Volume 120, Issue 23

Horace Mann’s Weekly Newspaper Since 1903

Book Day returns with a bang: Planning, assemblies, and engagement

front-runner, she said. “We thought it was the kind of book a Horace Mann student would love to dive into and look at from different angles.”

you are.”

Can AI-generated artwork replace the work of human creators? Does Chat GPT write reliable essays? Where does one draw the line between technology and magic? Does free will exist? These are just some of the questions Ted Chiang, author of “Story of Your Life and Others,” covered in Wednesday’s Book Day assembly. After a threeyear hiatus due to Covid-19, Book Day returned this Wednesday with creative workshops, lively discussions, and opening and closing assemblies inspired by Chiang’s book.

Stories of Your Life and Others is an award-winning collection of eight short stories, covering topics ranging from religion to technology to medicine.

The Book Day Planning Committee – consisting of Upper Division (UD) faculty members and students – started the official planning process for Book Day in September, but first discussed the event last year, tenth grade dean

The committee’s main goal was to ensure that students had fun, UD librarian and Book Day Committee chair Susannah Goldstein said. “For so long, Book Day was a day when Horace Mann students came together and had a great time,” she said. “You get to do creative, innovative thinking and have fun while doing it, and we wanted to bring that back.”

The opening assembly started with an interview-style video by Charles Ampah (11) that investigated students’ opinions on science and was followed by an experimental short play by the Theatre Ensemble Seminar, Jah’si Eyre (11) said. The class based their performance on an interview in which Chiang discussed the process of adapting “Story of Your Life and Others” into the movie Arrival. The ensemble’s performance incorporated aspects of the interview, such as tone, lighting, and language, he said.

After the performances, Chiang took the stage to deliver his keynote

Zach Montbach (11) found Chiang’s distinction between fantasy and science fiction to be eye opening, he said. “As far as we know, we live in a mechanistic universe, and so saying the existence of a mechanism is the difference between fantasy and science fiction is a new distinction for me,” he said. “You can enjoy and appreciate fantasy books regardless, but now it’s clear what the difference is.”

After Chiang’s speech, the assembly shifted to a Q&A format, where Chiang discussed the difference between free will and determinism, centering the conversation around compatibilism. “Compatibilism says that the most meaningful definition of free will requires determinism,” he said. Compatibilism states that peoples’ decisions are based on their life experiences, meaning that all decisions are influenced by what a person has learned, read, and lived through, Chiang said.

James Kapadia (10) enjoyed learning about compatibilism, especially since he has been thinking about free will often recently, he said. “I’ve always wondered how we could accept free will without acknowledging that some things were out of our control,” he said. “Hearing Chiang’s explanation verbalized and clarified what I was thinking and allowed me to better understand free will.”

After the assembly, students participated in a variety of different workshops, Montbach said. These workshops ranged from “Scientific Innovation: Do the Needs of the Many Outweigh the Needs of the Few?”, which explored different schools of ethical thought, to Horace Mann Chefs United for the Culture Club’s Sci-Fi Cake Pop workshop, in which participants baked alien shaped cake pops.

on steroids,” Chiang said. Most AI technology, like Chat GPT, responds to given prompts or inputs by filling in blanks based on what is statistically or grammatically likely to follow — making it often unreliable, he said.

The conversation then turned to the potential uses for Chat GPT in the classroom. Chiang used weightlifting as an analogy to explain the importance of writing essays. “School is a weight room for a sport you don’t yet know you will be playing,” he said. “You lift weights even though you can have a forklift do it for you.”

Attendance/Engagement:

* students chose to remain anonymous to not offend the Book Day Comittee

Despite the opportunity for an intellectually stimulating learning experience beyond a typical school day, 88 UD students chose to stay home — with 12 students unexcused.

“I have lots of other things to do and I could really use this free day to catch up on my work” Sylvester* said.

Other students expressed stronger

book, while 35% of students read between 1-5 stories. About half of the students who read the book enjoyed it (49%), while the other half (51%) said that they did not enjoy the book.

Students had various reasons for opting to not read the book. “I don’t like short stories,” Gus* said. “I like reading a whole novel.”

Others said they didn’t have time to read the book. “I just chose to read a short summary of the book on SparkNotes,” Ricky* said.

To many students, such as Goldsmith, the book was an exciting new read. Goldsmith appreciated the book’s structure, as short stories cover many different topics, she said. Chiang’s creative writing and subtle nuances made the book difficult to read at times, but intellectually rewarding, she said.

and Book Day Committee chair Dr. Susan Groppi said. Last year, the committee focused mainly on whether or not Book Day would happen and what changes, if any, would be made to its structure, she said.

In September, the committee began meeting to choose the book, Groppi said. The selection process began with book proposals from committee members, which included a general summary and a few sample chapters from each book. English teacher Dr. Jonathan Kotchian was the one who proposed “Stories of Your Life and Others,” Groppi said.

During the selection process, the committee discussed a book’s readability, relevance to the school community, and the author’s public speaking skills, Groppi said. Because of its short story format and thoughtprovoking themes, “Stories of Your Life and Others” stood out as a clear

address, following a short introduction by Emily Sun (12). Chiang’s speech centered around his thoughts about Arthur C. Clarke’s statement that “any sufficiently advanced technology is indistinguishable from magic.” While this principle is generally taken as a fact, the statement categorizes anything people don’t fully understand, including smartphones, as magic, Chiang said.

Chiang delved into this idea, outlining the differences between science fiction and fantasy. “If I’m told that a phenomenon is dependent on the practitioner, that tends to make me think it’s magic. Magic only works for people who are born with an innate gift or who are morally pure,” he said. “None of these things are true for scientific phenomena. When you pass a magnet through a coil of wire, electric current flows. No matter who

The day ended with another assembly where Chiang and James Grimmelmann ‘95, a professor of digital and information law at Cornell University, engaged in a panel-style discussion. The conversation focused on how Chat GPT and machine intelligence function within our society — a topic Chiang does not cover in “Stories of Your Life and Others” but has covered in other texts, such as his op-ed “The Life Cycle of Software Objects and ChatGPT Is a Blurry JPEG of the Web,” Molly Goldsmith (11) said.

