Volume 120, Issue 12

The Record

Horace Mann’s Weekly Newspaper Since 1903

Great is the truth? Santos lies about attending Horace Mann

Clara Stevanovic Staff Writer

Last week, CNN reported that New York-Congressman-elect George Santos lied about having attended Horace Mann — just one of many biographical fictions that the Republican Congressman-elect has told to gain votes.

Santos ran in New York’s third Congressional District, the wealthiest in the state, which encompasses affluent northern Nassau County and a sliver of northeastern Queens. Santos defeated Democrat Robert Zimmerman winning 54% of the votes. The 118th Congress began on Tuesday, but none of the members have been sworn into office yet because the House of Representatives has yet to elect a speaker.

Santos first fabricated the story in the campaign biography for his failed 2019 congressional run which claimed: “He began Horace Mann preparatory school in the Bronx, however, did not graduate from Horace Mann due to financial difficulties for his family.”

In 2020, Santos elaborated during

he attended “Horace Mann Prep” until his parents were hit by the Great Recession in 2008. “You can’t afford a $2,500 tuition at that point, right?”

Santos told the interviewers. “So I left school four months to graduation.”

The actual tuition for the 2007-2008 academic year was $30,830.

Before Santos launched into the next chapter of his life story, host Bill Cannon interrupted. “Horace Mann wouldn’t hit you up with a scholarship?”

Santos explained, “Unfortunately at the time, I wasn’t the only student going through that same issue.”

Cannon responded, “Horace Mann has more money than God though?”

Santos agreed.

Santos’ allegations about leaving the school due to financial difficulties are entirely dishonest and demonstrate how little he knows about the school’s ethos, Head of School Dr. Tom Kelly wrote in an email. “Even more frustrating than this person’s dishonesty is the fact that he alleges we removed him, four months shy of graduation, over an unpaid tuition bill resulting from a family hardship. HM

Mann.”

A New York Times article confirmed the falsehood, as Brazilian police reports and court records for fraudulent purchases Santos made reveal he was living near Rio de Janeiro in 2008.

Furthermore, if Santos’ July 22, 1988 birthdate is accurate, he would have been nearly 20 years old when he was a senior at the school.

Avi Rao (12) was shocked to hear that Santos claimed to be a Horace Mann alum. “Before I even considered whatever damage his election has done, I just could not believe that [Santos] lied about going to Horace Mann. He’s a clown,” Rao said. It was strange that Santos chose to lie about attending Horace Mann in particular, he said. “That just goes to show that this school is a place where people

get caught. And apparently get elected to Congress.”

Allowing Santos to remain in office is unjust, Charles Ampah (11) said.

"Even more frustrating than this person’s dishonesty is the fact that he alleges we removed him, four months shy of graduation, over an unpaid tuition bill resulting from a family hardship. HM would never behave that way.”

- Dr. Tom Kelly

very likely win his Democratic-leaning house seat, making it important to the Republican party that Santos says in office to maintain their slim majority, he said.

The fact that Santos remains a congressman reveals how desperate the Republican Party is for seats in the House right now, Rao said. “They’re willing to accommodate a pathological liar who has even committed fraud.”

Santos’ actions reflect poorly on his character and that of other politicians as well, Annika Bhandari (9) said. “This shows that people don’t always prioritize the truth,” she said. “It’s hard for people, once elected, to be punished for their actions.”

“It says something about the state of our politics today,” history teacher Barry Bienstock said. “That somebody can lie in such an open way and not think he is going to

“The fact that people have acknowledged he isn’t who he said he is, means he shouldn’t really represent the people.”

Although Steve Yang (12) thinks Santos should resign, he does not think that Santos will take it upon himself to leave Congress.

He doubts that Santos’ Republican colleagues will remove him from office since the House of Representatives does not have a speaker right now.

“Santos supports Kevin McCarthy, and I don’t think McCarthy wants him out.” If Santos resigns, Democrats may

The Republican Party could use this moment to demonstrate that they do not accept habitual liars in their ranks, History Department Chair Dr. Daniel Link said. “I hope that the Republican Party will do the right thing when it comes to Mr. Santos, though his fate may not actually be decided only by the Party.” Santos continues to face pending legal charges for fraud, which may ultimately lead to his removal from Congress.

Some community members found humor in Santos’ fabrications, including his false claim that he is Jewish. “I was joking with friends that he became the head of the Jewish student union,” Bienstock said.

Post-Covid MD technology policy prohibits personal devices

Sofia Kim Staff Writer

At the beginning of the 2020 school year, the Middle Division (MD) encouraged students to bring their personal devices to school so they could access materials online and avoid sharing materials. However, the number of students misusing devices spiked. “They were watching movies, watching Netflix, and we couldn’t regulate all of it,” Head of MD Javaid Khan said.

Three years later, the effects of the pandemic live on with the MD’s no personal device policy, effective at the start of the 2021 school year.

In the beginning of each school year, students are asked to sign The MD Citizenship Agreement that contains the policy: while students may carry their personal devices with them during the school day, devices cannot be

used unless allowed by a teacher. If students need to contact their guardians, they can use the phone in the MD Office. Additionally, if students are caught using their personal devices, their device is confiscated for the rest of the day.

However, students do not always abide by the no cell-phone policy. In a poll conducted by The Record with 167 responses, 40% of poll respondents have used devices at school when they were not supposed to. 20% of these students use their device multiple times per day; 15% several times a week; 23% several times a month. 13% of poll respondents have had their device confiscated by an adult for reasons such as texting their parent, listening to music, or showing their friends a funny video during the school day.

While devising the technology policies, the

deans and teachers discuss the behavior they have seen in classrooms and hallways, then come up with policies that would most benefit the students, Khan said.

The consequences escalate each time a student breaks a rule. “On the first day, a confiscated device is put in the dean’s office. But the second time a rule gets broken, the device is put in the office for five days,” David Rukin (7) said.

