Volume 52, Issue 2 (September 2018) - The Rampage

The Rampage The Newspaper of the Ramaz Upper School

New York • Volume 52 • Issue 2 • September 2018 • Tishrei 5779 • the-rampage.org

Yay or Nay to the 2018-19 Freshman Class Size?

Aliza Freilich '20

Every year, the upperclassmen anxiously await meeting the new freshmen class. However, this year, there were noticeably fewer ninth graders roaming around-- which, to most, simply meant fewer new faces to meet. According to the admissions office, the incoming freshmen classes from 2013 through 2017 ranged from 92 to 103 students, with an average size of 98 students. This year’s class consists of only 85 students, distinctly less

than the norm. In addition, the 85 students come from a pool of only 89 applicants who were accepted to Ramaz. There are 45 rising ninth graders from the Ramaz Middle School, with the remainder of the students coming from Bi Cultural Day School, Heschel, MDS, Moriah, North Shore, Park East, SAR, Silverstein Hebrew Academy, Solomon Schechter of Queens, WDS, Yavneh, Yeshiva Har Torah, Yeshiva of Central Queens, Yeshiva of Flatbush and one student returning from Israel.

The Class of 2022 also possesses a new dynamic. Often, there are more female than male students in a grade.

However, this year, there are 53 males and 32 females. This gender shift may result from the fact that most of Ramaz’s feeder schools, including Ramaz Middle School, had significantly more boys than girls in their 8th grade classes last year. Dr. Terri Aharon, freshman grade dean, views these new numbers as an “unnoticeable change that will not make too much of a difference,” but views smaller class size as a “positive”: “both females and males will grow closer as a grade more quickly.

Specifically, the girls will truly get to know Continued on page 3

Sexual Harassment: Ramaz Joins the Conversation Harry Shams '19 and Natalie Kahn '19

As the rest of the country finds itself faced with the irrepressible MeToo movement, the yeshiva world has come to a moment of self-reflection after decades of hushed sexual abuse. A week before the start of the 2018-2019 school year, the Ramaz community received a blunt report from Chairman Philip Wilner detailing an ongoing investigation of Ramaz’s history of sexual misconduct.

The report began by describing the prosecution of Stanley Rosenberg, who had worked at Ramaz for several years during the 1970s before pleading guilty to several accounts of second-degree child molestation in Rhode Island. Upon examining Rosenberg’s misconduct, Ramaz’s lawyers from Debevoise & Plimpton found that at Ramaz, too, Rosenberg had been guilty of molestation along with five other current and former faculty members, including Richard Andron, Albert Goetz, and a then-employed history teacher who cannot be named for legal reasons but who “engaged in an inappropriate, non-physical relationship with a female individual who was his student at the time of the conduct.” Said the end of the report, “Based on the findings of this investigation, there are at least some instances in which administrators at Ramaz could have done more to protect Ramaz’s students.”

Not long after the release of the Debevoise & Plimpton report, the school held a mandatory three-hour sexual harassment and appropriate-boundary seminar for faculty. The seminar was led by Ms. Rachel Bayar of T&M Protection Services. During this seminar, Ms. Bayar reviewed Ramaz’s new appropriate-conduct protocol, which lists clearer boundaries between faculty and students to ensure all are comfortable and safe. Some examples from the new protocol include not texting students one-on-one,

Continued on page 3

A New and Remodeled Online Rampage

Becky Tauber '19 and Suzi Dweck '19

There is no doubt that The Rampage is one of Ramaz’s most esteemed clubs, never failing each month to release a printed issue reporting on the current buzz around the Upper School. However, in the past years, the Online Rampage has been almost entirely neglected. But this year, our goal is to completely change that.

These days, every official newspaper has an online edition. If we want The Rampage to be seen as an official publication, it is important that we treat it like one. We want people to be able to refer to the Online Rampage at all times. Media plays an enormous role in everyone's day-to-day life.

People are constantly checking their computers and phones for updates on various stories, and we’d like to take advantage of our generation’s addiction to technology by making sure students are listening to their peers voices. Students need to be able to quickly reference an article that they enjoyed reading. The remodeling of the Online Rampage will allow students to share an article of their

choosing with family members or friends from different schools. Additionally, having an updated version of the school newspaper online allows alumni to be able to see what’s going on at Ramaz and creates an easy way for anyone to stay updat-

“With the remodelling of the Online Rampage, student news at Ramaz will no longer be strictly limited to people who enter the building everyday.” ed. With the remodelling of the Online Rampage, student news at Ramaz will no longer be strictly limited to people who enter the building everyday.

"I’m excited that we’re bringing back the online edition as part of our changes to the paper this year.

We’re trying reach a broader audience through alterations in both content and transmission, and

we’re open to the student body’s feedback about what we could do to make the paper more appealing," says Esti Beck'19, one of the editors-in-chief.

The Online Rampage plans to take advantage of the obvious technological benefits available to any website. The Rampage will now be able to post live polls that accompany certain articles and update score reports immediately following games.

"It's important to develop the sports' section," says Natalie Kahn '19, a second editor-in-chief. "It's

Continued on page 3

Inside this issue...

Ramaz: The Chosen School?... See statistics on the why, what, where of a Ramaz student's choices Not so Fast to Fast... An examination of Ramaz students' participation in minor fast days #MeJew... A student's perspective on the marginalization of women in Orthodox tefillah Dear Administration... Esti Beck '19 shares her (humorous) list of grievances

page 5 page 7 page 8 page 9

2 News, Cont.

Zachary Buller '20

A quick glance into the lunchroom at 8 AM sparks curiosity-- the room appears to be filled with more people than ever before. For the first time in Ramaz’s history, juniors and seniors have been combined into one daily minyan. Rabbi Slomnicki and Rabbi Schiowitz, along with other members of the administration, were responsible for the change, which they explained as both logistical and religious. They hope that combining the junior and senior minyans will enhance the overall tefillah experience for both faculty and students.

One motivation behind the change was to infuse what the administration saw as a weaker senior minyan with more spiritual energy. According to Rabbi Slomnicki and Rabbi Schiowitz, a larger minyan should provide students with more “communal energy” and kavana. Another motivation behind the change was to ensure that there would be a sufficient number of faculty members to supervise the minyan effectively. Rather than having only 2 or 3 faculty members present at both the junior and senior minyanim, 7 faculty members are now attending the joint minyan. According to Rabbi Slomnicki and Rabbi Schiowitz, a greater number of teachers at the combined minyan offers a more organized program and a more positive spiritual experience.

Additionally, the administration felt it appropri-

News

September 2018/Tishrei 5779

Juniors and Seniors Share a Minyan

Rebecca Massel '21

The-Rampage.org

ate to begin combining individual grade minyanim because grade sizes at Ramaz have decreased in recent years. “Grades have gotten smaller,” said Rabbi Schiowitz, “so the number of students at minyan every day has thus decreased.”

Another motivation for the change was to maximize the positive impact that one grade can have on another.

Rabbi Slomnicki explained that “the [current] juniors have distinguished themselves as a positive force.” Each grade has its respective strengths and weaknesses, and

"The combined minyan is a refreshing change from my previous daily routine from the last three years."

combining the upperclassmen into one minyan allows each class to learn from the strengths of the other, which in turn creates an overall more constructive environment.

Students have expressed mixed feelings about the new davening arrangement. Some students stated that the minyan change has been beneficial. Naomi Levy ’19 said, “the combined minyan is a refreshing change from

my previous daily routine from the last three years. It has helped me stay more focused when davening every day.” Other students feel that the minyan is too stuffy and fails to provide a more meaningful davening space. Avery Sholes ’20 described the minyan as “underwhelming,” stating that “the density of the room takes away from all the potential that the grades could achieve individually.”

