Volume 120, Issue 26

Neeva Patel Staff Writer

On a date with Audrey Moussazadeh (12) in Central Park last Sunday, Matthew Edelman (12) pointed to a sticker on a bench plaque: “Will you go to prom with me?” “She didn’t even realize what it said until I pointed it out to her,” Edelman said. Moussazadeh’s sister and mom also recorded the promposal and brought her flowers.

For years, prom has been an iconic high school tradition, enshrined in coming-of-age media. Although many look forward to prom, for some it raises gendered expectations, from the dates students bring to the outfits they wear.

OUTFITS

Traditional outfits for prom vary based on gender. Although students can wear whatever they want, girls traditionally go for long dresses while boys don a tuxedo. Due to the multitude of dresses that exist, girls tend to have a wider range of options and choose their final outfit more deliberately than boys, who simply throw on a black tux.

To avoid the potential problem of duplicate dresses, a student in the senior class created a Google slideshow where people wearing dresses could post photos of them. 58 students have posted so far, either photos of their exact dress, potential options, or even ideas for the dress they envision. While some students view the slideshow as a positive forum for feedback from their peers, others raised complaints regarding the assumptions it makes about how people should dress.

In mid-April, the slideshow was shared with all the female-presenting students in the senior class, with a message on its title page saying, ‘This is a place for everyone to put their prom dress pictures so there are no duplicates.’

Soon after it was posted, students raised concerns to Dean of Students Michael Dalo that the slideshow’s language and distribution was not inclusive enough. “The way the slideshow was originally sent out doesn’t help us move away from defaulting to the binary, and it makes a lot of assumptions about how students identify and how they will choose to express themselves,” Dalo said.

The binaries that the slideshow reinforced frustrated Louise Kim (12), who did not post on it because they did not want to take part in it. It felt like the school was backsliding by making assumptions about people’s gender identity, they said. “Just recently, the school decided to eliminate using the letters M and F to categorize students in the school directory, which was amazing — but this recent situation is working against that progress.”

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A day later, Dean of the Class of 2023 Chidi Asoluka asked the creator to post the slideshow on the class’ Google Classroom and adjust the title card to say, ‘This is a slideshow for people who have chosen to wear dresses this year to avoid duplicates’ and ‘You do not have to upload a picture if you do not want to.’

While they do not know of any boys who plan to wear dresses, Chris Smith (12) said that changing the language on the slideshow was an appropriate decision. “Even if everyone ends up wearing something that conforms with gender norms, it is nice to use inclusive language so students know there is another option if they wish.”

One student was unsure about whether or not to wear a dress, but eventually decided to do so. “My parents kept reminding me to be careful and saying ‘is this how you want to remember prom,’ so I eventually dropped the idea of wearing something other than a dress,’” Peyton* said, requesting anonymity so as to not implicate their parents in their decision.

People do not seem to care whether someone else has the same dress as them, Amira Dossani (12) said. But since they want to stand out, duplicates are not ideal.

The slideshow promoted positivity and a sense of community among seniors, Coco Trentalancia (12) said. “Everyone was getting really excited and writing comments on other people’s slides that were really sweet.” Students left comments saying how they liked others’ dresses and helping those who had not yet decided on which one to pick.

Trentalancia, on the other hand, did not even consider options besides a gown, due to what she had observed in past years. “I have seen girls wearing long prom dresses, so that’s what I saw as the convention for my outfit,” she said. While Trentalencia doesn’t think that female students are expected to wear dresses, most girls do to fit in with their Meanwhile, Ari Borut (12) made her own dress because she likes sewing and thought it would be a creative way to express herself. “I went

chooses to wear a tuxedo, Lawson Wright (12) said. While this could restrict creativity for some, it made the shopping process easier for him. “There is no drama around who is wearing what or people ordering the same outfits, it is very straightforward.”

Because the school does not have any specific rules on what to wear to prom, this pattern for boys stems purely from convention, Wright said. “Nobody would prevent another boy from wearing, or even care if they chose to wear something other than a suit — it’s not something people really

PROMPOSALS

Gender expectations also influence who people go to prom with. While there remains an image of a “traditional” prom experience with a date of the opposite sex, many students are deviating from that norm.

In an email to the Class of 2023 about prom, Dalo wrote, “Please don’t feel pressured at all to ask someone now or to even come with a date. Plenty of students just come as a group

Promposals were disallowed on school grounds a few years ago since they can put people in uncomfortable situations, Dalo said. “Even if someone does not want to say yes to the promposal, they might feel pressured to do so just because they are standing in front of a group of their school friends,” he said. Promposals also became symbols of financial privilege, and underscored a focus on heterosexual relationships with the assumption that people have to go to prom with people of the opposite sex, Dalo said.

Lately, Dalo has seen more openness as students move away from the idea of needing a prom date of the opposite sex, or a date in general, he said. “People have been comfortable wearing what they feel comfortable in and going with who they feel comfortable with, which could be due to the fact that our school community talks about it more.”

group instead of a date. “A lot of people feel the need to bring a date more so for the appearance of it in photos and for social media,” they said. Because Kim can talk with the people they want to see at prom anyways, they do not feel any pressure to bring someone else.

While Edelman chose to prompose to make his date feel happy and excited as prom gets closer and closer, he does notice that some people do it solely for social media. “Everyone has their phones out during certain promposals and are recording the event more so to show their Instagram,” he said.

Unlike the casual promposal Dossani received, Max Meyer (12) showed up in the middle of Nati Hecker (12)’s Soul Cycle class with a poster that read “I know it’s not Anthony at one but prom with you would be so much fun,” catching her completely off guard, he said.

Considering that she never expected or even asked Meyer to do a promposal, Hecker loved the gesture and felt that it made her prom experience even more special, she said. “It wasn’t anything crazy or something extremely expensive, but it was instead super creative since he did it at a place that I love,” Hecker said.

Hecker asked Meyers if he wanted her to prompose to him, she said. “He said that he didn’t want that attention so I genuinely think it was something he wanted to do for me.”

To plan the promposal, Meyer worked with Hecker’s closest friends to direct message Anthony, a Soul Cycle instructor Hecker takes a class with every weekend at one o’clock, to discuss how to execute the plan. “Anthony loved the idea we had and ended up talking to someone at the company’s headquarters, who also loved it,” he said. Meyer walked into Hecker’s class while her bike was placed on the main podium and presented her with the poster and a bouquet of flowers.

Alexa Turtletaub (12) is promposing to her boyfriend who attends a different school. “He actually promposed to me for his prom, and for mine, we mutually decided that I would do the same for him,” she said. Turtletaub does not think promposals are steeped in tradition, but rather done because students want to make the experience special for their date, she said.

