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October 14, 2011 Volume 109, Issue 5

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Council Begins to Define ItselfStudents and faculty collaborated at the first meeting of the Community Council this Thursday. Laurence Ge/Photography Editor

Balance In School, Home Stressed in State of School Address

The Community Council spent most of its first meeting discussing voting procedures, representation, meeting times, and logistics. The body unanimously elected Max Moran (12) as chair, Alexander Daniel (12) as secretary and Justin Bleuel (11) as webmaster.

The members of the council said they are working to give the new body an identity. “The students and the teachers are going to decide what this organization will be,” Moran said.

Upper Division Head Dr. David Schiller opened the meeting by describing two ways of looking at the council: with fear – “Oh my God, we don’t know what we’re doing,” or with excitement – “Oh my God! We don’t know what we’re doing!” Moran said after the meeting, “What we know for sure is that we do not want it to be the Governing Council.”

But the CC has a long way to go

before it can fully supplant the GC, James Ruben (12) said. “During the meeting everyone was saying, ‘Well, this is what the GC did... Can we do that here? We’ve had such a focus on becoming more efficient by shifting from the GC to the CC, my worry is that when we don’t really have much organization, our conversations will become circular and we won’t really be able to push forward with as much purpose as we may perceive,” he said.

Council members discussed the role of clubs, sports teams and publications in the new CC. Dr. Delanty had invited several of the larger student organizations that she said would “represent a good portion of the student body.” to send members to the CC meeting. The majority of these organizations did not send representation. The elected representatives and the representatives from organizations who attended discussed whether or not to grant votes to those who attend meetings but who are not elected representatives.

Dr. Delanty noted that the CC will be doing significantly less voting than the GC did, and the question has been put on hold.

“The Community Council is so much better than the GC because the GC was intimidating,” Dance Company President Shakea Alston (11) said. “I went to one meeting last year and the organization was just not there. In the GC, people would come up with ideas and other people would like them, but when it came to implementing those ideas, nothing ever happened.”

Members said they have high hopes for the future of the council and the next generation of representatives. “It will be interesting to see how the freshman react to issues without the knowledge of the GC or experience of being on the GC,” Representative Jay Rappaport (10) said.

Ruben also said the freshmen will be significant in breaking away from the GC. “The freshmen have a clean slate, and kind of a fresh perspective on our new Community Council,” he said.

Colin MarkStaff Writer

Courtesy of Allison EssnerDr. Tom Kelly emphasized the importance of time and maintaining a balance between home and school during his State of the School Address.

Head of School Tom Kelly encouraged students to participate in school while maintaining their home relationships when he delivered a speech to the Parents Association Tuesday. Known as “the State of School address,” the speech focused on students’ limited amount of time that needed to be divided appropriately between school and family.

Kelly emphasized the idea of “the Home-School partnership,” describing the term as the balance between school and family. “This year’s message had to do with “time” and making sure students have the time to successfully navigate, and enjoy, and all that HM has to offer,” Kelly said in an email to The Record.

“I asked those present to think about how families plan and use their time outside of school,” said Kelly. “Does it support the HM experience? Does it allow sufficient time for developmentally appropriate play or socializing? Does the student have some control over how his or her time is being allocated outside of school? Is time being used efficiently, wisely?”

Kelly and chair of the board of trustees Steve Friedman gave parents information about what is new at school and what the school

hopes for its students this year. Friedman described general

differences in the curriculum this year, including the administration’s increased focus on science, technology, engineering, and mathematics.

These initiatives will encourage science and robotics students, he said. Friedman also introduced the new courses that have been added to the curriculum such as AP Human Geography.

“We are very excited to have these new additions. We are already a great school without these programs, but we’d be that much better with them,” Friedman said. “I think we are well on our way to seeing the importance of an interdisciplinary curriculum,” Kelly said.

Kelly introduced the idea of a Strategic Thinking Document, which would be open to families and used to direct the school’s priorities.

“Our main priority is to provide the best education to our students across divisions as we possibly can. We want to help kids get ready for college academically and socially,” Friedman said.

“Every year we want to know how best to strengthen the ‘Home-School Relationship’,” Kelly said.

Tom EngStaff Writer

Sports Conflict Puts PSAT on WeekdayAlex FineStaff Writer

Juniors filed into Prettyman Gymnasium Wednesday morning for what one student called “the first time I’ve taken any sort of SAT practice test.” The PSAT had been scheduled for this Saturday morning, but the date was moved because of scheduling conflicts, administrators said.

Many varsity athletes will be competing at Poly Prep’s Homecoming tomorrow, students would not have been unable to take it on the 15th. If the date had not been changed, “We

would have been forced to tell families that they were on their own in finding a place to take the test,” eleventh grade dean Dr. Jessica Levenstein said.

The test “allows students to practice sitting down for several hours, and immerse themselves in a test taking environment,” Levenstein said. Students who score exceptionally well on the test are able to apply for the National Merit Scholarship, a grant which helps qualifying students pay for their college education.

For many juniors, the PSAT marks their formal introduction to the college

process. Others, such as Byron Lee (11), described the exam as a continuation of previous studies. “I’ve taken a lot of SAT practice tests on my own,” Lee said.

Some students said they decided to have fun with the test. “Volleyball’s team spirit that day was to wear pajamas,” Rachel Lander (11) said, “but I decided to come in a Kimono.” Lander said while the outfit was for her team, it applied to the PSAT as well, and wore it with pride. Jeff Barg (11) also wanted to dress up for the exam, but “my parents thought it would be better if I took at least a few tests this year seriously.”

in this issue:

5/arts3/NEWs 8/lioNsdEN

2 The horace Mann recordFriday, October 14, 20112

The Horace Mann RecordEditor in ChiefSarah Pyun

Managing EditorChristine Kim

Production ManagerBaci Weiler

NewsJenna Spitzer

Elizabeth Weingold

Lions DenMatthew CottThomas Kim

FeaturesAmbika Acharya

Opinions & EditorialsCourtney Hodrick

Arts & EntertainmentHillary Winnick

Middle Division Olivia El-Sadr Davis

MultimediaAramael Peña-

Alcántara

Photography EditorsRachel Essner, Laurence Ge, Justin Gilston, Kimberley Sarnoff

Faculty AdvisorDr. Glenn Wallach

Senior EditorEden Sung

Editorial Board Volume 109

For a complete listing of our staff, please visit:record.horacemann.org/masthead

Letters Policy: The Record welcomes letters from its readers as part of its commitment to an open forum. Letters can be submitted by mail (Letters to the Editor, The Record, Hor-ace Mann School, 231 West 246 Street, Bronx, NY 10471), e-mail (record@horacemann.org), or can be left in the Record mailbox in the Deans’ office. All decisions regard-ing libel, anonymity, length, and clarity are subject to editorial discretion. All submis-sions must contain the writer’s name to verify authenticity and should be limited to 250 words. All letters will be printed on a first-come, first serve basis, space permitting. To be considered for publication in the next issue, letters should be submitted by 4:00 on Wednesday afternoon.

