Volume 120, Issue 19

Feature: An investigation into psychological toll of screentime

Lucy Peck

Staff Writer

“I was sitting with my family

15% reporting four hours. The most frequently used apps on their computers were Chrome and Safari. The school’s academics ne-

I wish we could go back to a screenless society. Written responses from anonymous Record poll

Paley (11) said. “It was difficult for

UD students is done so via email,

they became ingrained into the fabric of daily life, she said. “Pretty soon the expectation that people have cars gets mapped onto social life, like with the expectation that you can travel some distance to go to school or work.”

Phones produce a similar effect, Bales said. “It’s hard, particularly if you are younger, to unilaterally withdraw from phones because you would feel like, ‘How would I stay in touch with my friends?’ ‘How would I know what’s going on?’ ‘How would I have any access to culture that’s meaningful?’”

Paley is one of many Upper Division (UD) students who have noticed the adverse psychological effects of an increased dependence on screens, including a reduced attention span, a compulsive desire to check notifications, an inability to put devices down, and depression.

UD students engage with devices such as phones, tablets or computers for varying amounts of time. In a Record poll with 128 responses, the larg-

classroom, and the Happiness Club’s snack happenings, she said. “Without it, we’d have no idea what tomorrow’s homework is or when the next test will be.”

This reliance on technology presents advantages and disadvantages, Vora said. On one side, students have constant, easy access to all the information that they need, and new information can be added 24/7, even after school, she said. “But, this does mean that students have almost no

These high screen times may have drastic psychological repercussions. According to research conducted by the Georgia Institute of Technology, high screen times result in a compulsive urge to check notifications. Some technology users even experience “phantom notifications,” which occur when users become accustomed to receiving notifications to the point they hear phantom pings or ringing.

Chloe Ludwig (9) has experienced the need to compulsively check for notifications, she said. “I just like being in the loop and see

I used to have a disgustingly long screen time and it made me feel terrible. I wouldn’t remember any of the stuff I got from watching 4 hrs of Instagram Reels. However, with heavy screen time limits & a lot of healthy distance from social media, I’ve been able to feel more in control of my life.

13% reported six hours. The most used apps on their phones included Tik Tok, Instagram and Snapchat. The poll respondents spent even more time on their computers, with the largest percentage (20%) reporting a computer screen time of three hours, 18% reporting five hours, and

a screen.”

The relationship students and faculty currently have with technology relates to the historical concept of “technological lock-in,” UD History teacher Dr. Ellen Bales said. One example of this concept involves cars — as cars skyrocketed in popularity,

ceiving notifications bothers me,” she said. “That’s why putting my phone on do not disturb during the school day is really helpful.”

“There’s a strong need to check notifications and our phones generally, phone. If you’re uncomfortable socially, you check your phone.”

According to research conducted by the Aviv Medical Program, since screens allow for constant stimulation, technology users have a shorter attention span when participating in activities that are less absorbing. Lexi Lawsky (10) notices a lack of patience when she is looking at a screen. “I will snap at whoever is talking to me because I want to get back to whatever I

am doing,” she said.

Ludwig, on the other hand, has not experienced a decrease in patience or attention span. She is able to remain focused on tasks for extended periods of time without flipping through tabs, she said.

The Aviv Medical Program’s re-

continue watching for hours. “Once you start watching a series, it’s usually hard to pull yourself away,” she said.

Evie Steinman (9) is also often sucked in by screens. “Thoughts can pop into your head about, let’s say, ‘who’s the biggest singer right now?’ then you go down this rabbit hole of

nology conditions people to expect immediate gratification, users feel the desire to fill all gaps of free time with screens and become uncomfortable with simply allowing their brains to wander.

For instance, Paley has observed that students often text a friend or check social media while they walk down the hallway during passing time. “I do it too, as I often feel the impulse to fill the time before class starts or while I’m walking to lunch by using my phone,” she said.

Zach Hornfeld (9) attempts to limit his screen time so he can process his thoughts about what happened that day. “On a school day especially, I’ll do this more often than I scroll through the internet or watch TV — ing either.”

Paley said that students’ high screen times are due, in part, to the difficulty of pulling away from screens. “When people are scrolling, sometimes thirty or forty minutes go by without them realizing,” she said. “It’s easy to get sucked in.”

Aamri Sareen (11) has experienced the addictive nature of Netflix. Sareen finds that the platform’s ‘Next Episode’ button prompts viewers to

later you find that you’ve done barely any work.”

Phones and computers are engineered to lure users, as they are built by a task force team of professionals, including innovators, social scientists and analysts, Computer Teacher Dr. Glenda Guerrero said. “Mechanical and electrical engineers design and prototype devices that serve as a tool to enhance the needs of an individual,” she said. “The sociologists and the marketing research analysts study the users and how they respond to the product.”

According to News Medical, screen usage has been linked to depression, anxiety and brain fog. Steinman feels that screens take a toll on her mental health, she said. “After spending a lot depressed,” she said. “Especially when I’m not doing anything really productive, for example, on Instagram or YouTube, I find myself spending so much time on those apps, and I can’t really control it.”

Bales also believes that constantly having screens nearby and receiving messages from others can be taxing on mental health, she said. “Psychologically, that seems really costly to see SCREENTIME on page 2

It’s really frustrating. I had to go to the eye doctor for dry eyes due to my eyes being watery and itchy from staring at a screen.

Our generation has been raised to be dependent on devices to succeed in society. It’s a little inevitable.

It’s a way to procrastinate. I don’t like that I do it, but I can’t bring myself to stop.

