr. Denise Pope speaks to parents and faculty about stress management Leonora Gogos Staff Writer This Tuesday, Dr. Denise Pope, co-founder of Challenge Success, an organization which focuses on fostering resilience in children and teens, spoke to faculty and parents about reducing stress levels and improving their overall wellbeing.

Pope held one lecture to advise teachers how to best interact with their students and suggest new grading policies, and held another lecture in the evening for parents on how to decrease their children’s stress levels.

In addition to co-founding Challenge Success, Pope is a senior lecturer at Stanford University, author of Doing School, and co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids.

The faculty had seen Pope’s name referenced when they were doing social and emotional learning training last year, so they decided she would be someone they’d like to hear from, Head of Middle Division Robin Ingram said.

Pope’s lecture was meant to aid faculty and parents in fostering resilience in teens, as well as suggesting ways to reduce their stress levels, she said.

“It’s trying to create a climate of care, and to figure out ways to de-stress the kids and de-stress the school,” Ingram said. She said her main concern for stress in the MD is that kids are overscheduled and have too much to do.

English teacher Dr. Wendy Steiner was a big fan of the lecture. “She gave us a lot to think about in terms of curriculum and scheduling,” she said.

The faculty is examining their scheduling process to see if there are ways to give kids a little more time to not have to rush from one activity to another, Ingram said. She hopes that the kids will take the tips their parents give them, and said that parents play the most important part in helping their children manage stress.

Director of Middle Division Guidance Wendy Reiter said it’s still early in the year to hear about a lot of stress in MD students, but that will come later. “I think as kids get feedback from their teachers, which is around now, they’re going to have

“Every kid needs playtime, downtime, and family time.”

- Dr. Denise Pope a sense of how they’re doing from an objective source,” she said.

“For some it will be hard feedback to hear, and if we’re doing a good job in the MD, we’re helping our students navigate through some of those stress points and helping them come up with some strategies and goals for themselves that will really make a difference in the quality of their life as a student and as a person.”

Pope presented the parents with a mnemonic called “PDF” to help them remember the fundamentals of de-stressing their children (K—12).

“Every kid needs playtime, downtime, and family-time,” Dr. Pope said.

Playtime refers to developmentally

appropriate fun activities for each age group, downtime refers to sleep and transitions, such as extracurriculars and what time you come home, and family-time refers to the time you spend with your family, she said.

She also encouraged parents to have their children leave their phones out of the bedroom at night, and stressed the importance of things like chores.

“We’re just going to talk about the basics we know that will help children’s health and wellbeing over time.” Dr. Pope said.

Though Pope’s lecture was aimed at faculty and parents, she also provided a few tips directly for students — mainly to not overbook your schedule and to get enough sleep, which go hand-inhand. “You have to really look at your schedule, both in and out of school,” she said. “Each time you’re about to sign up for a new club, or sign on for an extra AP course, or just say ‘Oh, I can do that, I can fit it in,” I want you to think about the fact that you need eight to ten hours of sleep every single night.” Pope said.

Though the eight-to-ten hours of sleep sounds impossible, it’s doable if you plan your schedule correctly, Pope said. “A lot of people are just doing too much,” she said. “What I say is it’s like a buffet, and when you eat at a buffet, you overfill your plate and what a nutritionist would say is take a nice balance on your plate and then step away. We keep going back and grazing because there’s all these yummy things – all these clubs; Horace Mann offers so many clubs, so really pick and choose carefully for your wellbeing.”

Spyridoula Potamopoulou / Staff Artist

Students explore the skies Nelson Gaillard Staff Writer This Monday, Dorr’s planetarium was brought to the school so the sixth grade could participate in a planetarium simulation.

The planetarium is a large inflatable dome that the Dorr staff set up on the Recital Hall stage once every year for the sixth grade. It is meant to simulate a variety of different natural phenomena, from stars and constellations to sunrises and sunsets.

“This planetarium is similar to the planetarium at the Natural History Museum except that we have the ability to choose what we what show,” Head of Middle Division and science teacher Ingram said. The sixth grade will visit the planetarium at the museum this winter but doesn’t get to choose what they want to see, science teacher Jodi Hill said.