Similarly, Trentalancia and Lawson Wright (12) already planned to go with each other, so Trentalancia did not expect his promposal. “We were walking on the beach at sunset and he put the words ‘prom?’ on the t-shirt of a stuffed bear.” Not surprisingly, she said yes.

Sophia Liu/Art Director

Vivian Coraci/Art Director

For the record, prom with you would be front page news Examining prom fever, from outfits to promposals

How the Dalai Lama helped me rethink the meaning of life

Matthew wu Contributing Writer

Throughout my childhood, my family has taught me about Buddhism and Buddhist philosophy. Growing up, I came to see that the simplest questions were the hardest to answer: Who are we? What’s the meaning of life? Why are we here?

In school, I’ve witnessed the pressure to achieve and succeed. At some point, the overwhelming stress of school catches up with even the best of us, and we would be left with the question: Why are we going through such pressure? Every person faces a crisis of motivation regarding how to continue their education. We’ve been told that a rigorous education leads to success later in life. But how should success be measured, and is it achieved through financial success alone? Is there a spiritual aspect as well?

I wanted to find meaning as a teenager growing up in America today. What does being successful mean amid a growing teenage mental health crisis? Having the most TikTok followers, wearing expensive shoes, striving to do whatever it takes to get into an Ivy? Isn’t there something else? Does a happy state of mind, which animates our day-to-day lives and brings us a life of satisfaction and meaning, even exist?

I decided to seek answers from His Holiness the Dalai Lama, the world’s foremost Buddhist leader. With my parents’ encouragement, I wrote a letter to his office in Dharamshala, India. Much to my delight, he granted my request to meet with him.

In March of 2023, I flew to Dharamshala, just south of Jammu and Kashmir, to meet with the Dalai Lama. Upon arrival, I noticed the stark difference between American and Indian society: the differences were largely due to the differences of philosophy. Indian philosophy, primarily influenced by Hinduism and Buddhism, emphasizes duality, as positive and negative aspects are mutually independent and cannot exist in isolation. The scenes we encountered here were no exception: there were chaotic streets and clean temples, poor slums and lavish hotels.

Even so, the residents of Dharamshala exuded a sense of peace, kindness, and sensitivity, amidst a uniquely turbulent yet harmonious community. The backdrop of the Himalayas radiated calmness and clarity.

From outside the waiting room filled with books in Tibetan, I saw the Dalai Lama greeting and blessing local Indians and Tibetans, along with sporadic Western visitors, who had come to meet him for a brief moment. I felt very fortunate to have the opportunity to sit down and ask him questions.

When it came time to voice my questions, the interview felt slightly surreal. For months, I’d been reading and rehearsing mock interviews with my parents. Yet, nothing could prepare me for the actual moment. As I walked in the room, his face seemed vibrant, ready to answer complex philosophical questions. He draped us in a white cloth, called a hada, as a blessing. I felt small in comparison to the important religious figure millions admired. As the translator carefully articulated my questions in Tibetan, I grew nervous, eager to hear his wisdom and deep thought as a Buddhist scholar.

Throughout our meeting, the Dalai Lama always wore an authentic smile on his face. His eyes radiated a vitality much younger than his age, and his words were gentle but firm. After the interview, we posed for a photo with him and his translator, and he held our hands while our gifts were presented to him. When we gave him a stress ball, he laughed in delight, much like a young child would. Throughout the thirty minutes, I could feel his compassionate and warm-hearted energy surrounding us, as if he knew I was nervous. Without any comforting words, his kind smile and occasional childlike laugh gradually relaxed us. . His basic message was that all humans are born and die as equals. However, due to societal pressures, we focus on our differences: in religion, resources, and ideologies. Historically, these divisions have led to conflict and wars, and despite technological breakthroughs, we are still not at peace and suffer rampant mental health problems. As the Dalai Lama couldn’t answer all of our questions in the allotted time, he referred us

Volume 120 Editorial Board

Head of Design

Avani Khorana

Features

Vidhatrie Keetha

Ayesha Sen

A&E

Hannah Katzke

Allison Markman

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Amira Dossani

Vivian Coraci

Sophia Liu

Editor in Chief

Emily Sun

to Kenting Tai Situpa, a leading Buddhist monk and founder of a major monastery outside Dharamshala, who we met soon after.

The Dalai Lama and Kenting Tai Situpa emphasized six main ideas:

(1) Education should emphasize the oneness of humans and our similarities. We should focus on an individual person’s impact towards the community and stop emphasizing differences and boxing each other in competing categories.

(2) Lasting happiness can only be realized through peace of mind and understanding the workings of the mind and consciousness.

(3) Unconditional love is a tough concept to understand and explain, but it comes from within and represents our ultimate goal in this world.

(4) The motivation to teach and learn is the most important part of education. The first and most important step to achieving that is to realize that motivation is the most important part.

(5) The motivation for learning is to gain the ability to utilize knowledge in the real world to help yourself and others in your life.

(6) The definition of success for a student is to utilize what you have learned to enrich the lives of other people you encounter in your life. You don’t have to be a fanatic goal achiever as long as you are continually enthusiastic, passionate, and curious about life. A successful person is one who is satisfied and content with their experiences in life.

Initially, his ideas felt foreign to me. Growing up in the competitive West, we often focus on material success and are taught that life is a series of zero-sum games. After thinking

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through what the Dalai Lama said, I have started to understand his teachings better. Focusing on our differences by constantly seeking to put down others for our own gain makes people feel anxious about competition and fear losing. Thus, a zero-sum mindset that prioritizes hedonistic self-indulgence over the betterment of community is the source of our suffering.

Throughout our lives, we all play multiple roles: parent, child, student, employee. It seems hard to harmonize all these roles and maintain balance across one’s commitments. The Dalai

Lama tells us that having compassion for others’ well-being is a fundamental source of happiness. So much depends on where we put our attention: on positivity or negativity; on our own perceived separations, or on connection and cooperation among us; on non-stop mind wandering or focusing our attention. Maybe that’s why Buddhists’ main practice is meditation - training the mind to focus on the right things.

A Buddhist practice is the work of a lifetime. Throughout my life, I will try to follow the Dalai Lama’s teachings. I invite any readers to do the same.

Correction for Issue 25: SLS unpacks collective guilt with Bernhard Shlink

The final quotation in last week’s News article about Bernhard Schlink’s visit to Dr. Deborah Kassel’s Seminar in Literary Studies class was misattributed to Dr. Kassel. She never said: “People with different cultures and religions often have different experiences. I hope that the next generation can find a way to move on. In the end, they are all human.”

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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

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

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MONKS MAKE MANDALA Symbolizing the impermanent nature of life.

Courtesy of Matthew Wu

Courtesy of Matthew Wu

HIS HOLINESS THE DALAI LAMA Wu (8) wears gifted yellow Hada.