The reaction from faculty members has thus far been fairly positive. Rabbi Slomnicki explained that the new minyan has exceeded his expectations, and that prior to the start of school he had implemented certain organizational measures, such as creating assigned seats, as a precaution. “Compared to last year’s minyanim,” said Rabbi Slomnicki, “this year’s [combined] minyan is so much better.” Rabbi Schiowitz, however, believes that it is too early in the year to conclusively say whether or not the joint minyan was a good idea. “The school will have to see how it goes in the future before it can decide if it was a smart change,” said Rabbi Schiowitz.

“The teachers don’t see a significant up or down in [the minyan], so we might as well keep it going for the moment.” As of now, it is unclear whether the combined minyan will become a permanent change at Ramaz.

Two Years In: The Scoop on Literary Seminar

Ramaz has a reputation for giving students the opportunity to learn at the speed and depth appropriate for them, one which the English department underscored in 2017 when they created a new track for students looking for a more intensive, discussion-based literary experience.

In the years before, students were assigned to English classes randomly. Some students felt disadvantaged. However, English classes remained untracked; as Dr. Milowitz, head of the English department, said, “there is value to a heterogeneous English class. It generally leads to good discussions.” On the other hand, Dr. Milowitz does agree that “there are some who work better in an advanced group,” so in 2017, the first Literary Seminar was created.

This class is offered to tenth and eleventh graders who wish to be in a more advanced English class. Tenth grade literary seminar is taught by Dr. Gaylord, and eleventh graders are instructed by Ms. Litwack. To join the class, ninth graders must be recommended by their English teacher.

Selected students receive an email notifying them of their acceptance, but they can decline and remain in the mainstream track if they so choose. According to the email sent out to recommended ninth graders, “The class [focuses] on interpreting and analyzing literature, writing literature essays, and writing creatively.”

Participating students may read additional books, will sometimes be graded with a harsher standard, and generally move at a quicker pace through material with a special emphasis on discussion-based classes.

Dr. Milowitz feels that a main difference between literary seminar and the regular class is that “The [literary seminar] students are self-motivated.” Ms. Litwack feels she teaches the class differently than the regular track. “Some students want to work at a higher level before senior year,” adds Ms. Litwack. “I assume that everyone loves to read, wants to be reading, and understands the reading. [The students] sometimes read more critical writing, too.”

Overall, the tracked program has been a success. Despite the small junior literary seminar last year with only seven kids, numbers for the sophomore and junior seminars this year have reached 13 and 16, respectively, a sizeable amount for an English class. Dr. Milowitz has found that taking out the advanced students has “enhanced the rest of the English classes,” enabling him to give his regular groups the chance to focus on technical issues of writing. He also found that it gives shy students an opportunity to raise their hand in class.

Many students in the regular track agree.

“I feel like I can express my opinions without being judged by kids who are now in

literary seminar. I was much more quiet in ninth grade with them in my class,” said a junior who wished to remain anonymous.

“Intriguing,” “thought-provoking,” and “controversial” are all words students used to describe the new track.

Maya Hoff ’20, in her second year of lit-

"I feel like I can express my opinions without being judged by kids who are now in literary seminar. I was much more quiet in ninth grade with them in my class." erary seminar, said, “Some parts are a little hard to get used to, but we get some great conversations and I really enjoy it.”

Even after just a few classes, tenth graders find the course to be an exciting new challenge. The overall view is that the class spends much more time exploring the meaning behind the text, rather than simply understanding it. Sophia Rein ’21 said, “[It is] definitely a much more discussion based class, which is very interesting and insightful.” Akiva Shlomovitz

’21 agreed, saying, “I see a big difference [between ninth grade English and tenth grade literary seminar]. The conversations are better because the class is filled with more mature kids who enjoy and care about the subject.” Samantha Sinensky ’21 feels that “Dr. Gaylord’s quirkiness and passion for English [make] me look forward to his class everyday.”

Still, some students wish the course had the college transcript title “Honors English” rather than “Literary Seminar.” Students can explain on their applications that it is a higher level class, or a literary seminar teacher can write a recommendation for them explaining the criteria of the class, but these attempts to explain could potentially be overlooked. Eleven out of the thirteen sophomores in the literary seminar class wished that it was called Honors English. Rein ’21 explained, “I attend the class to learn and improve my writing skills; however, I feel that if a student is taking a class on an honors track, they deserve the recognition on their transcript.”

Dr. Milowitz disagrees, saying, “The class is not about what’s on your report card.”

Changes to the Ramaz Science Department

The Ramaz Science Department has undergone significant changes this year. In addition to the institution of new classes, a new division of the science department, RamTEC, was created this past year. The most significant class changes made in the department this year pertain to the seniors. For the first time ever, there are more opportunities for seniors to learn computer science. Rather than only having one AP Computer Science class, as was the case in the past, there are now new courses including “Introduction to Computer Science” and “Introduction to Technology and Engineering”, both of which are taught by a new faculty member

Ms. Nisha Joshi. In an interview, Ms. Brachot, Chair of the Science Department, stressed the importance of providing more opportunities for seniors to study computer science, especially in an age where the fields engineering and coding are gaining traction. Additionally, the senior class offering includes a new class in Medical Research taught by Ms. Sterental, as well as Mr. Klotz’s new linguistics class. Dr. Rotenberg will no longer be teaching his Environmental Science class as he is now teaching RamTEC. The most notable change in the Science Department is RamTEC, or TEC: Technology, Engineering, and Coding. This new course meets approximately twice a rotation for most students and is intended to introduce students to the fields of engineering and coding. RamTEC is unlike

Zachary Buller '20

most science classes in the sense that it is not based on notetaking, quizzes, and tests, but instead relies on students’ ability to apply logical reasoning to specific technological situations. Students are faced with challenges, such as illuminating a light bulb using an alligator wire and a battery, then the students work together in groups to find a solution. Ms. Brachot is hopeful regarding the success of the class, but asserts that it is too early to tell whether or not the class will prove to be a positive addition to the standard curriculum. One concern that she has with the course is that it does not meet many times a week, but she believes that it will be very beneficial overall.

September 2018/Tishrei 5779

A New Online Rampage

continued from cover

often neglected, more immediate school releases both keeps people on top of the sports standings and encourages those who otherwise might not read the paper to come to the website and browse through the paper."

The great thing about the website is that it can constantly be updated whenever necessary. The Online Rampage will allow the newspaper to become a daily resource - students will no longer have to wait a whole month to get their news.

As the website becomes more advanced, we plan on adding more special features, such as links to Ramaz apparel, student calendars, and online exclusive videos and photos. Our ultimate goal is to experiment with and learn the workings of the website so that it can become a vital tool for all students.

As the online editors, we have worked to redesign an entirely new interactive website for the newspaper, and will constantly keep the Online Rampage updated. Moreover, we believe that the Online Rampage is a project for many years to come. We hope that the website becomes just as useful to students as Schoology. It will take time before we see our goal achieved, but we know that establishing a proper foundation for the website will allow the Rampage to continue to expand and develop.

The online Rampage is looking for everyone to participate. For access to the online Rampage, visit the-rampage.org

The-Rampage.org

News, Cont.

3

Freshman Class Size Explained

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each other.” Freshman Orientation went smoothly, and Dr. Aharon was able to get to know the grade earlier than in prior years. The class is large enough to have geographic diversity, yet small enough that Dr. Aharon believes its size is a “big bonus.” Rachel F. ’22, an incoming freshman from the Ramaz Middle School says she’s “looking forward to meeting new people after having the same people in my class for as long as 11 years already,” adding that “I think that the smaller number of girls will make us closer sooner.”

Still, one may wonder if Ramaz is losing qualified applicants to the other neighboring high schools or if they’re simply trying to increase the academic and social standards of the entering class. According to Shara Lipson, Head of Admissions of the Ramaz Upper School, the answer is more of the latter. “We chose to focus on students who were not only qualified, but also those students we believed we can serve in a meaningful way.

Instead of focusing on numbers of kids in the class, we wanted to be sure that we accepted students who believe in our mission and would participate in creating a culture of which we can be proud.” Accord-

ing to Ms. Lipson, an incoming student must possess three things: “Academics- can the student do the work? This does not mean, ‘is the student Harvard bound?’ It means, ‘do we have appropriate level classes for the student and will s/he feel satisfied even if not in ‘top’ classes?’