The Record is published weekly by the students of the Horace Mann School during the academic year. As a student publication, its contents are the views and work of the students and do not necessarily represent those of the faculty or administration of the Horace Mann School. The Horace Mann School is not responsible for the accuracy and contents of The Record, and is not liable for any claims based on the contents or view expressed therein. The opinions represented in the Op-Ed section are those of the writers and do not necessarily represent those of the editorial board. The editorial represents the opinion of the majority of the Editorial Board. All editorial decisions regarding grammar, content, and layout are made by the Editorial Board. All queries and complaints should be directed to the editor in chief. Please address these comments by e-mail, to record@horacemann.org. For information about subscribing to The Record, please visit record.horacemann.org/subscribe.

Everybody in South Korea knows that falling asleep with a fan turned on will kill you; it will steal your oxygen, and cause you to suffocate. Government endorsed fans are sold with built-in timers, that

will cause them to turn off after a certain amount of time, ensuring a safe sleep. The concept of “Fan Death” is supported by the media, by the government, and by scientists; however, if you’ve ever spent the summer in New York City, you’ve probably fallen asleep next to a fan and can confirm that you were very much alive the next morning. So what gives? How could an entire country be fooled into fearing death by fan, something so obviously ridiculous to us? It makes you wonder what fallacies plague our own country.

The other day, I was walking through Central Park, and I overheard a man joking around with a group of friends. “Transsexuals are DISGUSTING,” he says loudly, his friends roaring with laughter. “They actually cut off their... I mean, that’s just GROSS.”

This strikes me as one of the main delusions we entertain in America. From day one we’re taught that gender is rigid, and we grow to accept that gender fluidity is freakish and “disgusting.” This concept is reinforced by the media, and seldom corrected. Many of us can’t directly relate to being transgender, so we build up an understanding of gender laws based on TV shows and our own limited experiences.

Similarly, someone in South Korea might think, “Well, I turn my fan off at night and I haven’t died yet, so I must be avoiding fan death!” But you actually haven’t proved anything, because there’s still a whole spectrum of experiences out there that you have not, and may never, face.

Anyway, as I kept walking through the park I thought to myself, “This guy is wrong, wrong, wrong! I can’t stand how wrong he is.” Later that night I related the story to a friend of mine, who wryly responded, “Yeah, I hate when people have opinions that aren’t mine.” This thoroughly pissed me off.

“But he’s wrong. Trans-sexuality isn’t disgusting.”“It’s an opinion. An opinion can’t be wrong.”

I had no response to this; my friend was right. An opinion cannot be wrong, because that that would violate the very definition of an opinion. An opinion is a judgment based on personal knowledge, and personal knowledge does not need to be “correct.” The second we give ourselves the right to categorize opinions into right and wrong, we open up the door to all sorts of scary possibilities; we begin to place opinions in the same vein as facts.

So if this guy isn’t wrong, then what is he? Something is definitely up with him, because going around loudly deriding a group of people is never okay in my book.

The second we give ourselves the right to categorize opinions into right and wrong, we open up the door to all sorts of scary

possibilitiesI think he fell into the same opinion-fact trap I did.

Except, he fell in a different direction. While I walked away thinking “his opinion is wrong,” he was sitting there thinking “my opinion is so right!” The way he declared his beliefs, he was treating them as facts, just as I had. He had left no room for other views. Most of us don’t preface all of our statements with disclaimers like “This is my opinion, I acknowledge that there are other opinions, and I know that opinions are inherently biased,” but a lot of the time we keep this idea in the back of our minds.

However, when this concept slips away, we enter dangerous territory. In some cases, the territory is more dangerous than others. It’s not dangerous to think that Chocolate S’more PopTarts are disgusting1 and that everyone else should think that too, but it’s very dangerous to think a certain type of person is disgusting if you consider your opinion the end-all-be-all of the matter. This danger is easily avoided through open mindedness. So that’s the message I’ll leave you with: keep an open mind, seek out opinions that differ from your own, and don’t be afraid to sleep with your fan turned on.

1. Because they are.

I used to think that religion caused more trouble than happiness; even if Moses did part the Red Sea, I found religious stories useless and inapplicable to our modern world. While I did have a Bar Mitzvah and I do identify myself as Jewish culturally, I never saw it as an integral part of who I am.

This summer, my opinion on religion drastically changed as I recognized that my thoughts on the religion had been misguided. Contrary to what one might expect, I did not go to Israel or another place associated with faith. I went on a program to Namibia, a sparsely populated, economically depressed, sub Saharan African country.

My first interaction with religion was my first day in the country, when my group was paired up with a youth group from the local church. Even though my program had no religious affiliation, and no one on the trip was religious, I found that our work would have been impossible without the help of the local church to organize activities, such as soccer games and boat rides, which made the trip unforgettable.

Some who went to HM in eighth

grade will remember from history two characteristics of many religions: an explanation of the unexplainable and a code of ethics. The latter made a relationship between privileged students from the first world and underprivileged teenagers from the third world possible and successful.

The hospitality and respect we were given was remarkable. Although these kids came from complete different socioeconomic backgrounds than we did, marveling at our cameras and sunglasses, they were thoroughly interested in becoming friends with us, treated us as equals, and were not jealous of us in the least.