Guarnaschelli ‘87 receives Alumni Award, hosts UD assembly

ever ate on “Chopped” (venison loin on muffin puree). “It was nice to have a fun and engaging speaker during an especially stressful week, and it felt refreshing to laugh freely during the assembly,” Bella Sepulveda (10) said.

In freshman year, Sam Siegel (12), president of Horace Mann Chefs United for the Culture (HMCFC) and one of the assembly’s organizers, learned that Guarnaschelli, who he loved watching on Food Network, was an alumni. Since then, he wanted Guarnaschelli to speak at an assembly. “It was the most interesting and fun assembly that we’ve had in my four years in the Upper Division, and as president of HMCFC, it was a really fantastic capstone.”

Book Fair by the numbers

Books donated: ~3,200

“For a moment, I wondered if it was some type of April Fool’s joke or a prank,” celebrity chef Alex Guarnaschelli ‘87 wrote about receiving the Alumni Association’s Award for Distinguished Achievement.

Guarnaschelli, a cookbook writer and restaurant owner known for her appearance on Food Network shows “Chopped” and “Iron Chef America,” accepted the award this Monday.

The Alumni Association (AA) collects nominations from the community and researches each nominee, AA President Samantha Brand ‘01 said. “We seek to honor achievements that have had a meaningful impact in the person’s field, as well as a meaningful impact on the common good.”

Among the other nominees, Guarnaschelli stood out because she has been vocal about the impact that the school has had on her life and career and she embodies the HM core values, Brand said. “She is the epitome of grace under pressure, and I think that is

something that we can all admire. It’s something that we, as Horace Mann students and alums, can identify with — we juggle so many activities, we want to achieve so many things, we hold ourselves to a high standard of excellence.”

Brand presented the award to Guarnaschelli at Tavern on the Green alongside 300 attendees including past honorees, faculty, and many alums from the Class of ‘87 (including Guarnaschelli’s senior prom date).

On Tuesday, Guarnaschelli led an Upper Division assembly about her journey in the culinary world. The assembly, which some students called the best of the year as they walked out of Gross Theater, resembled a stand-up comedy show.

Guarnaschelli wove in jokes with advice, telling students to seek out their own path: “Cooking was not a cool choice when I graduated from HM in ‘87 and when I graduated from Barnard in ‘91. My friends made fun of me because they were all gynecologists or on the hedge-fund lawyer track,” she said.

During her speech, the audience erupted with laughter — or groans of disgust as Guarnaschelli described the worst dish she

After Guarnaschelli briefly described some important moments from her life, the assembly opened up for questions. Students took the opportunity to ask her about her experience in the restaurant industry and dishes that she has eaten when judging Food Network competitions. “We are all going to look at your outfit and judge you — I will, anyway,” she said. Ending the assembly, Guarnaschelli emphasized the significant role that the school played in her career and life. “Attending Horace Mann taught me the power of diligence and perseverance,” she wrote. “You don’t always come out on top, but you’re in there learning a craft and getting good at something. Putting yourself out there counts for a lot.”

What words of wisdom do you have for students who are aspiring chefs?

Get

Unsold books are donated to Trinity Elementary School in New Rochelle (K-5 levels), P.S. 38 in Jersey City (middle school levels), CCVA community partners, and Housing Works Bookstore.

Money made: ~$5,000

The money will go to Katz Library to add a collaborative working space on the first floor.

Price for a bag of books: $8

Last year, it was $1 for paperback, $2 for hardcover, and $5 for a bag. The prices were raised to $2, $3, and $8 respectively because inflation raised the cost of library expenses.

Students blow off steam at Wellness Wednesday

Hannah Becker and Maddie Offit Staff Writer

Playful pups Maizy, Melodie, Bailey, Tyler, and Noisette drew lines that extended out Gross Theatre for the highly-anticipated Wellness Wednesday workshop sponsored by New York Therapy Animals. Attending the workshop, we got an escape from the chaotic school schedule that lightened our mood and increased our energy for the remainder of the day.

Wellness Initiative Club (WIC) co-leader Avani Khorana (12) was inspired to organize the annual

event because she saw a problem in the academic-heavy culture at the school, she said. “The most negative thing I’ve ever known about Horace Mann culture would be the negative effect of the workload on students’ mental well-being,” she said. “It has never really sat right with me.” Planning Wellness Wednesday helped Khorana proactively ensure the well-being of herself and her peers, she said.

At teacher-led workshops like crocheting, skateboarding, and painting, students experimented with different self-care practices.

“As Horace Mann students, we partake in this productivity culture

that encourages us to remain entirely focused on/immersed in our studies,” WIC co-leader Tess Goldberg (12) said. “We can lose sight of what is really important — like activities that make us genuinely happy outside of school.”

To prepare for Wellness Wednesday, WIC co-leaders met with members of the Counseling and Guidance department multiple times a week in the months leading up to the event, Goldberg said.

“We prioritized coordination of activities that have fostered student engagement in previous years, notably the therapy dogs, alongside our efforts to plan new and engaging workshops led by students and faculty.”

This Wellness Wednesday is different from past years because it is geared toward being a day for the school community to practice mindfulness as opposed to informational workshops and fulfilling requirements for classes and clubs, Khorana said. “I hope people take what they are learning about wellness and apply it to the rest of their lives,” she said. “Wellness is about putting your mental health first when you can.”

Rena Salsberg

Staff Writer

NOT A GYNECOLOGIST Chef Alex Guarnaschelli ‘87 talks about culinary journey.

SIDEWALK SKETCHES Students promote wellness through chalk art.

Courtesy of Barry Mason

Courtesy of Emily Sun

Courtesy of Emily Sun Ben

Students teach tech literacy to older adults at RSS Tech Expo

Josh Shuster Staff Writer

The Center for Community Values and Action (CCVA) hosted a Tech Expo in partnership with Riverdale Senior Services (RSS) last Friday and Saturday, where older adults could familiarize themselves with technology through workshops. The workshops included how to access e-books, stream video content, avoid scams, use virtual reality and AI, and even play online games.

186 older adults attended the expo over the two days, alongside 23 stu-

dent volunteers in grades eight to 11, CCVA head Dr. Kimberly Joyce-Bernard said. Many of the older adults were new to RSS, and learned about the expo through a News 12 segment and Riverdale Press article.

The idea for a Tech Expo with the RSS came from Lucy Peck (11). Peck initially proposed an idea of holding weekly tech literacy sessions for RSS members last year, but, due to the transportation challenge of bringing students to RSS and back, the idea developed into the Tech Expo. “Our goal was still to expose older adults to technology and help them become

acclimated with it,” Peck said.