For example, we likely won’t accept a student who will be unhappy struggling or who will feel terribly about themselves because they are not ‘the top.’ However, we might accept a weaker academic student who will be excited about learning and will work hard and feel good about his/her successes.” Second, “we look at whether the applicant is observant—Is s/he committed to actively participating in an actively Jewish life?” The admissions office’s definition of ‘Jewish life’ includes Shabbat and kashrut, as well as over hashkafa. “Finally, we look at character and the kind of school culture we want to create. We have rejected excellent students because they don’t ‘buy in’ to our values.”

Less academically strong students have been accepted because they are, “wonderful, interesting people.”

Hannah D. ’20 has doubts about the social aspects of the small freshman class. “One of the benefits

of a school like Ramaz is the large social network it provides. Since I am part of one of the larger classes, I can’t imagine having so few students to socialize with.” Another issue going forward is the attrition rate. Although every year is different, most classes tend to have more students transfer out than in-which threatens to ultimately make the Class of 2022 even smaller.

However, it’s important to consider that this year’s ninth grade class may face less scheduling challenges due to the smaller overall numbers, or the possibility that each student will receive more attention in smaller classes. The jury is still out on how the reduced numbers will translate into the overall experience of the Ramaz Class of 2022.

This is the first in a series of articles on the Ramaz marketing and admissions process.

Ramaz's New Sexual Harassment Protocol continued from cover

referring to students by nicknames, speaking to a student alone with the door closed, and responding to emails too late at night.

Students may assume that these new rules would infringe upon the faculty-student dynamic, but thus far, some students haven’t noticed much of a difference. Take Yonatan Weitzner ’19: “It’s a good precautionary measure, but when it comes down to it, I don’t think it will make a huge difference.” Jonah Berman ’19 agreed, saying that a particularly candid teacher he had in past years remains unphased by the changes. “[He or she] is still very honest with our class about [his or her] personal life,” said Jonah.

However, a considerable portion of the student body is concerned that the policy could have negative effects. Sophia Kremer ’18 said, “It’s clear that sexual harassment has become a very popular and relevant issue, but it’s upsetting that the school’s reaction to it could interfere with some of our clubs or even with how we interact with people we’re used to feeling comfortable around.” GO President Becky Tauber ’19 noted that while she regards some of these new stringencies as “over the top and rash,” the school was responsible in their handling of the issue.

The aura of caution around saying something that could be misunderstood has manifested itself even in the process of writing this article. Many teachers, even some who have been here for many years, refused to be interviewed on the topic when approached, and others backed out even after initially agreeing for fear that their opinions or criticisms of the new protocol would reflect badly on their previous interactions with students. This is evidence, perhaps, of a more reluctant faculty environment.

Administration members expressed staunch support for increased boundaries. Rabbi Shlomo Stochel said, “Clearly we have had some boundary crossing issues. Having good boundaries between faculty and students is essential in creating a produc-

tive learning environment.” Mr. Jay Klotz, a physics teacher at the school, agreed with Rabbi Stochel’s assessment, stating that the school’s increased vigilance was a “reflection of the school’s legal responsibilities,” as demonstrated by the report. Added Ms. Krupka, “There is a fundamental difference between a teacher and a camp counselor, and teachers need to learn to balance their warmth and connection with the professionalism of a teacher and not a friend.”

Contrary to popular belief, school psychologist Dr. Zeitchik maintained that the sexual harassment seminar underwent by faculty was not in reaction to the Debevoise and Plimpton report. Dr. Zeitchik

Clearly we have had some boundary crossing issues. Having good boundaries between faculty and students is essential in creating a productive learning environment. stated that he personally felt “the sexual harassment seminar had little to do with the report.” “The school didn’t need a report to ensure that both kids and faculty are in a safe environment,” he said. Dr. Zeitchik noted that a “variation of this seminar has been conducted in past years,” and that “there was strong support for [the seminar] even before everything that happened last year.” Ms. Krupka, however, disagreed with Dr. Zeitchik, stating, “The seminar was absolutely in response to the MeToo movement and the report, but it was also about using what we know from those experiences to create a safe and healthy atmosphere.”

Dr. Zeitchik had an interesting perspective to share on the potential negative consequences of the school’s increased boundaries. “We understand that the school’s new policy can have a chilling effect - that is, it may make certain people more conscious of their

actions and words than others,” said Dr. Zeitchik, “but all we can do is work hard to do that balancing act between a lively classroom culture and acting appropriately.” Some students disagreed with Dr. Zeitchik’s stance.

For instance, Danya Jacobs ’19 said that the school “shouldn’t overreact” and make the school into a “graveyard of cautious teachers.” Interestingly, however, Dr. Zeitchik noted that the new policy actually helps faculty because it “protects them from being misunderstood or accused of harassment,” where something benign could be misconstrued and end up throwing their lives into chaos; it’s not just about deterring potential harassers.

As part of the new procedure, teachers are no longer allowed to text students one-on-one; texting is only allowed in group chats with multiple students.

Even members of the administration, including Rabbi Stochel and Ms. Krupka, used to give out numbers so that their students could ask questions more directly and efficiently the night before an exam. While this was clearly harmless and only intended for the students’ benefit, Rabbi Stochel feels it is worth the slight inefficiency or inconvenience if it can help prevent students or faculty from getting hurt in the long run.

Dr. Edith Honig maintains a similar view, noting that the school’s increased supervision is “definitely needed” and worth enduring the occasional inconvenience.

Improper conduct between faculty and students is something that can never be completely erased.

The borderlines between a healthy student-teacher relationship and inappropriate conduct are thin and gray, and there will always be those who disregard the rules. Nonetheless, the school has instituted these new rules in the hopes of minimizing future misconduct.

Although these new stringencies are still fresh in the minds of all the members of the Ramaz community, all find themselves wondering whether these new rules will ultimately impact the teacher-student dynamic and whether this protocol will actually succeed in deterring the bad apples in years to come. Time alone will tell. .

4 Features

The-Rampage.org

September 2018/Tishrei 5779

Missing Privileges?

By: Hannah Doft ’20

Every year, when school starts, students in sophomore, junior, and senior classes begin to ask their grade deans and class presidents when they are going to get privileges. Usually, seniors get full privileges from the first day, juniors slowly gain more as the year goes on, and occasionally sophomores are allowed to leave once a week starting second semester. Although there was a delay, seniors have received their privileges for the year, but whether or not they will be awarded to sophomores and juniors remains a mystery. “I really don’t see an issue with giving us privileges,” said Gabby Schwartz ’20.

“I think privileges shouldn’t even be called ‘privileges’; it’s more of a right. Our school is located in New York City-- it’s not like there aren’t any kosher places around. We should be able to leave when we have lunch or a free period, not only for food, but even as just a chance to get out of the building.”

Ramaz is one of the only schools in the yeshiva league that doesn’t let students out of the building. At schools like SAR, Maayanot/TABC, Frisch, and HAFTR, students are allowed to leave the building anytime they want, not just during lunch periods, to go out. The question remains: why shouldn’t Ramaz kids be allowed to get coffee or pizza or just relax outside during a block of free time?

Sophomore class president Caitlin Levine

’21 feels that by preventing any students, even younger ones, from leaving the building, Ramaz is holding back the development of its student body into independent, responsible, and mature young adults. “We are encouraged to self-advocate and take responsibility for our actions from the start of upper school,” she said. “To that end, it would be reasonable to grant our sophomore class lunch privileges much earlier than the current system allows.”

Adds her fellow president Aaron Sokol ’21, “Ramaz always says that New York City is an extension of Ramaz, but how often do we get to experience the city? Having the chance to leave the building, even if it’s just to get lunch, is something Ramaz students should be able to experience on the daily.”

