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aoSneSlC Townsend Harris High School at Queens College
149-11 Melbourne Avenue, Flushing, NY 11367
New leaders take¡ SU helm by Andrew Goldberg Culminating three weeks of campaigning, in which pens, fortune cookies, lollipops, and a slew of sugary treats touting campaign slogans were offered by candidates to solicit votes, the first Student Union elections held since the January ratification of the revised SU constitution took place on May 27. The winners included junior Alison Park, who was elected SU President, junior Hari Kondabolu, who will serve as Senior Vice President, sophomore Eric Trager, who will be the new Junior Vice President, and sophomore Rio May R. del Rosario, next year's Freshman/ Sophomore Vice President. Sophomore Angelo Marino won as SU Treasurer; and junior Angelika Ioannou was elected Public Relations Officer. Sophomore Patricia Cabrera will serve as secretary, and sophomore Karolina Borawska will be the new Consultative Council Representative. In the junior-class race for Senior Council President, Andrew Falzon fought off Tashia Raymond, and will head next year's Senior Council composed of Vice President Karolyn Gavilanez, Treasurer Joelle Webb, Secretary Pamela Baird, Consultative Council Liason Brenda Sickles, and Senior Council Liason Nefertiti Lovelace. Juniors Ian Katz, Christina Psarakis, Michael Evelson, and Clare Marks, all of whom ran opposed in the May elections, will serve as representatives at large. After the votes were tallied by SU
members, the results of the election were broadcast on a special June 1 edition of Townsend Talk Live, the school's radio program. Although outgoing SU President Anthony Prince called the elections "quite successful," he agreed with Coordinator of Student Activities Suzanne Iordanou that the relatively low freshman turnout was a bit disappointing. Of the 486 students who cast ballots in the election, 195 were juniors, 173 sophomore, and 118 were freshmen. "It would have been nicer if more freshmen had come to vote," said Ms. Iordanou. Whereas 498 students participated in the first ever primaries in January, the number of voters in the May elections declined to 486. "The junior class turnout was very big, perhaps even the biggest ever," said Anthony. In an effort to draw people to the polls, candidates addressed students at a special auditorium program held on May 26, in which many tried their hand at humor and sarcasm to pitch themselves and their platforms. "My stomach's doing flips right now, so I'm either nervous or pregnant," confessed Hari, who confided to the audience that he dreams of one day being a stand-up comedian. Eric, who spoke of the need for reform, said, "We are governed by a code of behavior that punishes us for leaving through the wrong door in the cafeteria." He called on students to press for a collateral calendar and a three-test per day limit.
Defective neutralizing tank to be replaced th.is summer by Lauren Paley A chemical neutralizing tank will be replaced over the summer after it sprang a foul-smelling leak on May 13. Water was shut off in the photography and chemistry labs for two weeks, forcing science classes to neutralize their chemicals with baking soda, and photography classes to abandon developing altogether. The tank had been re-sealed a number of times by custodians before the damage worsened. Temporary repairs were made until a contractor can replace the entire tank. A new hydrochloric acid neutralizing
tank will be in.stalled this August. Excess spillage ran into the student cafeteria, closing it for a day until private contractor approved by the Environmental Protection Agency oonfirmed that all liquid was non-hazardous and air quality was safe. For the day, students were asked to eat lunch in the gymnasium. Custodial engineer Joseph DiGiacomo described the root of the problem as numerous "pin-hole" punctures in the base of the tank. "We got a defective product," he explained. "The tank should have lasted at least 25 years."
Reactions to Littleton pp. 2-3
a
Visual Arts at THHS pp. 4-5
Adjusting artwork on a display panel, art exhibition coordinator Annie Yan, senior, prepares for the opening of her creation, 'Our Birth.'
'Our Birth' delivers showcase for artists by Bosede Adenekan and Enaily
show. The work was of the highest qual-
Rubinstein Pioneering the first annual art show in the school's history, Project ARTS Coordinator Lois Polansky and senior Annie Yan mounted a collection of students' artwork which depicted the theme, "Our Birth." The exhibition opened in the lobby after school on June 11 and will remain on display until the end of June. "The goal," said Ms. Polansky, "was to make the opening for the exhibit as close as possible to a real New York City gallery opening." Publicized in The Queens Examiner, the art show opening was a professional event. It was modeled after a museum exhibition, and featured various types of art, ranging from paintings to performances. The artwork was not only created by independent artists throughout the school, as originally intended, but also by members of art classes and the Art Club. "A lot of emotion and images were expressed through the art. It was very interesting," said biology teacher Rosemarie Eaton. Artwork was displayed on black panels and boards, as well as on walls. Art teacher Anthony Morales was in charge of display design. "It was an incredible
ity," said Stanley Nussbaum, Director of Arts Education for Queens High Schools, who attended the opening. At the opening, there were refreshments of pasteries and non-alcoholic champagne punch, break dance performances, and a film component, produced by seniors Amy Hraniotis and Christy Monier, with the help of Broadcast Journalism teacher Jeff Spurgeon. There were also piano performances by students, organized by Assistant Principal of Fine Arts Joan Walsh. "It was a dream come true, ... [an event] for students who are seriously commited to art," said Ms. Polansky. Annie, who developed the idea of an art show, is passionate about art and plans to pursue it as a career. "Displaying one's artwork is the last step for an artist in progressing from one piece of art to the next. The artist is critiqued and learns from the reaction. Then [he or she] can move on," said Annie. Because Annie believes that the wprk of independent artists are somewhat ignored in Townsend Harris, she feels that this art show was important. "I loved the art show; it was a merging of intelligence with talent,"said senior Wendy Sanchez.
Tolerance Committee page7
Sports pageS
2
The Classic June 1999
Responding to fears of school violence Reacting to the recent rash of school shootings across America, communities everywhere have taken what they believe to be initial steps toward creating safer schools and preventing other violent tragedies. These steps include enforcing strict dress codes, instituting random searches of lockers and book bags, restricting speech over the Internet, and even requiring students t9 address faculty members by "sir" and "ma'am." In other words, school officials and political leaders have begun trampling on students' constitutional rights and invading their privacy in a well-meant but misguided attempt to calm anxieties induced by the school shootings. In order to ensure school safety, communities must first solve the core problem of youth violence. Infringing on students' rights and privacy is ineffective and inappropriate, for doing so would work toward neither school safety nor a solution to youth violence. According to The New York Times (5/24/99), in the wake of the rampages in Littleton, Colorado, and Conyers, Georgia, a high school student in Wilmington, North Carolina, spent three days in jail after writing "the end is near" on his computer's wallpaper. Eleven high school students in Brimfield, Ohio were suspended for posting material related to Gothic culture on the Internet. Other schools around the nation have made it illegal to wear trenchcoats or even black clothing.