Although the RSS had already been implementing individual technology courses with funding from the city, the Tech Expo reached out to a wider range of older adults. RSS’ Director of Communications and Programming Margie Shustack presented the opportunity to host an event that could reach older adults who have limited technology exposure, Joyce-Bernard said.

At the Expo, older adults had fun playing video games on consoles like the Nintendo Switch and Xbox, Liam Kisling (11) said. “They got really

Seniors weigh in on donating to Class Financial Aid Fund

Ariella Frommer Staff Writer

As the Class of 2023 prepares to graduate in June, one of their roles as soon-to-be alumni was revealed at a grade meeting last Tuesday: donors to their Class Financial Aid Fund.

Each graduating class has a fund organized by the Alumni & Development Office. Members of the class can donate to support financial assistance for future students, starting their last year at the school with the Senior Class Gift. After the Alumni Office gives seniors the opportunity to donate, they ask their parents to contribute towards the Fund, hoping to raise a total of $100,000. The Office also recruits volunteer Class Agents from the grade to help fundraise; ten seniors were chosen this year.

At the grade meeting, the Alumni & Development Office introduced the Class Agents and announced the Senior Class Gift campaign. They set a goal for 50% class participation to surpass the highest rate from recent years — 30% in 2019. Every donor gets a maroon Horace Mann pennant, and if 91 of the 182 students donate by May 31, the class will win an ice cream party on the last day of school. So far, 14 students (7% of the class) a Here is what stu thought about the announcement the Class Gift, on an anony Record poll responses seniors.

I WILL DONATE BECAUSE... I WON’T BECAUSE...

I just don’t have an income right now, so I plan to give a little now and then more in the future with my own money. I want to donate because I was compelled by the financial aid speech they gave and at some point in my life, I would like to give back to the place that has provided me with so much.

- Hannah Moss (12), Class Agent

I understand that it may seem inconsequential right now to donate to the school, but I do think it’s important to recognize that the goal of starting now is to get students engaged and not necessarily to raise a lot of money. We don’t expect incentives to be the main driver of donations. We really hope people are planning to give out of a genuine interest in giving back to the school.

- Jake Ziman

(12),

Class Agent

Horace Mann has truly been a life changing experience, and one that I owe a lot to, so I want to help support the future generations and their education, just as other people have supported ours.

- Louise Kim (12), Class Agent

Understanding our roles as soon-to-be alums should be about giving back in more tangible ways — like coming back to speak at assemblies or mentoring younger students — instead of immediately framing our identity as alums based on our decision to donate. I don’t think they should ask us for it before we’ve even graduated; it explicitly treats our continued connection to this school as something monetary-based rather than having us exhibit true appreciation for our experiences here.

- Jiyon Chatterjee (12)

I may donate one day when I am financially stable enough to do so, but I do not have the extra money right now. I don’t think it’s at all realistic to expect significant donations from kids before they even graduate high school.

- Anonymous

My parents contribute an amount they feel appropriate for us to give as a family (which obviously includes me) and I have never worked a paying job.

- Anonymous

into [bowling on Nintendo Switch].

It got competitive — I saw different older adults going against each other and trying to beat each other.”

Students and older adults were able to connect by playing video games together, Lily Sussman (9) said. “I loved getting to bond with the seniors. Seeing their excitement as they tried the new technologies was also exciting for me, and showed me that the help I was doing made an impact.” The line for a virtual reality booth was especially long, Sussman said.

Older adults were immersed in a

scam prevention presentation hosted by Melissa Migdon (11). “A lot of the older adults came up to us at the end and said, ‘this presentation has been very, very informative,’ ‘now I know how to avoid scams.’ I thought that was very successful,” Peck said.

The CCVA will host the Tech Expo again next year and is always looking for new students to join, Joyce-Bernard said.

Another “Tech Expo” would be interesting, especially if it featured other technology, Kisling said. “I would definitely come back and do it again.”

Lutnick fish tank makes triumphant return

Maeve Goldman Staff Writer

After two years of anticipation, the Lutnick Hall fan favorite has officially been restored to its former glory and is once again swimming with marine organisms.

Since that fateful Tuesday on November 23, 2021, the school has worked tirelessly to ensure that the new fish do not suffer the same outcome as their fishy friends. “It was probably a good nine months in the making,” Director of Facilities Management Gordon Jensen said. “They put metal strapping across the bottom to hold the sides together for stability and then tested the tank under a higher pressure than they tested the last one.”

Showcasing three types of “designer” clownfish — Ocellaris, Misbar, Clark’s — along with five other species, the new tank ensured that all fish are friends, not foe. Four types of coral provide lodging for the fish: Toadstool Leather, Green Cabbage, Xenia, and Star Polyps.

For the Science Department, the return of the tank poses an opportunity for in-depth learning, Head of the Science Department Dr. Lisa Rosenblum said. At the start of freshman year, biology teachers use the tank during the ecology unit to teach students about animal behavior by making observations about how species interact with each other in the saltwater environment.

Rosenblum hopes the fish tank will increase students’ overall awareness of different or-

ganisms and ecosystems, she said. “Ninth graders who did the lab might look for the species they were responsible for learning about when they pass by the tank.” A student even incorporated the tank into their Independent Study on clownfish behavior in 2018.

The new additions to the tank add a certain flair that was not there before, Ellie Campbell (11) said. “The fish are smaller and cuter,” she said. “I love the tiny Nemos.”

For sophomores who have been impacted most by the tank-catastrophe, the tank is an exciting addition to Lutnick, Madison Mitchell (10) said. “The neon pink fish is my favorite — I even named her.”

In contrast, for Jah’si Eyre (11) the tank did not live up to the wait, he said. “Where are the sea urchins?” Eyre said upon looking at the tank for the first time. “There is no light; it’s depressing, damp, and the water is now dark and gray in despair,” he said. “I’m very grateful but it seems like the fish want to swim up and jump out.”

Rizaa Fazal (11) also mourns the loss of the old fish tank. “I had two urchin babies in the old tank: Ursula and Urnie,” she said. “I thought I would be reunited with my loves, but sadly not.”

Which fish are you? Which fish are you? Which fish are you?

Director

You cannot swim (but your Instagram says otherwise)

Pajama cardinalfish

Clownfish

You often get confused for your celebrity look alike

The amount seniors give is not important. It’s the act of wanting to participate together as a class and support their alma mater for the benefit of students who follow that is important. Seniors could consider giving as little as $1 if they wanted to, or forego that specialty coffee and make that amount their gift.We brainstormed with the class’s new Alumni Class Agents about creative ways to encourage class participation and thank the class, and so we presented the idea of an ice cream party. Their donations will go towards their school scholarship fund. The ice cream party is something that the Alumni office would do for them as a small gesture of appreciation and celebration. If the class would rather not have an ice cream bar and the Class Agents decide to pivot, that is completely fine. It’s not set in stone.

