The Masters School Viewbook

Welcome to

The Masters School The Masters School is a coeducational, college preparatory school on a 96-acre wooded campus in the historic river village of Dobbs Ferry, New York.

At our school students and teachers alike make full use of great campus facilities as well as one of the most exciting classrooms in the world—New York City.

As a boarding and day school, this is a place of high standards, great achievement, and hard work. But this is also a place of creativity, diversity, and fun. Teachers and students from all over the world enjoy the range of ideas exchanged at The Masters School. The curriculum is challenging.

The athletic teams are competitive and accomplished. The arts program is exceptional. And engagement with the School’s community service program has been a guiding principle since the School’s founding in 1877.

2.

About

Our School

Our Engaging and Challenging Academics...................2 Our Campus and Beyond...........................................................8 Our Life Together: Boarding and Day............................... 12 Our Dedicated Faculty.............................................................. 16 Our Many Passions....................................................................... 18 Our Message.................................................................................... 30 How to Apply to The Masters School............................... 32

1.

Our Engaging and Challenging

Academics

Teachers at The Masters School know that learning involves more than listening and taking notes. As authorities in their fields, they are fully engaged with and excited about their specialties. They help students develop the ability to generate and communicate original ideas in every area of study and endeavor. Our teachers take pride in the integrity and depth of the curricula they have helped create, and they take even more pride in the confident, questioning, and responsive thinkers that their students become.

2.

Each student has a place of equal prominence.

Harkness

Teaching and Learning Teachers encourage independence, curiosity, and open-mindedness in their students by conducting classes around Harkness tables, which are oval-shaped, conference-style tables. Each student has a place of equal prominence.

While it’s true that there is nothing magical about a Harkness table, classes taught at one are inspiring and engaging. When a small group settles in for a Harkness discussion, teachers and students know that, whatever the question at hand, a range of compelling possibilities is about to be considered.

At a Harkness table viewpoints are shared and differences revealed and dissected, and with one in every classroom and science lab, classes are taught in the most mind-broadening way possible.

Harkness teaching and learning demand daily preparation. Students participate both by listening and speaking. Those accustomed to always having the right answer will sometimes find that at a Harkness table his or her idea of right and someone else’s idea of right are both “right”—until another idea leaps out of the conversation and makes everyone wonder to what extent they have been only partially informed all along.

“Harkness learning opens the door to great discussions.

In my first year at Masters, I had moments of feeling shy and uncomfortable about participating, but over time the discussions drew me in completely.”

—Rachel White Plains, New York

Who Learns at The

Masters School

“Harkness is a spectacular educational tool. It allows for those who would normally not contribute to take an active role in the class. This not only helps those who would usually remain silent, but it furthers the education of those who contribute frequently because they are exposed to new and important ideas.”

—Judah Irvington, New York “Talking to my classmates and solving problems collaboratively has developed my analytic abilities. ‘Sitting at the table’ with my teacher has also made me more open and confident. For example, I once had a passionate debate with my science teacher (also my volleyball coach) about the trajectory of the volleyball.”

—Katrina Belgrade, Serbia “I can not stress enough how much this school had changed me for the better. With the Harkness method, I have truly come to recognize the value in listening to other’s opinions and my writing has improved immensely through the guidance of excellent teachers.”

—Liz North Carolina

3.

4.

Experiencing Math at the Harkness Table “The Harkness table facilitates conversation. Talking about math, thinking about solutions together, coming up with an idea, or evaluating someone else’s idea, greatly enhance students’ abilities to understand complicated problems. Of course, there are times when I have to lecture and instruct. But both the students and I prefer the times when I can open up the conversation. It’s a more exciting way to learn.”

—Michele Dennis Mathematics Teacher, Class Dean, and Dorm Parent “I appreciate the ways in which Harkness discussions inevitably link various topic areas with each other.

Understanding literature requires understanding history, which requires math, which suggests architecture, and that has to do with public policy, etc.”

—Peter Dobbs Ferry, New York

Academic

Challenge

The academic challenge at The Masters School is impressive, and the teachers’ expectations of students are very high. The curriculum is rich in literature, writing, science, languages, history, mathematics, arts, and comparative religion.