Michael E. Sumner, a lawyer who chairs the Coweta County school board in Georgia, supports such drastic actions, stating, "We've got to let the kids know who's in charge of the schools. And if that means we're infringing on somebody's individual freedom of expression, then so be it" (The New York Times, 5/24/99). Therein lies the faulty logic behind restricting students' rights. What Mr. Sumner and all adults should be thinking and saying is something like this: "We've got to let the kids know that we're here for them, and that there are always alternatives to violence. We have to identify and help alleviate the kids' problems so that they don't have to resort to violence. Most importantly, we should not further oppress and provoke them." Other restrictive measures that schools have taken to combat violence primarily affect dress codes and use of book bags and lockers. And all these measures are backed by ridiculous logic as well. Many schools have required mesh or transparent book bags, aiming to eliminate hid-
ing places for weapons. This flagrant breach of student privacy is impractical and futile in deterring violence and increasing school safety. Turning to dress codes, many schools 路have chosen once again to restrict freedom of expression by mandating uniforms. The senseless logic: uniforms discourage gang activity, according to The New York Times. It would take much more than new clothes to disassemble gangs. In working toward a solution to youth violence, officials should investigate gang activity instead of seeking to eliminate it automatically. More disturbing than these policies are the school building security measures that communities have taken. For example, in reaction to the recent shootings, New Mexico senator Jeff Bingaman began advocating a $10 million bill to install security systems in public schools that would include "security guards, a perimeter fence, tamper-resistant surveillance cameras, a motion-detector alarm system, hand-held metal detectors, hair-
analysis drug-test kits and portable breathalyzers" (ABC News, 4/29/99). Such elaborate setups may work toward the safety of students but eliminate all their privacy and signifies a complete lack of trust in them. More importantly, such measures do not solve youth violence. Fences and metal detectors may protect students' physical health, but do nothing to ensure their mental and emotional welfare, the true sources of youth violence. In effect, communities must address school safety and youth violence, without restricting students' rights and privacy. And they should look to Townsend Harris for a sound method of tackling both issues. In reaction to the Littleton and Conyers incidents, Harris administrators and students have, indeed, addressed youth violence through the formation of a tolerance committee, which seeks to identify and solve social problems among students and to stimulate communication between students and faculty. (See related article on p. 7.) Meanwhile, the school's safety committee, which has always existed, has taken a more outstanding role recently by reviewing and refreshing Harris' safety procedures and reminding staff and students of them. Seeing the alarmist and radical reactions of other school administrations, we should take comfort in knowing that ours has found a better way to respond to the school shootings, working cooperatively with students and not oppressing them.
Taking aim at guns - time to get with the program by Andrew Goldberg As NBC interrupted its regularly scheduled programming to inform Americans of a school massacre more morbid than most seen in violent movies, I must admit, if not for the dramatic chords which quickly reached crescendo, and the moderator's quivering voice, which could be heard between bomb blasts in the background, I may very well have changed the channel. After all, I thought to myself between clicks of the remote, if the war had worsened in Kosovo, if the stock market had crashed,or even if OJ Simpson had finally found the "real killer," life would go on (and so, I was convinced, would my TV show). But, I braced myself; it would only be a matter of minutes. That, after all, is the wonder of television! I've been told that when President Kennedy .was killed cars stopped, and the honking of horns, which today typically serves as a motorist's means of expressing approval over a sports score, combined on city streets with shrieks of shock and anger from anguished Americans. How could it have happened? How could it have happened here ? The circumstances were different years later when Robert Kennedy followed his brother to the grave and Martin Luther King Jr., too, was assassinated, but the general sentiment had always been the same. Just as our rubber necks stretch out of curiosity every time we pass a crash and drive onward, so too do our eyes remain stuck to the tube like jelly
to a plate for the sickening story, which, ironically, somehow satisfies our voracious appetite for violence. Sometimes, if the killing is gory or catastrophic enough, the sorrowful story seems almost as real as the sounds of shooting heard in a video game. So we listen, we sigh, and then we click. Just like a sitcom shown over and over again, there's nothing Americans hate to see more than a repeat. So when Pan Am flight 101 becomes TWA 800, or the terrorist attack on the World Trade Center becomes the Oklahoma City bombing, we watch momentarily, scratch our heads, 1md then click, click, click. But, even though every station always seems to show the same episode, at least in modified form, and Americans have become used to routinely flipping from one crash or murder to another, there was something strikingly different about the jump from Jonesboro to Littleton. Maybe it was because this time the shooting seemed to last longer, was more deadly, or even more morbid. Perhaps it was that the carnage in Colorado was shown live, or maybe it was just the realization that over a year had passed since the last one, and kids were still killing kids, only now in greater numbers than ever, but the carnage in Colorado seemed to sound an alarm and demand a solution. Still, there are those who contend that the immediate solution to the problem lies in tuning out the television, the
movies, the Internet, the world. Since from every replaying of the carnage at Columbine there seems, paradoxically, to come the threat of a copycat killing at some other unsuspecting school, pulling the trigger on all media, some say, is worth a shot. But, if the innocent lives lost in Littleton can teach us anything, it should be that turning off the TV, or tuning ~ut the world around us to "investigate the matter," to "have a hearing," or to "form a committee" and then clicking the television back on, won't solve anything. Hypocritical politicians who pass watered-down versions of anti-gun legislation merely to appease their constituents, while still winking at the National
Rifle Association, are missing the target entirely. While most Americans can't stand the sight of another grieving father apologizing profusely for not keeping his guns away from his sons, even more pathetic is the seemingly syndicated speech given by a coward in Congress who refuses to take decisive, preemptive measures against guns for fear of losing his seat. Bac~ground checks on all guns sold, stronger gun laws punishing parents for allowing their children access to weapons, and safety locks must take precedence over politics. Indeed, for the sake of those whose lives have been lost, and those who will doubtlessly be next, it's time for us to get with the program.
Alan Fu Editor-in-Chief Christina Lesica
Andrew Goldberg
News Editor
Feature Editor
Brian Griffing
Athena Ledakis
Sports Editor
Photography Editor
Julia Kohen Business and Circulation Manager
Bosede Adenekan Rebecca Munoz
Lucy Hong Art Editor
Townsend Harris High School at Queens College 149-11 Melbourne Avenue, Flushing, N.Y. 11367 Readers are invited to submit letters to the editor. Letters should be placed in Ms. Cowen's mailbox in the general office. The Classic re路 serves the right to edit all letters. Letters must include name and official class. Names will be withheld upon request.