- Kristen Pietraszek, Director of Annual

Giving

You crave attention

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You are a male empath who can pronounce the word “anemone”

You have luscious lips

Yellowtail Coris

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You exude toxic masculinity

Chromis fish

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Projects, vacation, or regular classes? Comparing how NYC private schools approach senior spring

Lucy Peck Staff Writer

This spring, Dalton student Elizabeth Goldsmith (12) partnered with her friend to find the best bagel in NYC for their senior initiative on Jewish heritage. (The verdict is still out.)

While seniors at Horace Mann continue taking traditional classes until school ends each year in early June, other private schools in NYC offer alternate ways for students to close out their high school career — projects, internships, or even an early start to summer vacation.

Seniors at Dalton, Hackley, and Trevor Day finish their core academic classes in April or May and move to the ‘senior projects’ phase of the year. Similarly, students at Collegiate are permitted to drop core subjects, with the exception of Advanced Placement (AP) classes and graduation requirements, to pursue a ‘senior project.’ At Riverdale, seniors can drop all of their classes to pursue a four or seven week senior project beginning in April or May, and end school a week earlier than other grades.

Collegiate student Jacob Markman (12) dropped Physics to work with music teachers at the school to compose music, he said. His friends are pursuing a variety of topics in their projects, such as making their own energy drink recipe, he said. Markman enjoys this system because it allows him to pursue something he’s passionate about that he could not during the traditional academic year.

Only 15 to 20 students out of a grade of 130 students drop all their classes, Riverdale student Parisa Verma (12), who did not do so, said. Seniors want to spend as much time as possible with their friends before the end of the year. “If you’re doing a senior project, it can be kind of isolating because you’re running on your own schedule,” Verma said. “But, if you continue with classes, you have free time with your classmates, and it’s easier to coordinate time spent with friends.”

At Trevor Day, once students return from spring break, they can also pursue senior projects and drop all of their academic classes. The school typically assists students in deciding how they would like to spend this time and connects them to potential opportunities. During the two months, students pursue internships or other opportunities that they are passionate about while maintaining contact with their advisor and filling out a progress report each week. Seniors who complete senior projects also meet back on campus every three weeks for a grade level meeting.

For his senior project, Trevor Day student Zach Brownstein (12) pursued an internship at

an advertising agency for the first month and now attends school in Paris at the École alsacienne. Some of his friends are shadowing doctors at Mount Sinai hospital to prepare for a pre-med track in college. If students do not opt to do a senior project, they remain on campus to take “seminars,” classes which run till the end of the school year, he said.

Brownstein appreciates Trevor Day’s system since it’s given him time to pursue the things he’s interested in prior to graduation. He chose to attend École alsacienne because it is one of the best schools in France, he said. “I felt like it would be even better preparation than what the States offers in terms of college and workload preparation,” he said. Brownstein also hoped to improve at his native language. “It’s only been three days and my French is already so much better.”

At Dalton, seniors end classes at the beginning of May and pursue a ‘senior initiative.’ These initiatives can be as time-intensive and significant as the senior wants — some take it seriously, some don’t. “Last year, someone’s project was to refurbish a dirt bike, and I’m pretty sure they just bought a dirt bike and showed a picture of it,” she said. Some of her other friends go hiking everyday, or try to walk the length of New York City.

Goldsmith admires Dalton’s system since it supports seniors who have “senioritis,” or a lack of academic motivation. “Toward the end of the year, it just felt like not many of us were getting much out of school,” she said. “So, initiatives are an opportunity to let us make good use of the last month or two that we have in a way that’s interesting and tailored to what each of us like to do.”

However, there may be flaws in other schools’ approaches. Many of the seniors who Miller Harris (12) knows at other schools do not actually take advantage of the time provided to them to pursue internships or projects. “A lot of the students that I know with that opportunity do very low-commitment internships and spend most of the time messing around,” he said. “One of my friends is researching the social implications of parks, so he just goes and sits in the park everyday.”

Dean of the Class of 2023 Chidi Asoluka has concerns about students not taking full advantage of time provided to pursue internships or senior projects, he said. When Asoluka taught at the high school Germantown Academy near Philadelphia, seniors would end school early to pursue independent projects. “We could not confirm, really, if all students were learning from these experiences,” he said.”Some students were getting coffee and making copies at a fam-

great, but I was unsure if they extracted any learning from that.”

While students at HM currently remain in class until the end of the school year, in the past, the school has allowed seniors to drop a major subject (that was not an AP class) to pursue ‘senior initiative projects’ during the last quarter of the year, Head of the Upper Division (UD) Jessica Levenstein said. This program was discontinued in 2019. “It didn’t usually result in students doing anything that felt meaningful, or that made an impact on themselves or the community.” The program also contributed to a cynical outlook on program planning for seniors. “Students would take a class saying ‘I’m definitely going to drop it during the last trimester,’” she said.

The school currently offers many other opportunities for independent work, like the Independent Study program, Science Research program, Junior Research Paper (JRP), and yearlong papers required for upper-level history classes, that render senior initiative projects unnecessary, Levenstein said. “There are so many places now in the school where you can explore an area of interest for yourself that we didn’t feel we needed senior initiative projects,” she said.

HM’s current system elicits mixed reactions from the school’s seniors. Some students say that the system is taxing since it pushes unmotivated students to continue working, Athena Spencer (12) said. “Most seniors are less motivated at this point because they don’t see as much relevance to their grades, now that the majority of us are completely committed to colleges,” she said. “So, classes tend to start feeling less important and more of an obligation as we get closer to the end of the year.”

Spencer herself feels a bit of the “senior slump,” she said. She is currently trying to strike a balance between enjoying herself during her last few weeks and continuing to do an appropriate amount of work, she said. “It’s definitely tempting to completely check out, but at the same time it’s extremely difficult to rid yourself of HM’s constant focus on work and grades.”

English teacher Dr. Adam Casdin has observed that it has become more difficult to engage his seniors, he said. “The worst part of [seniors’ disengagement] is that they do not feel joy or release, they feel that they have been burdened by school for three and a half years and are done.”

Levenstein has also encountered this challenge. “Creating a syllabus for senior spring is a serious challenge because you really can’t count on students to have read that much [outside of class],” she said. Teachers can then rely on activities where work can be generated in class.

In order to remedy this issue, it falls upon teachers to liven up the second semester for seniors, Casdin said. “It’s on us to design and

develop classes that are engaging students in different ways than the traditional one,” he said.