Chiang and Grimmelmann discussed the relationship between Chat GTP and the “autocomplete” feature on most electronic devices. “Chat GPT is essentially autocomplete

A quarter of the students read the book in its entirety. In a recent anonymous Record poll with 194 respondents, 40% read none of the

Goldsmith loved hearing the wide range of opinions students had during the workshops, she said. Many workshops didn’t directly connect to the book but focused on more tangential concepts that the book didn’t address. “I went to a workshop led by the Feminists Student Association, and we talked about beauty standards, particularly about how the book didn’t mention how they connect to race,” she said. “Everybody was really involved in the conversation.”

Book Day allows students to explore the many ways that learning happens, Goldstein said. While other schools have community book programs, very few are on the scale of Book Day. “It’s famous in the library world and is seen as a program that is a signature of Horace Mann. Many librarians across the country have learned from Horace Mann how to create similar programs, but none of them are quite as large. It’s an incredibly special thing to get to do and to have the whole school’s support.”

Oliver Konopko and Madeline Offit Staff Writers

CHIT CHATGPT Ted Chiang and James Grimmelmann ‘95 in Q&A panel.

Q&A Ted Chiang answers students’ questions.

Ben Rafal/Photo Director

Ben Rafal/Photo Director

Eliana Son/Staff Artist

Bioethicist visits ethics class School hosts historian Caro

Last Friday, Dr. Arthur Caplan, Professor of Bioethics at the University of Pennsylvania Perelman School of Medicine, zoomed into Head of School Dr. Tom Kelly’s ethics class. Kelly invited Caplan to speak to the class so that they could discuss how ethics are applied to real world situations, Kelly said. “While thought experiments are a valuable tool in discussing the right thing to do, even under the most difficult of circumstances, they pale in comparison to hearing from those in this workaday world of ours actually charged with making these decisions,” he said.

Caplan presented the students with the case of a 17 year-old cancer patient deciding to undergo high-risk experimental treatment or opt to forgo treatment at the risk of death, Kelly

said. The debate expanded upon prior conversations around whose happiness should be prioritized in ethical greyzones, Kelly said. “The student-led conversation ranged from consent to happiness and even trying to strike a balance between the different participant’s roles, responsibilities, and needs.”

The class grappled with whether the patient or the patient’s family should make the final decision, Ross Petras (12) said. “We discussed a dying patient’s right to decide their own treatment,” he said. “It’s really hard to strike a balance because you have a person who’s gone through all of these treatments and doesn’t want to continue, but then you have the family who wants them to survive.”

To Malcolm Furman (12), the answer to this ethical question is clear. “Given the child’s age of 17, she should be given the most significant say in the course of treatment,” he said. “The parents should not force their child to undergo the experimental surgery.”

In the end, Caplan provided a balance between technical expertise and his ethical opinions, Kelly said. “It was fascinating to hear Dr. Caplan talk about when and if courts should be involved,” he said. “Even more impressive was Dr. Caplan’s emphasis on not wanting to fracture a family, having already survived an unimaginable crisis together.”

Medeiros Staff Writer

Last Thursday, renowned historian Robert Caro ‘53 presented at a fundraiser hosted by the school and Riverdale Senior Services (RSS). Caro is the two-time Pulitzer prize winning author of a biography on Robert Moses, “The Power Broker,” and a biography series on Lyndon B. Johnson, “The Years of Lyndon Johnson.’” “He’s a wonderful speaker: engaging and warm, and he makes history come alive in his books and when he speaks,” Director of Institutional Research & Enrollment Management Lisa Moreira said.

During the fundraiser, Caro shared his writing and researching process with the audience, Ross Petras (12) said. “It was really cool to hear about his writing style because he is a highly acclaimed writer,” he said. Caro’s discussion of his struggles resonated with Petras. “To hear such an accomplished writer say that writing isn’t easy for anybody, no matter how long you’ve been doing it for, was really validating,” he said.

Naomi Gelfer (11), who runs the Girls Debate Club in the Middle Division, took her club members to the event to meet historian Meg Jacobs ‘86, the event’s moderator. She wanted the middle schoolers to meet an accomplished woman in the field of scholarly research, as well as draw inspiration from Caro’s achievements as

SciTech highlights student research

Rena Salsberg Staff Writer

This Tuesday, at SciTech, an annual event hosted by the Science Research program, students in tenth through twelfth grade presented their research in topics ranging from microplastics to neurosciences. “It was great to look down the hallway and see a row of deeply intellectual and interested students showcasing their research,”

Malcolm Furman (12) said.

The event showcased group research from students in the first-year of the Science Research program and independent research from students in the second-year of the program, Science Research teacher

Melissa Doellman said. “We have a poster session during the event that is fairly informal, where students and guests can walk around, ask questions and check out the work that other people have done.”

Although the first-year students all researched bioplastics, each presentation was still engaging and exciting, Ellie Campbell (11) said. “The fact that each student managed to put their own spin

on the topic and make it their own was really incredible to see.”

For example, first-year student Sadie Katzenstein (11) and her partner presented their research on ways to lessen the impact of bioplastics on the ecosystems of lakes and rivers,

Campbell, a second-year student, researched a specific feature of brain activity known as neural oscillations, a synchronized pattern of electrical activity generated by communication throughout neural networks, she said. “I was looking at how entraining specific frequency of neural oscillations may improve conditions for people with Alzheimer’s disease and reduce the accumulation of proteins and improve connectivity across neural

Furman, who is also in the second year of the program, worked at Mount Sinai over the summer, where he studied neurodegenerative brain diseases, a type of disease where nervous

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a previous student of the school, she said.