The junior Grade Dean, Rabbi Slomnicki, who is also Dean of Student Life, is in charge of distributing privileges. Junior class presidents, Lucy Doft ’20 and Gabriel Potter ’20, said they were doing everything they could to get privileges for their grade. “We talked to Rabbi Slomnicki and are working on it. But as the seniors, who had Rabbi Slomnicki as a grade for both sophomore and junior year, Rabbi Slomnicki isn’t always the biggest fan of privileges, so it might take a while,” explained the presidents. “He just doesn’t think privileges are necessary, and it has nothing to do with trust.”

For the Class of 2019 as juniors, though,

New College Advisory Period for Seniors By: Esti Beck ’19 Every C-day, Seniors have a planned College Advisory meeting during 10th period. These sessions are divided into the three advisory groups: Mr. Blumenthal, Ms. Quin, and Dr. Honig separately run meetings for thirty or so advisees. These sessions will continue for the duration of the college application process, which begins with the approaching Early Decision deadline and stretches to the Regular Decision deadline in January.

Mr. Blumenthal, the Director of College Guidance, got the idea to introduce to a College Advisory period from other schools. Many schools have regular college meetings for students beginning in junior year, when the college process truly begins. Instead of beginning meetings in junior year, however, the College Office holds a series of full-grade assemblies for juniors, who miss class to hear about standardized testing or Naviance. Additionally, each student has the opportunity to meet individually with one of the three colleges advisors to discuss more personal matters such as grades, SAT subject tests, and college lists. Before the institution of a College Advisory period, advisors often repeated the same logistical information dozens of times to individual students. The old system also allowed less proactive students to fall between the gaps - they could choose to not follow up with their advisors, thereby missing important information.

The new system changes that - now all students are equally informed on how to apply to college.

Of course, the new system does have its own shortcomings. Just because the students are forced to attend the meetings (attendance is taken every time) doesn’t mean they have to listen to instructions. Also, students who had already covered the information with the college advisors on an individual basis or who are farther ahead in the college process may find the sessions re-

petitive. “I think it makes sense to have communal meetings, as there are some things and details that everyone needs to hear,” said Hannah Slager ’19. “While I think group meetings are necessary, I do find individual meetings more beneficial as I get to ask questions specific to me.”

Mr. Blumenthal doesn’t share the concern some students expressed about the college office’s resources being better deployed on an individual basis. “I agree that some aspects of college advisory (discussing individuals’ college lists, majors, programs, interviews, to name some) belong in individual meetings. However, if students engage in these group advisory meetings, there are many common questions that can be answered once for the entire group rather than repeating the same instructions for every student separately,” he said. “I can’t speak for Dr. Honig and Ms. Quin, but I felt that my first two sessions were productive. I know that some students have already completed a step I’m describing, and I know that some students are tuning out because they’re bored. However, I also know that many seniors are paying attention and benefitting.”

Since the meetings are scheduled for C-days, which, because of the Jewish holidays, did not occur once in the month of September, two of the seniors’ regularly scheduled Thursday classes were supplanted by college meetings to discuss the Common Application. Going forward, as C-days begin to occur on a regular basis, the sessions will no longer be weekly. After the bulk of the application process ends in January, Mr. Blumenthal suggested that the College Office might find others ways to use the periods, such as assemblies or frees. As of now, the College Office is confident about the usefulness of these meetings, and is planning on using feedback from the senior class to adjust and perfect the model for future years.

students felt like Rabbi Slomnicki’s stringency when it came to privileges had a lot to do with trust. Said an anonymous senior, “He felt that our grade didn’t do anything throughout high school to deserve it, and he considers it a privilege when we [students] think it should be a right.”

Former junior class president Tom Shemia ’19 agrees that Rabbi Slomnicki definitely emphasizes the meaning of the word “privilege,” because “by definition it has to be earned and granted, and he did not feel like our grade earned it at all based on davening, behavior, lateness, dress code neglect et cetera. However, Shemia added another dimension: “He liked the feeling of kids being in school... That’s why juniors have no privileges on Mondays, because it’s the first day back and he wants us back in school for lunch.”

This issue of privileges has now grown beyond the class presidents. During her campaign speech in spring 2018, Sophia Kremer ’20 mentioned giving privileges to everyone, including freshmen, as something to be further discussed and debated. Now, as GO Associate Vice President of Student Life, she and Avery Sholes ’20 and they said that the matter had been discussed at SFAC meetings, and stated,“We are hoping to resolve this issue and believe that from starting as early as freshman students should begin to have privileges.”

Changes to Foreign Language Department By: Zach Buller ’20

Ramaz’s foreign language department has undergone significant changes this year, both in the structure of lesson plans and in the the curriculum’s emphasis on Spanish and French culture. The department chair, Dr. Roldan, has been forced to run fewer Spanish and French class sessions per semester due to new schedule changes, which replace some language classes with RamTEC. In an interview, Dr. Roldan explained that “we have to maximize efficiency in the classroom by revising our previously made lesson plans.” With less time to cover the same amount of material, the teachers need to focus their instruction and ensure that every student is learning effectively. Dr. Roldan says that classes will be more intense and that students will be expected to take more copious notes, be extremely organized, and move at a faster pace.

“It is your responsibility as a student to retain the information and make sure to stay on top of everything,” she said.

In conjunction with the decrease in the amount of foreign language periods, Dr. Roldan faces a reduced number of instructors in the department. As a result, each foreign language teacher will be teaching more classes than in past years. Dr. Roldan is hopeful that despite the shortage of faculty members, every foreign language student will be able to “acquire the necessary oral skills for learning a language on a personal level.”

Another change in the department this year is the addition of two new faculty members: Ms. Julie Bellaiche and Ms. Sabine Millauriaux. Ms. Millauriaux runs French Clinic on a weekly basis. Dr. Roldan believes that these teachers will contribute to the department’s strength and enhance the level of French language instruction at Ramaz.

Additionally, Dr. Roldan hopes to increase each student’s exposure to Spanish or French culture by incorporating museum trips into the curriculum. One anticipated trip is to the Smithsonian Museum to visit an exhibit on art of the Taino people, an indigenous spanish-speaking population from the Caribbean. Roldan believes that the incorporation of trips into the curriculum will foster the students’ appreciation for language and culture. She hopes that the foreign language department will benefit from this year’s changes.

September 2018/Tishrei 5779

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Q&A With Dr. Bernstein

Sophia Kremer ’20 Sophia: As someone who has experience working for other institutions, what are your impressions of Ramaz? How is it better or worse?

tion from them to go into teaching.

In fact, those teachers inspired me in two ways: they were dynamic to the point that they could make any topic, no matter how obtuse, come alive, and they took ideas and learning seriously, and evinced this seriousness in how they went about their teaching.

They made it clear, in other words, that what they were teaching was immensely important, and their students took the subject seriously in turn.

Dr. Bernstein: I taught here in 201011. I have also taught at NYU, Rutgers and other colleges. Ramaz, the only grade school I’ve taught at, strikes me as a very serious place. The students are very diligent and committed.

Some of the Ramaz students I have taught in the past have gone on to be my students in college-- it was very Sophia: What was the subinteresting to see them thrive there. ject of your dissertation?

Sophia: How does your present experience at Ramaz compare to your experience six years ago? Has the school changed?

pressing issue confronting world Jewry at the present moment.

Sophia: What is the most memorable lesson you’ve ever taught?

Dr. Bernstein: Hard to say, but I do think that my teaching at the college level on topics pertaining to the history of Israel, and specifically the Oslo accords, have been the most meaningful for me.

Sophia: What is the biggest challenge you have ever encountered in teaching, and how did you overcome it?

Dr. Bernstein: I completed my doctorate at NYU. I received one in US History and one in Jewish history with an emphasis on Zionism. In my dissertation, I examined how Zionists in the Dr. Bernstein: This is hard for me to United States in the early 20th century answer without having been here again viewed America and Palestine. I fofor more than a month. Come back cused specifically on whether, and why, and ask me this at the end of the year. they saw America as "golus" or "exile."