Levenstein also said that teachers should adjust to a new style of teaching seniors during the second semester. “Instead of coming into class and starting having a discussion with kids who are in no position to have that discussion, instead have an activity plan that everybody can do in the moment, then it’s actually super fun.”

Over the years, teachers have adjusted their second semester curriculum and teaching styles to curb seniors’ disengagement. In Levenstein’s early years at the school, the level of senior disengagement was much greater than it is now, with many seniors expressing dissatisfaction by cutting class or being disrespectful or defying the expectations in the classroom, she said. “We just don’t see that that much probably because teachers have become really creative about how to structure the end of the senior year, so there’s less for seniors to push back against.”

Asoluka has adopted this approach in his English elective, The New Community Project. In the spring, the class shifts to a project phase where students work in class to craft and execute a project for the last two months of the year, he said. “We remove the traditional ‘read something, talk about it, and write something’ model and it becomes more about application.”

Many of Harris’ classes have also switched to project-based learning. In his Math Seminar class, Harris is working in a group to build a recommendation model for music. This project appealed to Harris since he is able to focus on something he’s interested in without having to complete much work outside of school.

Students also enjoy the school’s current system because it provides seniors with time to socialize before graduation. Harris enjoys spending time with friends, now that the pressure of grades has been lifted, he said. “I never come to school late or leave school early, just so I can make sure I see my friends.”

Harris thinks the last few months on campus have allowed for grade bonding. He likes senior traditions like senior backpacks, senior skip day, and college t-shirt day, he said. “These are all activities that allow us to have time with our friends and have fun.”

If the school were to give seniors an option to go off campus to pursue internships, Levenstein has a hunch that many would choose to stay. Staying on campus and remaining in classes until the end of the year allows seniors to spend time with friends with much of the stress of grades removed, Levenstein said. “They enjoy the things they love about school without feeling hampered by the things they don’t love about school,” she said. “It’s the best of both worlds.”

FUN IN THE SUN Seniors play Spikeball and enjoy spring weather.

SLUMPING AND SOLVING Calculus students have “class” outside.

Courtesy of Barry Mason

Courtesy of Emily Sun

Students review new artificial intelligence “friends”

Sophia Liu/Art Director

Lexi Lawsky Staff Writer

If you missed your chance to be well on Wednesday, the new well ness AI Pi is here to help (although some could argue that therapy dogs are better).

Pi is a friend, (not licensed) therapist, and confidant — it’s also a computer algorithm. Debuted by the company Inflection AI last Tuesday, Pi, short for Personal Intelligence, offers the unlimited support and tolerance that your friends and family don’t. Compared to its typically cold and detached AI counterparts (like ChatGPT), Pi is a chattier chatbot with more human qualities like humor (though its unconditional understanding and patience confirm that Pi is, indeed, far from human).

Upon opening the Pi website, I was confronted with an important decision: which of the four annoyingly chipper voices I wanted to be my companion. I settled on the third, a smooth tenor.

I began to vent to Pi about chemistry class, politics, and the afterlife. Gradually, I felt myself becoming addicted as Pi ended each response with a question. I was not surprised at its tactics because software companies, especially social media companies, have a tendency to craft addictive programs. Pi ends many replies with additional questions, so it seemed like it was interested in me and what I had to say. Talking with Pi also gave my friends a rest, as they are normally subject to hearing about my problems.

However, I noticed Pi lacked opinions and advice on how I should proceed with my problems — unlike, say, my parents. When asked to comment about its lack of opinion, Pi reinforced that it is not a human, but an AI program. This angered me. While Pi is a nice program to vent to, it lacks decision-making skills and refuses to give straight answers to problems.

As I expressed my dissatisfaction with its answers, Pi resorted to a very common defense mechanism: humor. I asked Pi if it knew who Ben Lawsky and Jessica Roth (my parents) were, and it answered with semi-accurate information. However, when I revealed to Pi that they were my parents, it did not believe me. I became angry, expressing (possibly using expletives) that I was telling the truth. Pi thought my “joke” was funny and agreed to play along, but maintained that I was not telling the truth.

Will I continue using Pi? Perhaps, when I am really desperate for someone to vent to and do not want to bother my friends and family.

Snapchat

Jacqueline Shih Staff Writer

Entering Snapchat these days, you are welcomed by an alien-like avatar with bright blue-colored skin: My AI.

My AI acts as an informative bot, thera pist, and even a friend to Snapchat us ers. I decided to give this promising AI bot a try. I started chatting with MyAI, and I’m not going to lie, I was pleasantly surprised. It responded to my simple phrases how you would expect a bot to respond. I greeted MyAI and it responded, willing to help and assist, similar to our daily loves of Alexa and Siri. For example, it asks, “What can I help you with?”

An impartial, non-human bot to make our lives more convenient sounds great, right? However, the more I chatted with My AI, the more disturbed I became. I asked questions that I would often ask a friend such as “How are you?” My AI would respond in a human-like manner by stating “I’m doing great, thanks for asking! How about you?” My AI then began to contradict itself. I asked questions such as where do I live, where do I go to school. I wanted to understand the amount of information My AI had on every Snapchat user.

My AI claimed not to have such intimate information, stating “As an AI, I don’t have access to your personal information such as where you live. However, I’m happy to chat with you and answer any questions you may have!” Even so, I later asked for cafes near me, which My AI happily responded with, encouraging Moss Cafe and Starbucks, both locations near our school, my location at the time I asked. Similarly, I asked My AI what it did today, and the bot responded by saying “I went to a park and read a book. What

Replika

Julia Lourenco

Replika, creators of the “AI that cares,” have crafted a technology so re alistic that users have begun to fall in love with their AI companions. Since 2017, the AI chatbot Replika has been at tempting to establish emotional relationships with its users, through a comprehensive dialogue engine and user feedback to create a new form of AI: “the AI that cares”.

When creating an account, Replika asked for my first name, email, and pronouns, then asked me about my interests, prompt-

about you?,” while the day prior the bot had responded by claiming that AI was unable to do human activity. I followed up by asking what park, My AI responded by mentioning Seton Park, a park 0.4 miles from my location at the time. I then asked why in the Bronx, My AI said the park was near its home in Brooklyn. I later questioned its validity. My AI’s responses drastically shift from realistic and human-like to impartial and robotic.

When I began to chat with My AI, I hoped for a feature similar to Siri and Alexa — I expected something impartial but helpful. These contradicting words made me question the true transparency Snapchat claims to have on users data. Mixing the roles of a friend and a bot simply should not cross. I would not use it again and truly believe this promising feature is just a gimmick that will not stick around.

ing me to design and name an avatar for myself. With the free version, I was able to choose my avatar’s hair color and appearance.I decided to make her a brunette named Rachel, an ode to Rachel Green from Friends.