Rachel Nobel Lauren Paley
Assistant Editors
News Staff: Lauren Amorillu, Afton Baff, Noreen Bukhari, Karen DeVita. Lorraine Kapovich, Daniellc Lord, Julia Perratore, Carol Pruss
Feature Staff: Jonathan Cofsky, Emmy Fa villa, Surabhi Jain, Alice Lee, Irene Lew, Christina Pagan, Michele Potofsky, Emily Rubinstein, Steven Seidenfeld, Allison Slotnick
Sports Staff: Tabitha Hsi , Eric Trager, Mark Von Ohlen Photography Staff: Laura Bassolino, Stephanie Bakirtzis, Vcnu Dhanaraj, Alice Iosifcscu , Karen Parado, Lisha Perez, Lisa Schapira, Shara Siegel, Kendra Thompson, Eric Trager, Tristan Visconde, Yvette Warenam, Audley Wilson, Dawn Wing, Hye Kyung Yang, William Yang, Young Yoon ~ Raymond Baro, Vivian Chang, Duris Onega, Kelly Punell, Emily R_ivlin-Nadler
Advisor - Ilsa Cowen
Principal - Dr. Malcolm Largmann
The Classic
June 1999
3
Letters to the Editor Reflections on Cheating, Senior Trip To the Editor: I very much enjoyed your article explaining the frequency of usage and purposes for the use of Cliffs Notes in "Book notes lure reluctant readers" in the ...[last] issue of the ... newspaper. When I first came to Townsend Harris, I saw many students spending their mornings reading those aids we all know as Cliffs Notes. Personally, I don't see why some of the English teachers mentioned are anti-Cliffs Notes. No one is perfect. We don't all have Masters degrees in literature. Until students get into the habit of identifying key concepts in literature, why can't we have some sort of help? Townsend Harris teachers stress their openness to any type of question. But, at midnight on a Tuesday night, we are not equipped with a Ms. Cowen or Ms. Biener to answer a question about Brutus' role in Julius Caesar. Diana Jose, 904 To the Editor: I really enjoyed the latest issue of The Classic. I especially enjoyed your article on cheating. I think that this article puts a different spin on Townsend Harris. Your article tells the rest of the world
that Townsend Harris students are not perfect. Just because Townsend Harris students are somewhat smarter than the average kid, that doesn't mean that we are not human. Melanie Sanders, 907
To the Editor: I know that the last thing everyone wants to read is another article about the drug incident that occurred on the Senior Trip, but I really feel that I have something unexpected to say. It is something I have been holding back for the past few months, and I believe I am ready to share my feelings with the entire school. Leave it to me to find some selfish gain out of someone else's misfortune, but I must admit that the drug incident was the best thing that could have ever happened to me. Being a relatively new teacher and rather nai:ve human being, I was always living each day of life with one thing in mind: myself. I wanted to be a better teacher. I wanted students to Jearn in my classes. I wanted to win teacher of the year. I wanted to win a "best-dressed" award. Who would have guessed that the one incident on a Senior Trip would change my life forever
and provide me with the answers to the questions I always asked? When I witnessed what occurred over that weekend, I was awakened to things from which I she-ltered myself purposely. I was forced to realize that the most important things these students learn are NOT my grammar tips. (I cannot believe I just said that.) The best lesson I learned was that I need to be there for my students academically and emotionally. For years, I have been the most secluded and emotionless person because I thought that was what would make me a better and more effective teacher. My students left my class learning more about the English language, but what good was that if they could not see me as a human? What good are all these lessons if they cannot trust the one providing them with the information? As a result of that trip, and realizing that I can be there when the students need me, I saw the true power of teaching. Of all the education classes I took on how to be a better teacher, this was the most valuable Jesson. I want to take this time to thank those boys (and all the seniors, for that matter) for providing me with the one thing I have been looking for within myself for years: a
heart. Because of you, my students have (this term) and will (in future semesters) continue to benefit. I would like to state that I do not condone drug use, and I will continue in my efforts to abolish all drug use (as idealistic as that sounds). But, there is something more important that needs to be learned from this. We are all vulnerable, and that is what makes us special. I now know that I need to be there for any student. And, from this experience, I now see that students can be there for teachers, as well. The learning process is reciprocal with teachers and students; it is n?t a one-sided affair. I have seen the most remarkable improvement in my classes since this incident. I feel more fulfilled as a teacher and as a person. I cannot thank you enough, and I am just sorry that I was not there for you earlier. This is a message to all students: Realize the power you have, and use it. The boys have been portrayed in The Classic as everything from victims to villains. I would like to provide a new title for them; and all the seniors who have taught me this life-altering lesson: You are all heroes. Thank you. Michael Carbone, English teacher
Enrichment bands could combat cliques, prevent violence by Anthony Ciolli
The recent shootings at Columbine High School in Littleton, Colorado, have sent shockwaves throughout the nation. Many people, particularly students, parents, teachers, and administrators, are asking the obvious question: "Why?" Unfortunately; they fail to recognize the obvious and correct answer to that question. The answer isn't the Internet. It isn't the media. It also isn't Hoilywood. Or video games. Or access to guns. The answer is painfully simple: high school cliques and the rigid caste system they produce. That is exactly the reason this recent school shooting, as well as all of the other school shootings that have occurred during the past year and a half, should be sending a clear message, which unfortunately is being ignored. The message is that when a person ~s pushed far enough, that person is going to push back one day. Turn on CNN, or MSNBC, or Fox News Channel, or practically any other news program for that matter. If they're covering the Littleton shooting, expect to see a common pattern. All the shows will portray the shooters, Eric Harris and Dylan Klebold, as either, take your pick: a) monsters b) sub-human or c) mentally insane. In addition, all the shows will portray the victims of the shooting (with the exceptions of Harris and Klebold, of course) as being saints. Likewise, shortly after the news coverage, expect a right wing Congressman to be interviewed, who will either blame it on Hollywood, the Internet, video games, or all of the above, and start ad-
vocating their censorship and/or control. Then, immediately after that, a left wing Congressman will be interviewed, who might also blame it on all of the above, but will above all blame guns and advocate their control. There is rarely a mention of the obvious: the actions of the other students at Columbine High School. At Columbine High School, the students helped cause the problem. If you study the profiles of all the school shooters, you'll notice many striking similarities between them, with the most important being that all of these shooters were social outcasts. With the sole exception of Kip Kinkel, all of them were outcasts, not by choice, but were outcasts due to the rigid high school caste system. This rigid caste system occurs due to the presence of cliques. Once again, take a look at the coverage of the Littleton shootings. Who exactly do you hear about when they discuss the victims and who they were? The names Rachel Scott, Lauren Townsend, and Isaiah Shoels - all popular kids - come up an awful lot, don't they? In contrast, we hardly hear the name Daniel Mauser, a math and science genius who fits the stereotype of the typical nerd. Could it be that Rachel Scott, Lauren Townsend, and Isaiah Shoels were all members of the high school social elite and therefore deemed deserving of more attention? The media's coverage makes it pretty clear how deeply rooted the high school caste system really is in society. Unfortunately, Townsend Harris too has a huge problem when it comes to