Many of the attendees, such as science teacher Oleg Zvezdin, were fans of Caro’s previous works. Zvezdin, who had read “The Power Broker,” was particularly excited to hear Caro speak, he said. “I think what is most interesting about “The Power Broker” is that an unelected official had the power to make huge changes to the running of the city,” he said. “The book explores where that power came from.” As an immigrant from the Soviet Union, Zvezdin was particularly interested in how the dynamics of power differed drastically from what he grew up with. The event was a success as it raised awareness and funds for RSS, Moreira said. “I know the attendees enjoyed every minute.”

system cells either die or stop functioning correctly, he said. Specifically, Furman studied the genetic basis of Progressive Supranuclear Palsy, a rare genetic neurodegenerative condition. “I essentially tested slices of the brain for a specific protein to see where in the brain the protein was located and in what cell types to better understand the role of the protein in the disease itself,” he said.

In addition to showcasing students’ research, SciTech hosts an alumni guest speaker each year. This year, the speaker was Dillon Holder ‘17, who works for Brimstone, a company that aims to develop eco-friendly cement, Miller Harris (12), a second-year student, said. At Brimstone, researchers are working to create a new rock which does not emit excess carbon dioxide, he said. “It was interesting to see someone who worked more on the statistical analysis side of STEM rather than working in a lab with pipettes, which showed the vast number of opportunities the field provides.”

Campbell was also excited about the opportunity to learn from Holder, she said. “It was very inspiring to see somebody who was in our shoes just a few years ago going on to be a part of

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this incredibly impactful project that could have real applications for all of our lives,” she said. The event was a success, Katzenstein said. “It was great to see everyone presenting research that they are both passionate about and proud of, and I am excited to be able to present my specific research next year.”

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Staff Writers Ariella Frommer, Ava Lipsky, Blake Bennett, Clara Stevanovic, Erica Jiang, Etta Singer, Hanzhang Swen, Harper Rosenberg, Isabella Ciriello, Jorge Orvananos, Joshua Shuster, Kate Beckler, Lucy Peck, Maeve Goldman, Mira Bansal, Naomi Yaeger, Neeva Patel, Samantha Matays, Sofia Kim, Sophia Paley, Sophie Rukin, Spencer Kolker, Audrey O’Mary, Brody Grossman, Emily Wang, Jacqueline Shih, James Zaidman, Malachai Abbott, Nikita Pande, Oliver Konopko, Rena Salsberg

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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.

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SCIEN-TASTIC! Furman (12) presents research.

TALK BACK Robert Caro and Meg Jacobs ‘86.

ZOOM ZOOM Ethics class watching zoom.

Ben Rafal/Photo Director

Courtesy of Barry Mason

Ben Rafal/Photo Director

Dylan Leftt/Art Director

Nora Wildman Staff Writer

Clara

To read or not to read: Evaluating online book summary websites

James Zaidman and Kai Abbott Staff Writers

“I have definitely visited SparkNotes more than the Student Life page,” Apple* (11), said. From essays to homework assignments, students at the school hold varying opinions regarding the ethics of summary websites like SparkNotes, Shmoop, and LitCharts.

Summary a variety of resources that appeal to

said. “I got an A.”

Despite the school’s notoriously difficult workload, students should not use book summary platforms in lieu of assigned reading, English teacher Dr. Adam Casdin said. A critical part of an English education is the process of gaining an understanding of the text from class discussions. A SparkNotes-style summary can get in the way of that process, he said. “The idea of ‘do I know the plot or not?’ or ‘do I know the character or not?’ is less the point in that scenario than really trying to think through and understand what the characters are doing.”

Casdin also feels that reading complex literature students’ analytical abilities long-term.

text, English Department Chair Vernon Wilson said. Even though these platforms can provide quick summaries in a pinch, continually using them is a waste of time, he said. If students continue relying on such platforms, they will not glean a deep understanding of the text that is fundamental when writing essays, he said.

Instead of skimming summary websites, McIntyre encourages

when it comes to writing essays and taking [ideas from a website],” he said. “That’s plagiarizing.”

Even though Kim finds book summary websites unproductive, she does not judge students who do choose to use them. “For other students who may find understanding the plot more confusing or take a longer time to read, then it’s more understandable would double with those of websites,” said.

and realize what we find confusing and then clarify it in class or as we write our essays.”

Casdin agrees that students should not read text summaries of Shakespeare, he said. Struggling through difficult texts can give students a deeper understanding of the world, he said. “The reading of English literature is something that connects to all aspects of your life — it is not a discipline that is simply about the written word.”

pre-written analyses of literary devices such as motifs, themes, and foreshadowing. Students can then use this information when writing essays, catching up on reading, or anything in between.

However, many English teachers strongly dislike these tools, English teacher Sarah McIntyre said. These websites create a classroom where students are less productive, less engaged, and less willing to express their own ideas.

Despite many teachers’ disapproval of summary websites, a large portion of students continue to use these platforms.

According to an anonymous Record poll with 103 responses, 54% of students reported using summary websites some of the time and 36% of students reported using them more than half of the time.

Some students, such as Calista* (11), go a step further and use these websites to help complete their analytical papers. “I wrote Mr. Lau’s freshman year ‘Catcher in the Rye’ in-class essay entirely based off of the SparkNotes chapter analysis,” she

“Simply, the neural connections that are formed by trying to make sense of, absorb, and imagine [the reading] changes who you are and how you think,” he said.

“If you short-circuit that by thinking of the work as [being] for a grade, you’re missing the whole understanding of education.”

Reading the text — even when it is difficult or time consuming — enhances Louise Kim’s (12) experience in English class, they said.

“I enjoy parsing through the language and tracking where the characters are, and what they’re feeling.”

Book summary websites can box students into a surface-level or incorrect interpretation of the

peers on reading assignments, she said. “Let the work be shared, don’t absorb somebody else’s work.”

Although the school’s Family Handbook does not officially define summary websites as “cheating,” relying on these websites’ ideas during classroom discussions or in written assignments should be considered a breach of the school’s policies, Wilson said. “The Honor Code frowns on the use of something like SparkNotes …

When a student does not sufficient time to complete their reading, summary platforms can an easy solution, Murvin* (10), said. “I’m a slow reader, and sometimes when I have lots of work in other classes I just can’t read the [homework assignment] the

June* (9) uses SparkNotes text summaries mostly to supplement her Shakespeare readings. “I don’t feel as bad about using it for something like Shakespeare where it’s hard to understand what’s actually being said.”