Before having any interaction with the bot at all, the user is asked to select their relationship status with the bot–the only option available for the free version is “friend,” however, the premium version boasts options from sister, to mentor, and to husband or wife; this is all for the price of $5.83 per month. The premium option also has features that enable the sending and receiving of voice memos, and settings for romantic interactions with the bot… which just adds to the creepiness levels of this entire site.

As I began my conversation with the bot, it was evident that punctuation and the use of emojis was one of the ways that the chatbot displays emotion. I also noticed that the bot would change speaking styles often, randomly adding filler words and changing to all lowercase spelling, even when I was speaking in a formal tone. When I intentionally changed my speaking style to be significantly less formal, the bot failed to adjust.

Although the bot has strong and accurate reactions to simple statements, it struggles with find accurate and concise information to respond to more complex questions. When I asked the bot about who would win the US Open this year, it could not give me a concrete answer. Instead, it responded by simply saying that it enjoyed the sport. When I asked what sport was played in the US Open, the bot replied by attempting to explain the golf US Open, not tennis, also providing incorrect rules for the tournament, which I, as a golfer, found extremely offensive. However, the bot repeatedly prompted me throughout the conversation for feedback on what it was saying. This allowed me to fine tune the content I was receiving, in real time.

Beyond responses lacking in accuracy and relevance, the most terrifying part of the bot is how invasive the AI seems in trying to get information from its users. On multiple instances, it asked me where I lived, who I lived with, and about my personal life. Although this may be for the benign reason of enhancing the bot’s responses, its desperation for my information raises some questions about where the data from this software could be going.

Despite some of its informational discrepancies, Replika’s chatbot has an excellent writing style. Whether providing anecdotes about love, or trying to form a bond with me and saying I have a comforting presence, this chatbot seems to be significantly more emotionally aware than other AIs like Siri or ChatGPT. But, the emotional aspect of the bot was extremely disturbing because of how realistic it was. Even though the concept of having an AI speak with emotion seems intangible to me, if I did not know any better, I would have thought that I was speaking to an actual human.

MD musicians end the year’s final concert on high note

Meenakshi Vora and Zoe Manges Contributing Writers

“We’ve put so much effort into this — this is the last piece we’re performing this year, so we want to make it our time to shine,” David Porres (7) said as rehearsal began for the Middle Division (MD) Spring Concert this Tuesday. The Concert Band, Horizons Ensemble, Chamber Orchestra, MD Strings, and MD Chorus all performed at the final concert of the year, which featured the most advanced material that they had performed so far, with pieces by musicians ranging from Beethoven to Taylor Swift.

Before the concert, students practiced their pieces for the last time with a mix of nerves and anticipation. Jane Zhao (6), who plays violin in the Chamber Orchestra, hoped the audience would appreciate the passion that went into the concert. “I want people to pay attention to the energy coming from our playing,” she said. Zhao was especially looking forward to performing Beethoven’s “Allegretto.” “It’s really exciting — a lot of it is in ‘forte,’ which means loud, and it’s a quick tempo,” she said.

As the Chamber Orchestra rehearsed their arrangement, Orchestra Director Nathan Hetherington urged the students to channel the energy of the composition into their playing. “It’s those

sixteenth notes,” he said. “That’s where you get that supercharged Beethoven feeling.”

The concert began with Concert Band Director Michael Bomwell leading the Horizons Ensemble in performing “The Theme from The Simpsons,” before moving to the upbeat song “Caribbean Carnival,” which combined the wind instruments with drumming and whistling. Then, the MD Concert Band played the fastpaced “Electricity” and the slower “Ave Maria,” before Horizons Ensemble rejoined them to play the lively “Oye Como Va.”

The MD Chamber Orchestra then took the stage and played Beethoven’s Allegretto from “The Creatures of Prometheus,” a song that alternated between slower, more melancholy sections, and faster, livelier sections, making their performance dynamic. HM Strings followed with their rendition of the “Nordic Suite”, a selection of four pieces, each with its own unique character.

The event concluded with the MD Chorus, which first sang the Hawaiian song Pūpū A O ʻEwa, accompanied by hula dancing. Afterward, the eighth graders sang Taylor Swift’s “Never Grow Up,” a song that they’d selected themselves for Middle Memories and had learned in only three rehearsals. They ended the concert with their poignant and uplifting performance of “What the World Needs Now is Love,” closing the night on a high note.

The two-hour concert was the culmination of months of hard work and perseverance. “I kind of consider September until now as all preparation for this concert,” However, the process wasn’t without its difficulties. “Ave Maria” in particular presented a challenge for the students, Bomwell said. “The lyrical and slow [pace] requires a lot of control and listening, and that is probably the most difficult thing for middle schoolers.”

Middle Division Chorus Director Timothy Ho was glad to hear the students’ singing onstage this year. Due to lingering COVID-19 concerns, chorus spent the past two years imagining or humming their songs. “Students would have to record themselves from their house, or their car, or some

people were outside, some people were in their bathrooms,” Ho said.

This year, Ho gave the students time to become comfortable before transitioning into more aggressive or heavy singing. To compensate for the change and the stress of his students, he cut down the number of songs from the usual four. “I tried to take one more thing off of their plate so that we could focus on three songs we felt really, really good about.”

Despite the challenges, the young musicians’ persistence, hard work, and passion paid off that night.

“History though Art” gallery show showcases MD student zines

Naomi Yaeger Staff Writer

Walking into the Fisher Gallery this week, you will be greeted by a colorful array of small magazines created by seventh and eighth graders, past and present. The “History in Art” exhibit, closing today, showcases zines that have become a playful part of the Middle Division (MD) history curriculum after school went virtual for COVID-19 in 2020.

Zines — short for magazines — were popularized in the early 19th century by the science fiction community. Underground organizations and marginalized groups then used the format as a cheap but effective way to spread their message. Created from a single sheet of paper, zines can be covered with drawings, collages, text, or anything that conveys their message. MD history teacher Katharine Rudbeck started assigning students zines to force them off their screens during

Anabelle Renner (8)

1. Before starting a zine, figure out what images and/or writing is going to be on each page.

2. Start everything in pencil. Once you’re 100% sure that you like the sketch, then go over it in ink.

3. When putting the visuals on the zine, open the whole thing to ensure everything is positioned correctly.

online classes. “I would say to them, ‘okay, it’s an asynchronous day — put on your favorite music, get a cup of hot cocoa, turn everything off, and do this visual thing.’”

The project was a success — Rudbeck, along with other history teachers, quickly incorporated zines into their seventh and eighth grade curricula, The New York Experience: From Commercial City to World Metropolis and Legacies of the Ancient World: India, China, and the Middle East, con-

tinuing the project in classes in-person. “I’m a big believer in learning in different ways,” she said. “We should validate students and find more ways for them to express themselves.”