I would have never thought that this had anything to do with religion until one Sunday, when our group went to church. There I saw the most powerful aspect of religion, uniting a community. People walked more than three miles to come to the service and almost everyone from the community was there. All the elders shook our hands and I felt accepted by the locals. What

makes this occurrence even more remarkable is that Namibia is one of the most unequal countries in the world, with deep-seeded racism and tremendous income inequality. Whites account for less than 1% of the population, but own 50% of the arable land.

I realized that the statistics, such as a 15% AIDS rate or 51% unemployment, didn’t matter. It was their spirit and attitude, based upon their religion, that had helped them get through tough times, like a 100-year struggle for independence.

The church organized events, such as saving the community from flood waters, and allowed everyone to work together. When we went to other regions in the country, I felt like an outsider, and out of place, but I was always welcome at the church.

It doesn’t matter what god or scriptures one follows; religion guides people’s action with an ethical code. So there I sat, a Jewish kid in church in rural Namibia, having discovered my own meaning of religion.

Opinions & Editorials

Your Health Is No JokeWere you really sick last Wednesday? We’ve heard that there’s a virus

going around too, and we believe you. The stress of using weird napkin tissues around the school overwhelms you. We know that there are leprechauns that will attack you if you come to school on testing days/any day. We know that you don’t like being chased by leprechauns. We get it, but you can’t be sick all the time.

Eventually you have to get over your fear of green things and come back to Clark field. Tests, quizzes, quests, in class essays, or presentations do not carry bacteria. And we know you wash your hands thoroughly before each meal you eat, so honestly, what are you catching? Because it’s not a ball.

The school year has only just begun, and we should take care not to burn ourselves out before the end of the month. School work is no doubt important, but the important lesson to keep in minds is to balance our lives, take cups of coffee in moderation, and make sure we get more than six hours of sleep -- on the weekends. Stay at home if really can’t get out of bed. These tissues can’t handle it. Your germs are one thing you don’t have to share with your classmates, and unless you’re David Blaine, you cannot change your body temperature at will.

Life is hard. That’s why we have hell week, and why Paris Hilton breaks a fingernail sometimes. But you need to stop hiding in bed from your future - why are you hiding? There’s nothing to hide from, because either way you will have to take that test and either way you will receive a grade and either way you will still have a life. Why are you waiting to live it?

Chloe Ts

ang/

Staff A

rtist

Uniting Behind Faith:It’s About Community, Not Creed

Speak Your Mind but Keep It Open

Evan Reinsberg

Katie Bartel

The horace Mann record Friday, October 14, 2011 3News

This Thursday, Lower Division Language Coordinator Monica Merlo hosted the first Pilates class of the year for all HM faculty and staff, with the hopes of continuing the classes throughout the school year, she said.

Merlo, a certified Pilates instructor, received a grant this year to hold the weekly class. “It’s a nice thing for us teachers to have a place after work where we do something as a group. It brings us together in a different way,” she said. Teachers of any age will be able to participate in the class, as it is tailored towards the individual abilities of the students, she said. It also will provide a more accessible way for teachers to exercise, whereas joining the gym is often a big commitment, Merlo said.

Merlo also expressed an interest in bringing Pilates to the student body, and would be interested in

teaching a gym class, she said. Pilates has been experimented within the physical education program over the past few years, but has not been a permanent feature, Athletic Director Robert Annunziata said. First Grade teacher Jean Eifert, who has taken

classes with Merlo in the past, had the idea of starting an after school club, especially for those students not involved in team sports. “Some of us just enjoy getting our exercise in a quieter environment,” she said.

Pilates, originally designed by Joseph Pilates in the early 1900s as a rehabilitation program for people who had been injured, focuses on building flexibility and strength. Eifer said that

she indeed feels stronger and more flexible since she started the classes. More specifically, Pilates “helps you be more in tune with your alignment,” Merlo said, and is “both a body and mind workout.” Annunziata said the Pilates’ primary benefit is “targeting

the core muscles that work in unison with superficial muscles,” and that “strengthening this area stabilizes the entire torso.”

Although Merlo plans for these Pilates classes to occur on a more regular basis, she has taught classes for teachers in the past, and these have received very positive reviews from teachers. “She explains the exercises in detail and illuminates the

subtleties of the poses,” art teacher Susan Feldman said. Eifert described her as “a wonderful teacher, patient yet encouraging her Pilates students to push themselves. She is so gentle and mindful of each student’s abilities and limitations.”

Both teachers also believe the classes have a useful function in the post-academic setting. “All the teachers could benefit from a little “de-stressing” at the end of the day” while also “getting the benefit of physical exercise,” Eifert said. Eifert likes the “calm, quiet meditative atmosphere, especially after a hectic day in first grade.” Feldman said, “teaching art is a very physical as well as mental experience and Pilates has a positive impact on all aspects of my life in the classroom.”

“I love to teach and I hope that people who are going to attend will get out of this what they want from it,” Merlo said.

The Independent Study Seminar, according to a former student in the course, “is a class where you can get credit for doing what you previously used to procrastinate,” program director Gerri Woods said.

Having just started its twentieth year, what was once a small-scale initiative by the Committee on Instruction has grown to a class with two sections, and a strong presence on campus, Woods said.

Last Tuesday, Olivia Spector (12) presented on her research and experiences “writing a children’s book explaining breast cancer to kids,” shaping information about the disease into an enjoyable story, she said.

“Asking everyone to consider kids’ books from their childhoods and how they get a message across,” Spector then compared these stories to a clip of the PBS series Reading Rainbow, which gets a point about racism across much more directly, said Woods, Spector’s teacher – and her faculty advisor for the project.

Spector then split the class up into groups, instructing them to write their own humorous ‘mini-stories’ to educate elementary school-aged readers about issues like global warming and body image.

Part of the appeal of the course is that “it rewards cooperation, not competition. For a class to really succeed, the kids need to do the homework and embrace a topic with open minds,” Woods said.

This collaborative atmosphere is what makes Independent Study “much more relaxing than any other course,” Spector said. “It’s not learning information to do well on a test,” it’s learning something your classmate is extremely passionate about, just for the sake of learning.

Like many of her classmates, her project stems from a close connection to the topic, as both her mother and that of a good friend’s were diagnosed with breast cancer during Spector’s fourth-grade year.

“My parents protected me from it. They would explain to me why my mom couldn’t drive me to soccer practice or why she was feeling tired, and did it all without scaring

me,” she said. “I want the book to have the same effect on little kids; it’s a fun, calming explanation.”