Sophia: What made you want to be a history teacher? Were you a passionate history student in grade school?

Dr. Bernstein: I was not a passionate student in grade school, but I did have one or two teachers who were very inspiring. I drew inspiraCaitlin Levine ’21

Dr. Bernstein: The biggest challenge, for me, has always been to relay difficult and sometimes arcane concepts to students in such a way that they were able to understand them and appreciate how relevant they were in contributing to the development of the modern world. This is a challenge that, I imagine, a teacher never completely figures out. I’m conSophia: What do you consid- stantly wrestling with the dilemma. er the most compelling issues confronting world Jewry today? Sophia: How do you enjoy spending your time outside of Ramaz?

Dr. Bernstein: Seems to me that Dr. Bernstein: I have two little kids, the diaspora-Israel relationship is so outside Ramaz I pretty much one of the most, if not the most, have no time. I like to cook, read,

go to the movies, and go out to eat.

Sophia: What is your favorite all time film and what are you watching on Netflix right now?

Dr. Bernstein: My favorite film would have to be There Will Be Blood. My wife and I are currently in the middle of The Marvelous Mrs. Maisel, though, to be sure, this is an Amazon series, not Netflix.

Sophia: What is your favorite app?

Dr. Bernstein: I can tell you that my least favorite app is Twitter.

Sophia: How be successful

can a student in your class?

Dr. Bernstein: That’s easy -- be attentive, participatory, and r espectful in class; do the readings and take copious notes; give it your all on papers and exams.

Sophia: What is some advice you can give to your students this year?

Dr. Bernstein: Keep calm and carry on.

How Many Ramaz Students Actually Fast?

With Ramaz’s observance of Tzom Gedaliah, the first of four minor fast-days in the Jewish calendar, students were left wondering how many of their peers actually fasted and how many just suffered through a few hours of hunger only to take advantage of the early dismissal by grabbing food the second the last bell rang.

Among the 48 random students questioned, 9 (18.8%) fasted the entire day, 24 (50%) fasted half a day, and 15 (31.2%) about did not fast at all. Florence Chera ’20 was surprised to hear that such a large percentage of students (18.8%) observed the full minor fast day. She explained that if Ramaz wants more students to fast, it should cancel school entirely on minor fast days. “It is hard to concentrate on classes and on homework while fasting, so if Ramaz values the importance of fasting on minor fasts, perhaps there should be no school on those days,” said Florence. Caroline Schwartz ’22 echoed these sentiments.

Caroline stated that she only fasts half a day, as she finds it hard to concentrate on work while fasting.

Rebecca Douer ’19 was not surprised that 50% of students actually fasted half the day. “I personally don’t fast,” said Rebecca, “but I do know students who try and fast at least until school is over.”

Many students felt a lack of spirituality on Tzom Gedalia. One anonymous student said, “It was my first time fasting on a minor fast day, as no one in my family fasts on minor fast day. My tefillah is elevated on Yom Kippur when I fast, so I thought maybe I would feel that way fasting on Tzom Gedalia, too. I didn’t actually feel much more spiritual and I’m not sure whether I’ll fast on the minor fast days going forward.”

Max Jankelovits ’21 believes that minor fast days are important but understands why they might feel like too much for some students: his friends mostly do not fast and are often surprised to hear that he does. Alex Zemmol ’21 says minor fast days are an important way for students to come together and bond.

He tries to fast the whole day, but if this is not possible, he at least fasts half a day. Alex feels that Ramaz

should hold programs on minor fast days to remind students what we are commemorating on these days.

Alex was not the only student who commented on the school’s need to explain the origins of minor-fast days, either within the curriculum or through special programing. Many students mentioned that they do not even know why these fast days are important. Multiple students seemed unsure of why we fast on Tzom Gedalia, which was created to lament the assassination of Gedaliah, the Babylonian-appointed official who led the Jewish population remaining in Judah following the destruction of the First Temple.

As the Jewish year begins, Ramaz should be mindful of it students’ attitudes towards fasting on minor fast days like Tzom Gedalia. After all, if only approximately 20% of Ramaz students observe the minor fast days, one should wonder how many Ramaz graduates will continue to observe them when they enter a secular college and the world at large.

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September 2018/Tishrei 5779

A Day in the Life: The Student Experience

Josephine Schizer '19

90 students responded to a survey sent out via Schoology and grade group chats to get a sense of the composition of the Ramaz student body. Students were asked about their middle schools, where they live, their commutes, and why they chose to attend Ramaz.

These graphs show the results of the survey, highlighting our heterogenous student body.

1. Was Ramaz your top choice high school?

2. Which middle school did you attend?

Yes No

3. Why did you choose Ramaz?

4. Where do you live?

5. How do you get to school?

6. How long is your commute?

September 2018/Tishrei 5779

Gabrielle Ostad '21

In today’s day and age, the issue of school security is at the center of political discourse. School gun violence is at an all time high in America. According to a report issued by CNN in May of 2018, there were 23 school shootings (which CNN defines as a shooting with at least one fatality) in the first 21 weeks of 2018.

That means there was approximately one school shooting a week in the first four months of 2018. Interestingly, the report noted that most school shootings in 2018 took place on the East Coast and that zero school shootings took place in the Northwest.

As a Modern Orthodox Jewish day school, Ramaz is more susceptible to attacks and threats than a secular school. All around the world, there has been an increase in anti-Semitism, Samantha Sinensky ’21

Having completed self-reflection, repentance, and celebrating in the Sukkah, we are off to a great start for the new school year. In order to achieve our goals, our minds have to be open and our brains functioning at maximum capacity. After the "break-fast," we should consider analyzing our breakfast.

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Are You Really Safe In School? which makes the prospect of an attack on Ramaz more likely. Administrators insist, however, that the school is doing everything in its power to protect the study body and faculty.

Rabbi Slomnicki, Dean of Students, maintains that Ramaz is a safe environment, saying that the schools has upgraded its security system by hiring more guards, holding security training seminars at opening faculty meetings, and updating its lockdown procedure. “I feel we are quite safe,” said Rabbi Slomnicki. “We have a closed campus. Students might feel like they can’t leave but it has a corollary benefit - it is, after all, very hard to get in.”

Students at Ramaz, on average, seem to feel very safe in the building, despite the rise in school shootings in the country. While some

grumble about not being given more privileges and independence, others feel that the school’s measures ensure their safety. Yoav Shames ’21, for instance, said “I feel very secure here-- after all, just look how many security guards the schools employs.”

ber one professional priority is the safety of each and every person who enters the building. “The first thing I think about when people approach the school is safety,” said Mr. Alonzo Bonaparte. “My first reaction is to find out who the person is and why they want to enter. Only after I’ve been given good answers to those questions to do I allow them into the building.”

Mr. Dwight Johnson stated that students should have nothing to worry about when they enter the building. “There is a well thought out protocol that all the guards must follow,” said Mr. Johnson. “Each Members of the Ramaz security staff year, we try to modify it for the bethave an interesting perspective on the ter. We’ve made changes over the year issue of school security. As the peo- to ensure that our safety procedures ple tasked with protected hundreds are the best they can possibly be.” of students and faculty, their num-

Food for Thought

that skipping breakfast compromises been proven to boost brain function: the ability to focus in class and retain Avocado - Commonly known as information. If we do not replenish “good fat,” avocados are packed with vitamin C, increasing blood properly, the feeling of sluggishness flow to the brain. Avocados have accumulates throughout the day. Bealso been linked to higher lucause the body craves carbohydrates tein levels, an antioxidant and as an energy source, we find ourselves anti inflammatory. Studies have buying junk food from the vendrevealed improvement in meming machines at 11 a.m. Consuming Walnuts - This nut contains high breakfast has been proven to aid in conlevels of vitamin E, helping to centration and better performance on protect brain cells. Studies have math, reading and science tests. In the shown that walnuts lower stress long term, consistently eating breakand have high amounts of DHA, fast every morning has been linked to a type of Omega-3 fatty acid. better attendance at school and classThis improves overall mental room behavior, both of which contribhealth in attention and learning. ute to a better learning environment.