Courtesy of Emily Sun

Courtesy of Emily Sun

ning to understand how screens

affect us physiologically, Psychologist Dr. Ian Pervil said. Screens

ty. “These are all studies in their infancy, and we may have to wait another generation or two to see how profoundly our digital devices affect us,” he said. “Long before then, we’ll probably be able to feel those changes transforming our lives, just as we are already feeling them now.”

The negative ef fects of screen time are com pounded when students engage with screens for both academics and during freetime, Paley said. Paley uses a laptop to complete her homework and then uses her phone or TV to relax once she has completed her work, she

said. “That means I’m looking at some form of screen for the majorAfter spending long periods of time on screens, poll respondents report feeling dizzy and suffering headaches or eye strain. Miller Harris (12) experiences these symptoms when he finishes a long period of online studying, so he finds non-digital ways to unwind after finishing work. “Since it is unavoidable to do schoolwork with screens, it makes sense to find nonscreen activities for when you’re done with work, like walking your dog or hanging out with friends.” Bales has also made efforts to

our mental space, is disrupted and fragmented by interruptions that come from electronics,” she said.

“The classroom is one place where we can actually look at each other face to face […] and not have the phone or the computer or the iPad calling to us.”

Paley has attempted to reduce distractions from electronics by setting screen time limits on both TikTok and Snapchat, she said.

“These limits prevent me from getting sucked in and force me to track and complete my work.”

Despite recent findings about the consequences of technology, many still have difficulty confronting the negative aspects of technology. Paley has noticed this phenomenon in teens, she said. “Some teens don’t want to hear about the

Overheard @ Project X

Collected by Volume 120 Juniors

“He was hiding out in the boys bathroom to get me today.”

“She broke her spoon — that’s how hard she hit my back”.

“I stalked her on Saturn to find her classes.” (Saturn is a new social media app.)

“I got out 10 seconds after they sent the email :(”

“I have a broken spoon in my bag to remind me to do better next time.”

dates a strict no-technology pol icy in her classes, where students leave their phones at the door, she said. “So many of our spaces, even

cause they’re fun and engaging.”

Lutnick Café reopens after three years with new menu

Staff Writers

“I’ve heard all positive reviews,” Bailey Hecht (12) said as she waited outside the Mong Family Café in Lutnick Hall to order a black coffee. The café reopened this Monday after shutting down in 2020 due to COVID.

Dean of Students Michael Dalo communicated students’ interest in having the café reopened to Head of School Dr. Tom Kelly. “It’s something that the Community Council (CC) has been talking about for a while,” Dalo said. “Dr. Kelly shared with me that if the

café were to reopen, there would have to be a lot more awareness on part of the student body around trash, garbage, and keeping things clean,” Dalo said.

Although the CC wasn’t directly involved in the café’s opening, they raised awareness amongst students about cleaning up after themselves by creating a video about being respectful of public spaces. The café is a privilege, but if students cannot handle it, it’s not something they should have, Dalo said.

While Middle Division (MD) students were permitted in the café before the pandemic, they are no longer allowed. “We heard a lot of complaints about the length of the lines and

Volume 120 Editorial Board

Head of Design

Avani Khorana

Features

Vidhatrie Keetha

Ayesha Sen

A&E

Hannah Katzke

Allison Markman

Art Directors

Amira Dossani

Vivian Coraci

Sophia Liu

the thinking was that UD students on their way to or from science classes couldn’t access the café since there were so many MD students there,” Head of Upper Division Dr. Jessica Levenstein said. “Since there are no MD classes in Lutnick, it makes sense for the café to be a convenience and privilege just for UD students.”

Senior Director of Dining Service Brenda Cohn created the menu after Kelly told her what items he wanted to offer. “He had his vision for the café,” she said. “I just sourced out the equipment that would meet those expectations.”

The menu was curated to provide healthy options, while also appealing to stu-

dents’ cravings for sweet treats, Cohn said. “Students love pink lemonade,” she said. “Is that the healthiest beverage? I wouldn’t say so. But it’s not the worst beverage out there either.”

“I’m going to pretend I have to interview my target for The Record.” (It didn’t work.)

“I will pay people off to get [my target’s] schedule. $1 now, $5 after I get him.”

Staff

The café currently closes at 3 p.m., but there are plans underway to extend that to 5:30 p.m. to accommodate athletes and afternoon events.

“My target has a twin. That’s cheating.”

“My spoon has a concealed carry permit.” (A teacher, in response)

“It’s like a shiv in a prison shower… ready to strike.”

(To the person trying to kill him) “20 bucks you leave me alone. And when I win we’ll split the prize.”

“I started crying when someone got me out because I was taking the game that seriously.”

“Thank god I got out. Now I can actually breathe.”

Editorial Policy

Editor in Chief Emily Sun

Managing Editor

Emily Salzhauer

Zachary Kurtz Opinions

News

Middle Division

Celine Kiriscioglu Rachel Baez

Design Editors

Arin Rosen

Alara Yilmaz

Sophie Pietrzak

Audrey Carbonell

Sean Lee

Lions’ Den Max Chasin

Photo Directors Sam Siegel

Ben Rafal

Aryan Palla

Jorge Orvañanos

Online Editor Emily Grant Faculty Adviser David Berenson

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

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

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

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.

Harper Rosenberg & Isabella Ciriello

Doing most if not all of my homework and schoolwork on a computer just makes it feel like I work some 9 to 5 office job.

Stressed; dizzy; claustrophobic; powerless; zombie-like; unproductive; guilty; nauseated; unhealthy; drained; de-energized; disappointed; and addicted.