In contrast, Kim strongly disagrees with the idea of using SparkNotes to better comprehend Shakespeare as students will lose the unique experience of reading Shakespeare, they said. “Part of why we read Shakespeare and do that reading homework is to challenge ourselves

Q&A with Valedictorian Henry Levinson

Julia Lourenco Contributing Writer

Q: What is your favorite memory from HM?

A: ”Doing math problem sets with my friends during free periods or discussing something [that] we learned in history class with one of my classmates outside of class.”

Q: Who in the community are you grateful for?

A: ”I’m grateful for all my teachers… [and] all of my classmates and friends.”

Q: How have your teachers supported you on your path to becoming valedictorian?

by [the faculty support] when I first came to HM [and] how concerned teachers are with their students not just academically, but also as people.”

Q: What do you hope to see change in the future of HM?

A: ”There’s a fixation with grades and on college for high school[ers at the school].. That’s one of the things I’d like to see change, especially because I think it dampens the intellectual spirit that I really love at HM.”

Q: Do you have any advice for the future generations of HM seniors?

that you think will add to your resume.”

Q: Do you think your role and the responsibility of being valedictorian will stay with you in the future?

A: ”I am incredibly honored to have been chosen as a representative of my class and I think that will lead me into thinking about some of the qualities that made me a popular candidate and about the ways I can enhance those qualities in the future. This means I am essentially a leader of my grade so I think that will compel me to look for more opportunities to be a representative or a leader wherever I go in life.”

If book summary websites did not exist, the number of students who would complete their assigned readings would possibly increase, June said. Nevertheless, students are busy, and summaries are a good option, she said. “It’s better to at least read a summary so you understand some of what’s going on,” June said. “Then, maybe you can catch up in class and participate or add your own thoughts.”

While can be tool, it should not be a student’s first instinct, since reading direct texts is better for comprehension, June said. “[SparkNotes] can definitely help cement your understanding of the passage,” she said. “[Nonetheless], it’s best to use it if you have already read it and you’re confused about a certain thing, rather than just using it as a replacement for your actual reading.”

Henry’s Hot Takes

Q: What do you think is the most underrated class at HM?

A: “CPR (saving a life may come in handy one day”

Q: What is your favorite core value?

A: “Life of the mind”

Q: Maroon or white?

A: “Maroon”

Q: Homecoming or Buzzell Games?

A: “Whichever we win at”

Q: What is the best lunch period?

A: “Whenever middle schoolers aren’t in the cafeteria”

Q: What is your go-to sandwich order?

Q: In what grade did you join HM?

A: ”7th.”

A: ”Academically, my teachers are largely responsible for sparking my love of a lot of the subjects I am interested in. I was so blown away

A: ”Do the things you enjoy intrinsically … Do activities that you are passionate about because you enjoy them, rather than things

A: “Turkey, swiss, lettuce, tomato, and honey mustard”

“If I could magically eliminate [book summary websites] from the world, I would.”

- Sarah McIntyre

Christian Connor/Staff Artist

* All interviewees requested anonymity because they feared potential academic repercussions.

The sky’s the limit: Jared Contant (12) earns pilot license

Hannah Becker Staff Writer

While most high school students are worried about staying on the right side of the road, Jared Contant (12) has already mastered the skies. At only 18 years old, Contant has obtained his private pilot’s license, allowing him to jet around the country. “I don’t think I would trade the feeling of having a perfect, smooth landing on a beautiful day after a great flight for anything,” he said.

Since earning his license in August of 2022, Contant has spent many of his weekends in the air, traveling to places like Lancaster, PA, Provi dence, RI, and Atlantic City, NJ, he said. He spends his week ends flying either alone or with an instructor, working on dif ferent techniques and logging hours to get his instrument li cense, Contant said.

Although the skies are now Contant’s happy place, he was once the screaming baby begging to get off the plane, he said. That hatred for flying be gan to change when Contant got older, and he and his father would sit outside the airport to watch aircrafts take off. “As I got more comfort-

able with planes, I thought it was so cool to be in the air and to have the freedom to go wherever you want, not worrying about traffic or what roads you have to take,” Contant said.

In fourth grade, Contant’s dream took flight when he purchased his first realistic plane simulator comprised of a computer system and a physical control stick mounted to his desk. He also signed up for a program that allowed him to talk to real air traffic controllers online, he said.

“Because of how frequently I was using this technology, I had lots of knowledge about the plane controls, flying, radio phraseology, and background regulation that I could use later on.”

Contant then began working toward a student license, which would allow him to finally move past simulators and into the sky. After researching local flight schools and begging his parents to let him attend, Contant and his family settled on the Air Fleet Training Systems, located at the Essex County Airport in New Jersey, he said.

At flight school, Contant learned how to take off and land, how to enter the traffic patterns,

and how to perform the pre-flight inspections. Thanks to Contant’s extensive prior knowledge of flying, the instructor gave him a rare opportunity to pilot a plane during his very first lesson, he said. “I had so many different experiences thinking about and practicing for that [first flight],” he said. “It was almost surreal to get there, and felt strangely similar to my simulator.”

After practicing for over two years, Contant completed the laborious process to get his pilot’s license, passing a written, oral, and practical exam, he said. Finally, Contant was able to fly unaccompanied, with passengers, and with cargo. He now spends his weekends furthering his pilot education at Essex County Airport, practicing different maneuvers to get his instrument license, he said.

Contant would never give up flying, despite the challenge of balancing the school’s heavy workload and flight practice, he said. In order to make time for flying, Contant manages his time wisely. He researches planes during study breaks rather than watching T.V. or using social media, he said. “I treat flying like it is something fun to do rather than a chore.”

Contant’s flying experience has taught him to be adaptable and quick on his feet, he said. “While flying, if you spend too much time focusing on one thing, then another factor, such as the wind, is going to knock everything else off track,” Contant said. “You have to be constantly

scanning, and not get tunnel vision.”

Recently, Contant began flying his family members and friends on short trips up the Hudson River and East River. “I really like sharing experiences with other people, and flying is something that is inaccessible to a lot of people,” he said. “One of the greatest pleasures that I have is taking someone up in a small plane who has never been on one before.”