Advanced Placement courses are offered in Biology, Physics, Chemistry, Calculus AB and BC, Statistics, English Literature, English Language and Composition, U.S. History, European History, French and Spanish, Music Theory, Art History, and Studio Art. Honors sections are offered throughout the science and mathematics curricula, and accelerated classes are offered in French, Latin, and Spanish. In all courses, teachers inspire analytic thinking as well as creative approaches, which means that students learn facts plus high competence and intellectual flexibility.

“The hallmark of the education we offer at Masters is an environment where students feel very encouraged to try something new.

They’re supported by both faculty and, most importantly, their peers, in taking risks.”

—Chris Frost Head of Upper School and Dorm Parent

5.

The Masters Thesis Masters Thesis is a rigorous, guided elective for Seniors who want to choose a topic, conduct in-depth research, write and present a scholarly research paper, and complete a creative project culminating in a performance or exhibition.

Recent topics have included: j

j

j

j

j

j

j

6.

Mother Chaos and Her Children: Rebellion and Artistic Response in Weimar Berlin and 1970’s New York The Problem With Bipartisan Campaign Reform Act: Moving Towards Deregulation and Transparency Fantasy Realized: Gaudi’s Work from a Non Modernist Perspective From Rubber to Revolver: The Beatles’ Transformation of the Recording Studio My Child is an Honor Student at American High School X: The National Hidden Curriculum Why Can’t We See Our Toes: The Social Causes of the American Obesity Epidemic Computer Graphic Worlds: Creating Digital Realities

Curriculum

Highlights

Each year students tackle something interesting and different as part of their core curriculum. Signature programs at The Masters School include: “City Project,” a unit of Freshman World History I, takes students into New York City to compare aspects of modern-day urban life with those of the ancient world. The ninth grade Humanities course exposes freshmen to units of drama, dance, music, and visual arts.

As part of their World History II course, the entire Sophomore class participates in Model United Nations. Sophomores also study World Religions, exploring how various traditions affect culture, politics, history, and psychology.

Juniors can take American Studies, an interdisciplinary course in which they make connections between history, literature, politics, economics, philosophy, media, and other aspects of American culture. This is also the year in which many begin taking advantage of the AP course opportunities or enrolling in junior/senior electives such as Seminars in Science and Art History.

Seniors can choose from a full complement of electives like Political Science, Economics, and Introduction to Psychology, as well as a range of English seminars—African American and Immigrant Literature, Shakespeare, Memorable Women, and many more. Seniors can also take Masters Thesis, a guided independent scholarly research project.

Juniors and Seniors can apply for a year of study abroad through School Year Abroad or spend a semester in an off-campus program such as The Oxbow School or the Rocky Mountain Semester at the High Mountain Institute. Each semester several students join students from all over the country at CITYterm, a New York City experience-based program founded by and hosted at The Masters School.

College

Counseling

Students engage as fully in the college search process as they do in all other aspects of their life at The Masters School. Beginning in sophomore year, and accelerating through junior and senior years, the School’s full-time counselors work closely with individual students to guide them through this period of self-exploration. The counselors help them articulate their interests, skills, and aspirations and link these with a range of appropriate colleges and universities.

Today’s college application process is complex and competitive. Each Masters School counselor provides students and their parents with detailed information and expert guidance from the early days of research and exploratory college visits to the day when the satisfied student makes the final choice of which college to attend.

Although acceptance at a college or university that matches the student’s educational, social, geographic, and financial priorities is a significant end product, the self-discovery that occurs along the way is yet another hallmark of the teaching and learning that takes place at The Masters School.

Between 2008 and 2010, Masters School students matriculated at: Northeast Babson College Bard College Barnard College Bates College Bennington College Bentley University Berklee College of Music Boston College Boston University Bowdoin College Brandeis University Brown University Bryant University Colgate University College of Mount Saint Vincent Connecticut College Cooper Union Cornell University CUNY – Hunter College, Queens College Dartmouth College Drew University Emerson College Fairfield University Fashion Institute of Technology Fordham University Hamilton College Hampshire College Harvard University Hobart and William Smith College Ithaca College Keene State College Manhattanville College Middlebury College Mount Holyoke College Mount Ida College New York University Northeastern University Norwich University Pace University Parsons School of Design