Her project began long before this week, however, as she started planning for the course by meeting with Woods, and the other section’s instructor, computer science teacher Janet Smith. Together, they refined Spector’s interest into a concrete curriculum for the year, and found a faculty advisor to guide her through the experience of research and writing a picture book.

While students, like Spector, are mentored by Woods or Smith, many others meet with a faculty member who has a background relevant to the project’s content. Math teacher and sports fan Nick Perry is advising Matt Cott (12) in his work on sports statistics, for example.

“It really reflects on the generosity of the faculty for participating in the program as mentors. They’re giving up their own free time” to help students in the class, “and that’s really inspiring,” Woods said.

News

Spanish teacher Monica Merlo, a certified Pilates instructor, directs her first pilates class of the year for teachers and faculty.

Molly Wharton Staff Writer

Florence Ngala/ Staff Photographer

I like the calm, quiet, meditative atmosphere, especially after a hectic day in

first grade.

Teachers Stretch in Pilates Classes

Debaters Gain Experience

After successes at a recent Yale conference, members of the Debate Team say they are looking forward to their next chance to reach the highest level of competition in the region. The team gained experience and knowledge during the three-day event last week.

At the Yale conference co-Captains Alexander Posner (11) and Nathan Raab (11) were ranked the 16th best out of 160 competitors. The showing moved them closer to attending the national circuit, “Tournament of Champions.”

Co- President Daniel Lopez (11) said that everyone “needs to research future topics in more depth so that the members will learn how to think on their feet and be ready for any curveballs thrown at us.”

After attending the conference, Gabrielle Reid (11) gained a lot of experience from debating against some high quality opponents at top teams in the country.

Lopez and partner Jay Palekar (11) won three but lost three, preventing a procession into the later stages of the competition.

Other debaters such as Alex Cogut (11) and Reid are looking forward to more success in future competitions because they lost five and won one.

Faculty Advisor Susan Groppi “wants the kids to feel more comfortable and confident about public speaking.” Although winning awards would be a great bonus, Groppi hopes that the students are able to “develop their intellectual skills about debating and making a rational argument.”

While Model UN and Model Congress “place more focus on leading a group of people, Debate places a greater focus on the oratorical skills of individuals,” Lopez said.

The Yale conference “was great because I saw everyone perform so much better at the end and improvement is something we really value,” Raab said.

Diana LiStaff Writer

Teo Armus-LaskiStaff Writer

Students Explore Passions Through Independent Study

Emma Maltby/ Contributing Photographer Thomas Foster (12) presents his independent study concerning art history.

The horace Mann recordFriday, October 14, 20114 FeaturesFeatures

When it comes to watching television, Max Moran’s (12) weekly lineup is ‘Family Guy’ on Monday nights, ‘Castle’ on Tuesday nights, ‘Glee’ on Wednesday, ‘Modern Family’ on Thursday, and ‘Parks and Recreation,’ ‘30 Rock’ and ‘The Office’ on Saturday nights,” he said. He watches all these shows on Hulu from his computer, as does sixty percent of the students in a Record poll.

Before accessories like DVR, TiVo, Hulu, and Netflix became popular, the only means of watching television programs was on a television set. People planned their days around specific events on television, such as “Seinfeld,” “General Hospital,” The World Series or Clinton’s inaugural speech. If someone knew he or she was going to miss a show, he or she would have to plan ahead and record it on a VCR. For Molly Minter (9), who watches a lot of shows, “Hulu is practically a life saver,” she said. Because of the convenience of quick-access television, television boxes are becoming obsolete.

Distributing time between homework, practice, extra-curricular commitments, and favorite television shows is no effortless task. For students like Danny Ehrlich (10), watching television online is a better method than watching on a television set where it is too easy to lose track of time, he said. Online television can help with that issue, since websites show the length of the episode so one can keep track of time, therefore making online television more time efficient when students have a lot of homework, he said.

However, there are other students who manage their time to fit around the television schedule. Mariel Covo (12) whose favorite shows include “Lost,” which is no longer on the air, watches “Dexter,” “Law and Order SVU,” 30 minute sitcoms such as “How I Met Your Mother,” and late night shows like “Chelsea Lately,” she said. “I receive

a lot of motivation to finish my work early so I can watch television at night,” she said. I watch about one hour or so of television a night. However, I don’t sacrifice my work to watch television. I DVR everything, so on Fridays, I will catch up on anything I had to miss,” she said.

After a long day of schoolwork and other activities, watching television is a relaxing way to unwind, Kim Sarnoff (12) said. “People read books; I watch television, and I know books and television aren’t the same thing, but it’s like a way to do something different for a while. I’m not the kind of person who watches mindless cartoons. I try to watch shows that are in some ways mentally engaging, that require you to like pay attention,” she said.

For English teacher Dr. Deborah Kassel, who plays piano and is studying Arabic during her free time, “relaxing is getting absorbed into something and losing the immediate time space continuum, and something that takes over my entire presence, and television doesn’t do that for me. It doesn’t free me from the daily grind,” she said.

Students’ television usage isn’t only limited to entertainment. “On weeknights I watch the news,” Maurice Farber (11) said. When it comes to the news, different mediums are more appropriate for certain subjects, he said. Although the news still broadcasts, many students are using newspapers to find out what’s going on in the world. “I read the New York Times, the Huffington Post and The Economist on my iPad,” Moran (12) said. Roya Moussapour (11) gets her current events at the dinner table with her parents or she’ll read the newspaper, she said.

Aside from scripted shows and broadcast news, some students like Maurice Farber (11) watch television to follow various sport teams. “I watch television during the weekends for sporting events like soccer and football,” he said.

Students, like Sam Minter (11) bond over television with their parents, especially through sports events. “My dad and I always watch football together on Sundays. I’ve

been a Steelers fan since fourth or fifth grade. I love the sport of football, but also spending time with my dad is nice because I don’t get to see him much during the week,” Sam Minter (11) said.

For those who follow seasonal television shows, championship games, or breaking news, students always have something to talk about regarding what was on television the previous night. Head of School Dr. Tom Kelly finds that television “is mass hypercritical of how people live. It’s led us to believe that everything we see on television is true without any question.”