The planetarium is controlled by Stellarium software on an iPad, which controls almost everything inside of the dome, Assistant Director at Dorr Nick DePreter said. One of the Dorr

staff can easily set the dome up in under ten minutes using a large fan that keeps it inflated, he said.

Mira Bansal (6) enjoyed the planetarium and she said it helped her understanding of the astronomy they’re learning about in class. “I thought it was a really good learning experience,” Bansal said.

Science teacher Michael DeGasperi was in charge of planetarium day, which fits perfectly with the sixth grade science curriculum, he said. As the sixth grade is studying astronomy, the planetarium was an excellent change of pace, he said.

“The nice thing about the Dorr staff bringing it here is that they can have it geared towards what we’re leaning at the moment,” Hill said.

The planetarium showed what we currently see in pictures but on a bigger scale, resulting in a better experience, Hill added.

It is similar to real life and enhances the visual aspect of astronomy, DePreter said. “There’s nothing better than the night sky in person, but this is a substitute that is very accessible.”

Examining the MD Service Learning requirement Simon Yang Staff Writer Middle Division (MD) students have stepped out of their familiar classrooms to venture out to the broader Bronx community for service learning. This Wednesday, a group of eighth grade students will visit to the Dyckman Farmhouse Museum, and on Friday two seventh grade advisories will visit the New York Common Pantry.

The Middle Division service learning program allows the students to interactively learn what it means to help those in need. Service learning has always been a crucial part of student life at the school, and this is no exception for MD students, Head of Middle Division Robin Ingram said.

“The service learning program in the Middle Division teaches the students to be more aware of the world around them, from the Bronx community to the global community,” Ingram said.

The different requirements for each grade display how the MD wishes for the students to develop, especially as they will be tasked again with service learning in the Upper Division.

“In sixth grade, the activities are already organized for them, and the entire grade works together. In seventh grade, the scope is narrowed and students function within their advisories. Then in eighth grade, the program is pretty much individualized,” she said.

This year, the service learning requirements for eighth graders remain the same as the previous year.

Students are required to participate in one on-campus activity and one off-campus activity, MD Service Learning Coordinator Caitlin Hickerson said. There are multiple options for the activities, and the students are free to choose whatever activities they wish to try, such as going to the New York Common Pantry.

For eighth graders, the service learning experience is special in that it also functions to prepare them for the UD service learning program.

“With the changed UD service learning policy, we wanted to make the transition more seamless for the eighth graders.” Hickerson said.

“That’s why they are given some liberty to try different activities, so that they can figure out what they are interested in,” she said.

By actively participating in the service learning programs, students learn about the importance of helping those who need help. Not only do they learn about the values of helping others, they also get field STUDENTS ENGAGE IN SERVICE Middle Division students participate in last year’s Relay for Life. experience, as they have to work I went to the Mercy Center, and They are given a specific budget, Kim (7) said. “I believe interactively in an environment outside of the was able to expand on my language and have to work together to figure helping others teaches us of the school, Hickerson said. abilities, as I spoke in Spanish to my out what to buy, and what not to,” importance of helping those in “Every year, students have the guests,” Catherine Mignone (8) said.

Hickerson said. need,” she said. opportunity to interact with people Along with the eighth graders, The MD program gives sixth The seventh grade requirement outside of Horace Mann, and that sixth and seventh grade students graders ownership over the process gives the students a chance to relate really expands their experience,” actively participate in service of purchasing for the families. to the community a little more, and Hickerson said. learning as well.

Through this process, students are for them to bond as an advisory, “I think the idea of helping others In sixth grade, the entire grade able to learn how to work efficiently Hickerson said. out is great in general. On top of partners with Mercy Center in under a budget.

“Overall, the service learning that, we get to learn how field work Monthaven, Bronx, to help out The seventh graders are required programs teach the students to not actually works,” Tomoko Hida (8) families in need. Each advisory to visit a pantry with their advisory. just be aware of those in need, but to said. “Who knows? I may even pick would adopt a family, and they would Most of the advisories go to New for them take action helping them,” up some new gardening tricks at the prepare holiday gifts for the family.

York Common Pantry and assist with Ingram said. farmhouse museum this Wednesday.”

“During the winter, the entire the work.