cliques. Cliques run rampant here, as do the outcasts. However, in a way, they are much more destructive here than in other schools. Townsend Harris has long suffered from the "it can never happen here" syndrome. The people who deny that a problem exists pose an even bigger problem than those who exclude and hurt others through cliques. The solution to the problem is very simple, actually. What needs to be done is to increase communication between students, faculty, and guidance. Right now, there are only two bodies that attempt to work with students - guidance and the counseling program SPARK. However, neither guidance nor SPARK can be the full solution to the problem due to the fact that they are voluntary and people that really need help will not get it because no one is making them get it. The school's new Tolerance Committee (see p. 7), though a step in the right direction, is also inadequate because it reaches so few students. A solution cannot be effective unless everyone is required to take part in it. My proposed solution is the restoration of enrichment bands. For those who do not know, years ago at Townsend Harris, there were classes called enrichment bands that met during the school day in which students with similar interests (e.g. photography) got together and had a class about that interest.Due to budget reasons, they were discontinued. What I am proposing is a return of enrichment bands, but in a different form. The new enrichments would be a gathering of students, a teacher, and
guidance counselors. Instead of focussing on student interests, they would aim to "enrich" communication between classmates. Each official class would become an enrichment class as well. The reasoning behind this is that the people in an official class will usually stay together from freshman to senior year. The students in the enrichment will therefore be able to get to know each other much better and form an actual relationship with their classmates. The class would be run in seminar format, with students leading the discussions on issues such as school safety, emotions, cliques, friendship, and the like. The official class teacher as well as members of the guidance department would take part in these discussions and thus an open dialogue would start between all three groups. The enrichment bands would be included as part of the curriculum by taking 10 minutes away from all the non-lunch bands that day and using that time to create the new enrichment period. Townsend Harris is at a crossroads. We as a school can either go the way of such schools as Columbine, and fail to acknowledge there's a problem, or we can acknowledge the problem, face it, and solve it. What happened at Columbine can happen here if the problem is not resolved. Until we dispel the ignorance, acknowledge the evil of cliques, and implement a solution that will help to make Townsend Harris a truly loving community for all, Townsend Harris can never be considered a safe or good school.
4
The Classic
June 1999
THE VISUAL ARTS a
Art Olympics tests creativity by BosedeAdenekan For the first time in this school's history, students, escorted by art teacher Anthony Morales, participated in the Olympics of the Visual Arts. Sponsored by the New York State Alliance for Arts Education (NYSATA), this competition provided participants with the opportunity to explore various genres, ranging from performing arts to industrial design, and solve a problem through creating works of art. On April28, 1171 students from 43 school districts throughout the state presented their original entries at the New York State Museum in Albany. The two Harrisite entries, a drawing by junior Yunhee Jeong and an evening gown de-
"We made a navy-blue evening gown, the color of the peacock. We decided to use the peacock because many cultures in China, Japan and India have used the peacock in fashion," said Frank. The outfit, made from crepe paper, had a neckline covered with feathers, like those of a peacock, and a detachable train, adorned with glitter and elliptical patterns that represent the eyes of India. The peacock watches over India; it is the country's national bird. The students also created a hat made of felt. Their creations can be viewed in room 639. "I had to write three essays and give a one-minute speech explaining the research," Frank said. The speech was read while Jenny mod-
Photog rap~ develops e~
Above: Senior Marco Trauzzi inspects his negatives through a light table in room 511. Right: Senior Stephanie Bakirtzis consults with Ms. Polansky on a photograph.
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'It was exciting to see the most creative minds challenging one another to produce the most striking and effective design.'
signed by sophomores Frank DeBellis, Noman Nawaz and Jenny Acasio, received .certificates of achievement and participation. The Olympics focused on originality and brain-storming. In each category, such as painting or drawing, students were presented with a problem which they had to solve by creating artwork. In the drawing category, the problem was first to investigate and interpret how artists utilize positive and negative space when drawing the human form and then create an original drawing that was inspired by the human form. "I researched portraits by other artists like Edward Hopper and Chuck Close," said Yunhee. "I drew faces with charcoal and colored pencils and used facial expressions and contrasting colors to show life." Yunhee's drawing is displayed in the main lobby. It features three women, one young, one middleaged, and another old. In some categories, there was also a spontaneous problem . "I was given a problem on the spot: They took me to see fire equipment," she said. Based on the sights, she had to draw something dealing with human physiology. Yunhee created an object composed of bones, flesh and hands. Earning 33 points out of 40, Yunhee came in fifth place among 17 high school students. The fashion design category differed from the drawing one. Students were required to research flying critters and then create an original wearable garment inspired by the research. The fashion was to be constructed from paper products.
eled the dress. "It was fun," said Jenny. The group of sophomores competed against 18 others, earning a total of 22 points. "It was a learning experience," said Noman. Since this was the first time Townsend Harris has participated in the event, the students, as well as Mr. Morales, did not know what to expect. "It was impressive. There was exceptional performance by the students in a very short time. They began work only a month before the competition while others had two to three months," explained Mr. Morales. The students learned what the judges were looking for: creativity. The students participated in the Olympics after seeing advertisements on the school walls. "I like to draw because I am interested in architecture. It requires freehand drawing," said Yunhee. Similarly, Frank is considering his category, fashion, as a career choice. "The students were self-motivated. I wasn't allowed to instruct them. It was exciting to see the most creative minds challenging one another to produce the most striking and effective design," said Mr. Morales. Some participants are willing to enter the contest again next year. Since Mr. Morales is now a member ofNYSATA, the school will receive the letter of invitation on time, rather than months later. In addition, the students will now have an idea of what the judges like. "I am very ambitious. Next time, I want to get first place," said Yunhee.