Courtesy of Emily Sun

ORDER UP Students wait for their beverages.

Courtesy of Emily Sun

Cornell Professor Irina Troconis lectures on ghosts with Studies in Spanish class

Neeva Patel Staff Writer

Cornell University’s Assistant Professor of Latin American Studies Dr. Irina Troconis visited the Studies in Spanish: Ficciones del Sur class to discuss memory studies and ghosts this Thursday. Students gathered in Gross Theater during D and E periods, while Troconis talked to the group over Zoom.

In the class taught by Dr. Osdany Morales, students are reading short stories by Latin American authors around the theme of “Fantasmas” — meaning ghosts.

Prior to the talk, Troconis read the course syllabus and became familiar with the stories the class had read up until that point. Her research primarily on memory, politics, and performance in contemporary Latin America, Morales said. Her upcoming book, “The Necromantic State,” explores the afterlife of former Venezuelan president Hugo Chávez in contemporary Venezuela, he said. “Chávez had a strong presence and afterlife of sorts in the last few decades of Latin American history, so I am really looking forward to the book,” he said.

Morales studied with Troconis while completing his Ph.D. at New York University a few years ago. He considers himself very lucky to have shared many classes and discus-

Debate dominates Harvard tournament

sions with her, he said. “When I was creating this course [Ficciones del Sur] and thought about the units, especially the one we just started called ‘Ghosts’, I think I had her in mind,” he said. Morales hopes the talk can act as a framework for students so they can better think about the short stories, photographs, and contemporary artworks they have been discussing in class.

At the talk, Troconis covered moments in history when humanity thought about ghosts in different ways. She emphasized that ghosts are not only a figment of imagination, but should also be considered as social or political figures. Ghosts transform not only what we see, but also bring attention to the blank spots and liminality of society, she said.

After the presentation, students asked Troconis about topics covered in her talk and her career in general. Elise Kang (11) was interested in the differences between various types of ghosts. “A lot of people associate the celebration of Dia de los Muertos with friendly ghosts, but we also talk about terror and see ghosts as something scary.” She appreciates the department for bringing in a speaker with such a niche area of expertise to enhance what they are studying in class, she said.

Snow day Q&A with TK

The Public Forum (PF) Debate Team reached top four at the 49th annual Harvard National High School Invitational Forensics Tournament over President’s Day weekend. 315 teams participated in the varsity division this year. 32 members from PF Debate competed, with co-presidents Sean Lee (12) and Giselle Paulson (12) advancing to the semifinal round the division.

The tournament’s topic was right-

to-work laws, which are laws that affect labor unions. Teams debated as either the proposition or opposition side of the resolution “in the United States, right-to-work laws do more harm than good.”

To prepare for the tournament, the team held meetings to inform debaters about the topic and help them develop cases, Jiyon Chatterjee (12) said. “It was kind of a niche topic, so we have research directors and debate presidents doing research for the team in advance.”

Teams try to prepare for any argument that they might face, but not all responses can be prepared in advance,

Emily Park (9) said. “We basically had pre-written responses, but if you didn’t have these responses, you would have to do analytics.”

Throughout the tournament, members of the PF Debate team attended each other’s rounds to support fellow teammates. “What’s great about our team is that we’re so tight-knit, and everybody’s invested in each other’s success,” Chatterjee said.

The younger members of the team were also very successful and one freshman team placed in the octafinals round of the junior varsity division, where most participants are sophomores, co-president Henry Levinson (12) said. Two sophomores placed second and third for the Best Speaker award over more than 600 debaters.

The tournament was also a great place to meet and befriend people from all over the country, Levinson said. “I was a little nervous since it’s a really big tournament and the team had been preparing a lot, so there was a bit of pressure to do well.”

Poetry reading honors Black History Month

could stop by. The small audience facilitated a more intimate environment, Wilson said.

Poetry is an expression of thought and a way to deepen the human experience, English Department Chair Vernon Wilson said. Students were able to experience this art form during the seventh annual Black History Month Poetry Reading, which took place in Olshan Lobby from E to H period this Monday. At the event, students recited poetry written by black authors. The event was not announced to the student body, though Wilson informed

The reading began with a reading of two poems by Langston Hughes by English teacher Rebecca Bahr’s 10th grade class. They performed “Winter Moon” and “The Negro Speaks of Rivers” while moving around the stage and alternating speakers.

After their performance, Wilson took the stage to read “Incident” by Countee Cullen, a poem he finds particularly powerful. It details the author’s childhood memory of traveling to Baltimore and being called racial slurs, demonstrating the power of words to linger in the mind and in the air in the room.

As the scheduled performances came to a close, students chose poems

to perform alone, in pairs, or in groups. Performers read from a range of time periods and authors, from “We Real Cool” by Gwendolyn Brooks to Natasha Trethewey’s “Book of Kastas” collection. Sarina Shah (9) felt hesitant to share a poem when she first arrived at the event, but the small audience and supportive environment helped her overcome her apprehension, she said.

Erianne Flores (9) appreciated how the event fostered conversation about black history through poetry, she said. It is important for people of all races to contribute. “Poetry is a way to verbalize things in a pretty way, but is also a form of expression where you can talk about things that are really hard-hitting because it is such a fluid and open form of communication.”

Snow day photo contest winners!

Nikita

Pande Staff Writer

This Monday, Head of School Dr. Tom Kelly rallied students in the cafeteria to get them excited about the possibility of a snow day, Alessandra Agopian (10) said. “He had his arms raised and was calling ‘Who wants a snow day? Clap for a snow day!’” We interviewed Dr. Kelly to learn about snow days at the school.