Amay Sheth (12) who says, “Yeah, buddy” at least once or twice a day due to watching the first episode of “Jersey Shore,” finds that reality television seems to be having an impact on students and daily behaviors at schools, he said. “A lot of people who actively watch “Jersey Shore” become more ridiculous every day by spiking their hair up and getting earrings. They’re trying to emulate the characters of “Jersey Shore” and are becoming something they’re not.”

For Kelly, watching television is only beneficial if it arouses conversation within his family, he said. “We frequently watch the History Channel, and for us it’s nice for us to gather, where the television is not the center stage, but makes possible conversation among us,” he said.

Moussapour doesn’t feel any pressure to catch up on the latest shows. “I don’t watch television. It’s not that I don’t have time for it; I just don’t really enjoy it. With the amount of work I do on a daily basis, I’d rather spend my extra time sleeping so I can try and get that coveted 8 hours of sleep a night,” she said.

In order to maintain a stronger balance between television-related recreation and other daily actives, Kelly suggests: “put the remote down. At some point you have to turn your technology off. Blackberries, iPad, iPods, computers, iPhones, you have to walk away. It’s a temptation that is so present and reinforcing, sometimes you need to walk away.”

Asher Baumrin & Victoria McKabaStaff Writers

Tonight On...How I Met YOUR TeleVision:

What Does TV Mean to You?

24% 0 hrs

1-2

3-4

5+

39%22%15%

5%36%33%26%

tV by the hourschoolweek vs. weekend

first place:

runners-up:

third place:

sportscenter

97 students polledInfographics by Baci Weiler/Production Manager & Seth Arar/Contributing ArtistIllustrations by Miranda Jacoby/Staff ArtistPolls Conducted By Sam Henick and Shinil Kim.

6%

do you watch TV/news in any way?

yesno94%

sleep 59%TV 10%

read 13%oTher 18%

what do you do after finishing work?

where do you watch TV?

60%40%

“i dont yo.”

onlineTV paperphone

radio

oTher:

57%19% 18% 4%1%

1%

where do you get news/current events?

hmm...

fave shows

The horace Mann record Friday, October 14, 2011 5Arts & Entertainment

A “flash sonnet” mob began a day of students comparing others to a summer’s day and making many other 14-lined observations during, the Shakespeare Club’s Sonnet Marathon.

Seniors in English teacher Harry Bauld’s class each wrote and performed original sonnets on a broad spectrum of themes with titles ranging from Elliot Weinstein’s “Potassium Sunrise” to Jordan Berman’s “Thirteen Black Women.” Applauding snaps followed each reading, and Bauld said the scene was similar to “artists performing in a coffee house.”

Throughout the day, club faculty advisor Jennifer Little stopped students passing by Olshan Lobby and encouraged them to join in. Katie Bartel (12) recited a friendship sonnet on the spot that she had memorized the previous year.

The event was conducted throughout school day unlike previous years when it took place only during I period, giving students with afterschool commitments and whole English classes the opportunity to take part, Little said.

“The way we did it this year really changes the goal of the sonnet marathon,” Vice President of the Shakespeare Club, Colin Mark (11) said. “It’s no longer about the select few students who are interested in Shakespeare coming out to read but instead the school coming out to appreciate the art form of the sonnet.”

The extra time allowed students to go beyond reciting

sonnets and onto activities where students were actually given instruction on how to go about writing them. Little said that a simple game rearranging sentences led to a conversation about poetry where students ended up “learning without even realizing it.”

“We bonded as a class and really opened up to one another,” Andrew Schwartz (11), a participant in the game, said. “It was interesting to see how everyone had different perspectives,” he added. Schwartz said that the sonnet reading was “more stimulating than being in class; it felt like you were expressing yourself to the community.”

In response to Shakespeare’s Sonnet 129, Bauld recited from his original poem, “you got it backwards on desire.” Bauld said that reading poetry aloud in front of an audience brought the poems to life. “This old form gets reinvigorated by every new writer who takes it on,” he said.

Participant Miranda Jacoby (11) said Shakespeare’s sonnets in particular are a “good introduction to the art form,” because with 154 of them, there’s something for everyone to choose.

“I think that we have a literary and a Shakespeare culture here that’s really impressive and fun,” Mr. Bauld said. He said the recitations take the poems out of the classroom and into the lobby, “where these poems belong, which is real life.”

The Shakespeare club members are looking forward to exploring poetry in the real world with movie nights, field trips to see King Lear, and events involving Shakespearean insults.

“A collegiate example is Tom, / for our tired old souls, what a balm! / With his informal slouch, / not even a grouch could upset his perennial calm.”

Thus, Thomas B. Wood, Jr. (’35) left his impression on the Horace Mann School in his senior Mannikin in 1935. Whether his fellow seniors remember him by this anecdote or whether future generations of archive-hungry students stumble across this rhyme, Wood was able to express himself cleverly and concisely—these brief words alongside a small black-and-white portraiture, preserved forever.

With senior half-page submissions for Mannikin due this past Tuesday, members of the current senior class had a 5 x 7 space to fill with personal images, inspirational quotations, and creative layouts.

Alexandra Alomar (12), wanted to incorporate her personal style with one main picture for her half-page. “I’m really into sneakers, so I added some of those details to my page,” she said. Her main photograph is flanked by miniature Michael Jordan sneaker logos, which form a frame and focus the eye on her picture. Alomar also “continued the whole theme of my page” by placing a quotation from Jordan next to her central photograph, she said.

Finding the perfect photo to use can be a difficult and time-consuming task, Megan Goldberg (12), who took 372 pictures before choosing the perfect shots for her half-page, said. “I needed a picture that wouldn’t make me look completely awkward.” After selecting her frames, Goldberg said that she created three possible layouts—each featuring a slightly different combination of meaningful text and photographs—and then, with the helpful opinions of some friends, decided upon her ideal page.

While some seniors said they worked with a professional photographer to take that “perfect” image, Goldberg, “just had my friend come over and take the pictures, which worked out great,” she said. Alomar used her computer’s

web camera to take her photo.Some seniors said laying out a page felt like

another school project with a deadline or like a large time commitment. To alleviate the stress of creating the perfect half-page, Christopher Melendez (12) had Goldberg put his page together for him. “I gave her the pictures to use and just let her design it.”

