The Indispensible Harbor View

Reflections

Lunch Period Reflections: Larry Tsai

Lunch period. It sounded so definitive the first time I heard it. And then, there it was on my 7th grade Fall schedule, lodged in 4th Period...after "Industrial Arts" and before "Social Studies"...starting just after 11 am, a time when most normal folks just begin getting over their breakfasts.

This was going to take some getting-used-to. This start of junior high school required the many adjustments ...so often tied to learning new routines. Lockers (combinations...OY!); the frantic rushing around in between periods; being around swarms of much bigger kids (some even had moustaches); and of course, the strange trappings of lunch period;...made for a truly strange new world.

After the bell signaled the end of 3rd period, those of us who had lunch next, made their way to one of the two sides of CSHHS's lunchrooms (and single cafeteria), located off the main building's east entry, and adjacent to the Senior's "Commons". While seniors could eat pretty much anywhere that they wanted (including the coveted privilege of going "off campus); all other students were "supposed to" take their lunches in these designated spaces during their scheduled lunchtime.

Under these provisos, we learned to relish this daily break from class and gather among others with whom we were learning to feel comfortable during those early days of assimilation. Some brought lunch from home in various forms that reflected a range of predilections. I customarily opted to buy lunch from among the many uninspired options that the cafeteria chose to offer. And while I became somewhat partial to the hot packaged "Stewart Sandwiches" ("Torpedo" and "Pizzarino" were my go-to's) that were quick-prepped daily by cafeteria staff; I was more envious of David Occhuito's sandwiches in his lunchbox that he brought from home. I still remember with great fondness when David broke off a chunk of his sandwich to share: my first taste of freshly sliced Soppressata and provolone on a crusty Italian roll, not too much mustard. Simple, classic, sublime.

Back then, for many, eating lunch formed the backdrop to the main attraction of gathering, and simply spending time with members of the tribes that many of us formed in grade school, or were hoping to form now that we were starting high school. In the CSHHS years to follow, many of us of course, found our way to affinity groups through different activities that drew a shared interest, including athletics, music, clubs, studies, etc. And so, the splintering-off would inevitably begin. But, for all of us, every day, we had Lunch. Period.

Harbor View 1975 Reflections: Pam Ireland

Looking back through our Senior Year Book, I’m drawn to the opening poem- ”…the rebirth of spring becomes the glory of the summer, the glory of summer gives way to the agedness of fall, which in turn becomes the stark deadness of winter.” I am enchanted with classmates who are also drawn to nature, posting wonderful photographs of birds, bees, butterflies, blooms and travels. I had no idea how many of us are now pursuing passions for native plants, mindfulness about how to protect our waterways and planet, depending on organic farmers and food for nourishment. These connections remind me how fortunate I am that my parents chose Lloyd Harbor for its exceptional schools, my freshman year. Starting High School as a newcomer was a challenge, when so many had lived on LI their whole lives, but soon classes, teachers, activities, being an active soccer fan, constructing floats, and decorating for dances made me feel very connected. I can’t wait to see everyone at our 50th CSHHS Reunion Weekend, June 21st-22nd, 2025!

Thanks Coach Reflections: Nick Lizzo

My Dad worked for Grumman Aerospace as an engineer dedicated to the Apollo program. His work involved the design of the lunar excursion module’s simulator. By the middle of 1970, the handwriting was on the wall, the program - and related contracts - was going to be cut. A year later, as our eighth-grade school year came down to its final months, Dad was temporarily unemployed.

The timing could not have been worse for me personally. The inevitable belt tightening that followed in our household meant that I would have to forego our eighth-grade field trip to Washington D.C. My parents assured me that this was a bad break to be sure, but, not the end of the world…

Unless you’re 14 years old. Then it is the end of the world.

It was all anyone seemed to talk about. The trip was the focus of the student body existence for the last few weeks of the school year. Who was going? Could we stay up all night? What monuments would we visit? Would there be a dance? My classmates were going to experience a right of passage and I would not be a part of it. And the worst part of all – how was I going to explain not going?

Should I make up a story? ‘Yeah, I’ve been to DC so many times, it would be such a bore’. ‘I’d love to but I have a tryout with the Met’s triple A farm team’. I ruled out the latter construct quickly as I was struggling on the eighth-grade baseball team. It was after a particularly demoralizing batting practice that the inevitable occurred when one of my team mates asked me what cabin I was assigned for the field trip?