According to the poll, 87% of MD respondents own a cell-phone, 92% own a computer, and 68% own an iPad. 50% received their first phone between the ages of 10 and 11; the earliest age was 1% of students at six, while the latest age was 3% at 13. Computer ownership trended slightly earlier, with 62% of students owning one between the ages of nine and 11.

According to a Record poll with 167 responses.

LYING, NOT A LION Just imagine George Santos here.

Photo

Photo courtesy of Associated Press

Have you used your device at school when you were not supposed to?

Horace Mann needs more mental health support

a break, and they are often too scared to ask for one. They finish a rigorous day at school just to face extremely high standards at home, feeling like if they do any less than perfect, they will bring disappointment.

Ryan Nikitiadis

There exists a mental health crisis amongst students in the U.S. and it’s worsening every year. According to USA Today, in 2019 “1 in 3 high schoolers reported persistent feelings of sadness or hopelessness, a 40% increase from 2009.” These are alarming figures that may make us question how well the school is managing the mental health needs of its students.

The answer — not well. Though the school offers many advantages and privileges, its competitive culture can feel overwhelming. Students with strict parents particularly suffer because they feel like they cannot catch

When students share grades, they can unintentionally put pressure on each other and perpetuate unrealistic expectations and stress. We all know these consequences, yet the vast majority of the student body does it. Students should be happy for their friends’ success, but the school’s competitive nature causes jealousy and rifts in friendships because of the pressure to constantly be better than our peers.

In my time at the school, I have witnessed countless students cry because of assessments. This is further amplified during “hell weeks,” heavy work weeks with a seemingly endless stream of assessments and assignments. During hell weeks, I have tried to get more sleep and relax, but I struggle to prioritize my mental health because of the heavy workload.

Another problem — and a seemingly unsolvable one — is the lack of sleep that students get. All students know we should try to get six to eight hours of sleep per night, but the hours of homework in addition to athletics and extracurriculars can make this

an impossible feat. This results in a cycle of exhausted students trudging through the day without understanding the material they are learning, procrastinating at home because they are confused, and experiencing feelings of failure and stress.

Given the extent of these stressors that students face, the school must do more to meet students’ mental health needs. The Counseling and Guidance Department is accessible to all students who need it, but students who do not proactively reach out due to stigma struggle silently. Some students are also deterred by privacy concerns since the guidance counselors are affiliated with the school — to prevent misunderstanding, counselors can explain their intentions and the limitations of confidentiality in the first meeting.

The school also needs to acknowledge the barriers to students and establish more pathways to help. Start with mandatory workshops that teach students how to deal with stress and anxiety, run by counselors — not by upperclassmen in HMO. Taking it a step further, all students should be required to see a school guidance counselor as part of their regular academic programming. Mandatory meetings can be very helpful for students who cannot receive mental health support

at home, destigmatize seeking help, and give every student an outlet.

Furthermore, outreach and education should extend beyond students, to parents and teachers so they know how to help students. Some parents “don’t believe in mental health”; some teachers avoid direct confrontation of these issues due to discomfort. For student mental health needs to be met, we need a team effort.

There are more solutions the school can easily implement to reduce stress levels:

Students should have a number of allowed mental health days per year (with extensions in special circum stances), using the honor code to prevent misuse of this system. Mental health struggles can impede a stu dent’s ability to learn and affect their overall well-being, so it should be treat ed just as impor

tantly as physical health.

Teachers can allow for greater flexibility around assignment due dates if the situation calls for it. Some teachers barely allow for any extensions, and those who do often are not very flexible, sometimes requiring a dean to sign off on extensions. While they have good reasons for this, a student should be able to get the sleep they need to function properly instead of staying up all night to produce subpar work.

We have the ability to address this mental health crisis. It is time we take

Every history class should teach current events

wide events. While many history teachers incorporate current events into their curriculum, some tenth grade classes, and even more ninth grade classes, do not. Every ninth and tenth grade history classes should im plement current events as it offers stu dents an opportunity to engage with the world around them.

sources regularly and keeping up with

When I first experienced a current events assignment in my tenth grade United States History class, I was encouraged to break down the bubble I was living in and delve into world-

While in middle school, I lacked awareness of current events because I didn’t discuss it in school or with friends. Many of these events did not directly affect me, so I didn’t feel pres sure to learn about them on my own initiative. Current events assignments opened up to a whole new world that motivated me to keep learning about these events. Outside of class, I de cided to take the step that was long overdue and turn my ignorance of the world around me into awareness. Before I knew it, I began checking news

Volume 120 Editorial Board

Even for the ninth and tenth graders who do follow the news, it is still possible to miss an important article.

Staff

Current events would create the opportunity for those students to be informed on the issue they missed. Along with increasing students’ awareness about the world outside their purview, these assignments train students in thoughtful discussion. Even if the discussion is only five minutes long and the student does not formally present in front of the whole class, they can hear varying viewpoints from others and learn to respond respectfully to claims they disagree with. On top of hearing their peers’ opinions, current events expose students to news sources that they may not have looked at on their own.

Staff Writers Ariella Frommer, Ava Lipsky, 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

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

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

Another reason to implement a current events assignment is its connection to course themes. Although some courses have more apparent connections to the present than others, it is important for students to understand how history is linked to the present. If they can connect their knowledge of the past to current issues, it will encourage them to see the significance of what they are learning about in class.

Since different grades require different complexities of material, teachers could adjust the assignment in terms of its difficulty. For instance, they could assign ninth graders to write a short paragraph, implement current events once a month instead of once a week, and pair students with a peer to present.