Below: A Girl's Jewelry Box Photogram by Stephanie Demas Dimensions 8" X I 0"
by Surabhi Jain Flashes here and flashes ther An art form that is 150 years old coming alive here through the ne photography course taught by a teacher Lois Polansky. The impa of this elective can be felt througl out the school. Students can no be seen with cameras looking f, the perfect picture or in the darl room developing negatives. Tl fruits of this labor, the phot• graphs, are displayed on sever bulletin boards. The main objective of the ph• tography class is to teach studen to take a good picture, develop . perfect it, and matte it. "Studen also learn to manipulate the m dium and use it as a tool for sel expression," said Ms. Polansk Utilizing mainly black and whi film, they learn to translate tl volumes of three-dimension space onto a two dimension plane. Students also learn col• values and how to use shading ar other techniques to view the wor through a gray scale. One of Ms. Polansky's favori projects is the collateral in whi< students create a collection of in ages based on a theme. Evf though photography is a visual ru Ms. Polansky requires a langua1 component in the final product expand the meaning of the wor This can take the form of a ca1 tion or quotation. "I liked the class so much th I am planning on taking a class < Independent Art Study in Photo; raphy next year," said junior Je f sica Bynoe, who enjoyed the ae
Polansky explores power, gender iss1 by Alice Lee title and other phrases. UnderUsing little more than hand- neath the coat, there is more writmade paper, paint and crocheted ing, which Ms. Polansky calls doilies from her grandmother, Lois her "personal comments on life." Polansky, Project ARTS Coordina- The bottom quarter is red, while tor and photography teacher, cre- the rest of the background is ated the artwork, "An entitled pat- light pink. tern 4 Surcoat with Insignia The original colors (gray and Badges." This mixed-media piece, pink) of Ms. Polansky's coat also which currently hangs in the li- disclosed another theme of her brary, explores the idea of power art: gender equality. In ancient through its depiction of an ancient China, all government Officials Chinese officer and his insignia and those who wore these coats badge, which reveals his rank. were men, said Ms. Polansky. Originally displayed in the li- · Therefore, as a believer in equalbrary to greet an anticipated visit ity of the sexes, she decided to from Chinese teachers, which has create an original "hercoat." yet to take place, the square-shaped The golden bands in the artartwork focuses on a black coat, work read: "Rank and Titles are which takes up much of the can- external badges/ windows revas. In the center of the coat are flecting facets of the wearer/ several pink and white doilies. dear-err-2be torn off, looked Text is also a component of the art; through & assumed when the a gold strip on the top and another surcoat/sir/hercoat worn." Ms. toward the bottom highlight the Polansky explained that this means
that some may dress, or adoi themselves to distinguish ther
"An entitled pattern
selves, but, essentially, without tl coats or dresses, we are all tl same and equal underneath.
The Classic
June 1999
OWNSEND HARRIS
Five gain 'insight' at Whitney
elective ression thetic as well as the technical part of photography. "Taking pictures is a good skill to have and by viewing the work that is displayed in the halls, I can really tell that it requires great perfection," said freshman Akshta Kalla. Ms. Polansky confirmed that photography is difficult, but maintains that anyone can do it. She is always willing to help her students. "She finds time to meet with everyone individually," said junior Annie Nandial. Ms. Polansky has been studying art for many years. She said that she was an artist since the day she was born and she feels that art enhances learning. "All art forms are very important to the study of human development because art is the legacy and civilizing force of every society," she said. Ms. Polansky pointed out that, through photography, students can document their lives. "It's an important medium for an artist to know because it expands your vision, allows for another dimension in your work, and is a fast instrument of expression. "Teaching this course has revived my personal interest in photography," she said. Ms. Polansky encourages students to take her photography elective because they get the opportunity to learn a lot about the ordinary discourse of art that they will use in their everyday lives. Sophomore Anjali Gupta said, "Photography is a very personal art. Through it we are able to capture the precious moments i,n life. It is one of the greatest gifts of art."
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Right: Untitled Photograph by Melina Elenis Dimensions 5" X 4.5"
Left: Untitled Photograph by Timothy Gonzalez Dimensions 8" X I 0" -
1rcoat with Insignia Badges"
on in the 1980s while she was researching garments and cultural costumes. "I was always an artist
by Carolina Pruss Leading tours in the corridors of the Whitney Museum of American Art, five students participated in the second year of the Youth Insights Program, a paid internship for high school students. Juniors Eva Raj, Yunhee Jeong, JinHee Chu, Lucy Hong and senior Tanika Williams learned about the program through a notice Projects Arts teacher Lois Polansky received from the Board of Education's Projects Arts Initiative. According to Eva, the main purpose of Youth Insights is getting different people involved in art through interaction. "We want people to come closer to American art," she said. Youth Insights participants try to achieve this goal by giving tours of exhibitions. They study up on any paintings they like in a particu-
lar exhibit and talk with small groups of people about them. "Sometimes you can't get through to everyone because they don't find art relevant to their lives, but others get what you're saying and it feels very good," said Eva. Members also get to meet famous artists. This year's Youth Insights group met contemporary American artist Glenn Lygon, who is known for using text in his work. Yunhee said that it was a "tremendously good experience because the conversation gets very personal. You can basically ask him about anything." After spending six hours a week in the museum throughout the year, members of Youth Insights were recent!y 'graduated,' or transferred from part-time work during the school year to full-time work during the su~mer.
'Speakings' mural depicts 'many voices of language Below: Spanish Villa Photograph by Jessica Desposito Dimensions 10" X 8"
in China through 'Surcoat'
This work of art was part of a series which Ms. Polansky worked
5
who worked with language, as well . as image," said Ms. Polansky. "I wanted to create a surface other than a rectangular canvas." For a primary source of inspiration, Ms. Polansky says that she always researches the art motifs of different cultures throughout history. She contacted Folkora Company in California to obtain an authentic garment and pattern. Having studied Chinese art in college, Ms. Polansky also referred to her old textbooks. The entire production took close to a month and, for Ms. Polansky, the experience was fun and fruitful. "I learned that a garment resembles an open book because the left and right .mirror each other," she said. The ingredients of "An entitled pattern 4 Surcoat with Insignia Badges" are paper, hand-made by
Ms. Polansky from paint, gold leaf, pastels, pen, ink, and the doilies hand-crocheted by Ms. Polansky's grandmother. "My grandmother inspired me to be an artist," said Ms. Polansky. "I figured I must have gotten my talents from her. She gave me her doilies before she died." These were also real plants pressed into the artwork, along with Ms. Polansky's notes, written in pencil because she needed a strip of gray. "Instead of painting the area gray, I would rather use text because I love to write," she said. Historically, clothing from the Orient was made out of the same fiber as paper. In the West, cotton plants are popular suppliers of the fiber that makes cotton . In the East, however, fabrics are produced by bast plants, a climatic plant that contains a different texture and fiber.