A year’s Journey: A dive into upperclassmen’s year-long papers

Zach Hornfeld Contributing Writer

After fulfilling their underclassman history requirements, juniors and seniors must enroll in at least one 300 or 400-level history class. While the two course levels are similar, they are set apart by the required year-long paper in 400-level classes. Ranging from 15 to 30 pages, the year-long paper allows students to develop their research and writing skills beyond what they learned in ninth and tenth grade, History Department Chair Dr. Daniel Link said. “We really want students to embrace these projects in a way that they feel a sense of engagement with a topic that is deep and meaningful for them in both an intellectual and also personal way,” he said. “In fact, we’ve had many students over the years write about topics that relate to their family, identity, or national heritage.”

In the Vast Early American History elective, Nolan Wallace (11) researched European colonial powers that aren’t typical ly credited with influencing the creation of American culture like the French, Span ish, and Russians are. “I wanted to explore the Scottish, who were prob ably the most forgotten nation,” he said. “Their presence in America was much bigger than I thought it was. Last year only learned about very small settlements in the backcountry, like the Appalachian Mountains, but actually, they were much more established, with colonies in Panama, New Jersey, and all these other places.”

“We should take into account more than just a couple cul tures when talking about American history,” Wallace said. “It wasn’t just a few large, distinct immigrant groups, it was various, smaller groups at the start of the nation’s history who shaped its culture now.”

The Scottish influenced American society via two main factors: religion and politics, Wallace said. “Religious-wise, they really helped to spread Presbyterianism…and helped revive the religion, not only as the Scotch national religion, but also for Englishmen to practice.” In terms of politics, many Scottish enlightenment thinkers migrated to America and spread their philosophies in the colonies, he said. “Scottish enlightenment thinkers played a very big role in the development of constitutional thought and American ideology as we know it today.”

Traveling back to the 19th century, Nia Huff’s (11) yearlong paper for her Global Environmental History class investigates the social, political, and environmental effects of diamond mining in South Africa amidst European impeDiamond mining is just one of many industries with a dark past, she said. While these racist laws are no longer in place, it serves as an example of what was and what should be prevented.

While researching, Huff was surprised by the extent of legislation that restricted worker-rights in colonial South Africa. “[Colonial officials] implemented laws that forced all ‘servants’ to have passes that indicated if they legally could work in the city,” Huff said These laws, only applying to Black individuals, prevented migrant workers from raises and confined them to certain occuprimarily the mining industry. “I was a lot of segregation, but to see how bla- tantly racist the British colonial officers were, and how they created this framework where Black workers earned nothing, was really disheartening.”

Huff hopes that her paper will encourage others to become more conscious consumers, she said. Modern technology al- lows consumers to ignore where their money is truly going. Ideally, her research will make readers think more deeply about their consumption, Huff said. “We just browse through a website and get our products in two days.”

Currently taking Global Cold War and Contemporary U.S. History, Lawson Wright (12) is writing a research paper on a topic that connects to both courses: the intersection of the Cold War and the American Civil Rights Movement. “The traditional canon about the civil rights movement…goes something along the lines of: African Americans, tired of the second-class citi zenship to which they had been relegated, successfully made Americans conscious of the evils of Jim Crow and advocated for their rights,” Wright said. “It’s a story of Americans influencing America.”

What many people fail to recognize is that the Cold War not only coincided with the Civil Rights movement, but was deeply intertwined with it, Wright said. “I was interested in exploring the ways in which the Cold War may have influenced and shaped how American leaders and Civil Rights activists alike responded to issues of racial discrimination,” he said. Wright walks readers through important moments of the Civ il Rights movement, while acknowledging the role of the Cold War, he said. For example, Wright learned that in a number of feder al and state court classes, including Brown v. Board of Education, the government used the Cold War as rationale to promote racial inclusion. By arguing that racial discrimination not only contradicted principles of American democracy, but fueled Communist propaganda, The Department of Justice won court cases ultimately limiting segregation, he said.

HIGH IN THE SKY Contant(12) flies plane.

Nolan Wallace (11): Scottish Colonialism Nia Huff (11): South African Diamond Mining Lawson Wright (12): Cold War & Civil Rights

Sophie Li/Staff Artist

Courtesy of Jared Contant

Dylan Leftt/Art Director

Dylan Leftt/Art Director

An innocent thought turned argument: Chicken finger = sandwich?

pointing fingers, disgusted glares, and naïve, confused stares. Now I come into the public eye, armed with my question: are chicken fingers sandwiches?

First, some points of clarification.

I am not addressing chicken fingers that have been “breaded” with buttermilk or cornmeal. I will only be addressing those breaded with bread crumbs or panko. With this in mind, I am just presenting my opposing, in flammatory opinion.

bread that is acting as a vessel for its interior filling, but there need not be any limit on the amount of bread.

Having defined the parameters of a sandwich, let’s talk breading. Chicken fingers are commonly made with bread crumbs, or pulverized bread, which are chemically different from bread’s original chemical composition. These crumbs are toasted,

crumbs also make up the bread around the chicken filling of a chicken finger, making it a sandwich. Thus, breading must enter the vaunted halls of sandwich-formation to walk amongst titans like the Hot Dog Bun, the Wonder Bread, and the mighty Tortilla.

Still convinced a sandwich requires two distinct pieces of bread?

breading halves of a chicken finger. Thus, in satisfying multiple schools of thought regarding sandwich doctrine, including the meager “two pieces of bread makes a sandwich” argument, chicken fingers are indisputably sandwiches.