Editorial Policy

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

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

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

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

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

Editor in Chief Emily Sun Managing Editor Emily Salzhauer

Vidhatrie Keetha Ayesha Sen

News Zachary Kurtz Opinions Audrey Carbonell Sean Lee

Hannah Katzke Allison Markman

Middle Division Celine Kiriscioglu Rachel Baez

Lions’ Den Max Chasin

Art Directors

Amira Dossani Vivian Coraci Sophia Liu

Head of Design Avani Khorana

Photo Directors

Sam Siegel Ben Rafal Aryan Palla Jorge Orvañanos

Online Editor Emily Grant Faculty Adviser David Berenson

Design Editors Arin Rosen Alara Yilmaz Sophie Pietrzak

Sammy Matays

Ahaan Chabba/Staff Artist

Sophia Liu/Staff Artist

How labeling female artists “crazy” reveals our sexist biases

Sinead O’Connor to Britney Spears, the music industry predominantly allows us to see, on a large scale, the ways in which women are brought to present hysteria and insanity as a result of their gender.

lar lists and descriptions that highlight the way that female musicians have higher expectations for preserving their sanity.

is “almost like being in a type of prison… you have to be a good girl.” In response to O’Connor’s actions, she was booed at a Bob Dylan tribute concert

In August 2022, just four months after announcing she would leave the music industry, Doja Cat shaved her head. Fans quickly assumed that she was “going crazy” and taking drugs. In response to the assumptions, she was pushed to justify her decision, publicly stating that she “never liked having hair.” As the criticism continued throughout the following week,

Although anger is associated with discomfort, hysteria, and fear, it is also a critical and powerful emotion. Anger demonstrates that something is wrong and calls for change; it is the human response to the threat of physical harm, misconduct, and degradation. We draw from anger to demand accountability and justice, forming vibrant political communities. Despite this, anger is so commonly perceived as a negative reaction based on how our society evaluates emotion, predominantly on the basis of identity and status.

From a young age, our culture identifies anger to be connected with manhood and masculinity. In a study published in “Frontiers of Physcology,” researchers discovered that by the time they are toddlers, children associate angry expressions with male faces. More “soft” emotions, including

For centuries, the idea has reigned that madness is gendered primarily as a feminine illness. From Sinead O’Connor to Britney Spears, the music industry predominantly allows us to see, on a large scale, the ways in which women are brought to present hysteria and insanity as a result of their gender.

she posted, “‘You’re on drugs. You’re crazy. What has she done to herself? You need to seek help.’ This isn’t a cry for help or an issue of any sort. This is just me having no hair. I’m still the same me,” on all of her social media accounts. The scope and severity of this reaction demonstrates how women in the music industry, even in 2022, remain subject to the archetype of the “mad woman.” From Britney Spears to Doja Cat, why have we seen so many famous women seem to “go crazy” in the public eye? And, why does that go hand in hand with the shaving of their hair? In my independent study this year, I have been ana lyzing the perception of women in the music industry as “crazy,” and I hope to highlight as many takeaways of my research as pos sible in this article.

I believe that the label of in sanity assigned to “infamous” wom en in the industry is intertwined with the way we evaluate what being “crazy” means. The understanding of our perception of mental health is inextricably linked to our cultural norms and values. The most profound cultural lens through which we view madness is gender. For centuries, the idea has reigned that madness is gendered primarily as a feminine illness. From

empathy, fright, and sorrow, are discouraged in boys and are associated with femininity. Women and girls are urged to extinguish their anger and “negative emotions,” as they are not supposed to utilize their anger or demand their own needs. Girls are told to smile more, speak nicely, and stay indifferent, so when they take up anger in the same forms as men, they are

Returning to the discourse around women like Doja Cat, Britney Spears, and Sinead O’Connor shaving their head, it is important to recognize that women’s hair is often regarded as a symbol of her femininity and sexuality. Without hair, women achieve a cultural shock as they defeminize themselves.

Returning to the discourse around women like Doja Cat, Britney Spears, and Sinead O’Connor shaving their head, it is important to recognize that women’s hair is often regarded as a symbol of her femininity and sexuality. Without hair, women achieve a cultural shock as they defeminize themselves. Bald hair appears in ancient history in Hindu funeral traditions and Ptolemaic beauty regimens; it could represent devotion, rebellion, and even mental collapse. In the modern west, the shaving of a woman’s head is rare and unorthodox as it embodies a shocking cultural statement. Undeniably, the powerful effect of a woman with a shaved head unsettles the traditional and patriarchal image of womanhood.

Sinead O’Connor shaved her head after record executives encouraged her to take on softer, sexualized looks by wearing short skirts and keeping her long hair. In refusal, she went directly to the hair salon. She aimed to “opt out of the male fantasy,” claiming that in the male dominated music industry it was “dangerous to be a female.” I see her aiming to dodge the expected status quo of her female peers and grapple with her ability to self govern. In fact, one of the executives who encouraged her to preserve her soft femininity was the same person who urged her to have an abortion when she was pregnant with her first son Jake to maintain the image of an innocent woman. Her notable lack in classic femininity caused her to “possess one of the most iconic heads in pop culture memory… the very dimensions of her skull seemed inscribed in the public consciousness,” as New York Times writer Amanda Hess noted.

and comedian Joe Pesci threatened to smack her in a Saturday Night Live monologue. Similarly, after her actions on Saturday Night Live she was reprimanded by the Anti-Defamation League and the National Ethnic Coalition of Organizations, who employed

declared that she is a human being, explaining that she had the right to put her hand up and say what she felt. But, I gather that her womanhood stripped her from her ability to have a voice on live television without career threatening backlash.

O’Connor’s breakout song, “Nothing Compares 2 U,” was written by seven time Grammy Award winner and Rock and Roll Hall of Fame member Prince. Despite his excellence in the industry, O’Connor claimed that he “terrorized” her. He brought her to his mansion, scolded her for cursing in interviews, and insisted on having a pillow fight in which he put something hard into his pillowcase to hurt her. In the middle of the night, O’Connor escaped on foot, but was followed by Prince in his car; he jumped from his vehicle and ran after her on the highway. “Prince is the type of artist who is hailed as crazy-in-a-good-way, as in, you’ve got to be crazy to be a musician,” O’Connor claimed. To the press, Prince’s form of madness is deemed acceptable; yet when a woman is titled “crazy,” the word’s meaning shifts to declare her threatening and undeserving of autonomy.

Similarly, in 2007, Britney Spears shaved her head during her infamous “meltdown.” When Spears went to a local salon in Tarzana, California, asking the employees to shave her head, she was denied by the salon’s owner, who claimed Spears was having a “hormonal moment.”

an who took to national television to express herself and promote justice being discriminated against by the masses.