Starting the morning off

Breakfast is often regarded with a "brain-focused" diet is esas the most important meal, setting sential for learning and test taking. the course for a productive day. After Eating right is much cheaper than hours without eating when asleep, glu- a tutor, and more accessible. Here cose levels in the body are low-- so low are some of the top foods that have

Berries - Easy to put in a morning oatmeal or cereal, berries are loaded with antioxidants, chemicals that inhibit potential damage by free radicals. Berries also provide glucose, the body’s initial source of energy, without a drastic rise in blood sugar. Additionally, berries improve memory, a helpful skill for a high school student, and especially when studying for a history test.

If you are still paying attention, you are ahead of the curve, but, don't be complacent. Think brain food, and watch your stamina, concentration, and focus improve. Think about how you kick-start your day. with food, and it is a “no brainer.”

School on Chol Hamoed: An Interview with Rabbi Stochel Sophia Kremer ’20

Sophia: Why does Ramaz have school on Chol Hamoed when most yeshivot do not?

Rabbi Stochel: Ramaz has a long tradition of having school on chol hamoed for a few reasons. We have the advantage of a location (our third floor terrace) within the building that allows us to have a beautiful Sukkah to accommodate all of our students and enable them to use the Sukkah multiple times on those days that we have school.

Most other yeshiva high schools draw students from suburban areas where families build their own Sukkot on a deck or backyard. In addition, we have school in order to provide an atmosphere of Tefilla for the Chag and to be able to celebrate together as a school.

And having school also provides the

opportunity for Torah learning on the Chag about the Halakhot and meaning of the Chag in all Judaic studies classes.

Sophia: Is it Halachically appropri-

be mastered. I believe that all learning, from the sciences to the humanities, is part of our religious obligation to learn about ourselves and the world created for us and in which we were placed

by God. Certainly, students should not have to take written notes if they prefer not to write on Chol Hamoed.

Rabbi Stochel: Knowing that other schools do not have sessions on Chol Hamoed, we call an early dismissal to facilitate our students getting together with friends later in the day. Years ago, we would plan trips on Chol Hamoed, and even went to Hershey Park and Six Flags along with other schools. We found, however, that the long travel time and the absence of being together as a school in the parks defeated the purpose of having school. Local ate to have class on Chol Hamoed? trips were also logistically challenging because we had to make sure that we Rabbi Stochel: In Judaic classes, stuhad access to a Sukkah in the middle of dents are taught Sukkot related topics, the day. The compromise was to have which enhances the Chag feeling and a more laid back day using a Friday atmosphere. I also strongly feel that early dismissal schedule, but to stay in general studies should not be viewed Sophia: Why do we have ear- school so we could fully take advantage as merely academic subjects meant to ly dismissal on Chol Hamoed? of the Sukkah and communal Tefilla.

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September 2018/Tishrei 5779

OPINION

Four Years, Four Schools: Part I Jonah Scherl ’19

Often, seniors beginning their final full semester of high school cannot help but reflect on the previous four years. As I try to recall memories of my childhood, I tend to merge events together and confuse their exact chronology. However, when it comes to my overall experience at Ramaz, this issue has not presented itself; it’s almost as though each year of our lives on 78th street has defined itself as an individual experience, distinct in my mind from the time surrounding it. As I thought about this seemingly bizarre phenomenon, I began to realize that it actually made sense: each year in Ramaz was so dissimilar from the others that I can vividly recall what happened in each. For example, my freshman year marked Mr. Miller and Dr. Koplan’s exits, as well as the beginning of Rabbi Grossman’s term.

Sophomore year signaled the exit of Mrs. Weinstein and the promotion of Rabbi Stochel. Junior year brought the implementation of a new drug policy, attendance system, and the departures of Rabbi Grossman, Dr. Warshall and Mr. Lupinacci.

Do not get the wrong impression: I am not writing to discuss the drama or impact of these changes,

nor am I writing to once again bring these issues to light. I am, however, writing to ask a simple yet layered question; has the Ramaz student body, especially the senior class, been afforded enough consideration for all of the turmoil they experienced?

In many ways, the 12th grade was (and is) Ramaz’s guinea pig, as the school tested attendance rules, administrational structures, dress code guidelines, and other new programs. I believe that all of these

“Has the Ramaz student body, especially the seniors, been afforded enough consideration for all the turmoil they experienced?” changes are positive, and that, today, Ramaz is a better place despite its many issues in recent years. In fact, as Ms. Krupka will point out in Part II of this article, Ramaz has one of the lowest faculty turnover rates (the number of teachers leaving per school year) in the entire Yeshiva League, and the departure

of some teachers and administrators is standard.

As a Ramaz senior, I feel as though I am graduating from a reborn version of the institution that I joined in 2016. However, it was not always a smooth ride: when I returned to the same building each September, in many ways, it was unrecognizable from its prior years. In this series of Op-Eds, I plan to sit down with numerous students, faculty and administrators to hear their perspectives on if the Ramaz seniors have been provided with a consistent and cohesive high school experience. I’d also like to discover if the seniors are unique in that they have had four different experiences in just one high school. Through the discovery of these answers, I hope to unveil the rationality behind the student body’s dissatisfaction with Ramaz’s seemingly positive change.

This is Part I in an examination of the ongoing upheaval and change at Ramaz Upper School over the past four to five years.

#MeJew

Is it time for women to speak up in minyan?

By: Sophia Kremer ’20

Clocking in overtime hours at shul over the holidays is as characteristic of the month of Tishrei as dipping apples in honey, breaking fasts on bagels, eating pomegranate everything, guarding the pitom on your etrog like your life depends on it, and getting poked by a lulav. From selichot (which begin for Ashkenazim on the Saturday night before Rosh Hashana) to Yom Kippur, there are not only more services on the calendar than at any other time of year-- they start earlier and end later, running an average of five hours long in most Orthodox communities.

In all of these hours sitting in services, I have a chance to spend extra time on my tefilot and to reflect on the year that passed and the one ahead. I watch from the other side of the mechitza as men in the community are called up to the bima to daven, read from the Torah, make and receive personal blessings, partake in the surrounding honors of handling and carrying the Torah, open the Aron, bless the community, wash the hands of those blessing the community and so much more. I could not help but wonder how much longer this one-sided system can sustain itself.

Much like men, I’d imagine that not all women would be comfortable to get up in front of the community and lead the davening or take on the responsibility of reading from the Torah. Even though singing in front of everyone isn’t really up my alley, I wouldn’t mind having the chance to recite a blessing over the torah, be up close and personal with the scrolls of our legacy, or to say my tefilot at Kol Nidreh standing directly in front of the Holy Ark. However, fractioning off to a women’s only tefillah group was never quite my thing either; to me, attending shul means coming together in prayer with my family and friends, rather than splitting apart.

On Rosh Hashana, I davened at Kehilat Jeshurun’s adjunct minyan held in the Kaufman auditorium of the Ramaz Upper School. Although I pray in that same room every school day, this time the atmosphere felt different. An extremely moving movement occurred when Chazan Jay Zwiebel, who flies in from Israel to lead the services at our minyan over the High Holidays, invited his two daughters to the front of the

room to harmonize together to a breathtaking and heavenly singing of the Eitz Chayim prior to returning the torah to the Aron HaKodesh. While they stood at the front of the Women’s section and not alongside him in front of the Aron, at that moment they were leading the tefillah. A room of over 500 men and women was struck silent by their enchanting voices.

This reminded me somewhat of every Monday and Thursday at Ramaz, in that very room, where the Torah is carried through the women’s section after it is taken out to the Aron HaKodesh for Torah reading. Last year, in the sophomore minyan, a group of students (myself included) argued for the right to bring the Torah to the women’s side when it is taken out. After much debate, our request was granted. We continued this new tradition to this year’s joint Junior-Senior minyan. Every time the Torah is taken out of the Aron HaKodesh, it feels like a small victory and a step towards a more inclusive minyan.