As an argument-instigator, one question has tested the limits of my friendships time and time again. My first battle over this existential query occurred right before my freshman year between some friends and I, lasting for hours. I entered high school a changed woman, equipped with this

I must begin by tackling the decep tively elusive question: what is a sand wich? As a loyal and patriotic citizen of the state of New York (NYS), my first instinct is to look to the law. The NYS Department of Taxation and Fi nance taxes hot dogs and open-faced sandwiches under the classification of “sandwich.” Further, as explained by Neal Fortin, a professor of food law at the Michigan State University, NYS also classifies a burrito as a sandwich because of the singular mass of bread wrapped around its filling. Hopefully, readers of The Record feel an obliga

Students reflect on Book Day workshops

Sci-Fi cake pops; the dessert of Stories ofYourLifeandOthers

By: Gillian Ho

music,Tablescoveredwithcookiecrumbs,pop andlotsoflaughterfilledtheHorace MannChefsUnitedfortheCultureClub’s (HMCUFC)Sci-FiCakePopworkshopthis BookDay.Intheworkshop,participants bakedalienshapedcakepopsinspiredbythe aliensinTedChiang’s“StoriesofYourLife andOthers.”Aftermixingcakeandfrosting togetherinabowl,participantsdrizzledtheir dessertswithwhitechocolateanddecorated theircreationswithvanillaicing,foodcoloring,andrainbowsprinkles. membersWithtoppingsandcreativity,workshop broughttheiralienstolife,Nicole Au(10)said.“Iusedaknifetocarveouteyes beforeplacingbluesprinklesinthesocket,”she said.“Ithencarvedasmileyfaceandfilledthat withsprinklesaswell.” Participantscreatedmanydifferentdesigns, BenWu(12)said.“Ilikedthattherewaslots ofvariationinthecakepopspeoplemade,”he said.“Thereisnotonedefinitiveoruniversal representationofanalien.”

The Neurobiological Mechanisms and Ethical Complications of Cognitive Enhancement

By: Blake Bennett

Dean of Faculty and English teacher Dr. Andrew Fippinger led a Book Day workshop that left students wondering: would you rather have a life of predetermination or a life of free will?

Fippinger’s workshop, The Book of Ages: Free Will and the Perception of Time in Ted Chiang’s “Story of Your Life,” was intended to be an open discussion, he said. Fippinger based the workshop around his English 10 class’s analysis of Chiang’s book, he said. “My students and I were particularly interested in the topic of free will and the way the story creates this hypothetical situation that calls free will into question, so we made that the basis of the workshop.”

By:Jacqueline Shih

Under the iron fist of character limits, I cannot go on. As I bestow this intellectual crusade upon the readers of The Record, I must thank my older brother, Ethan Gelfer, for teaching me the value of an engaging argument, as well as a simple truth: to argue > not to argue. My hope today is only to provide logical grounding for the silent majority: those perceptive enough to recognize the truth. Since you’ve read thus far, I’d like to make my end goal clear: I aim to spur such intellectual debates within HM, not limited to questioning whether chicken fingers are sandwiches… At what point does a salad become a soup? Is cereal a soup? Are we alone in the universe? Is the Oxford comma grammatically optional (absolutely not, it’s law)? And, as a subscriber to HM’s

During the workshop, students explored “Story of Your Life and Others” through the lens of bioethics, workshop leader and Bioethics Club co-founder Lily Wender (11) said. After introducing the three pillars of bioethics — autonomy, beneficence, and justice — participants delved into a case study.

The study centered around a hypothetical treatment for Traumatic Brain Injury (TBI).

Participants were asked to consider Alexis, a 50 year old woman with TBI, and Kelly, a college student who wanted to improve her cognitive functions to get into medical school. Participants debated whether they would provide treatment to both, one, or neither patients.

The Book of Ages: Free Will and the Perception of Time in Ted Chiang’s “Story of Your Life”

Naomi Gelfer Sophia Liu/Art Director

A review in retrospect: “Portraying HM”

Nikita Pande Staff Writer

Upon entering the student-run gallery “Portraying Horace Mann,” one is greeted by dozens of faces. While each piece is unique in medium, technique, and color palette, they are all portraits.

“It really brings our community together to see how many overlapping subjects there were,” Visual Arts Teacher Emily Lombardo said. “A lot of people picked family or pictures of themselves when they were younger.”

Every piece is accompanied by a wall text written by students in Seminar in Art History: Portraiture and Construction of Identities. The gallery, which ran from March 10 to April 14, offered a glimpse into different students’ minds and a chance to see how they perceive the human physique, Visual Arts Teacher Emily Lombardo said. “It was interesting to see what each student picked and how carefully they would pay attention to creating a portrait that accurately captured that person.” However, more impressive than the final exhibit is the thought and effort put into the gallery by the artists, art history students, and Visual Arts department, Drawing and Painting 2 student Olivia Coward (10) said.

First, art students from various courses submitted their work relating to the theme. Afterwards, artists filled out a Google Form where art history students asked questions from the medium of the piece to the underlying meaning of each work. The process forced artists to reflect deeply on what they created, Coward said.

Coward’s work, a multicolored oil painting, expresses her love and appreciation for her mother. She began her piece by painting the background, which she mixed herself through a blend of dark blue and brown. She then used chalk to sketch a reference photo of her mother onto the canvas. Finally, Coward painted in the skin tones of her mother’s face, transitioning from dark undertones to light oil paints.

Finally, faculty members of the Visual Arts department organized the pieces and their accompanying texts in the gallery in an aesthetically pleasing way, Lombardo said. For example, if a painting was abundant in color, it was hung next to a photograph with a monochrome color scheme. That being said, they did not follow a specific formula, Lombardo said. “We put them the way that they fit. We have been hanging up art for a long time so Mr. Lee and

I followed our natural instinct after a while.”

Sofia Filardo (11) was impressed by “Metamorphosis” by Raven Bai (11) because of its symbolism, she said. “Metamorphosis” is a large piece depicting the artist’s friend, using charcoal and pastel. Motifs of butterflies are present in this work, as they are the artist’s favorite animal and undergo metamorphosis before they achieve their final form. Bai’s work conveys that the subject is growing internally as she transforms into a more authentic and beautiful version of herself. Through the imagery of butterflies, Bai’s painting represented the metamorphosis of becoming an artist and the beauty in change, Filardo said. Overall, Devan Joseph (11) was impressed by the caliber of artistry on display from both the artists themselves and the art history students, she said. “Seeing all the different Horace Mann artists and all their talents on display was really awesome.”