What factors go into calling a snow day?

I consult the other heads of school on The Hill, our Director of Facilities Management, the local police department and several weather outlets. If the decision is not obvious, I also speak with the owners of SuperSelby. And let’s not forget the legacy left by Mr. Francis’ HMPSDI (HM Potential Snow Day Index). The presence of ice, black ice or frozen snow and/or rain is the most concerning. It doesn’t take a lot of snow in the presence of ice for us to have a safety concern in need of a response. It is, however, easier to close school in the presence of 8-12 inches of snow vs. a layer of ice.

How many snow days can there be per year?

Above three creates a problem in terms of a

minimum number of instruc tional days. That said, there are other reasons for closing school, too, and no one should think that in the absence of a snow day those three days are give back days.

How will climate change affect future snow days?

Every year, we seem to see our snow events falling later in the year, wouldn’t be surprised if we saw snow in late March or early April. It’s hard to ignore the possi bility that climate change has contributed to what we are seeing.

What do snow days mean to you?

I’m a firm believer that snow days are one of many surprises students (and, in many cases, employees!) should be able to look forward to from year to year. I know I looked forward to the occasional snow day each year when I was moving through the K-12 system. I get a chuckle out of the fact that I grew up to be someone with the responsibility to call a snow day; what a magical life it is!

Helena Zhang and Evie Steinman

Contributing Writers

TIGHT-KNIT TEAM PF Debate team poses after successful tournament.

William Chasin and Michelle Grinberg Contributing Writers

Courtesy of Giselle Paulson

Amira Dossani/Art Director

Courtesy of Hanah Cohen

Courtesy of Emilie Wolf

Courtesy of Haila VanHentenryck

Courtesy of Rani Ogden

Tales behind the treats:

Boba business bubbles over at Pearl Dynastea

Maeve Goldman Staff Writer

A student staple at the school, Pearl Dynastea store opened in the summer of 2021, bringing Riverdale an assortment of fresh fruit teas, lattes, slushies, and Bao buns.

At 12 p.m., the store opens to the sound of airy pop music and the whirl of boba machines. “Every day is different,” college student and Pearl Dynastea employee, Mimi Palana said. As “Please Don’t Talk to Me” by Jae Stephens plays, Palana lights up the faux chalkboard TV menus, places the Bao buns in their heater, and sorts an array of multi-colored and animal print cups and straws for service.

“I decided to work here because it was convenient, close to home, and I enjoy bubble tea,” Palana said. “When I’m working I feel like a real barista — even though I’m not a barista, I’m a ‘bobarista.’”

This week’s featured boba is a mango and strawberry green tea. “I put fresh mango chunks [sweet mango specifically since it’s in season], lychee jelly, and a little bit of grass jelly,” she said. Palana recommends the drink with only 30-40 percent sugar, she said.”I am a less sweet girly.”

As the day progresses, Palana and her coworkers brace themselves for rush hour, she said. On the intersection of Riverdale Ave and Fieldston Road, the store is walking distance from countless Bronx high schools and colleges:

Horace Mann School, Ethical Culture Fieldston School, Atmosphere Academy, Intech Academy, and Manhattan College. “At 3 o’clock when all the kids come rushing out, you know there’s going to be a line,” she said.

Since the store is about a twenty minute walk, most students at the school prefer to DoorDash their boba orders, Naz Yetis (11) said. “Last week I spent 54 dollars on Pearl Dynastea,” she said. “I love to be a good friend and buy people boba — but none of my friends ever pay me back.”

Pearl Dynastea is especially exciting for underclassmen who can now order boba during free periods, Clair Tsai (9) said. “I UberEats Pearl Dynastea once every two weeks, usually during my free,” she said. Tsai’s go-to is a brown sugar boba.

For Palana the best part of the job is pairing customers with their perfect drink, she said. Whether a customer is looking for something milky, refreshing, or unsweetened, it is the job of a well-seasoned bobarista to have them leave with a drink they enjoy, she said.

“Like earlier a customer came in and said she wanted a hot jasmine tea with lychee but no sugar at all.” Palana substituted sugary syrup with fresh lychee, she said. “It was exactly what she wanted.”

Sipping on a mango oolong green tea with white jelly, Max Feng (11) felt

Munching on muffins at Moss Cafe

Sophie Rukin

Staff Writer

The smell of espresso fills the air as you enter Moss Cafe. The restaurant, located on Johnson avenue, feels homelike: an open view of the kitchen, comfortable furniture, and colorful paintings. Tea bags and coffee beans line the walls behind the counter, right across from the blackboard menu with the rotating seasonal dish selections.

Emily Weisberg founded the restaurant eight years ago with the goal of opening a community cafe that uses great products, general manager Ben Alpern said. “She focuses on everything being farm to table and sourcing all local products.” For example, the coffee beans are Stumptown beans, sourced from high-quality farms that pay their workers well.

Moss Cafe works hard to accommodate the community and uses only Kosher-allergy-friendly products to serve the large Jewish community in Riverdale, Alpern said. If a client has a dietary restriction the restaurant will always work to accommodate it. “Our goal here is just to give good, real food to people.”

While Alpern has only been the general manager at the restaurant for

five years, he has enjoyed every minute of his time there. “I love seeing our regulars come in all the time and love the food.” A diverse customer base is a crucial part of the restaurant, he said.