I think about times where I have seen women included and how right and appropriate it felt, in contrast to women sitting on the sidelines and watching. At some synagogues, women have leadership roles and make the weekly announcements; at my summer community, another member and I were invited to play guitar and sing at a pre-selichot Kumsitz alongside two of our Rabbis. The chance to play some Carlebach and be a part of the evening inspired me to want to attend to future gatherings.

How much longer will women sit on the sidelines in the service in our modern-day society, where women’s rights and equality are being advocated for on sorts of platforms? What is the next step for our school and modern orthodoxy regarding a partnership minyan? In what ways will we adjust to the advanicing world around us in the year ahead of us? Can we open the gates to a completely equal service?

Last year, women carried the torah on their side before torah reading. This year, two women were able to lead the congregation in song for a few very powerful moments. What is in store for us in the future?

September 2018/Tishrei 5779

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9

Dear Administration... ...I have some complaints

By: Esti Beck ’19 The most honest reporting I feel that I can do right now is give my take on the everyday Ramaz student’s complaints. As students, we like to whine: the food is too greasy, the dress code is too restrictive, the administration is non-communicative, the classes are too long, so on, and so forth. As much as I’d like to say that I’m perfectly content - that I spend my days skipping through a sun-soaked field of roses and rainbows and positivity - I’m not.

Let’s start with Schoology. Whereas schedules used to be emailed out or posted by grade advisors, modified days are now hidden under

the calendar tab, a system which forces you through two links, several tabs, and a battle with the troll from Dora before you can find out what time fourth period ends. Also, there needs to be a way to remove old assignments from the “overdue” screen - it’s extraordinarily stressful to reach June and still be staring at “HW 9/14” in a tab, especially when you actually did the homework on time but didn’t submit it through Schoology.

My biggest bone to pick with the school is over lunch food. Lunch periods are already too short for everything they’re used for: college or

teacher meetings, socializing, caffeinating, doing homework, studying, organizing, and perhaps least importantly, eating. Needing to wait on the long lunch lines is frustrating enough, but then to have to grapple with the bacteria-filled hands of dozens of other students for a rectangular piece of plastic (also known as a tray) which is (1) not useful, (2) bulky, and (3) occasionally marked with the stains of yesterday’s lunch is enough to make me want to skip lunch altogether and survive off of gum and the tastiest pages of my math notebook. (I recommend derivatives with a side of eraser shavings.)

While I’m complaining about the lunchroom, I firmly believe that people who take the parmesan and salt shakers away from the salad bar should be given detention. Students who take the parmesan away do so purposefully and are thus guilty of malicious intent and first-degree murder of my pasta.

This is a problem I would encounter less, of course, if I didn’t have eighth period lunch four out of every five days in a school week.

Eighth period lunch is the very definition of

cruel and unusual punishment, a scheme I am con-

vinced has been concocted to lower the mo-

rale of upperclassmen and thus prevent them from

leading an insurrection against the powers that

be. If I eat breakfast at 6:00 AM (which I do), even

the end of davening and the stale cereal that

accompanies is three hours after my meal, and lunch

at 1:35 PM is over seven hours removed. Seven

hours is a ridiculously long amount of time to wait,

even if you have snack in between. I’m no less

likely to get hungry because I’m a senior instead of a

freshman. By the time I get to lunch, I’m irri-

table and tired and no help at all to whichever poor

souls are scheduled to meet with me that pe-

riod. It would be one thing if we had time earlier in

the day to go down to the lunchroom and grab

some food to-go, but as we need to run straight from

class to class, we don’t have enough time to do

much but buy snacks from the vending machines.

Speaking of those little devils, the machines are

way overpriced, but as they have a captive audience

we all end up paying three times the amount we would for a small package of empty calories. Nobody I know is full after eating a bag of chips, especially someone who knows their lunch has been postponed until 1:40 PM. I feel like, in the course of the four sets of GO elections I’ve lived through, I’ve been promised snacks during homeroom at least as many times. At this point, I don’t know if I’m the idiot for believing it would happen, or if the school bureaucracy is actively on a mission to obstruct justice, but they’re just shooting themselves in the foot. Snickers was right: being hungry makes people mean, and feeding the student body more would, I suspect, solve much of the school’s disciplinary problems.

On that note, a few quick notes about behavior: standing in the middle of a crowded hallway or walking slowly through it should,

if it is not already, be a crime. Time is invaluable, and anyone holding up traffic flow in the school’s major thruways is robbing crucial minutes from their peers. Furthermore, someone moving that slowly has waived their right to act surprised when a frustrated upperclassman inevitably comes by and shoves them out of the way. On the same note, elevators are for teachers, people who medically require them, and students who have a large number of floors to traverse in a very short time period. They are not a personal shuttle between lockers on 3 and the lounge on 4. I’m not opposed to having such a transportation system in the school, but until the administration decides to open their own MTA with express and local cars, students who are able should brave the perils of the ten steps between floors.

Of course I could keep on complaining for a year, until I’ve alienated just about every student group in the school (my apologies to the Hallway

Blockers Student Union). However, I would like to clarify that there’s been a point to this little exercise. The school isn’t perfect; no institution is. Complaints that we have pale in comparison to even the most minor problems in the life of someone in a third world country or the like. Think about how spoiled I sound- or actually am- and then take a moment and consider the next time you’re on the verge of pushing a freshman out of your path in the hallway.

Sincerely, Esther J. Beck

Interested in writing for The Rampage? Have an idea for an article? Questions or concerns? Email rampage@ramaz.org to be added to the email list. We’d love to hear from you!

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September 2018/Tishrei 5779

9/11 Assembly in Retrospect As I walked out of the auditorium following this year’s 9/11 assembly, I found myself both crushed under a crowd of screaming students and disappointed.

9/11 survival stories are often incredibly emotional (I’ve cried sometimes listening to them), but this year’s program failed to elicit that same poignancy.

The assembly began with students watching a generic video outlining the tragedies of the day. As most of these are similar in nature, they’re never anything special, but I get it—a video sets the tone and refreshes the memories of high school student body too young or not even alive to remember such a horrific day. Following the video were two speakers: one was a 9/11 museum docent who had lived downtown somewhat close to the Towers (but worked in midtown), and the other was a construction worker who helped clear out the rubble after the disaster. But one essential perspective was missing: someone who was actually in the Towers or who had lost a family member. Yes, everyone in New York suffered on 9/11, even those who lived uptown or in a different borough, but honestly, we can hear some of those stories from our parents, many of whom have their own 9/11 experiences to share. This is not to say that the woman and man who spoke were ineffectual, nor would I wish to marginalize their trauma—it’s important to hear about the day from multiple perspectives—but that third essential perspective of someone who was in the Towers or lost someone in the Towers was absent.

Natalie Kahn ’19

The second part of the program was more troubling. After the speakers, students listened to a poem written by Moshe Sokolow (a paramedic at the scene of 9/11) in both Hebrew and English. This, I felt, was unnecessary: even though the poem was nicely written, 9/11 is not a Jewish event. There were Jews who perished, but there were people from others religions who died too. It felt wrong to put Judaism at the center of the memorial.

Then, to cap that off, the assembly concluded with “HaTikvah” and “The Star-Spangled Banner.” The Hebrew poem and singing of “HaTikvah” felt out of place to me, and some of the students seemed to agree, as “HaTikvah” had noticeably fewer voices singing than the American national anthem.

Why bring Hebrew or Israel into this? The assembly was supposed to be about us as residents of the New York area and as citizens of the United States during what was arguably one of the most pivotal days in the city’s (and country’s) history. For once, can’t we just mourn what happened as Americans and human beings without bringing in a Jewish component?

With only about half an hour of running time, the assembly would have been more effective had it focused more on what the day is about: hearing from all those whose lives were permanently changed, remembering those whose lives were lost, and reaffirming our pride in the USA even in difficult times.