The art of course planning: Is full-credit art the class for you?

Far from the periodic tables and physics problem sets in Lutnick Hall, Heidi Li (11) spends her B periods in the art studio, eagerly working with charcoals and paints to craft her next masterpiece. As the school year comes to a close and the course planning season begins, many rising upperclassmen can choose to drop one of their major disciplines, such as math or history, to pursue a less traditional yet more creative option: a full-credit art class.

While class sizes of half-credit art classes tend to equal those of average full-credit courses,, full-credit art courses have shrunk in size this year, Drawing & Painting teacher Emily Lombardo said. This year, Li is the sole student in the full-credit class Directed Study in Drawing & Painting, since more students opted for the half-credit version of the class instead. Though students are always encouraged to enroll in full-credit art classes, the smaller class sizes allow for more individualized lessons, Lombardo said.

Ever since she began drawing at three years old, Li has cultivated her artistic abilities through extracurricular art classes, which have allowed her to take the highest level of visual art class in her junior year, she said. “I jumped into Drawing and Painting 3 last year. I hadn’t taken any at-school art courses other than in middle school,” Li said.

The full-credit art course has allowed Li to perfect her technique and style under the guidance of Lombardo and Visual Arts Teacher Brian Lee, who co-teach Directed Study in Drawing & Painting, she said. Li finds that

receiving more personal attention and having twice as much time to work has allowed her to take on art projects that she didn’t have the opportunity to tackle in half-credit Drawing and Painting 3, she said.

While Directed Study art courses are offered as both half-credits and full-credits, certain art courses such as the 400-level art history course Art History: What is a Masterpiece? are only available in full-credit form. This course has a significantly larger enrollment than Directed Study in Drawing & Painting with around 20 students in the class.

Unlike Li, Mira Bansal (11) did not always know she wanted to pursue a full-credit art class, she said. Bansal, a student in full-credit art history, decided to enroll after taking a half-credit art history class in her sophomore year. Bansal enjoyed the course material and Dr. Anna Hetherington’s teaching style in Art History: Art of the Ancient World, so she decided to take her passion to the next level — she is planning on continuing art history next school year in a half-credit art history seminar class exploring fantasy art, she said.

Before taking a full-credit course like Bansal and Li, students are often required to complete at least one half-credit introductory course in the same discipline. Taking half credits help students develop proficiency in the subject which prepares them for more demanding full-credit courses, Lee said.

Some of the notable differences Bansal has found between half-credit and full-credit classes are the types of assignments and the heftier workload. “Since we get to meet every single day, we do more advanced long-term projects which help us discover more about art,” Bansal said. For example, Bansal recently gave a presentation on the history of female

artists and is now beginning a group project where she curates an imaginary museum exhibit.

Similarly, Li finds the workload in full-credit Drawing & Painting significantly larger than that of half-credit Drawing & Painting 3. At the moment, she is working on several projects, including a collection of colorful illustrations of marbles from 9 different perspectives, and a charcoal piece. For the charcoal piece, Li is creating a model ship by making charcoal drawings of each component of a ship, cutting them out, and piecing them together to create a 3-dimensional paper structure. This is a completely new concept for her, so she has relied a lot on the instruction of her teachers, she said.

One of the challenges of a full-credit art course is that it can interfere with the major interdisciplinary classes students are required to complete before graduation, Lee said. “Generally students want to take the full-credit, and some students have already expressed that, but the reason that they don’t isn’t art related, it’s more that they want to fulfill their requirements,” he said.

Taking a full-credit art course has not significantly interfered with Bansal’s ability to fulfill her other course requirements, though it has altered her course planning path, she said. This year, Bansal did not take a history course in order to join full-credit art. While she plans to take a history class next school year, she has found that some of the 400-level history courses offered this year have changed and may not be offered next year, she said.

For Li, developing and polishing her art skills was one of her top priorities when it came to course planning, she said. “I knew that I wanted to focus on art in college, perhaps fine arts,

and so I wanted to take the highest possible level in art that the school provided.” Since Li was not interested in studying physics and doesn’t envision herself pursuing science in the future, she chose not to take a physics course, like most juniors, in order to participate in Directed Study in Drawing & Painting, she said.

Li has no regrets taking full-credit art, she said. “I honestly think it’s the best decision I’ve ever made,” she said. While Li was at first apprehensive about dropping physics, she ultimately found that it was the right choice for her. “I feel like what’s most important is that you’re taking your own path and exploring what you actually really like to do.”

Anya Mirza Staff Writer

Courtesy of Ms. Choi

Courtesy of Ms. Choi SCULPTING AND SLAYING Students display artwork at recent art show.

HMTC tackles satirical content in Something Rotten!

of Venice.”

The Department of Theatre & Dance’s upcoming production of “Something Rotten!” has brought up discussion on how to stage the musical’s satirical depiction of anti-semitic stereotypes. Play director and theater teacher Benjamin Posner decided to keep the unedited scenes and facilitate conversations about the material as a learning experience for the school community.

“Something Rotten!” opens next week and will run from next Thursday to Saturday. The musical parodies the plays of William Shakespeare, telling the story of Nick and Nigel Bottom, characters from “A Midsummer Night’s Dream.” Nick and Nigel attempt to find success in a theatrical world dominated by Shakespeare himself. On their journey they encounter Shylock, a Jewish character from “The Merchant

Over the course of the play, Shylock encounters many instances of anti-semitism, Posner said. “Shylock acknowledges it, so his role in the play is to teach our audiences that in medieval Europe, Jews were not allowed to partake in society,” he said. Posner believes Shylock’s position as a money lender is an accurate representation of the limited opportunities available to Jews during the time. While Jewish identity is integral to Shylock’s role in the play, Posner is mindful of the character’s potential, if overdone, to turn into a caricature.