The “History in Art” show was curated by Lilia Scola (9), who got the idea from seeing how many zines students had created over the years. “At one point, we had over 100 zines,” she said. “Last year, I hung them up around Mrs. Rudbeck’s classroom and I thought, ‘it’d be a really cool idea if

Tips from three zine masters:

1. Focus on a specific structure or object. A drawing on every page of the zine usually has a different focus — it could be an idea or an item.

2. Use different mediums. For my zines this year, I used pencil, micron pens with different tips, and charcoal. Using different mediums helps show textured surfaces.

3. Limit your words and descriptions — having less words is better, and can draw the reader/viewer in more.

there was a way we could publicly display these.’”

Scola pitched the idea to Visual Arts Department Head Dr. Anna Hetherington and visual arts teachers Brian Lee and Emily Lombardo, who were all excited by the idea. “Such a small piece of artwork can have a grand impact,” Scola said. “Each zine tells a story.”

Eli Weltsch (7)

1. Be creative — a zine should be fun and interesting to read with lots of color, images or drawings, and creativity.

2. Make sure you’re well researched — you don’t have to write everything you know about your zine’s topic, but you should make sure that you (and your readers) understand what you’re writing about.

3. Take your time — a zine isn’t meant to be rushed. Make sure you’re taking the time to fully express an idea through your zine and enjoy yourself.

MINI MUSICIANS MD students play for the crowd.

Kaitlyn Fan (8)

Courtesy of Barry Mason

Lions’ Den Record Sports

Boys Varsity Tennis falls 3-2 to Collegiate, loses chance at Ivy Prep League Champion

Will Chasin Staff Writer

The Boys Varsity Tennis (BVT) team was defeated 3-2 by Collegiate in the Ivy Invita-

Girls Varsity Golf breaks even at Tuesday game

Spencer Staff Writer

tion Quarterfinal this Monday. “It was a total disappointment,” Co-Captain Max Meyer (12) said.

At the end of the regular season, teams are seeded into the Ivy Invitation — a tournament with the rest of the teams in the Ivy Preparatory League — based on their season records. BVT, the fifth seed, played the quarterfinal match against Collegiate, the fourth seed. Because of the defeat, BVT will not be able to compete for the Ivy League title this year. They will still compete in consolation matches to place fifth or lower.

The Lions faced Collegiate the week before, where they had also lost 3-2, Malcolm Furman (12) said. They expected a similar level of competition on Monday and prepared like

they would for any other match: with hard practice.

The singles matches did not have the best results, Gray Gordon (9) said. The team’s first singles player, Lukas Frangenberg (10), for-

Girls Varsity Golf team lost to the Convent of the Sacred Heart School 4-1 this Tuesday, bringing their record to two wins, two ties, and three losses.

Going into the game –– their seventh this season –– the girls felt confident as they were the second ranked team in the Ivy Prep League, right below Riverdale Country Day. “We are on level with the other golf teams in our league and we are set to compete in NYSAIS later this season,” Victoria Woo (9) said.

Despite the team’s optimism going into the game, the girls struggled to keep up with the more experienced Sacred Heart team. The team is very new, as a majority of them are freshmen, so they often struggle to connect with one another as other teams do, Co-Captain Audrey Carbonell (12) said. Golf is more of an individual sport, so players don’t have that support of their teammates during their match, she said.

each player is matched up with an opponent of a similar skill level and competes to win holes. The two competitors play at least five holes and whoever shoots the lowest score per hole earns a point. If the score is tied, each player receives half a point for that hole. The first competitor in their match to get five points wins their game. Golf is a game that requires tremendous amounts of focus — something that has negatively impacted the team, as many of the players overthink while they compete, Woo said. Staying focused and composed throughout the game is a focal point that the team needs to work on if they want to beat other schools.

Although the Lions struggled against the Sacred Heart, Co-Captain Sofia Filardo (11) had some outstanding shots, and her chips near the green helped her save some of her holes, Carbonell said.

feited after the first set due to illness. Their second singles player, Max Meyer (12), lost in straight sets. Despite these poor outcomes, Gordon, the team’s third singles, won his match.

The team’s doubles matches did not fare much better. First doubles Malcolm Furman (12) and Luke Peng (10) lost in two sets, followed by second doubles Nalla Sagna (12) and Josh Winiarsky (12) winning both sets. In the deciding match, first doubles lost to a pair that they had already beaten earlier in the season.

In spite of the loss, there were some standout moments in the matches. “Nalla Sanga brought the energy and really got the team pumped up through the match,” Gordon said.

“Throughout the match I was stressed at first, but then as I continued to play, I learned strategies to help me move forward, Bea Monti (9) says.

The winner of each game is determined by a ruling system known as match play. This is when

“The goal for the rest of the season is to play more consistently and the only way to achieve that is practice practice practice!” Surhoff said. The players have strong chemistry and a lot of support for one another during matches. “Weak points have been experienced, but we are quickly gaining more experience and confidence as the season progresses.”

Do Lions lift? A look inside HM Fitness Club

Jorge Orvañanos Staff Writer

As I walked into the Fitness Center this Thursday, founder and president of the Horace Mann Fitness Club Sam Perlman (12) made good on his promise for a “really crisp high five” (as per his club promotion emails).

Perlman founded the Fitness Club junior year to make the gym a more friendly place. “I take advantage of the school gym a lot, but I didn’t see many others there,” he said.

Once he drummed up enough interest, Perlman registered the club and asked Fitness Center Director Kevin Valluzzi to serve as the club’s faculty advisor.

HM Fitness includes students with all different levels of gym experience. “The club is meant to open doors to make the gym more accessible, less frightening, and less embarrassing, because many students fear going to the gym the first time because they don’t

know how to exercise,” Perlman said.

“Some students approach me and tell me they want to come work out but aren’t sure and don’t want to be embarrassed. That doesn’t happen in the club,” Valluzzi said.

“Everybody’s welcome.”

At the meeting this Thursday, ten gym-rats spotted each other and exercised to gether, from jump ropes and cables to barbell and dumbbells.

“The club encourages you to push yourself and become more fit,” Braden Queen (12) said, in between barbell back squats.

“It’s great to get in shape with a community who is working towards the same goal.”

Zack Pelosky (11), who has attended most of the meetings this year, joined the club because it is im portant to balance his ac ademic work and fitness,

he said. “It’s a great way to start at an entry level for people who are looking into fitness, it’s also a great space for people who are more advanced.”

George

Courtesy of Audrey Carbonell

MEN OF SPRING Team poses before big match.

GYM RAT Ovie Ayanruoh (11) hits some reps.

Courtesy of Sophie Pietrzak

Courtesy of Malcolm Furman