On Maya Westra (12) and her friends’ monthly visits to the restau-

rant, they are excited to see their favorite staff member. “She knows what our orders are and always sets the table in the way we like.” She even knows who likes jalepeños and who doesn’t on Westra’s favorite Banh Mi. Part of the reason Westra likes to go in person is because of the energy of

overwhelmed with the flavor, he said. “It tastes like the boba I have in the homeland.”

It’s Pearl Dynastea’s attention to detail and customer experience that makes it stand out from large boba franchises, Palana said. “We are very much a mom and pop store — Pearl Dynastea is my boss’ first franchise and storehead.” With over 40 flavors, the entire staff collaborates to curate person alized and unique sea

sonal drinks.

the restaurant, she said. The decorations, staff, and commu nity-feel all make the experience worthwhile. “I would travel from the city just to come to Moss,” she said.

“All the food is delicious, healthy, and fun.”

Sophia Liu/Art Director

Amira Dossani/Art Director

Profiles of Riverdale’s eats

More than just carrots at Lloyd’s Carrot Cake

Lloyd’s Carrot Cake has proudly served its customers, including the school’s students and faculty, from its location down the hill since 1986. Considered some of the best carrot cake in New York City, they serve seven types of cakes and churns out about 1,000 cakes per week.

Scott Vigo, who has worked at the store as a cashier since the summer of 2021. Monday through Friday from 9 a.m. to 3 p.m., he operates the register, slices cakes for the display case, and packages them in boxes which he piles against the walls, waiting for a purchase for someone to enjoy. The store’s busiest days are Saturdays, and there’s often a rush in the afternoons, Vigo said. Luckily for Lloyd’s, there always seems to be a constant flow of customers, with a new one walking in just a few minutes after another has

found the job through one of his friends, and was excited to work there after learning that Lloyds is a long-running family business. He loves all aspects of the job, though it can get quite hectic during holidays. Most customers at the store are locals from Riverdale and the Bronx. That includes students from Horace Mann, Riverdale, and Fieldston, though Vigo has noticed they have not been visiting as much as they used to. However, thanks to people promoting the store on social media, more tourists have stopped by.

Administrative Assistant for Data Management Laura Cassino has known about Lloyd’s since the early 2000s when she first moved to Riverdale, long before she started working at the school, she said, and has loved the cakes ever since. “The carrot cake is the best I’ve ever had. I love the cream cheese frosting.”

Emily Akbar (10) first heard about the store during advisory in her Middle Division years, when she heard that some mentors had bought the cake for their mentees to enjoy. Since then, she has enjoyed the cake many times throughout her years at the school, and in many different places, notably at breaks and in clubs, she said. Since she’s always loved carrot cake, she enjoyed Lloyd’s delicious cakes throughout her years. Even though she’s had the cake many times, it never gets old.

Before COVID, the Up-

per Division office would often buy the cakes for deans or other faculty and staff when it was their birthday, Cassino said. The tradition has slowed after the pandemic, though the cake still has the same wonderful taste and is a hit at parties in and out of school, she said. She even ordered one for an event she is hosting this weekend.

One of Vigo’s favorite aspects about working at Lloyds is the way that something as simple as carrot cake can connect so many people, he said. “Every time I’m dealing with customers and it’s a little packed so they have to wait, I see them coming together, having conversations, and telling stories — and there’s always a story when it comes to the carrot cake.” Since Vigo works in the storefront with another cashier, the two talk to keep each other entertained during slower periods or repetitive tasks like folding boxes, he said. “This place is run with nothing but love from everybody, and that’s the good part about it for me.”

You’ve seen the stacks of empty Broadway Joe’s boxes around the school; maybe you bought a slice at a bake sale for an absurd price or munched on some during an after-school event. But who are the people behind the pizza? We interviewed Lou Porco, an owner of Broadway Joe’s located on 5985 Broadway.

Joe Porco, who the restaurant is named after, bought the beloved Broadway Joes in 1969. It is current-

ly run by Joe’s sons, Lou and Rob, who have worked at Broadway Joes for over 40 years, Lou said. He works Monday to Friday from 10 a.m. to 5 p.m., and on Saturdays he works double, he said. “The busiest hours are the school day. We get calls daily for different clubs, whether it’s theater, Saturday Morning Tutoring Program, or Summer on the Hill.”

While the hill schools are large customers for Broadway Joes, Manhattan College students and local customers are also frequent fliers, Lou said. His favorite part of the job is seeing customers and han -

James Zaidman Staff Writer

Kim Staff Writer

dling daily school orders, he said. Their best-selling dish is (not surprisingly) their pizza and garlic knots, Lou said. However, he also recommends trying the mozzarella sticks or the buffalo chicken pizza, which sells for five dollars a slice.

Mannikin orders Broadway Joe’s for their club meetings, Emily Weidman (11) said. “I like their mozzarella sticks, marinara pizza, and pastas. We like to try new things.” Broadway Joe’s pizza is also one of the most popular options at the Cancer Awareness Club’s bake sales. “We ordered about five pizzas per period and needed more.”

Molly Goldsmith’s (11) first encounter with Broadway Joes was during a Middle Division bake sale. “The pizzas sell within minutes. It makes the most money out of all the options.” (The school now has a set price for pizza to prevent upcharges: three dollars for one slice or five dollars for two.)

Ordering from Broadway Joes is extremely easy as they are always organized with orders, Goldsmith said. “The people are very nice over the phone, and the pizza always arrives on time.”