I was honest. I told him about my Dad’s being laid off. I followed up with my best 8th grade bravado and reminded him that this meant that there would be that much more beer for the rest! My teammates nodded supportively. My admission wasn’t near as bad as I had envisioned. I didn’t realize at the time that my coaches, Mr. Finnegan and Mr. Sealy were listening.

Just a couple of days later, my English class was interrupted when Mr. Finnegan knocked and entered the class and spoke briefly to the instructor Mr. Pastryk. Imagine my shock when Mr Pastryk announced that Mr Finnegan would like to speak to me (and another student in the class). I was excused.

Mr. Finnegan and Mr. Sealy arranged for me and other students to go on that trip. To this day, I do not know where the money for the trip came from, but I strongly suspect it was my coaches.

And I never did try out for the Mets.

IHV 1975 CSHHS Faculty Review

These days, with the preoccupation around the digital chatter engendered by too many social media influencers, bloggers, et. al.; it’s not uncommon for people to compare notes on Michelin-rated restaurants, “best” rock bands, etc., ...plus GOATS in just about any category from NFL quarterbacks to US presidents, cars, and hair dryers. Notwithstanding this rankings-urge, I couldn’t resist the call of our Reunion... to share one man’s view of Top CSHHS teachers - ca. 1975. NOTE: this retrospective is not intended to be anything other than an invitation to share perspectives on who stands out as your best, favorite teachers during our days. BTW, if you feel so compelled; come-up with your own evaluation scheme, if any at all!

METHODOLOGY: For my “Honor Roll” of teachers, I felt compelled to develop an assessment framework that would enable comparisons across a set of scoring criteria. Among these:

1. Pedagogy (teaching effectiveness): subject mastery, communicator, classroom command.

2. Professionalism: Integrity, fair-minded, objective

3. Intangibles: Patient, kind, time/attention-generous, devoted, of high moral character

For each criterion, my scoring was based on:

· A five-point scale, from 5 (= highest), to 1 (= lowest)

· Criterion #3 receives 2X-weight, with others at 1X-weight.

Net, for any single teacher, the highest possible total score is 20 points.

RESULTS: Borrowing from how some colleges bestow their graduation honors, I will invoke the following hierarchy to present my (IMHO) winners:

A. Summa Cum Laude (Highest Honors): each scoring a cumulative 19-20 points, out of (20).

i. Bill Shain (AP US History, Harbor View): gifted, smart, wicked funny; exemplary humanist

ii. Paul Hickman (Physics-H): Sharp, witty, clever, made Physics fun(!) in a way that blew my mind.

B. Magna Cum Laude (High Honors): scoring 17-18 points out of (20)

i. Ernie Daher (Algebra II-H, AP Calculus): made math easy for anyone; patient, earnest.

ii. Bob Gottshalk (Chorus): Impassioned, devoted, generous, who got the minimally talented (me) to not only sing; but to sing LOUD!

C. Cum Laude (with Honors): scoring 15-16 points, out of (20)

i. Bird Norton (English, History, coach): unrelentingly positive, unflappable, good guy.

ii. Rexetta Haynes (English) Colorful, inventive, irrepressible; the “Lucy Ricardo” of high school English. She made Faulkner come alive in a way that was accessible and brilliant.

Honorable Mention

D. Bill Pollitt: Guidance Department

E. Dave (Doc) Egan: History

F. Allan Grossman: AP English

G. Don Greco, Jack McCarthy: P.E., plus coaches

H. Class Advisors, Nancy McIntyre, Marty Rowley

Post-Script: Like many “communities”; our “village” of students, faculty, and administrators, was comprised of a range of individuals, whose personalities, attributes, virtues, flaws, etc. ran the gamut. During our time, while many on the faculty served dutifully, some failed in ways that were not only troubling, but morally reprehensible. In instances that have since been widely reported, the behavior of these flawed individuals was nothing less than unconscionable. We acknowledge the pain and suffering of those who at that time, were victimized by not only the evil perpetrators, but moreover by a lapse in governing oversight and accountability. This important subject should escape no one’s attention, and should be acknowledged further, when given the time it so deserves.

What do you think of our Faculty ratings? Have any memories you'd like to share? Any thoughts on what our reunion party should include? ... not include?

We'd love to hear from you!

How about sharing your memories of your first dance? ...first goal? ...first love? ... first and ten?

English class wasn't your strong suit? Not really interested in an essay assignment?

Send us your rough draft! We'll edit it! We can call on our limitless resources to help!

That's what classmates do!

The IHV Staff