by Rachel Nobel Anyone who has ever puzzled over the translation of ancient Egyptian hieroglyphics in linguistics or struggled to recall the cognate of a vocabulary word in Latin can empathize with the challenge of uncovering the origins of language. This coming fall, new light may be shed on the mystery of communication with the unveiling of a student-constructed mural, to reside in the second-floor lobby, entitled Speakings: The Many Voices of Language. Constructed by a group of 20 students under the advisement of artist Elizabeth Crawford and Richard Lewis of the Touchstone Center, a non-profit educational organization that sponsors art projects in city schools, the mural is made up of 64 clay tiles;路 each bearing the image or phrase of an individual student's interpretation of language and its origins. , "It's a mystery how we're connected to this ... thing that developed into language," says sophomore Neggme Elreda, whose tiles include intricate illustrations of words that fall into categories like 'water' and 'space.' "You have to trace back to the very first sound man made." For the students involved in the project, tracing back to man's first sounds meant engaging in weeks of discussion, led by Ms. Crawford and Mr. Lewis, before construction on the mural even began. Reflecting on the language of nature and dreams, sketching illustrations of feelings and music, and shaping lumps of clay to represent abstract ideas, students finally settled on four themes that inspired them and spent weeks carving and painting tiles. 路 Themes ranged from the
simple image of a coffee cup that reads "Words are Food: Feed Your Soul!" to elaborate illustrations of the gradual evolution of language. For junior Tristan Vizcon, whose Tower of Babel spans four tiles, "art is love, and I poured all my love into this project." Creating art about language was "a theme [the Touchstone Center] wanted to initiate in a variety of settings," says Mr. Lewis, who founded the Center in 1969. "We use language all the time. [The mural] is another way of looking at it so we don't take it for granted, so we see it as something remarkable and amazing. I hope it will stimulate people to think ... about language and its role in,our lives, and the role the imagination plays in conceiving language." Townsend Harris is one of three schools participating in the Speakings project, which began three years ago when the Touchstone Center began holding regular workshops with Harris faculty about the life of the imagination. Second-graders at P.S. 20 on the Lower East Side and sixth-graders at Louis Armstrong Middle School in Jackson Heights are involved in creating similar murals, th-eirs focusing on the language of nature. Ms. Crawford, who .last year taught the elective course "Science phenomena through art," hopes that the mural will "give people pause to reflect." "I hope that it will help viewers ask similar questions about language," she says. Sophomore Kendra Thompson, whose tiles paint language as a "bridge that spans dreams and reality," says, "I feel proud to be part of a project where I can come back in 20 years and know that I've contributed to Townsend Harris."
The Classic June1999
6 Pippin, audience find happiness at performance _ _
by Allison Barz
"I want my life to be something other than long." With these words sung by Pippin, played by senior Brian Gruber, the scene is set for the main character's search for self-fulfillment. Pippin, a play based on the "life and times of Pippin [son of Charlemagne, supreme ruler of the Holy Roman Empire]," was performed at an open dress rehearsal on Thursday, May 20 and two additional performances on Friday and Saturday, May 21 and 22. Directed by drama teacher Harriette Blechman, with the help of Assistant Director Judy Biener, English teacher, and student director Dorcas Davis, senior, and produced by Assistant Principal of Humanities Lynne Greenfield, the play documents the humorous search for selffulfillment by the son of the rich and powerful king of the Holy Roman Empire. Captured brilliantly by Brian Gruber, Pippin realizes that he lacks something to devote his soul to, and he decides to find it. Initially attempting to seek glory in war, he comes to the understanding that glory is not what he desires. He soon comes to the same conclusion when he attempts to become interested in life in the country and women. Then he murders his father and takes his place, believing that such a path will lead him to happiness; unsurprisingly, it does not. Finally, after the reincarnation of his father, Pippin falls into deep
_
despair and is taken in by the widow Catherine, played by junior Jessica Bynoe. The son of Catherine, Theo, played by sophomore Dawn Wing, finally draws Pippin out of his depression and
Friday performance. Dialogue ran smoothly, and there were no obvious glitches in any of the scene changes or cues, thanks to the work of the stage crew, headed by seniors Lauren O'Connor and Lisa Tschernkowitsch. c
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Portraying the dysfunctional father and son relationship between Charlemagne and Pippin, seniors Brian Gruber and Michaellnwald perform at the May 20 dress rehearsal of Pippin.
leads him to fall in love with Catherine. The two live happily until, once again, Pippin feels trapped. He is finally made to realize that what he has is sufficient, and there is no need to look farther. Although audio problems surfaced at the dress rehearsal, the technical crew, led by Broadcast Journalism teacher Jeff Spurgeon and seniors Joe Pasaoa and Regina Marasia, solved them by the
Sets designed ,by Gordon Browne and costumes coordinated by Patricia Rosa and Susan Getting created the feeling of each scene. During "Glory," sung by senior Leslie Rosa as the Leading Player, the lighting was effectively changed for each phrase in the song: red represented war and blood; blue represented steel; and white portrayed a "bitter winter."
The comedic aspect of Pippin was captured with enthusiasm. The actors teased and bantered with each other easily and with lewd humor that elicited hearty chuckles from the audience, including comments such as, "I wonder if the mm-mm I'm getting is worth the mm-mm I'm paying," by Charlemagne, played by senior Michael lnwald, and, "Sometimes I think men raise flags when nothing else works" from Fastrada, played by sophomore Bettina Blanchard. Leslie offered many comedic interludes. She sang beautifully and easily conveyed each emotion and joke with a nearly flawless performance. Each actor stepped into his or her character easily, creating hilarious scenes and conflicts. Pippin, although slow to start, quickly became entirely engrossing. The enthusiasm of the cast, along with the excellent musical accompaniment provided by alumnus Henry Wong and seniors Jamie Kern, Nick Calabro and Helen Jan on piano .and senior Terrell Lovell on drums, made the production a satisfying performance, as did the work of choreographer Karen Castellano, senior, and her team of dancers: freshmen Lauren DeVita and Rio May del Rosario, junior Kenny Rubinov and senior Anthony Quintana. Pippin's fimil realization- that he has truly found his own private happinessleaves the audience happy as well.
Ethnic dances delight at annual International Night by Christina Lesica and Emmy Favilla Mystery celebrity guests, French tongue twisters, Martial Arts, the Chinese Ribbon Dance, and other cultural performances were featured at the annual Festival of Nations on April 29. The festival, which allows different cultures to share ethnic dances, songs, skits, and poems, combined both new performances and ones previously presented at the festival. New performances included Irish step dancing in the style of Riverdance, a comical Chinese song about two mice in the middle of a love crisis, and the Filipino dance "Tinikling," which imitated the movements of a bird in a rice field as performers jumped across sticks. Other new acts included the Austrian dance "Hochzeitsmarch" or wedding march, and a series of French poems and tongue twisters, such as "Ces six saucissons sont six sous." Another new feature of the festival involved the mystery celebrity guests, who turned out to be various teachers acting out the Spanish poem "Rimas" by Gustavo Adolfo Becquer. This skit involved attempts by several women played by Joan Walsh, Coordinator' of the Festival of Nations and Assistant Principal of Second Languages, and Ilene Marcus, Assistant Coordinator of the festival and Spanish teacher, to win over the heart of a man, played by Eric LePetit, student teacher of French. Other teachers also participated in several performances. Sara Laderoute,
Spanish and Latin teacher, dressed up for the Japanese Fashion Show. During a modern Greek Dance, Suzanne Iordimou, Assistant Coordinator of the festival and Spanish teacher, and Stella
"Gaudeamus Igitur," a Latin drinking song, were also included, as well as a variety of Greek, Israeli, and Indian dances. Another tradition, the finale, was
Upholding a tradition at the annual Festival of Nations, junior Hai Phung Tran, seniors Raquel Look and Nora Chan, and junior Elizabeth Mo perform the Chinese Ribbon Dance.