Today’s seniors, regardless of who designs their pages, have different outlooks and creative viewpoints from previous graduates. The earliest Horace Mannikin’s, as they were called, featured multiple small, black and white portraits on each page. Accompanied by simple quotations or a minimal description of the given student’s participation in teams, clubs, or publications, these layouts from 1906 to the end of the 1960’s focused on the senior’s involvement in school activities. Seniors did not use picture groupings, drawings, or text to create collage-like spreads.

In the 1970’s, seniors began experimenting with their half-pages in a way that is closer in appearance to those of today’s Mannikin. With two students per page, seniors included baby pictures, poems, drawings, and cartoons.

When Mannikin turned to color for half-pages in 2009, the possibilities reached new heights: huge photographs, modern fonts and patterns, and clever compositions. Although some students said that having a quotation accompany the photographs can provide insightful advice for classmates as seniors leave school, in the past few years, large-scale color images with minimal text have become more common. Overall, seniors said that the personality of the half-page depends on the personality of the student.

“You have to remember that your half-page is going to be in the yearbook forever,” Alexis-Brianna Felix (12), who used multiple images to create a collage for her half-page, said. “It’s really your last chance as a senior to make your mark on the school.”

Shall I Compare Thee to a Sonnet Day?

1955

1975

Melissa RodmanStaff Writer

Sarah Santana (12) shares her original sonnet about naptime for Mr. Bauld’s E Period Senior Poetry Elective in Olshan Lobby.

Rachel Essner / Photography Editor

Amy HoodStaff Writer

1935

THEN AND NOW Four decades of Mannikin show how students’ creative minds have evolved in the way in which they choose to fill their 5 x 7 spacehalf-pages.

The Evolution of Mann-ikin: Half-Pages through the Ages

The horace Mann recordFriday, October 14, 20116 Middle Division

Undefeated Lions Rule the Pride

Eighth grade Boys Soccer dominated The School at Columbia yesterday on Tibbett’s Field. Even in the rain, the team prevailed with a 6-1 win of over their opponent.

The boys continued their winning streak and are undefeated with a record of 3-0. “We have a lot of strengths,” Coach Santiago said. “The team really has a lot of knowledge of the game for boys this age. I got to give it to them, they have been a strong team since the beginning of the season.”

Though The School at Columbia scored the first goal of the game, the boys brought it back quickly with four goals scored during the first half and two goals scored during the second half. “The boys really know how to get the ball in the net,” Santiago said. Noah Scholnick (8) scored two goals and Peter De Forest (8) scored one. Aaron Haskel (8) scored a hat trick—the first three goals of the season for him.

Since preseason, the 8th grade boys have been working hard. “They have been practicing running to corners, making good passes, moving the ball around, the fundamental basics,” Santiago said. “We do a lot of keep away and spreading out drills,” he added. The determination and

commitment of the boys is truly revealed in their games.

With an undefeated season, it is clear that their work is paying off and the players are improving. “The first game against Dwight Englewood was not much of a challenge for us. We work well together and ended up winning 3-1,” Heintz said. “The second game against Fieldston was more of a challenge. We ended up winning 3-1 by capitalizing on their mistakes.”

Santiago said that the team’s passing improved in this game and that the boys were getting to their position’s spots. “The team has been going all out, working hard and playing hard,” Santiago said. “The boys are spreading out, keeping their triangles and running to corners. They are having fun and doing a great job. The season is going well so far.”

Maddie PennStaff Writer

The Challenge Cup! This exhilarating team competition takes place every Wednesday, involving team work, leadership, and just having fun. The Challenge Cup is when many teams compete for a trimester, and whichever team has the most points collectively, will win. There are about 14 teams or so, and they are all made by random selection. However, some kids from each homeroom will be on your team to encourage new friendships.

Personally, I love the Challenge Cup. It is my favorite day of the week. We play sports such as soccer, tennis-baseball, football, kickball, volleyball, and capture the flag in a rotation. All the games are action packed. If my team and I are victorious, it’s the best feeling. We are gleeful and the pride of winning is indescribable. It’s okay if we lose, though, because I really don’t care that much about winning. I like to play for the fun of it and competing against other teams.

The Challenge Cup teaches you initiative, camaraderie and good sportsmanship. If you are a sore loser, points will be deducted from your team’s overall score but if you are good, even though you lose, you will gain points for your team. It also results in making you take charge because you want to win for your team. Overall, the Challenge Cup teaches you many great qualities.

The Challenge Cup is my highlight of the week. I find it irresistible. I like to play spirited games and work together with my peers, so this is a perfect match. I enjoy it so much, that I wish it would continue all the way through 7th and 8th grade. Sadly it doesn’t. Therefore, I will enjoy it now and put my finest effort forward throughout the year.

6th Graders Take on

Challenge Cup

During these two weeks in October, students in the 7th grade are journeying up to the John Dorr Nature Labratory to conduct the Stream Lab, where they investigate the ecology and the geology of a local stream. “The main point of the trip is for students to complete a lab and various activities within the lab on stream study. Dorr has to gather a lot of equipments and materials, so students complete the actual lab when they get back to school,” Head of the Middle Division Robin Ingram said.

“This is a 24 hour experience; we wanted to make the program longer but there just is not enough time,” Head of Dorr Faculty Glenn Sherrat said. “The program was created because students study geology in the seventh grade; in addition to their learning about this subject, we wanted students to have a hands on experience by carrying out what they were learning in the outdoors as opposed to learning the subject only by sitting in a classroom or looking at a book or video.”

“We discuss streams and how they are created, measure the velocity of the stream, how fast it is flowing, we observe different rocks in the streams and look at the reason for having so many different rocks in the stream; we discuss how the stream erodes the banks and why this happens. The students collect all this data, which they bring back to their science classrooms at Horace Mann and work with their teachers,” Sherrat said.

“I had a lot of fun, and we did a lot of sediment testing. The stream at Dorr was running too small so they led us to a different stream (tributary) in a brook. We learned a lot of parts of geology and geological terms,” Cara Hernandez (7) said.