“Crazy is a word that does some dirty cultural work,” wrote Hess, a statement with which I agree. A woman called “crazy” by journalists without psychology degrees is not being

Rumors claimed that she had shaved her hair to avoid taking a drug test, but this has since been proven incorrect. Instead, Spears remarked, “I don’t want anyone touching me. I’m tired of everybody touching me,” while she grasped a razer and shaved her hair off. Here, I see a woman who has been micromanaged and pushed around to fulfill the goals of the men who are governing her. In this moment, we finally saw

Unfortunately, instead of [Britney Spears shaving her head] being perceived as a powerful moment of protest, the press tarnished Spears with the “crazy” title, again stripping her of her autonomy.

ty magazine called Fame10. This list was particularly striking as six out of the seven musicians on the list were women. Although about 20% of pop musicians are female, over 85% of the artists mentioned in the article were women. This article is one of many; throughout my study I have seen simi-

O’Connor’s career took a unique turn when she performed on Saturday Night Live in 1992. Looking right into the television camera, she tore up a photo of Pope John Paul II in protest of abuse in the Catholic Church. Although she had already “been branded as insane” for boycotting the Grammy Awards and denying the request to play “The Star-Spangled Banner” before her concerts, this behavior “killed her career,” putting her reputation at “permanent risk,” wrote Hess. “The media was making me out to be crazy because I wasn’t acting like a pop star was supposed to act,” O’Connor noted. She exclaims that being a female pop star

attacked for the way her brain works but the way she is received by our culture. “Calling someone crazy is the ultimate silencing technique. It robs a person of her very subjectivity,” wrote Hess, highlighting how O’Conner’s “insane” label allowed her to face disregard from the public.

Nearly ten years after O’Connor protested the Catholic Church on Saturday Night Live, Pope John Paul II acknowledged sexual abuse in the church, validating O’Connor’s behavior. However, the overreaction to O’Connor’s defiance was not centered on the truth of the cases in the church; rather, “it was about the kinds of provocations we accept from women in music,” wrote Hess. O’Connor

her reclaim her agency. Unfortunately, instead of this being perceived as a powerful moment of protest, the press tarnished Spears with the “crazy” title, again stripping her of her autonomy.

As women in the music industry work to solidify their right to have a voice, I have found that they have continuously been stained by being labeled as insane. In this society, we have all, including women ourselves, been engraved with unconscious misogynist biases, which we can work to unlearn. By supporting female musicians, learning about the history of mental health, and identifying times where you may have been misogynistically biased, one can help unravel centuries of sexism.

Harper Rosenberg

Sophia Liu/Art Director

Sophia Liu/Art Director

What music are the Lions listening to?

Kate BecKler Staff Writer

Does someone’s taste in music say something about their personality?

“Absolutely,” Naz Yetis (11) said. So, what does the Upper Division (UD) listen to?

Although she does not have one favorite song or artist, Leah Marquardt (10) gravitates towards upbeat hip-hop and pop music. She enjoys listening to “The Spins” by Mac Miller, “Just Like Heaven” by The Cure, and “These Days” by Wallows. Each of them have different instrumental and lyrical styles, reflecting Marquardt’s moods.

Yetis’ taste also spans many genres, she said. Like Marquardt, it depends on her mood. Her favorite song at the moment is “Harbor” by Clairo. It has a slow melody, beautiful lyrics, and a peaceful vibe.

Raven Bai (11) curates her listening based on what she’s in the mood for. “I like to listen to a bit of everything, whatever feels right in the moment, I’ll play it,” she said. If she needs to wind down before bed, she’ll listen to calm instrumentals like the Studio Ghibli soundtracks or soft, comfort music by Cavetown. If she needs a boost of energy, she’ll listen to heavier and upbeat tunes—like rock or heavy metal by System of a Down, Lovejoy and Hiatus Kaiyote.

As one might expect from the Music Department Chair, Timothy Ho’s taste spans all across the board. Since he grew up in Hawaii, Ho enjoys Hawaiian music, especially the Brothers Cazimero. His favorite artist is the blues and folk singer Nina Simone and he also listens to choral and pop music, often based on students’ recommendations. “I’ve discovered lots of groups that way,” he said. ,“As I get older, it’s harder to stay current.”

English teacher Rebecca Bahr gets music recommendations from her hus-

band, the root of her love for Latin jazz. Her all time favorite, however, is the classic jazz song “Summertime.” “I love the song itself, the words, the feeling of it, the beauty of it, the way it’s been covered in so many different ways,” she said. “I’ve always sung it for auditions for groups, so it’s sort of embedded with me.” She even sung a rendition of it with fellow English teacher Harry Bauld at a music week performance last year.

While music often drifts by in the background — on the bus, in the shower — it comes into the foreground as a way to bond with and learn about other people.

When Yetis shares her music taste with someone, it’s easier to find common interests to talk about. Someone’s music taste often reflects who they are as a person, she said. “If I go through your playlist and only find songs that are trending on TikTok, then I am going to assume that you spend most of your time on the internet — which is not necessarily a bad thing.”

Avi Rao (12) also said that knowing what people listen to can change his perspective of them. After all, there is agency behind every playlist since the individual chooses each selection.

Rao listens to all sorts of genres, from hip-hop to classic rock, but if he had to choose a favorite, it would be Argentinian rock, with bands such as Soda Stereo. His love for the genre began last year, in his Studies in Spanish class taught by World Languages Department Chair Maria del Pilar Valencia, he said. Even though he can’t understand all of Soda Stereo’s lyrics because they are in Spanish, their style has a similar vibe to American rock bands from the 80s and 90s like Nirvana.

As people evolve, so do their music tastes. Favorite songs fade like a worn sweater, still holding the scent of its years. Albums you played on repeat rust into a time capsule of memories, only unlocked by that sequence of notes like a passcode. Artists you once

METROPOLIS

The “hipster version of pop music,” metropopolis sounds like everything you’ve ever heard and nothing you’ve ever heard at the same time.