Kartas, school aide, started dancing with the other student performers. Ms. Marcus joined the Israeli Dance. "Old" performances which have become traditional for the festival, such as the Chinese Ribbon Dance, the Korean Fan Dance, the Japanese Sakurathe Cherry Blossom Dance, a play about the death of Julius Caesar, and
cancelled, however, since the festival was running late. The finale would have featured all the performers holding hands and walking up to the stage to the song "The Colors of the Wind." Next year, to avoid such a problem, Ms. Walsh said, "We're going to try to limit it to only one dance or performance per group." A half-hour delay due to minor
technical and backstage problems also contributed to the time problem. The three masters of ceremonies, juniors Patricia Maloney and Nefertiti Lovelace, and freshman Anthony D'Souza, led the Festival. Along with the masters of ceremonies, announcers from the performing groups described the tradition behind each act. One of the performers in the French portion of the festival, sophomore Lucas Krolak, said, "It made me happy to be part of an event that illustrated the richness of different cultures, but at the same time provided so many people with a universal entertainment." Also enjoying the festival was sophomore Justyna Choinska, who said, "The show was really fun and well-coordinated." Sophomore Belma Koprencka, another enthusiastic member of the audience, admitted, with a laugh, "I gett in trouble for yelling out my friend's name." Though she thought all the acts路were beautiful, Ms. Walsh was particularly impressed with the Chinese Ribbon Dance and the Korean Fan Dance because "they were the most colorful." The student performers often practiced in the lobby before or after school. Ms. Walsh admitted that the lobby was often crowded but also said that most studtmts had no problem respecting each other's boundaries and enjoyed working with one another, "which, in the end, is what the Festival of Nations is all about."
The Classic June 1999
7
Tolerance committee tackles youth violence by Rebecca Munoz "Baby steps" describe recent efforts made by the newly formed tolerance committee to identify social problems plaguing Harrisites and find solutions, , according to Stephanie Epstein, the advisor of SPARK, an organization promoting healthy teenage lifestyles. The committee, comprised of five faculty members and 11 students, has met once a week for four weeks to discuss recent tragedies among teenagers across the nation and their relevance to students at Townsend Harris. The committee's main goal is to ease communication between students and faculty and was formed in response to the death of 15 people in Littleton, Colorado, after two teenage boys shot one teacher, 11 classmates and then themselves on April 25. The fear and concern that this type of violence could also happen within the walls of Townsend Harris was the prime motivation for ere-
ating this discussion group. Junior Anne Zangos hopes that the committee's efforts will "unite the student body." At a recent meeting on Thursday, June 3, stress was identified as a major problem among Harrisites and the source of much negativity among students. Michelle Nudleman,junior, said, "When people are stressed, as many people in.this school often are, they tend to snap." Ideas to alleviate stress and other problems were also discussed. History teacher Myron Moskowitz suggested that students who are interested in both relieving stress and meeting people could do so through community service and reminded the group that seniors have the opportunity to work with the autistic students in this school building for PD credit. Students learned of the formation of this committee through the peer negotiation club and a consecutive council meeting. It is currently under the ad-
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visement of Thea Cohen, social worker, the school day for a discussion in difMs. Epstein, Mr. Moskowitz, Wanda ferent classes in the school. This would Nix, advisor of peer negotiation, and hopefully encourage interaction beSheila Orner, Assistant Principal of Pu- tween different groups of friends and pil Personel Services. Membership has allow students to express their feelings. grown since the first meeting, and stu- Participants would then be able to idendents seem to be interested in the tify any student who seems particularly group's activities. unhappy. Ms. Orner suggested inviting Upon hearing of the committee, jun- a graduate of Townsend Harris who is a ior Paul Bruno said, "I think that the member of the Anti-Defamation formation of this kind of organization League, a group that tries to ease tenis really worthwhile. Just because it sion among different groups by promotdoesn't seem like much violence can ing tolerance, to speak and help train happen here doesn't mean it won't." teachers in leading these types of disJunior Alejandro Fernandez, a commit- cussions. Ms. Orner said, "Whatever we tee member, said, "It is the first step to- decide, we are at least beginning to inwards a solution since you have to ad- vestigate some avenues for safety." dress problems before they can be For the remainder of the school year, solved. However, I really don't think the group hopes to simply familiarize it's doing anything at the moment." itself with the problems Harrisites face Yet, the group has discussed some · today and to brainstorm ideas on how solutions to the threat of violence in to make the school a safer place, so the Townsend Harris. The most popular focus of the school community can be idea so far has been to allot time during on learning rather than safety.
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The Classic June 1999
Boys'. ~S.•:flba/1 · team finishes . . . t.500 .
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by Brian Grifting The Boys' Varsity Baseball team ended a long season of ups attd downs on a ~a note May 18, holding off Queens V<>eati0nal by a score 0f ltfr7. Despite a slow start, the Hawks kept the game close with good defense and an-
other sold start by senior pitcher Greg Lew. The Hawks broke a 66 tie in the bottom of fhe sixth in-
ning when Junior Anthony McCoy scored from third base after an attempted throw b-ack to third sailed into Jeftfield. A solo homerun by soph&:mo.te John Vourderis followed by a two run shot by senior Ante Mustac put the Hawks ahead for good. The Hawks. wno had been eliminated from playoft' contention since a loss to Flushing on May 14; kept their corn,petitive spirit alive for tile r.emarnder of tile season. And once again,'in thdr last mee't~ ing with ~~~st Ws. for what it's worth, they proved that they could compete W:ith the·division~~ . best They t~a one nm "'""-·t'"'-. • -· ,_,: . ... , ....). ,.--:>.:t"' '"r this ·gamtl · JUnior Gteg.g
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enth to giv~ them tb.e semes.sweep. Tuesday,•s '\\!~ 9:Vet~~:V<r cational en~ a tougll stretc~ of five games ill seven daja fo{the Hawks. whe finished tb~· 'season with a record 6w6. And altho\lgb their goal to make the playoffs, a .500 record and third place in ~.e B Division is an impressive feat for a team in its first season. "Even though we djdn't make the playoffs, we had a real produc.ti:ve year for our iO:~'Qgural season/' said,. Erspamer., who led' th.e. team with a .410 batting average. With its first se,t\Son under its belt, the Hawks will hone to improve over the lo,p g off-season. Since two s~ng pitchers, Ante Mustae and Greg Lew, are graduating year; tbe Hawb witi need to fill those slots for next sea·The two' remaining pitchers on thiS year's Staff wiU pray ahjg role in the future .. Anthony MeCoy onty·niaae'one appear~. but lie
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relief appearances against Queens_ Vocational and Forest Hills, will also b-e impoJ.tant. Sophomeres Larry Manis and Michael Y.irllli have expressed in~rest in pitching and are also candidates f-or next year's staff.