“It is so much easier to see things and find them out for your self than just being taught in the classroom; it is also fun to be with all my friends in a different environment,” Chase Kauder (7) said. “I had a great time. We went to a tributary and we measured and analyzed it, took samples to find out what chemicals were in it and determined how healthy the water is.”Though Dorr is generally intended for social gatherings 7th grade students used it more in its namesake, as a ‘nature laboratory.’ “This trip benefits academically because students have the chance to do field work and explore working in various environments that are not accessible in Horace Mann, such as working and experimenting with streams and stream water,” Ingram said.

Students were also able to bond together with the Dorr environment. “This benefits students socially because it is fun!” said Ingram. “I became a lot closer to people in my science class because we worked closely and collaboratively; I also learned more about my classmates. The hands on interactive part of the Dorr experience helped me understand what we were learning about,” Skylar Rosen (7) said.

“I really enjoyed the trip, I was able to engage in activities more than we would do in our classrooms. Also, I became friends with the people I didn’t really know. I really liked when we went down to stream and tested the water; it was fun to experiment with it,” said Aaron Montgomery (7).

Overall, the students agreed that the trip helped them academically and socially. Some students loved the trip that they looked forward to their next trip to Dorr. “I know in 8th grade we go for a week, I wish we spent more time at Dorr this year; I hope to do something like this again in the future,” James DeVilbiss (7) said.

7th Graders Explore Geology at Dorr

August Culbert (8) practices on Clark Field on Thursday before a game that afternoon.

Thomas Eng Staff Writer

Siddharth TripathiContributing Writer

Aramael Pena-Alcantara/Multimedia Editor

Florence Ngala/Staff Photographer

Chloe Tsang/Staff Artist

The horace Mann record Friday, October 14, 2011 7Lions DenLions Den

Sports Medicine Keeps Lions StrongTrainer Cole Buschmann wraps Justin Gilston’s (12) ankle before his cross-country practice. The new trainer on campus has already made an impact helping athletes.

Kimberley Sarnoff/Photography Editor

Before and after hitting the field, student-athletes are in the trainer’s room for anything from a scrape to a broken bone.

“Most students come in to ice, heat, get taped or stretched, or to get new injuries checked out,” Assistant Trainer Cole Buschmann said.

The trainers handle quick-fix injuries, and long-term injuries that require more extensive attention. “Shin splints, torn ligaments, concussions, and pulled muscles, usually require daily rehabilitation or physical therapy to help the recovery process,” he said.

The sports medicine staff this year has expanded and includes Head Trainer and Coach Amy Mojica, who is beginning her seventh year here, Buschmann, who is beginning

his first year as a trainer for the lions, and Garrett Washington, who has been working here for the longest of the three.

Buschmann recently graduated, and came to the staff after working for the Public School Athletic League (PSAL) and a physical therapy clinic downtown. He and Washington will be the two trainers after Coach Mojica leaves in the end of November for her maternity leave.

Michael Chon (11) has been injured several times, including two knee surgeries, one for a torn ACL and the other for his meniscus. “The training room offers student athletes an opportunity to recover from serious injuries through daily rehabilitation exercises,” Chon said. “After being injured twice, I’ve really gotten to appreciate the help the trainers offer, and I’ve learned a lot not only about my injuries and how

to prevent them, but you get to watch and learn form others’ injuries as well.”

One of the most important aspects of their job as trainers at a school, is “to educate the students about injury prevention and recovery.” Sixth, seventh, and eighth graders are given the opportunity to sign up for Sports Medicine as a phys-ed. rotation. “It’s really great to see kids season after season, year after year, sign up for sports medicine. They love coming to the trainer, and get really interested in absolutely everything,” Mojica said. Buschmann agrees with Mojica. “One of the best thing about being a trainer is getting to teach kids about anatomy, and how to take care of themselves to help them perform at their best.”

Much of the gym has undergone several renovations, and Athletics Director Bob Annunziata said that,

“The training room and fitness center will be connected and expanded once the North West corner of the campus is renovated.” For now, the room suffices for both teaching and after-school purposes. “It would be nice to have more space to teach a class of 20 kids about sports medicine during the school day, and would be ideal for high school practices and games. Athletes doing rehab and PT compete for space with athletes in need of medical attention,” Mojica said. She says that in the past the space has been fine, but is increasingly crammed as more students use the athletic trainer on a regular basis.

Over the past six years, the number of students using the training room on a each day has increased. The number of sports has grown, and students who learn about sports medicine make greater use of

the trainer. In addition, the trainers are especially backed up in the fall, because the number of high-risk sports is the greatest, with football and men’s and women’s soccer at the top of the list, bringing in athletes new injuries regularly.

The athletic department adopted Impact as part of its injury prevention initiative. Every athlete has to take a test. The results can be compared with a retake of a similar test if he/she acquires a head injury. “Impact has really taken our sports medicine department to the next level,” Mojica said, “It helps the students increase concussion awareness and helps us, the trainers, do a better job in assessing the severity of head injuries.”

Sarah HeintzStaff Writer

Soccer Loses NailbiterOnly ten minutes into the first half, Captain

Gillian Miller-Lewis (12) set the ball down, took a couple of steps back, ran up to the ball and drove it into the upper right corner for a goal, cutting the deficit to one against hill-top rival Fieldston.

As the clock wound down for the first half, a Fieldston striker scored past senior goalie Claudia Lichtenberg (12), increasing the gap to two.

“We started off really flat; they scored their three goals in the first half, but we really got it together in the second half. We didn’t give up and worked hard to fight back,” starting defender Kaitlan Puglia (11) said.

Early at the start in the second half, Miller-Lewis dribbled the ball down the field, and as the goalie ran up, crossed the ball over to Sarah Heintz (11) who kicked the ball into an open goal Puglia said.

It was an influential part of the game; after a discouraging first half, this change flow of the game revived these lionesses and “really showed some heart,” Molly Wharton (11) said.

Although the Lions came into the second half with great momentum, they were not able

to overcome Fieldston defense again for the rest of the game. “Although we put in a great effort, we only came up a goal short,” Wharton said.

“Gill has been an instrumental part of the team,” Puglia said. “During practice and during games, Gill is always keeping everyone motivated, concentrated, and positive. Just by the way she communicates, I know she always has our backs.”As the sole captain of the team, Miller-Lewis and Coach Tim Sullivan have been pushing as best they can for the team to work in practices. The practices have been getting tougher, faster-paced, and more intense in order to get the rest of the team fully focused on only soccer, Puglia said.