HM’s favorite cheesy slice from Broadway Joe’s

Sofia

Lou’s rec: B uffalo chickenpizza

Scott’s rec: R e d velvetcake

VivianCoraci/ArtDirector

Aden Nathoo/Staff Artist

Musicians in our midst: HM’s past and present talent

Peter Cincotti ‘01, jazz composer

Matthew Brand Staff Writer

From the Bronx to Billboard, Peter Cincotti ‘01 has reached musical success after graduating from the school. A pianist and singer-songwriter, Cincotti bends the rules of jazz and pop to create his own signature fusion style. He has performed around the world, broken records, and shared the stage with the greats of the jazz world, ranging from Ray Charles to David Foster. “I hope my music allows people to feel something, maybe even see themselves in a song, but if nothing else, be entertained,” he said.

Cincotti first began playing piano at the age of three, when his grandmother gifted him a wooden toy piano with twelve keys, he said. He started off with a few simple nursery rhymes, but soon advanced to more

complex pieces, discovering his ability to hear a piece of music and recite it. While he took lessons to improve his technique, Cincotti felt confined by the sheet music because it limited his creative potential. Outside class es, he fed his creative desires by ex ploring new genres of music. He first took interest in 50s rock & roll and pop. Once he mastered the simple three-chord structures and formulas of 50s pop, he moved onto more complex styles like jazz. As a teen ager, Cincotti owned a col lection of VHS tapes of famous jazz pianists like Dr. John. Lis tening to these tapes was a key part in

Isa Melián (11), opera singer

his learning process, he said. Not only did they give him a better many dialects.”

Cincotti has always been a performer. In high school, he played gigs in clubs and restaurants around Manhattan, he said. He kept performing while attending Columbia University and worked with producer Phil Ramone on his debut, self-titled album.

After its release in 2003, Cincotti became the youngest musician to hit #1 on the Billboard Jazz Album Charts. While the success of his debut album was a gratifying product of his hard work, Cincotti was forced to make sacrifices. “I had to stop going to Columbia because of the live performance demand,” he said. “At that point, I just couldn’t give all my 100% to both the music and the school.”

Cincotti dived into recording music — write, tour, repeat. One of the major challenges

in Cincotti’s career was his creative direction. While he did reach commercial success with his debut album, that record was mostly a collection of re-arranged jazz standards. “I wanted to express myself in a deeper way,” he said. His process changed over time as he assumed greater creative control over his music and learned to produce.

On his upcoming album, “Killer On The Keys,” Cincotti will honor some of the most influential piano icons of all time and release more original music, he said. The project will be an ode to the piano, paying homage to his musical heroes.

To face the daunting music industry as a young kid with ambitious musical aspirations, you must have “a need to create,” Cincotti said. “It has to be something you’re willing to give your life to.”

Ciriello Staff Writer

Isabella

When Isa Melián (11) performed her soulful rendition of “Ma rendi pur contento” at the Music Week assembly, the audience would never have thought she struggles with conveying the piece’s meaning. The story, about a prince putting his lover’s happiness over his own, was clear as her voice carried throughout Alfred P. Gross Theater.

Growing up, her father told stories about her grandmother’s career as an opera singer and music teacher. Her dad’s opera-filled upbringing transferred into her own. “We always listened to the opera ‘La bohème’ over and over again — I always only watched twothirds of the opera because it would always be my bedtime before we finished it.”

Melián started singing in fifth grade after her sister’s teacher gave her a trial lesson on Broadway and classical music. After the successful lesson, she performed in a choir of her teacher’s hand-picked students. She continued to study music with Upper Division

music teacher Carmen Keels after moving the school in eighth grade and applied to the Manhattan School of Music’s (MSM) pre-col lege program for classes on choir, voice, music theory, and ear training.

A turning point in her musical develop ment came at Boston University Tanglewood Institute (BUTI), a six-week music summer program. “It was one of the best choirs I’ve ever been in. They offered instruction, opera scenes, coaching, lessons, and the ability to see the Boston Symphony Orchestra every night.”

The training she received at BUTI gave Melián the confidence to enter compe titions. “I decided to apply for some random virtual competition last min ute and spontaneously submitted a video,” she said. “I got third place, so I thought ‘maybe I’ll start doing more.’” Last fall, Melián applied to Schmidt Vocal Arts, a contest of 25 participants. She didn’t win, but she got feedback from conservatory profes sors who taught her about diction and being

Charles Chaitman (10), improv pianist

Jacqueline Shih Staff Writer

“Some people think I’m so talent ed and that what I do is unbeliev able, but I just think it’s because not a lot of people pursue what I do. I’m not smarter, I’m not more creative than others, I just put myself out there and try,” Charles Chaitman (10) said.

Chaitman received a standing ovation after he improvised a fullfledged piano piece from a few notes at an assembly on February 14. When he began his piano jour ney, he never would have envi sioned performing in front of the whole Upper Division.

He learned how to play the piano from his mother’s teacher when he was five years old. “A lot of people I looked up to played the piano,

purposeful with her gestures.

Melián enjoys learning how to produce the same sounds she watched singers make on

our voices,” she said. “I like to think of [the sound] projecting out and going forward. I put it in the back of my throat, which means my tongue actually tenses up and curls back,”

“What’s weird about singing is it actually sounds different to me than it does to an audience member. So I have to remember that even if it doesn’t sound good to me, it sounds While Melián is unsure whether she will pursue opera as a career, Melián knows she wants to pursue it throughout college. “I have a lot of friends who are like, ‘I know I’m going to be an opera star,’ but the thing is for me, I might double major, I might minor. I honestly

ting down and playing the piano, he said. All the other distractions go away; focusing on the sound and the keys gives him a break from the things that stress him out. He improvises by thinking of a melody and harmonies that go along well with it. “Improvising is instantaneous, so the most important thing is trying out new things and seeing what works and what doesn’t.” His knowledge in music theory and perfect pitch allows him to easily group notes together as chords and translate his creativity from his mind to the keys. “It’s a lot — the difference we are all taught how to speak a language, but we are not all taught the language of music.”