Much of this genre uses computers to record and arrange sounds from electronic instruments and synths. Utilizing production interfaces, such as Logic and Pro Tools, metropopolis artists create tones that cannot be generated with classic guitars, pianos, and other acoustic instruments. The singers of the genre openly use vocal autotune, championing sounds that are blatantly technologically.

Spotify coined the term in 2014, heralded by artists like Charli XCX, Bleachers, St. Vincent, Blood Orange, Sky Ferreira, and Grimes — one of my top streamed artists. Her unique hyperpop sounds like a futuristic-experimental-melancholia amalgamation, conjuring an image of what a “metropopolis” truly entails.

Metropopolis hyper-modern sound hints at current social and cultural climates. It’s perfect for listening on a city highway, surrounded by bright lights and metallic sounds, a soundtrack for poor urban planning and harms of the anthropocene.

- Harper Rosenberg

adored, now as familiar and foreign as an old friend.

Yetis’ love for music stems from her childhood. She began her journey with hit songs by Taylor Swift and Sabrina Carpenter. Since then, her love of music has increased exponentially, and while she still listens to the artists she loved as a child, her list of favorites continues to grow. “I like to go on Spotify and look at random artists and just try to find music that I like,” she said.

Rao’s current style also grew from the songs he grew up listening to. “I used to listen to mostly classic rock,” he said. “From there, it branched off as people introduced me to stuff or stuff I found online.”

Students are not the only ones whose music taste has expanded since they were kids. “As I have gotten older and I’ve lived in lots of places, studied more and more music throughout my life, and my own tastes have been more refined,” Ho said. Still, the influence of childhood remains: in all the music he listens to, Ho finds himself looking for Hawaiian musical characteristics that remind him of his younger years. For example, his love for lyrics and melodies are key elements to Hawaiian music.

Similarly, math teacher Varun Prabakar’s taste in music has expanded with age, he said. “I started listening to [System of a Down] when I was thirteen in my rebellious teen phase,” he said. Now, he loves genres like rap and hip-hop and pays more attention to song lyrics.“I used to just rock out to songs because I liked the beat and jam, and then later on I would find out the lyrics said things I didn’t agree with or support.”

Science teacher George Epstein’s love for comes from his father, Doug Epstein, a former music teacher at Horace Mann. Music permeated his home life. “It never felt like a real holiday unless someone broke out an instrument or we started singing,” he said.

English teacher Dr. Deborah Kassel’s

’84, love for classical music traces back to her childhood — her grandfather was an avid classical music listener and opera fan. He could have even sung opera, she said. Now, she listens to music all the time, even when she is working in the English office. She loves the Baroque period and German Romanticism; one of her favorite songs is the “Rachmaninoff Piano Concerto 2 in C Minor,” a beautiful piece for piano and orchestra composed by Sergei Rachmaninoff.

Classical music and opera are not the only genres that Kassel listens to. She loves the Beatles and also likes disco and classic rock, with bands like Earth, Wind, and Fire and The B-52’s — the 80s group was the music of her generation, she said.

Music abounds in the English office; Bahr also likes to listen as she works. “When I’m grading papers or something, I’ll listen to non vocal jazz like piano jazz or guitar jazz, because I find it stimulating but not distracting.”

Vinyls, cassettes, MP3 players, iPods; music machines from years past have become obsolete. In their place, mobile

devices make a world’s worth of tunes accessible with a tap of someone’s keys.

Yetis creates playlists on Spotify that reflect her moods, she said. She shuffles playlists, but listens to albums top to bottom. “When an album is in order, the songs make sense because the artist wanted it that way,” she said.

Bai also uses Spotify to expand her music knowledge. “I start with a song that I know and like but then find a radio on Spotify with songs similar to them,” she said.

Barr does not create her own playlists, but she does listen to the radio — through the World Radio app on her phone. “I can go to Nigeria and listen to whatever is playing at a local station there,” she said.

When Ho is not on Spotify or Apple Music, he listens to whatever is trending, he said. “I have my Alexa set up right next to where I’m cooking, so I’ll just say, ‘play the Billboard Top 10.’”

Back in the hallways of Tillinghast, songs drift in and out of earshot. “When I get out of class, I put my headphones back on and continue where I left off,” Bai said.

CLASSICAL

Does classical music excite you just as much as the latest Taylor Swift song? If not, I don’t blame you — but the genre is so much more than boring background music. It spans centuries, styles, and instruments; it appeals to people of all ages; it is the foundation for your favorite pop singles.

Take the Baroque Era (1600-1750) for example. Characterized by contrapuntal texture, where various voices in each piece play different melodies instead of playing in unison, cornerstone composers like Ludwig van Beethoven and Johann Sebastian Bach have greatly influenced the rock genre. Musician Billy Joel used the melody and chord structures of Beethoven’s 1798 Pathétique Sonata Op. 13 in his single, “This Night.”

If you’re looking to get into classical music, I suggest starting with the greatest hits: Gershwin’s Rhapsody in Blue or Debussy’s Clair de Lune. Find an instrument or style that appeals to you; I play piano, and it’s one of my favorite instruments to listen to. Get to know the styles (classical music isn’t all the same) — I love the Romantic period (1800-1900) because of its sudden dynamic contrasts, expressive tempo, and long, lyrical melodies. Once you’ve scratched the surface of classical music, you’ll find there is so much drama and flair in an infinite number of pieces, all waiting to be discovered!

- Isabella Ciriello

COUNTRY

Despite my New York heritage, songs with banjos and lyrics about pick up trucks are my jam! While I might be at school each day, my heart rests in Nashville — the center of country music. Nothing entertains me like looking up at the towering skyscrapers while listening to the soft plucking of an Appalachian dulcimer.

Country music is gravely underappreciated at the school, and I’m here to highlight some of its best works. Think of everyone screaming to “Sweet Home Alabama” but also bus rides home from school after a long day, unwinding with Dan and Shay’s “Tequila” in your air pods.