“The last service learning sixth grade would then go to Target “I’m very excited for our trip to the Courtesy of HM Flickr experience I had in seventh grade, to shop for their assigned families. New York Common Pantry,” Louise

7

HORACE MANN LIONS’ DEN OCTOBER 20TH, 2017

TURNING STUDENTS INTO HEROES: Required CPR and First Aid course Betsey Bennett Staff Writer About five years ago, a girl had a seizure during a trip with friends to Paradise Island, Upper Division Physical Education Department Chair Ray Barile. Several students who had completed the school’s cardiopulmonary resuscitation (CPR) and first aid course were able to use the skills that they had learned to call the front desk and take control of the situation.

Barile has been teaching the mandatory class ever since Health and Physical Education Director Robert Annunziata approved it as a course about 25 years ago. Prior to that, students only had to take a swimming test, Barile said.

“What we saw initially was an opportunity for students to have a larger contribution to the overall community, and in this particular case, the mindset was safety,” Annunziata said. “We wanted to put our students in a position to save one another, to save a family member, or to save a stranger, and there’s probably no better gift or result of a test or anything than when you hear the stories of somebody coming back who saved someone’s life.”

According to Barile, the school was one of the first in the country to incorporate CPR and first aid into the physical education curriculum. New York State mandated this certification for high school students just two years ago, he said.

All athletic coaches at the school are also trained in CPR and first aid, among many other safety skills, Barile said.

“CPR and first aid is such a great course because it’s something that’s a lifelong skill,” Barile said. “I know many people who have called me over the years to say that their baby was choking and they were able to do the back blows and the object came right out.”

He also recalls an incident about

FUTURE HERO Sandhya Shyam (11) completes chest compressions on a dummy twenty years ago when a student who had taken the school’s CPR and first aid course was able to help someone who had a seizure in the middle of the street.

“She took control of the whole thing,” Barile said. “The New York City Police Department sent a letter to us, saying how great it was that she stepped in, and they were excited that she had learned all the skills at her high school.”

However, according to Barile, this is not the only purpose of the course. He also wants students to learn practical, everyday skills, such as how to use an Epipen and how to treat sprains and strains, he said.

For example, several years ago, a student was skiing with his family when his mother badly twisted her ankle, Barile said.

“It was swollen up, and he came in and iced it and everything,” Barile said.

“She was impressed.”

Katie Goldenberg (11), who has a serious shellfish allergy, is glad that the school teaches students how to use

Epipens.

“Since I already knew how to use an epipen before I took CPR, learning how to do so in the course did not really make a difference for me, but I guess it’s safer now that people around me know how to use an Epipen as well,” Goldenberg said. “It’s nice to know that other people now know in case of an emergency.”

According to Annunziata, the decision to include water safety as a part of the curriculum was twofold.

“One, if you saw somebody drowning, and you were comfortable around water, you would know what to do to help save that person’s life, even if it means picking up the phone and calling 911,” Annunziata said. “And if you fell into a lake or a pond or a pool and you weren’t a swimmer, you would at least have the very basic skillset to know how to save yourself.”

Although in the past, all students had to pass a swim test, now the focus is on the skill of swimming itself rather than the requirement, Annunziata said. If a student does

Abigail Kraus / Photographer Editor

not know to swim, Aquatics Director Michael Duffy works with that person for several sessions until they feel comfortable in the water.

Sam Harris (12), who took the course during his junior fall, found the class to be both informative and enjoyable, and was proud to receive his certificate in CPR for the Professional Rescuer at the end of the trimester.

“I felt really proud, because all of my work in the class really added up,” Harris said. “So now if anything ever goes wrong, I know how to react.”

Barile’s use of demonstrations and videos enriched the course, Harris said.

“I think having that visual of actually knowing what to do in that scenario rather than just having a manikin was pretty effective,” Harris said.

Harris has not had to use any of the skills that he learned in a real-life setting, but he is confident that he would be able to perform those skills if necessary, he said.

“I think it’s a good course because people should know how to act in an

emergency,” Hannah Long (11) said.

“Even though it’s annoying because more requirements can seem like a big hassle, being able to do CPR is important, and it’s a super easy course to take.”

Since students have to go to gym anyway, and the course only takes up one trimester, the class is definitely worth the effort, she said.