First Day of School Revisited William Kremer '21 The end of summer means the end of lazy days at the beach, Fortnite around the clock, and letting the time pass by doing just about anything other than thinking about homework, tests and starting the day at 8 AM. To ease the transition back to school, the Ramaz GO created a back to school welcome called “RamZoo.” The event on Wednesday, September 5th was the perfect opportunity to reconnect with old friends and get ready for the year ahead in a more casual setting, which meant serving food that we won’t be seeing on the lunch menu anytime soon, watching a faculty skit, and a viewing a video message from the administration.

After a BBQ lunch on the third floor terrace, sophomores, juniors, and seniors gathered in the auditorium for an opening assembly. After a brief introduction by Rabbi Slomnicki, Ms. Bernfeld and Rabbi Albo performed a short skit that took place in a psychologist’s office. Rabbi Albo, who played the psychologist, repeatedly told the patient, Ms. Bernfeld, to stop being worried about everything. This skit was the third annual psychology-themed production performed on the first day

of school. Aside from inciting laugher, the skit was meant to ensure students that their mental health is more important than anything else, which was and is a good message to come back to, of course. The teachers did an outstanding job acting out their parts, but overall, the skit did not pique the students’ interests.

Many students were itching to hear about their friends’ summers and did not have the attention span to sit through the production. After the skit, a video was played featuring the new head of school, Mr. Jonathan Cannon.

The video was a press conference with featuring Mr. Cannon fielding questions from administrators in the Ramaz Lower, Middle, and Upper School Divisions. Overall, this portion did not really address anything that would be interesting to students and seemed more like it was made for parents.

The aftermath of the assembly was filled with disappointment from students. After all, it was the first year in recent history that the opening assembly did not feature a video made by the G.O., which was a major let down especially after the release of their well-received pre-summer video. Many did not even realize that the theme of the day way “RamZoo,” a play on the Labor Day music festival E-Zoo, which many upperclassmen attend. The signage or direct mentions to the special themed day were minimal, and above all, there was no music theme to connect it all together.

All in all, next year, the faculty and students should work together on orientation programming to make sure that the welcome back students receive is more “tuned in” to the post-summer frame-ofmind that students usually possess on their first day back to school.

Every student has opinions on how to make the school better.

What are yours?

Ramaz Upper School

The Rampage

The Rampage • September 2018

Sports

New York • Volume 51 • Issue I • Summer 2017 • the-rampage.org

Editors-in-Chief: Natalie Kahn* Harry Shams* Esti Beck* Online Editors: Becky Tauber Suzi Dweck Faculty Advisor: Dr. Milowitz Contributing Writers: Samantah Sinesky Zachary Buller Basia Fellner-Dublin Aliza Freilich Caitlin Levine Josephine Schizer Jonah Scherl Rebecca Massel Sophia Kremer Hannah Doft William Kremer Gabrielle Ostad The Rampage is the student newspaper of the Ramaz Upper School. It is published on a monthly basis. Letters to the editors may be submitted to rampage@ramaz.org. Letters must be signed and may be edited for space and to conform to Rampage style and format.

The opinions expressed in the Rampage are of the author’s alone, and do not represent the views or opinions of Ramaz, the Rampage, or its Editors.

Denotes member of the Rampage Editorial Board. *

The Power House: Simone Biles at the U.S. National Gymnastics Championships Basia Fellner-Dublin ‘20

The fifty-fifth edition of the U.S. National Championships, featuring gymnasts from around the U.S., had an amazing turnout this year. The championships were held on August 16-19, 2018 at the TD Garden in Boston, Massachusetts. These gymnasts all competed for a spot on the national team for the 2018 World Championships, which will be held on October 25 through November 3rd in Doha. The top three teams in the World Championships will compete at the 2020 Tokyo Summer Olympics. The top six all-around females in the U.S. National Championships automatically made the national team, but there are only five spots in the World Championships.

Simone Biles, Morgan Hurd, Riley McCusker, Grace McCallum, Shiles Jones and Jade Carey were the top six senior women and made the national team.

The seventh and eighth place finishers, Kara Eaker and Trinity Thomas, also qualified. The six highest scoring junior women included Leanne Wong, Kayla DiCello, Sunisa Lee, Skye Blakey, Konnor McClain and Olivia Greaves.

Simone Biles took home the gold on all four events including the all-around placements. She is the first woman to win first in every event at the National Championships since Dominique Dawes in 1994. “Being the first to sweep all the titles since Dominique Dawes is inspiring. It’s kind of cool to follow the path,” said Biles.

Biles achieved an all around score of 119.850, beating Morgan Hurd by 6.55 points-- a greater point difference than the margin between Hurd and the eighth place gymnast Trinity Thomas.

Hurd was the 2017 World all-around

champion. “I feel honored to compete with such a legend. She’s the best.

Clearly she’s the greatest of all time, but I would hope one of us would come close to catching her. We all just want to be on top of that podium,” she said.

Simone Biles is a five-time Olympic medalist and is widely considered the greatest gymnast of all time.

She had left the sport for two years on a

"Clearly she’s the greatest of all time, but I would hope one of us would come close to catching her. We all just want to be on top of that podium.” break, but returned to competing for the U.S. Classic two months ago. There, she won first for the all-around title. “I feel like I enjoyed championships a lot more than Classics. I felt at Classics, I was still easing back into everything and kind of feeling the surroundings and getting used to competing again,” said Biles.

Chellsie Memel, the 2008 Olympic silver medalist and 2005 world all-around championship, said: “she's just on another level. I mean, she is. She is amazing, especially to come back and be even better and not just better on the events she was already strong on, she's better on everything, which is insane. And I still feel like she can do more. I still feel like the gymnastics isn't that hard for her which is crazy because she's doing amazing things. It's really impressive

and I do appreciate what she's doing.”

Biles’s comeback to the sport caused many to ask her about carrying the pressure of having to save gymnastics in the country. “It’s both exciting and kind of scary because I don’t want them to be completely dependent on me for the sport to continue. No, it’s not fair to me because I can’t carry the whole gymnastics world on me. But I guess it’s kind of exciting I can bring some happiness back to the sport,” said Biles. She was unsure about how her recent return to competing would play out in the championships. “I kind of thought I’d be a nervous wreck and maybe fall apart.

Going into these events, I keep telling my family, ‘I don't know if I'm going to be able to calm myself down the way I did before and handle the nerves.’ But so far, so good,” she said after her win.

Beyond her victory, Simone Biles made a statement while competing.

In January, she spoke out as a survivor of the abuse of previous U.S.A. Gymnastics team doctor Larry Nassar. Biles and other survivors were given the Arthur Ashe Award for Courage at the ESPY Awards.

She represented them at the championships by wearing a teal colored leotard which she designed herself to represent survivors of sexual assault. “[The color] is for the survivors. I stand with all of them, and I think it's kind of special to unite,” Biles said. Both her performance and confidence has truly shone throughout this competition, which says this has come from age: “I know it's kind of stupid, but I think I'm older, wiser, and I'm finally starting to get it.

I've understood gymnastics for a while, but I think it's really sinking in now.”

Ramaz's Captains

Boys Varsity Basketball — Tom Shemia and Aaron Shapiro

Boys Varsity Hockey — Matthew Gurewitsch, Jack Ottensoser, and Michael Perl Boys Volleyball — Matan Makharadze, Jacob Bengualid, and Jeremy Ascher Boys Soccer — Noe Horowitz Boys Baseball — Jonah Berman, Michael Perl, and Matthew Gurewitsch Girls Varsity Basketball — Shireen Sakhai, Becky Tauber, Natalie Kahn, and Elizabeth Aufzien Girls Varsity Hockey — Danya Jacobs and Abigail Jacobs Girls Varsity Volleyball — Sarah Genachowski and Laura Lancman Girls JV Basketball — Caitlin Levine and Gabby Sakhai

Esti Beck '19