“Our practices have been getting more and more productive,” Clara Pomi (11) said. “We have finally been getting into a good rhythm with warm ups, ball skills, shooting, and scrimmages during practice,” Puglia said.

“Although our record does not show it, we have been putting more work into our practices everyday,” Wharton said. “The season has started a little slowly, but we can all tell that our work is going to pay off in the end,” Puglia said.

Anthony GagliardiStaff Writer

Emma Schwartz (11) sets up a shot on goal on Thursday in practice.

Daniel Heintz/Contributing Photographer

Lions’DenOctober 14, 2011 Volume 109, Issue 5

The Horace Mann Record

Going into the team’s first Sunday game in recent memory, the Football team had a lot of factors working against it; their first road game, a field in awful condition, players in new positions, and a strong team standing across from them.

They were unable to overcome these circumstances in a 30-12 loss against Sacred Heart, a Catholic High School in Yonkers. The team fell to 1-2 overall, and fifth in the league.

Playing at their opponent’s homecoming, the Lions’ offense, which has been explosive at times this season, started off a little flat and was slowed down by an aggressive Fighting Irish defense.

Right away Sacred Heart went to the air. “They had one receiver who kept burning us and we just didn’t do a good job containing him,” Paul Torres-Cohen (11) said. He accounted for three of the four opposing touchdowns. “Their quarterback worked efficiently and got rid of the ball quickly, keeping our defense at bay,” Andrew Schwartz (11) said.

On offense, the Lions took a little while to get in a rhythm, but after a long drive,

Captain Quarterback Braxton Brewton (12) scored the teams first touchdown on a goal line run. Later in the game Brewton found tight end Adam Mansfield (11) in the back of the end zone, but it was too late.

Red zone offense has been a weak point of the team so far this season, failing to convert at the end of good drives. “We had many opportunities to make big plays on crucial 3rd downs or in the red zone but we just did not execute well on Sunday,” Head Coach Matt Russo said.

With a key league game against Harvey this Saturday, the team has been conditioning for a big victory. The team is looking for a win to get back to .500 for the season and strong league position.

“We have been very committed to improving each and every day, whether it is a practice or a game each player has been dedicated and they are working extremely hard. We were a little disappointed with the end result on Sunday because we know we can do better,” Russo said.

“One thing that I love about this year’s team is that someone different steps up each week and helps the team. The lone freshman on the team, Mike Lighten ran the ball very well and has been playing with confidence,” Russo said.

The Lions currently have injuries to seniors Eddy Grafstein, Matt Cott, and Chris Benjamin and Juniors Kyle Ezring and Anthony Gagliardi but hope to have them back on Saturday from their various ailments.

“In previous years, our system was centered around a power running offense. I wanted a system that would benefit the strengths of our team more so I completely revamped the system to one that is built on speed,” Russo said. “I think our players have done a great job adapting to the new system and it has definitely worked so far.”

The Lions have been preparing for their game against Harvey by practicing hard and watching film. “The team has responded well to the loss. They are putting the game behind them and looking forward to their next challenge,” Russo said.

Michael ReissStaff Writer

FootballSacked by

SacredHeart

Eagles Hammer Volleyball

Ashley Reid (12) serves to, and September West (12) blocks, Fieldston’s tough team in their match on Wednesday. Kimberley Sarnoff/Photography Editor

The Girls Volleyball Team was defeated by Fieldston 3-0 on Wednesday for the second time this season. The Lions grabbed an early lead in the first set, but the Tigers were able to bounce back and win that set and then cruised in the next two sets to seal the victory.

“With a team as good as Fieldston, we had to keep your concentration for every point, and we just weren’t able to keep it up for all three sets,” Olivia Rodriguez (11) said.

Although the Lions lost, there were still positives that came from the game for the team, players agreed. “Fieldston is really good this year, but I still think we played better than last time we played them,” Rachel Lander (11)

said. “We did a good job staying positive when we lost points and communicating during the points.”

Fieldston used a double-blocker system to throw off the Lions, which made it difficult for the Lions to get easy kills, since most teams only use one blocker. “Since we were playing against two blockers, we had to set up our hits more strategically or else they would win the point with a quick block,” Billie Kanfer (12) said. “We had some trouble adjusting to playing against them.”

In their three matches last week, as the Lions were victorious against Dalton and York Prep, but lost to Trinity for the second time this year. Against Trinity, the Lions dropped the first two sets, but were nearly able to have an “amazing” comeback, as they won the next two sets, Rodriguez said. In the decisive 5th set, the Lions

weren’t able to complete their epic comeback. “We fought really hard because we didn’t want to let Trinity walk away with an easy win,” Rodriguez said.

The Lions haven’t been Fieldston’s only victim this year, as the Tigers are undefeated in the Ivy League and are serious contenders for the NYSAISAA Championships. Fieldston is also ranked 9th in all of New York City by the NY Post.

The Lions are technically still in contention for the Ivy League title, but it seems likely that Fieldston will break the Lions’ streak of 3 straight titles. For the rest of the season, the Lions’ main goal will simply be “to keep on improving as a team and concentrating on winning the next game in front of us,” Kanfer said. Coach Jason Torres believes the team has the potential to make a surprising run

far into the State Tournament if the team works hard in practice.

In practice, the Lions have been polishing their skills, particularly working on the consistency of their serve returns and communication on the court, both of which are “key elements to winning a volleyball match,” Torres said.

The team’s next game is tomorrow at Poly Prep’s Homecoming, and the Lions hope to spoil the Blue Devils party. “We want to show them how it’s done in the Bronx and embarrass them in front of their fans,” Lander said.

The Lions defeated Poly earlier this year in 4 sets, and Torres hopes that the team can repeat their success on Saturday. “We just have to play well as a team and we will get the job done,” Torres said.

Andrew ArnaboldiStaff Writer

Kimberley Sarnoff/Photography EditorStriker Bernie Rawlins (11) preforms a dribbling move around a Fieldston defender in their shutout win.

Boys’ Soccer beats Fieldston 4-0 to take 1st place in the Ivy League.

Next Game: @ Poly Prep, Saturday