Richard He (11) is less positive about the requirement.

“I think CPR is important, but you can do it outside of school in a couple of weeks,” He said. “I don’t see why people are doing it during gym.”

For students who play on many athletic teams or take Dance PE, finding time to take the CPR and first aid course can be a challenge.

Cameron Chavers (12), who is in Dance PE, has not yet completed her certification. She plans to take an online course in first aid and attend a CPR class outside of school with other dance students to fulfill the requirement.

“Although it is frustrating with dance that it conflicts with your schedule and with gym, I do understand why they do it separately, because especially when you are in dance performance, where you are doing a lot of shows, it would be really disruptive to have people out for a trimester at a time,” Chavers said. “But it does make it really difficult, especially because you get to senior year and you realize that you have all this stuff to do.”

However, Chavers does believe that the course teaches useful and important life skills.

According to Barile, the department may expand their safety training in the future by offering a lifeguarding course. However, this change would not happen for several years, he said.

“The goal is to make your family and our community a safer environment,” Barile said. “God forbid someone went down, you’d have the knowledge to maybe save a life.”

Field Hockey: hard work, skill & chemistry game.”

Their success feels “well deserved” because “of all their hard work.” This success is also due to Head Coach Caroline Surhoff, Wertheimer said.

“Coach Surhoff has been with the seniors since we were in seventh grade. She knows us so well and has seen us grow and taught us everything we know,” Wertheimer said. “She’s constantly bringing new plays and new ideas to the team,” Roth said.

The season has come as a bit of a surprise to Beyer and Wertheimer, as they have made a huge leap in their record this year. This seems to be due to a mix of their skill and the chemistry of the team. Now, with Homecoming gone, the team sets its hopes on winning the NYSAIS tournament.

Mark Fernandez Staff Writer The Girls Varsity Field Hockey team is off to an 8-3 start. The team is tied for the most wins in the Ivy League as of right now and is vying for top spot in the league.

Anya Swift (12) said “coming together as a team and communication” were the team’s goals at the start of the year. “Our goal was to beat Hackley at Homecoming, and now our goal is to win the tournament,” Ruby Wertheimer (12) said.

The team is coming off a great win at Homecoming this past Saturday which is even bigger since the team hasn’t won Homecoming for years, so this win was more significant, Swift said.

Swift reasons that “this is the closest the team has ever been” in her four years on the varsity team. The team has become close by hanging out outside of practice, whether by making pencil cases at a teammate’s house, or having breakfast together before Homecoming, she said.

Wertheimer and Bliss Beyer (12) feel that the team’s Snapchat group is

Issue 5 Corrections Freya Lindvall / Photography Editor

LOSING STREAK SNAPPED Lions rejoice after having #BeatHack one of the main reasons for their great bonding and family-like chemistry.

Swift also has seen that one of the keys to their success is that “everyone is in it for the team,” she said.

The group has had a run of team

spirit costumes this season which Julia Roth (11) said they go all out for, she said. The conviction with which the teammates do the team spirit “shows how invested they are in the season,” Roth said.

Beyer says that they are the best they have been in her tenure on the team. The Lions are having success by “communicating” and “dribbling less,” Beyer said. Wertheimer says their goalie, Beyer, “is at the top of her

There were several errors in the 1967 article on page 3 including: Garrick Beck was mistakenly spelled Derrick Beck.

Richard Washauer was Associate Editor of The Record, not the Editor-in-Chief.

In the Lions Den profiles on page 6, Masa Shiiki was mistakenly spelled Massa Shiiki.

The drawing on pages 6 and 7 should have been attributed to Art Dierctor Ariela Greenberg.

Record Sports

LIONS’ DEN 8

OCTOBER 20TH, 2017

REFUSED TO LOSE Girls’ Varsity Tennis 3-2 Win

Girls’ Varsity Field Hockey 2-1 Win

Girls’ Varsity Volleyball 3-0 Win

Girls’ Varsity Soccer 4-3 Win

Varsity Water Polo 3-2 Win

Girls’ Varsity XC 16th place out of 20 teams

Boys’ Varsity Soccer 0-2 Loss

Boys’ Varsity XC Not enough runners to place Jack Sendek places 17th out of 108

LION HEARTED