For those new to the genre, I would start with the Lukes: Luke Combs and Luke Bryan. Some of my favorite songs of theirs include “When it Rains it Pours,” a cheerful tune about becoming lucky, and “Refrigerator Door,” a slower song about nostalgia. To Combs, the fridge door represents his childhood memories displayed in pictures, drawings, and magnets. If you’re hungry for more, I suggest “Play it Again,” “Shotgun,” and “One Big Country Song.”

I don’t know how I got hooked on country, but I’m grateful I did. While we are all consumed by homework, tests, and extracurriculars, my favorite country music playlist reminds me to relax and appreciate the positives within each day.

- Allison Markman

Listen to the songs featured in the article here!

Eliana Son/Staff

James Zaidman Staff Writer

A platform to advertise events and recruit members, student clubs, publications, and teams. use Instagram to play a small but integral role for clubs to branch out and add a virtual layer to their school presence.

The Governing Rules for Clubs & Pubs on the student life website outlines rules for student organization’s online presence. Every post must be reviewed by the club’s faculty ad visor before it can be posted and if a student does not agree to be shown in a post, then the picture must be taken down from the account.

To maintain registration, clubs are required to follow rules on interaction and engage ment on social media.

At the start of each academic year, clubs and publications are told that they must understand and abide by all rules listed on the website, Dean of Students Michael Dalo wrote in an email. The rules for clubs and publications on social media were added to the Student Life page at the start of the 2021-22 academ ic year, with small revisions made over the year, Dalo wrote.

One club using Instagram, @hm.theatre (332 followers), of posts in the weeks before production with behind-the-scenes and teaser content. Representing the Horace Mann Theatre Company (HMTC), the account features many can dids of students at work in rehearsal and stage crew, with captions of puns and jokes that are relevant to the show’s themes. Leading up to the Middle Division musical “James and the Giant Peach,” captions included “PEACHerific,” “PEACHtastic,” and “Peach Perfect.”

Before HMTC Communications Director Athena Spencer (12) posts photos, they approve them with HMTC faculty advisors Jonathan Nye and Haila VanHentenryck. Because the account is affiliated with the school, both Nye and VanHentenryck have access to the account to ensure nothing posted represents the school in a negative light, Nye said.

Spencer said that the account encourag-

es more students to attend productions and support their classmates by showing them the months-long process behind putting together a show. “All of the theater happens in the basement in the corner of the entire school,” Spencer said. The Instagram shows the school what HMTC is working on without them having to visit the scene shop or theater. “I have all these really cool pictures of sets, people building things, and people having fun doing acting and singing.”

Despite managing the account, Spencer doesn’t like to think of the account as her own. Instead, she acts as if she is the steward of the account until next year when someone else takes over. She

is all business. Last year, when the team traveled to Houston for the final competition, she posted many moments from the trip, such as a team dinner and the team posing next to a water fountain. “It shows that we have fun too, so I think that it made some students more open to the idea of Robotics if they checked the Instagram.” The FRC team had more signups this year at the club fair than last, and although Bart cannot be sure that the posts made a concrete difference, she was encouraged that the posts were working by the better numbers, she said.

Even though posts on the FRC account do not go through advisor approval, Bart always asks for approval from all members of the team who are in a photo before posting, she said. Also, if a team member ever initially agreed and felt uncomfortable after the fact, the post would be taken down without hesitation, she said.

friends are featured on different clubs’ Instagrams, showing the hard work that they put into their extracurriculars, she said.

Early in the school year, the first of the school’s departments decided to create an Instagram: Katz Library’s @hmkatzlibrary (94 followers). The decision was because of the library’s long history of outreach with students at the school in creative ways, Librarian Susannah Goldstein said. The amount of time students spend on the platform and its potential to send out visual graphics, as opposed to text-only emails, excited Goldstein.

to adopt social media, posting for the first time in 2017, Nye said. “We were all leery social media, so we were trying to figure it out with Mr. Kenner and other members of the administration — what we should do, and how we should go about it, because of the issues associated with social media.” Luckily, there has never been an instance in which an advisor or the school has had to intervene with the account, Nye said.

Morgan Bart (12), the administrator of @ hmfrcrobotics (177 followers), representing the Basement Lions FRC team, en joys posting moments from team meetings and competitions, she said. Their goal is to introduce other teams to the Lions before competitions by communicating through direct messages. One time, a team from Turkey mes saged the account

al competition so they could get to know members of the Basement Lions, Bart said.

Bart also aims to break stereotypes about the robotics team to recruit members, such as the idea that the team

Team accounts, such as the Girls Varsity Tennis team’s instagram, @horacemann_gvt (274 followers) post team spirit pics and announce matches to bring people to games. Most of the captions are energetic and feature many emojis, with a strong sense of confidence when a team emerges victorious. In one pajama-themed spirit post, a caption read “WAKE UP GVTS PLAY

While she is unsure of how much of an effect the Instagram has on the library’s engage ment, students have mentioned posts from the account that en couraged them to in teract with the library’s services.

Posts on the library’s Instagram connected books to current events like the World Cup, showcase fun events in the library, and recommend readings. Spencer enjoys the visual nature of the account, since she does not often spend time in the library, she said. Being able to see pictures of events piques her interest and makes her more aware of what is happening at the school.

Since the Library account is run by faculty, extra steps had to be taken to ensure appropriate

account do not ask their coach before they post on the account, Allison Markman (12) said. However, they always keep their posts lighthearted and respect the wishes of team members if they do not want to be featured on the account. In general, the team’s goal is to use the account as a fun, creative outlet as opposed to a strictly-run one, she said.

Interacting with clubs on Instagram keeps students updated on what is going on in other clubs, Celia Stafford (11) said. Although she doesn’t use Instagram to find new clubs that she might be interested in, she enjoys how they post about upcoming events that she is excited to attend. Stafford also likes how her

interacting with stu media, you need that everything is professional and aboveboard.

So, we came up with a long list of guidelines that would ensure those boundaries and make feel comfortable interacting with us on social media,” Goldstein said.