Chaitman also studies famous composers and implements those techniques into his improvisations. He aspires to be more technical and expand his musical vocabulary. That way, he can improvise more complex compositions with more textures.

Currently, Chaitman attends the Manhattan School of Music pre-college program where he learns music theory and trains every Saturday. He wants to pursue music after high school at a conservatory. “Hopefully, I’ll make a living from composing and playing,” he said. “I love creating music and that is what I will continue to do.”

Nicole Au/Staff Photographer

Courtesy of Isa Melain

Courtesy of Peter Cincotti

“Dolce far niente”: Goldberg (12) studies in Italy

Sammy Matays Staff Writer

“The sweetness of doing nothing [(“dolce far niente” in Italian)] and the appreciation for what you have in the present moment has been a nice cultural adjustment,” Scarlett Goldberg (12) said. This academic school year, Goldberg is studying abroad in Viterbo, Italy, along with 40 to 50 other American students.

While in Italy, Goldberg is studying at School Year Abroad (SYA), a program that allows students to immerse themselves in an unknown culture while attending American academic classes. Students who are part of the program live with Italian host families, which exposes them to Italian culture and customs.

After taking a year off between 10th and 11th grade for mental health reasons, Goldberg attended the following school year as a mem ber of the class of 2023 while her peers remained in the class of 2022, she said. “I wanted to move onto a new academic setting along with my peers of 2022, who moved on to gap years or university.” By studying abroad, Goldberg has experienced a change from Horace Mann and a fresh start. “People are more authen tic than they would be in an envi ronment that they have been in for many years, where they might have felt pressure to keep up a mirage of who they are,” she said.

Driven by academic vali dation and external pressure, the classroom-based learning environment at Horace Mann is very different from the study abroad program, Goldberg said. “The pro gram focuses on cultural immersion, experiential learning, and trying to

get kids intrinsically motivated to learn.”

At the SYA campus, Goldberg attends classes with her American peers on Mondays, Tuesdays, Thursdays, and Fridays. Wednesdays are dedicated to out-of-the-classroom experiences, such as traveling to Rome to see famous attractions, such as the Pantheon and the Coliseum, or having guided tours at historical sites, Goldberg said. The course requirements are fairly standard for an American curriculum, as Goldberg currently takes Italian Language, Experiential Italian, Local

break for lunch in the middle of the day, facets that mirror

Horace Mann’s academic schedule. The SYA tuition includes access to a local cafeteria, but Goldberg commonly eats at local cafes with her friends from the program, which she did not do as frequently at Horace Mann, she said.

“After school, there are extracurriculars all in the local community,” Goldberg said. During the first semester, she participated in Gemallagio, an after-school debate program involving Americans and Italians. This semester, Goldberg

friends to San Pellegrino, a medieval neighborhood, where they sit in piazzas, which are public squares, she said.

Living with a host family has strengthened Goldberg’s ability to interact with new people and has required her to adjust to a new environment. Goldberg has a host sister who’s the same age as her, and she has become friends with her host’s Italian friends. As the family comes from a different socioeconomic class than herself, there are certain aspects — such as the whole family sharing one shower — that she has had to get

For example, Goldberg has noticed some instances of antisemitism. “Swastikas are graffitied quite a bit in schools and other places,” Goldberg said. Goldberg, who is half-Jewish, never felt any discomfort due to her religious identity or personally experienced exposure to antisemitism in New York.

Goldberg recommends the program to other students, as she has enjoyed the balance between traditional learning and experiential learning, an opportunity that she did not have at Horace Mann. However, Goldberg acknowledges that study abroad programs are not fully accessible to all students. “I have the privilege, both financially and with my mom, to be able to study abroad in high school,” Goldberg said. “Although SYA offers robust financial aid, doing the program is very expensive in combination with HM’s requirement of partial tuition while not attending the school. For those who would be able to, study abroad!”

Paulino (11) in South Africa

Ava Lipsky

Staff Writer

I wanted to experience a different learning environment and interact with people outside of my usual daily life here at HM,” Anmy Paulino (11) said. Paulino recently returned to the school from a semester abroad in South Africa, where she studied at the African Leadership Academy, a boarding school on the outskirts of Johannesburg. The application for the program involved submitting a series of short essays. “One essay question I found interesting was ‘If your roommate put up a poster that was against one of your beliefs, how would you respond to it?” Paulino said. The questions were designed to see how students thought and whether they would be a good fit for the program.

rican students. It was very interesting to compare different learning systems, Paulino said. Unlike the American students, the African students were also preparing for advanced global exams.

While the program was mainly academic, Paulino also experienced the local culture through events like field trips and parties, she said. It was easy to acclimate to the program since her peers were kind and welcoming, and there was only a slight language barrier between some students, she said.

Making lifelong friends from both Africa and America was a highlight of the program, Paulino said. “They taught me a lot of things ranging from acceptance and love, to different

languages or how to play the guitar.”

Each day, Paulino woke up around seven a.m. to get ready for school, which started at eight a.m. She had lunch on a quiet field outside, where students typically hung out and ate, she said. On some days, she attended assemblies after school and occasionally had classes on the weekends as well. While students were mixed together for most of the time, students in the American program would sometimes be separated from the African program.

Paulino returned from South Africa in December and started classes at the school the next day.Transitioning back to Horace Mann after studying abroad was hard at first, Paulino said. “I forgot how my classes were, but now it just feels normal.”