Rensselaer Polytechnic Institute Rhode Island School of Design Rochester Institute of Technology University of Rochester Roger Williams University Rutgers University Sacred Heart University School of the Museum of Fine Arts Skidmore College St. John’s University SUNY – Binghamton, Purchase, Stony Brook Syracuse University Trinity College Tufts University Union College Vassar College University of Vermont Wesleyan University Williams College Yale University Mid-Atlantic American University The University of the Arts Bucknell University Carnegie Mellon University The Catholic University of America Drexel University Franklin and Marshall College The George Washington University Georgetown University Gettysburg College Johns Hopkins University Lehigh University Loyola University of Maryland Muhlenberg College Pennsylvania State University University of Pennsylvania University of Pittsburgh University of Richmond Roanoke College

Susquehanna University Swarthmore College Temple University Washington and Lee University South Duke University Elon University University of Miami Savannah College of Art and Design Sewanee: The University of the South University of South Carolina University of South Florida University of Tampa Vanderbilt University Midwest Carleton College Case Western Reserve University of Chicago Denison University Grinnell College University of Illinois Urbana-Champaign Kenyon College Macalester College Miami University of Ohio University of Michigan Northwestern University Oberlin College Ohio Wesleyan University Purdue University Stephens College St. Olaf College University of Wisconsin, Madison The College of Wooster Southwest/West The University of Arizona UC – Berkeley, San Diego California Institute of Technology Chapman University Colorado College

University of Denver The Evergreen State College University of Hawaii at Manoa Reed College Utah State University University of Washington Public The University of Arizona CUNY – Hunter College, Queens College The Evergreen State College University of Illinois Urbana-Champaign Miami University of Ohio University of Michigan Pennsylvania State University University of Pittsburgh Rutgers University SUNY – Binghamton, Purchase, Stony Brook Temple University Utah State University University of Vermont University of Washington University of Wisconsin, Madison International University of Edinburgh Hong Kong University of Science & Technology Ryerson University University of St. Andrews - Scotland University of Toronto – Canada Waseda University – Japan University of Waterloo – Canada Ivy League Brown University Cornell University Dartmouth College Harvard University University of Pennsylvania Yale University

7.

Our Campus

and Beyond

The Masters School’s extensive wooded and lawned 96-acre campus is on a hilltop in Dobbs Ferry, a historic New York village with a sloping geography and beautiful waterfront on the Hudson River.

A five-minute walk from the campus lookout over the Hudson brings students down to the heart of town, and a 40-minute train ride from there brings faculty and students to the artistic, cultural, historical, economic, intellectual, and government resources of New York City. The campus itself is impressively serene, with park-like spaces, woods, paths, athletic fields and, in general, lots of space.

8.

There are four major airports (three international) within an hour of campus.

Here students find a sense of community and security, and they enjoy an environment that is conducive to learning.

Our Campus Facilities

Boarding students live in one of five roomy, family-style dormitories with modern kitchens and common rooms.

Each dorm room has a high-speed Internet connection. More than half of our faculty and staff live on campus in dorms, apartments, and houses.

The academic hub of the school is Masters Hall, which houses most classrooms, all with Harkness tables, as well as the 30,000-volume Pittsburgh Library, where students conduct research with expert guidance from an academic librarian.

In Masters Hall one also finds a state-of-the-art digital language lab, computer lab, and administration and faculty offices.

Biology, Physics, Environmental Science, and Chemistry are taught in Morris Hall, the science and technology center built in 2004, which also includes two fully equipped computer labs.

The campus has four expansive playing fields, eight tennis courts, an excellent gymnasium, and a fitness center.

The Cameron Mann Dining Hall houses the student activity center and meeting spaces.

Actors, musicians, singers, and dancers perform in the spectacular 450-seat Claudia Boettcher Theatre. The Theatre is also the School’s gathering place where the entire community assembles most mornings to begin the academic day.

Musicians have open access to Strayer Hall, a dedicated music building with ten practice rooms. They also have unlimited use of guitars, 15 grand pianos on campus, and an heirloom harpsichord. Dancers train in the professional dance studio. Art students sculpt, paint, and draw in the airy, two-story art studio. A full digital and film photo lab is close by in Masters Hall.