@horacemann_gvt

at eight years old. Today, she uses her phone to check social media, she said.

Olivia Choi (8) got her first phone at seven years old to keep in touch with her parents on the bus, she said. However, she has limited screen time at home to make time for her school work.

By minimizing screen time outside of the classroom, the MD’s policy encourages students to interact with their classmates or meet with their teachers for extra help, Dean of Faculty Eva Abbamonte said. “The policy is not an attempt to say technology is evil but to help kids manage their time and manage how they use it.”

More so than Upper Division (UD) students, MD students need to learn how to navigate their independence, and the goal of the policy is to help them be fully present in their school day, Khan said. “It can be hard for them to make good choices when there are too many things on their plate. Technology is one of those choices.”

According to the poll, 25% of students use their device for non-educational purposes for one hour a day; 32% use it for two hours; 13% use it for three hours. On the ends of the spectrum, 8% of students use it for less than 30 minutes, and 8% said they use it upwards of six hours a day.

To help students learn to navigate technology and social media, MD Advisory Coordinator Arni Alvarez implemented the“#WinAt Social” curriculum. The program covers topics

education, students can take advantage of tech nology academically and socially — instead of the other way around. “It can be used for cre ativity, communication, collaboration, assessments and more,” seventh grade Dean Michelle Amilicia said.

“Without Zoom and Face Time, COVID would have been a lot harder than it was,” Ab bamonte said. Students can use de vices to chat with friends from sum mer camps of teams outside of school. “The ability to do that is an amazing way to stay connected in the world.”

Choi has seen students break the rules by using their phone in the bathrooms, she said. She does not use her device at school because it can distract her and make her late for class.

are glad the school prioritizes face-to-face interaction and are thankful for the policy, he said.

“It sounds crazy, but those are the kids who say they don’t want or use social media.”

Integrator Cas sandra Parets also teaches students about proper technolo gy use. At grade meetings, she reminds them how to use devices and stay safe on the inter net. With proper

Fraser agrees with the no cell-phone policy during classes and passing time, but she said it is not necessary for the whole school day. “I don’t see the harm in having my phone out during lunch.”

While David understands the rules are there to prevent students from getting distracted, he said it is more important to be able to use a device in case of emergency. “It is more tedious to go to the office and ask them to call your parents,” he said.

Khan hears from students

On the flip side, there are a lot of students who get their phones fiscated and need to have versations with teachers about their choices.

Students may often evade the policies by using their phones in bathrooms or other places with no cameras, Abbamonte said. Older students are more likely to break the rules as they have figured out how to not get caught.

At home, William Rukin ‘93 P ‘24 ‘25 ‘28 is careful about his chidrens’ technology usage. “If my son overuses his devices, we ask him to stop,” William Rukin said. “If he chooses not to stop, then we have to take them away.” Today’s technology is designed to keep users connected, which can have detrimental effects on a child’s behavior and motivation, he said. “Time is the most valuable thing we have. Your phone and your iPad are programmed by adults to try to take your time from you.”

Photograph

SarahAaron/StaffArtist

Sarah Aaron/Staff Artist

SarahAaron/StaffArtist

Nature Photography by Glenn Smith & Emilie Wolf

BRODY POND, September 21Buttonbush nutlets drying in the fall sun around Brody pond. This native shrub showcases gorgeous white pom pom like flowers in late summer.

ORION OVER MAPLE TREE, October 20 - The 8th graders rose right before day break for their backpacking trip and were treated to a great view of orion.

GREAT BLUE HERON, November 22 - Taken at Chincoteague National Wildlife Refuge in Virginia.

SHARP SHINNED HAWK, October 22 - Taken along the Hudson River in New Jersey.

RED TAILED FOX, October 22 - Taken at Blauvelt State Park in New York.

NOCTURNAL STALKER, October 18 - Spotted during the 8th graders night compass hike. Spider eyes glow bluish under the beam of a headlamp which allows you to find them in the dark.

Photograph by Glenn Smith

Photograph by Glenn Smith

Photograph by Glenn Smith

Photograph by Emilie Wolf

Photograph by Emilie Wolf

Photograph by Emilie Wolf

Lions’ Den

Wrestling team ends year with big win defeating Trinity 40-24

Oliver Guyer Contributing Writer

On the Wednesday before winter break, the Wrestling Team defeated Trinity by a large margin of 40-24 in their first duel meet of the season.

“The team was pretty confident and not very nervous going into the meet since we beat Trinity every year,” team Captain Lucas Borini (12) said. “But, since it was the first real meet of the season, there was a bit of pressure.”

The team recently lost a close meet to Hackley, who they have not lost to in a while, Head Coach Gregg Quilty said. Thankfully, they performed well and proceeded to win some key matches to ensure they did not repeat the loss against Trinity.

Before every wrestling meet, players must weigh in at their respective weight classes, which determines who you wrestle on the other team to ensure a

fair match. It is advantageous to be at the heavier end of your weight class because you might weigh slightly more than your opponent which gives you an edge.

Carson Eisner (10) had to cut weight to make his 134 lb weight class for this meet. “We don’t just lose fat,” he said, “we usually do something called water loading.” Water loading means drinking a lot of water for a few days then drinking very little so the body flushes out a lot of the water’s weight.

Some of the team’s wrestlers were sick and unable to participate in the meet, which lost the Lions points, James Kapadia (10) said. Trinity is a small team so they often have to forfeit six weight classes since they don’t have enough wrestlers in them. This works to the Lions’ advantage. However, due to the absent players, they only forfeited four.

Nico Caraballo (11) won his first match — he knew the opposing wres-

tler from last year and was prepared, Caraballo said. “I spent time in practice preparing specifically for his technique, and the work paid off when we wrestled.”

Alexander James (9) had a huge win early in the match, which took a lot of the pressure from being down four starters due to illnesses off his teammates, Quilty said. “It was a long and hard-fought match. Kapadia was able to get a pin, which gave the team six more points.”