It was an amazing experience, she said. “I don’t think many high schoolers can say that they traveled across the continent and studied for a semester.”

SMILES FROM SOUTH AFRICA Paulino and classmates pose.

Goldberg explores Italy.

Vivian Coraci/Art Director

Courtesy of Amny Paulino

Courtesy of Scarlett Goldberg

Lions’ Den Record Sports

Join Girls Water Polo this Spring!

Why? Friendly humans + no experience required! We will teach basics and higher level skills. Practices will be 2x a week, tentatively Tuesdays and Thursdays, starting the first week of April. Counts as PE credit for the 4th quarter!

Questions? Reach out to Elise Kang.

To join, fill out this form by March 11!

https://tinyurl.com/yx8vms5n

Varsity Table Tennis finish season with ISTTL victory

Gillian Ho Staff Writer

The Varsity Table Tennis Team capped their undefeated 11-0 season with a close win, beating Fieldston 3-2 in the Independent School Table Tennis League Finals (ISTTL) and marking the team’s third straight ISTTL victory.

The team played league matches against other schools to qualify for the semifinals and the finals, Captain Jiya Chatterjee (12) said. Table tennis games are structured with three doubles and two singles games, and the team who wins more games wins the match. There are nine players on the school’s team — three play singles, four play doubles, and two substitute.

The team’s win was one of their best yet, especially considering they had to rally and make a

comeback, Siddhant Jain (10) said. “We pulled off a miracle after being down 0-2 in the match.” Much of the team’s success can be attributed to the players’ consistency, Jain said. “Everybody on the team is good enough to be the best on the team on their day,”

Going into the game, Chatterjee felt a lot of pressure because it was the most important match of the season. “I told myself that I wouldn’t let my opponent dictate the point,” she said.

Jisang Kymm (11) and Nalla Sagna (12) worked together in a close doubles match that won the school the ISTTL championship, Henry Levinson (12) said.

During the match, players have to constantly adjust their tactics based on what is working and what isn’t, Jain said. “You’re trying to capitalize on the weaknesses of the opponent and trying to be

as smart as you can to beat them.”

Table Tennis Coach Caroline Surhoff said that the players’ dedication kept the team strong. “Every single member of this team is dedicated to their sport in terms of committing to each other and being the best they can be,” she said.

Surhoff applauded the five seniors, in particular, for the team’s success. “They have years of playing experience and competition, which worked to their advantage many times this season, especially the championship match.”

The team’s success can be attributed to the community they built, Chatterjee said “We genuinely wanted to see each other succeed.”

Their efforts have paid off: the team has been incredibly successful over the past seasons, Levinson said. “We haven’t lost a game against another school in two years.”

Varsity Squash makes a ‘racket’ at Philadephia Nationals

Madeline Offit Staff Writer

Girls and Boys Varsity Squash teams finished their season at the Philadelphia U.S. High School Squash Nationals last weekend. The Girls team placed first in their division; the Boys team placed 10th.

The Girl’s tournament was structured into six divisions. The girls played in the sixth division based on their season results, where they competed in a round-robin tournament against St. Luke’s, Briarcliff, and Raderon. They won four matches, coming out on top of their bracket. Some of the matches’ scores

were close — they won 6-1 in their first match and 4-3 in their final two matches, Girls Varsity Squash Head Coach Olufemi Salako said. Salako’s tournament highlight was when the Girl’s team was tied in the final match, he said. “It came down to anybody’s game and we wanted to win so badly. Eventually, our number seven player [Lily Sussman (9)] came on and crushed it and gave us the title.”

Despite the pressure, Sussman managed to maintain composure while playing and won, she said. “I was definitely nervous, but because of my teammates and coach cheering me on, I was able to focus and win.”

The Boys’ tournament had seven divisions; the team was in the third division with 16 other teams and competed against Germantown

Friends, St. Lukes, Whitman, and St. Christopher’s. They suffered a tough loss in their first match, and Marcus Lee (12) was the only player to win a game. “Marcus Lee was exceptional the whole year,” Boys Varsity Squash Head Coach Ron Beller said. “He had the best overall record and was able to compete against some really good competition in the number one spot.” The team lost their final match against St. Christophers 3-4.

Mental strength was a crucial aspect of the teams’ preparation, Beller said. “We had to get ready to be competitive and grind each match because we’re no longer going against teams that are lesser than us, we are playing against the best in the country.”

A memorable moment for William Bramwell (12) was finishing

Varsity Ski hits the slopes at season’s end

one of his matches with a deep gash near his eye after his opponent accidentally smacked him in the face with a squash racquet, he said. “I had to take a 10-minute timeout but when I came back, I won the match — then I went to the ER to get stitches.”

Bramwell felt sentimental at the tournament, knowing these would be his final matches on the school’s squash team after four years, he said. “As I was walking off the court bleeding, I was thinking, ‘is this really the final thing I’m going to do as a squash player at Horace Mann?’ Thankfully, I came back and won.”

Both Salako and Beller admired the camaraderie throughout the tournament and the winter season. “You must be there to encourage your team members — that’s all it takes,” Salako said.

Scenes from Varsity Ski’s last race of the season at Thunder Ridge Mountain on February 8, where the team organized an ice cream truck to celebrate Coach Rawlin Troop’s retirement.

THREEPEAT Table Tennis take home the gold.

SAY CHEESE! Boys and Girls Varsity Squash teams pose at Nationals.

Courtesy of Barry Mason

Courtesy of Emily Salzhauer

Courtesy of squash team