G·irls' softball playoff run ended by Eric Trager Dina Parise was once again a team play. Right-fielder Arielle Frost proWith two runners in scoring position, leader, registering 225 strikeouts in i26 vided a strong and reliable bat early in trailing 2-0 with nobody out and the top innings, tossing two no-hitters, and only the lineup. Kristy Von Ohlen once again of the batting order coming up, the Girls' allowing eight earned runs for an ERA was solid in centerfield, and Ceraulo Softball team appeared to be in an ex- of 0.90. Kristina Casper, the first was very pleased with his leftfield placellent position to advance past the baseman, set a school record with 10 toon of rookies Jessica Sharoff and quarterfinals for the first time in -four homeruns and batted .459. Shortstop Mare! Temiz. Catcher Lillian Bloch years. However, after Mary once again was impressive at DeCicco grounded out to the bl) the plate, batting .310 with 3 pitcher, Arielle Frost struck out II•· · o i l ' ' •. ,~ : •' • • •. ~ doubles, and 12 RBis. bl) .1,,.1;, I 1 \ 1•'1 on a 3-2 count, and Kristina § In the playoffs, the Hawks . "'' . Casper grounded out to the sec~ had made a very impressive run ond-baseman, who made an imbefore their defeat in the pressive backhanded stab, the \,£ quarterfinals. In the first round Hawks packed their equipment ~~ versus Wingate, Parise tossed and left the field silently. if a no-hitter and struck out 13 We totally lacked intensity," batters in five innings as Harremarked a very disgruntled ris won 14-0. The Hawks decoach Larry Ceraulo. "Dina feated John Adams High [Parise] out-pitched them, but School in the second round by they totally out-fielded us," he a score of 13-1, as Parise threw added. another gem and struck out 10 The Hawks were unable to batters. However, as the ofhit in the clutch in their exit from fense cooled off in the the playoffs, and did not convert quarterfinals, the Hawks fell. any of their four at-bats with The Girls' Softball team runners in scoring position. In now looks ahead to a future Dina Parise's final high school without Parise, their ace game, she lasted the full seven pitcher, who has received a innings, yielding three hits and $25,000 scholarship to the Unione walk, and striking out nine. versity of Pennsylvania. In The two runs she surrendered Senior Dina Parise dominates in a game earlier this season. She four years on the Girls' Varsity would go on to record 225 strikeouts to put her over the I ,000 mark were unearned, coming on er- for her high school career. Softball team, Parise won over rors by herself and catcher 60 games, struck out over 1,000 Lillian Bloch. Mary DeCicco led the team in hitting batters, threw four perfect games and 25 Despite their fourth consecutive (.472), runs scored (41), and collected no-hitters. Debbie Gopstein, who quarterfinals loss, the Hawks gave 29 RBis as she solidified herself as the pitched very briefly for the Hawks this Townsend Harris a season to remember. lead-off hitter. All three- Parise, Casper, season, appears to be the frontrunner to After finishing with an undefeated 14-0 and DeCicco - were nominated to replace Parise next season. If she can divisional record and a 22-2 record over- Newsday's All-City All-Star Team. dominate in similar fashion, Ceraulo Overall, Ceraulo was extremely will have a team which will once again all, the girls finished first in their division for the eighth consecutive year. pleased with the team's regular season be potential champions.
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Prinz, Einhorn lead tennis team to 3rd place by Brian Griffing For the Boys' Varsity Tennis team, it was another successful season of competition in the Queens Super A Division. Although the team failed to make the playoffs for the third straight year, they finished an impressive two games over .500 with a record of 6-4. The only losses came against division winner Cardozo and second place finisher Francis Lewis, and the losses to Francis Lewis were very close matches. The team was led by seniors Robert Prinz, who had an 8-2 record in singles matches, and Elliot Einhorn. Their accomplishments have extra significance
because they competed against all of the top players this year. Junior Divya Narendra was also a big contributor this year, one of his accomplishments being avenging an earlier singles loss to Forest Hills by winning against the same player in a later match against Forest Hills. Doubles partners sophomore Josh Rosaler and junior Andrew Franklin, and juniors Ian Katz and Jared Melzer, helped the team by winning a lot of close matches. For next year, the team will have to cope with the losses of its gradmiting seniors. "We have a relatively young team," said coach James Murray. By
next year, the team will have hopefully benefitted from a year's experience. Among the prime beneficiaries is Narendra, who will finally get to face seniors as a senior, after spending his entire high school career playing against seniors as an underclassman. Even with the losses of Prinz and Einhorn come next spring, Murray still feels his team can win with the rest of his players intact. "We're still a pretty balanced team," said Murray. "Every player just needs to keep playing during the offseason and get a little bit better," he added. ;.
'Sweet surprise':
Girls slam their way to tennis quarterfinals by Mark Von Ohlen The Girls' Varsity Tennis team lost to Mid wood in their quarterfinal match, making it one round farther than last year. With a final record of 7-2, the team's only losses came from topseeded Cardozo in the regular season and from Midwood This year's squad was led by five fierce senior starters: Jodi Horton, Eden Cruz, Sandra Chang, Sara Yun, and Erika Strochlic. The team will remain
strong next year, though, because there are many talented underclassmen, in-· eluding sophomore Maya Fayfman, all of whom started this season. Though the girls' team was expected to win every match except the one with Cardozo, making it to the quarters was a sweet surprise. After last year's loss to Tottenville in the second round, this season gave the girls a chance to bounce back. Strochlic says the team practiced
hard all year and had overwhelming support from their coach, Rachel Ruisi. "She was always cheerful, always consoling, always motivating," she added. Ruisi even took off her work shoes and changed into ~er sneakers to play with the girls on the court. Next year, with the graduation of five seniors and a new class of freshmen coming in, it is uncertain what the team will look like, but you can be certain they will be ready come next spring.