Those matches, along with a few team alumni — Elias Romero ‘21 and Miles Schamroth ‘21 — who were at the meet, hyped the team up and gave them more motivation. “The alumni being there was really a high point of the match,” Caraballo said. “After the meet, we all put on Santa hats and took pictures with them, which was a great moment for the team.”

For the future, the biggest thing the

team needs to work on is having confidence in themselves, Borini said.

“We’re a young team, and for a lot of us it’s the first real season that’s completely Covid-free.”

The entire team also needs to consistently attend practice, he said. “More people than last year are skipping practices,” he said. “As captain, it’s my

responsibility to make sure that people go to them.”

Practice is the best way for the team to improve, Kapadia said. “Since we have a lot of newer wrestlers like myself, it’s important we show up every day,” he said. “I’m not the best wrestler on the team, but I show up every day to be the best wrestler I can be.”

Varsity Track teams break personal records at Ivy Developmental

Hannah Becker Staff Writer

Members of the Boys and Girls Varsity Indoor Track teams broke personal records at Wednesday’s Ivy Developmental III meet. It took place at the Ocean Breeze Athletic Complex in Staten Island, where independent schools in New York competed in events ranging from 55-meter to one mile.

Delfie Bauer (10), who ran the girl’s 55-meter dash, was nervous before the race started, but her mind cleared once she started running. “As soon as I hear the gun go off, I focus on getting a proper start, moving my arms correctly and my legs as fast as they can,” she said. Bauer set a new personal record of 8.4 seconds.

Lili Frangenberg (10) also ran the girl’s 55-meter dash, earning a time of 9.03 seconds, she said.

While this is a new personal record, Frangenberg plans on improving her start. “With my start, I popped up too fast and I didn’t move swiftly into my run. So I probably gained an extra two seconds there, and everyone else got a head start,” she said.

Nigel Haris (10) finished the boy’s 55-meter dash first in 7.25 seconds. Before starting the race, Harris felt anxious and intimidated by the other competitors around him, he said. His fear faded once he started running. “While I was running, my anxiety went away, just because when I picked my head up, I couldn’t really see anyone in front or to my sides. I saw that I was in the lead, which was really reassuring and felt good,” Harris said.

Before meets, sprinters focus on their starting positions, which can eliminate time wasted on accelerating at the beginning of the race, giving the team an advantage at meets, Frangenberg said.

Both teams practiced each day leading up to the meet. Their practices have three components.

They typically warm up on Four Acres or in Van Cortlandt Park with laps, high knees, walking on tiptoes, and other dynamic exercises, Bauer said. Then, they break up into short and long-distance runners, where they complete specific workouts and drills fit for the distances they are running, she said. They use the final 40 minutes of practice to cool down, stretch, and work on other strength exercises in the Fitness Center, such as running on the treadmill and doing ab workouts.

One of Frangenberg’s favorite routines at meets is the group stretch right before races. “It really unifies and motivates us to do as well as possible,” she said. “It also really brings the team element into it and reminds you that you’re supporting and being supported by an entire group of people and representing Horace Mann.”

An important preparation tactic is getting into the right mindset, Girls Varsity Indoor Track Team Head Coach RJ Harmon said. While being

physically prepared is necessary, having a positive mentality is key to improving times. He encourages the team with motivating words, though it is up to them to maintain an optimistic attitude, he said.

The team’s supportive and motivated culture pushes students to do better, Girls Varsity Indoor Track Assistant Coach Taylor Quilty said. “They bring good energy to practice and are always willing to work hard and to learn.”

The team is focused on self-improvement and hopes to make it to the New York State Association of Independent Schools (NYSAIS) championship and Ivy League championships, Ben Rafal (11) said. Since track is an individual sport, runners mainly compete against themselves, he said. “In the end, you can’t control how fast everybody else is running — you can really only control how fast you’re running.”

Girls Varsity Basketball swishes into the new year with big win against Leman

Evie Steinman Contributing Writer

The Girl’s Varsity Basketball team defeated the Leman School 59-21 this Wednesday, improving their record to

2-5.

During the game, Coach Ray Barile made a defining play call by switching Ava Parento (9), who usually plays on the wing, into the center position. There, she could take more rebounds

and score more points, Alara Yilmaz (11) said.

Going into the game’s second half, the Lions struggled to maintain their lead — which might’ve been because of overconfidence after taking the lead in the first half, Yilmaz said.

Luckily, team captain Ceci Coughlin (12) stepped up. A very tall player was blocking many of Coughlin’s lay-ups, which intimidated her at first and threw her off her game. She came back strong in the second half to score around 40 of the team’s points.

“The second half was definitely our better half which is kind of unusual for us,” Tyler Rosenberg (11) said. “We went into the second half with a clear mind. We were able to read the other team and adjust.”

The team’s five disappointing losses this season were expected: almost ev-

eryone on the team last year graduated, so Barile brought seven freshmen straight to Varsity and put two in the starting lineup. Coughlin is the only senior and veteran starter from the 2022 Varsity Team. “We rely on Ceci a lot,” Yilmaz said. “She is the backbone of the team.”

Her and Junior Team Captain Audrey Goldberg (11), who played on varsity last year as well, are great players and are tremendous role models for the freshmen, Barile said.

Although the team has not found their groove yet, everyone has a great attitude which is the best part about being able to play on this team, Parento says. The main goal for the players is to connect with each other and become one big unit, she says.

A contributing factor to the team’s extraordinary game was their practices

over winter break. “Being able to play during winter break is really important,” Coughlin said. “This is the middle of our season, and we have to keep up the momentum.”

The next game against Poly Prep will be especially difficult, Rosenberg says. “Poly is definitely a challenging team, and they have more experience as a team than we do. We’ll try our best, but it will certainly be challenging.”

As the freshmen get used to the Varsity team’s intense and structured environment, Barile’s main goal for this season is to be the best that they can be and to see the team improve, he said. “They’re out there everyday trying to do the best they can.”

xx

ALL WRAPPED UP Lucas Borini (12) goes for the pin.

CHEESING! HM Girls Varsity Basketball poses after the win.

xx