While the scenes may appear anti-semitic when viewed without context, in reality “Something Rotten!” is really poking fun of Jewish stereotypes, Etta Singer (11), who plays Nigel Bottom, said. In an attempt to ensure the portrayal of Shylock was handled with the utmost sensitivity and care, Posner mandated that anyone who auditioned for the role of Shylock iden-

tified as Jewish, Singer said. Posner wanted the actor playing Shylock to approach his portrayal from a Jewish perspective, Singer said. Posner ultimately casted Alex Felberbaum (9) in the role, as he thought Felberbaum perfectly captured Shylock’s enthusiasm and would translate well with the audience.

Discussions regarding the use of certain lines in the script were necessary to ensure that the audience would not take any offense, Jah’si Eyre (11) said. “We emphasize and recognize that the character is not genuinely a real representation of Jewish people,” he said. “These conversations are important to understand the fictional nature of the character.”

Bailey Hecht (12), who plays Nick Bottom, believes that Posner did a great job of navigating the sensitive parts of the musical, they said. “There is a very large Jewish community, and a lot of the actors, including the director, are Jewish, so we were comfortable re-enacting these jokes on set,” they said. Hecht said that everyone kept their eye out for stereotypical jokes, including cutting out the offensive remark “Stop! Homosexuals!”

Bethany Jarrett (11), who plays one of three minstrels (a medieval musician), acknowledges that the play includes satire but is supposed to be taken lightheartedly with no ill-intent behind the script, she said. “There are a couple of stereotypical jokes, but Mr. Posner was very clear that there wouldn’t be any problematic language that would harm anyone,” she said. Jarett thinks Posner had great techniques for everyone to understand the background of their character, and how to deliver satirical jokes in a non-offensive manner.

Aside from the production’s potentially problematic language, members of the musical are thrilled to perform in a show that is outside of their comfort zone, Jarrett said.

The play was a new experience for Jarrett, as she was unfamiliar with satirical musicals. “It was definitely a unique and refreshing musical to be a part of, because it’s funny, and everyone didn’t take themselves too seriously.”

The HMTC invited John Cariani, a member of the Broadway production of “Something Rotten!,” to come in and speak to everyone in the musical. “He reminded us to stop moralizing everything and learn how to make fun of each other,” Jarrett said.

Using his own encounters with anti-semitism, Posner is able to empathize with the audience in order to predict what jokes will land, and which ones may come across as offensive. As the play’s director, Posner felt that it was part of his duty to provide an outside perspective and decipher what messages the musical would send to viewers, he said. “I don’t want any of our audience feeling like that, and I’m not gonna let that happen,” Posner said.

Because of the work he’s done investigating Shylock’s character and preventing potential offense, Posner hopes people still come and enjoy the show, and see a character who is “unapologetically Jewish,” he said. “I hope what they see is a really good heart, and characters that are flawed but trying.”

Avery Vukhac and Diya Chawla Staff Writer

Courtesy of Athena Spencer

Courtesy of HMTC Instagram

POSIN’ HM Theatre Company smiles for the camera.

BEHIND THE SCENES HMTC hard at work for upcoming performance.

JUST KEEP SWIMMING Beloved fish make triumphant to Lutnick Hall after many months of hibernation.

Lions’ Den Record Sports

Students strike balance between academics and athletics

Julia Bouchut Staff Writer

“Our job is to prepare ourselves to live hap py and fulfilling lives,” Senior Associate Di rector of College Counseling Kaitlin Howrig an said. “For some of us, that’s going to mean feeling as prepared in terms of rigor as we can be heading off into college. For others, that’s going to be pushing your body to the limits.”

At a school known for its rigor and in tense workload, students have to strike a

she said. “My soccer coach always said that

swimming at the school because she enjoyed the community the school’s team had to offer, For many students, though, deciding be tween academics and sports is not entirely up to them. Some parents push their children to prioritize school over sports, Howrigan said. “It breaks my heart when people say, ‘my par ents told me I had to drop a sport if I’m going to take this high level science class’ or something like that,” she said. “In my mind, both of those are going to make you

In some cases, having a rigor ous schedule allows students to manage their time better. Cross country team member Asha Tan don (10) uses her free time more

tine Tao (11) said. “The coaches are very aware of the environment of Horace Mann,”

from other college applicants. She in stead chooses to spend her time playing the violin, which she is passionate about, she

Not only do some students need to make the tough decision between sports and clubs, but many students are also forced to choose between specialized sports clubs and school sports, Rose Korff (10) said. The demanding workload makes balancing the two quite difficult, especially after freshman year, she said. Korff quit her club sport and continued

advantage of free periods and free time. “I’m in my make or break time right now, really grinding,” she said. “Coming home [after practice] and just going straight to

Despite the time commitment they require, sports teach students essential skills, Crew and ski team member Miller Harris (12) said. Crew teaches discipline because practices are physically taxing, he said. “But the team really teaches you to push through and finish your goal and follow through with your set.”

Additionally, sports practice offers an escape from the stressful school environment of school, giving students a space to relax, Troop said. “If you can take two hours after school, and just forget about everything and hang out, it relieves a lot of tension,” he said. “Fun Fridays during ski season, where we played

them have an arts department that wants a great orchestra and [an] athletics department that wants fans that are going to come out,” she said. “What’s most important is different for every student.”

LIONS’ BOX: VARSITY RESULTS FROM LAST WEEK

Varsity Baseball vs. York Prep School -- WIN 15-1

Varsity Baseball vs. Riverdale -- LOSS 2-3

Varsity Softball vs. Riverdale -- WIN 20-9

Varsity Ultimate vs. Scarsdale -- LOSS 9-12

Boys Varsity Tennis vs. Poly Prep -- LOSS 2-3

Boys Varsity Tennis vs. Riverdale -- WIN 3-2

Boys Varsity Lacrosse vs. Portledge -- LOSS 4-1

Boys Varsity Lacrosse vs. Riverdale -- LOSS 5-15

Girls Varsity Lacrosse vs. Riverdale -- LOSS 8-16

Girls Varsity Golf vs. Hackley -- WIN 3-2

Boys Varsity Golf vs. Trinity -- WIN 9-0

Boys Varsity Volleyball vs. Unis -- WIN 3-2

Boys Varsity Volleyball vs. Calhoun -- LOSS 0-3

IsabellaKim/StaffArtist

Isabella Kim/Staff Artist