Special events are held in Estherwood Mansion, which is on the National Registry of Historic Places. Student chamber ensembles perform in Estherwood and, each year, drama students present one-act plays in one of the mansion’s magnificent rooms. (Scenes from Law and Order and several feature films have been shot at Estherwood.)

All of this—and New York City, too.

9.

“We have a good many curricular projects that are centered on New York City.

The whole sophomore class, for example, participates in the Model United Nations program. They set certain topics then visit the UN and talk to representatives from various countries about those issues. Where else in the world can you do that?”

—Chris Frost Head of Upper School and Dorm Parent

New York City Classroom Experiences

10.

10.

j AP Chemistry and Organic

Chemistry students visited the Columbia University research labs. j Students in Spanish 1

went to El Museo del Barrio, New York City’s only Latino museum dedicated to Puerto Rican, Caribbean, and Latin American art.

Spanish V students interacted with immigrants in Washington Heights.

AP U.S. History class toured the Tenement Museum and Grand Central Station to study urbanization and the Gilded Age.

j An

j French IV/V students went

to the Museum of Modern Art (MoMA) for a private tour with a French guide, following which they dined at the French restaurant, Le Bouchon.

j The Political Science

class analyzed political advertising at the Museum of Television and Radio.

j Art students in the New

Digital Media class visited the Whitney Museum. j In their City Project

j World Religion students

journeyed to Queens to visit a Russian Orthodox church, Buddhist temple, Sikh Gudjwara, Quaker meeting house, Muslim mosque, Hindu temple and Jewish synagogue.

study of criminal justice, a group of ninth graders visited Manhattan Supreme Criminal Court where they witnessed a murder trial. The students also spent time at the Police Academy interviewing officers and cadets and then toured the Police Museum.

NEW YORK CITY NYC: Another Classroom

Broadening the academic experience beyond the classroom advances learning at The Masters School. During the week, our academic classes explore the multitude of exceptional educational resources available in the city. Whether it is visiting the variety of different religious institutions, talking with an economist on the trading floor of a powerful Wall Street institution, touring a laboratory with a research scientist at a major university, or attending the General Assembly session at the United Nations, students use NYC to complement, broaden, and enrich their academic classroom experiences.

NYC: Independent Possibilities

Big Apple Academics encourages students to take the initiative to experience New York City, expand their class work, and have fun at the same time. The program offers Masters School students an opportunity to delve deeply into academic subjects by visiting cultural sights and other landmarks in New York City for extra credit. Students are encouraged to attend scholarly lectures, poetry readings, performances, watch classic films, or explore the New York Botanical Gardens, The Cloisters, or the Metropolitan Museum of Art, to name just a few of the options.

Here is how it works: Each year, teachers provide a list of activities and requirements for students interested in expanding their knowledge. Students can visit cultural venues with faculty, family, or friends. They simply need to follow their teacher’s instructions and bring back a ticket stub and/or write a short reflection to earn additional credit in that particular course. The goal is to enhance the learning process and to experience all that the Big Apple has to offer.

Who

Explores The Beyond Masters School

“The Masters School’s proximity to New York City concerts and exhibits has opened my eyes to so many opportunities. This has been amazing; it’s changed my life.”

—Olivia Devonshire, Bermuda “If you are studying art history or drawing, it’s wonderful to be able to take a train and in 40 minutes visit The Metropolitan Museum of Art or MoMA to see outstanding works and then apply what you have just seen in your class. “ —Samantha Mendocino, California

NYC: Weekend Adventures

On the weekends, students and teachers take advantage of New York City on a more casual and fun basis by attending plays, performances, and concerts. They go ice skating at Rockefeller Center. They visit museums in midtown, Soho, Harlem, and all five boroughs. They go to Yankees, Mets, Rangers, and Knicks games. Students can take weekend workshops in the city ranging from basketball clinics to fiction writing, and computer graphics seminars. Students extend their academic life on the weekend by studying music, dance, science, math, fashion design as well as other interests at New York’s many conservatories and universities. Various New York City events and venues (even Radio City Music Hall) have given the School’s choral, dance, orchestra, jazz band, and acting groups the opportunity to perform.

j Students in the History of

Mathematics class visited Columbia University to examine an ancient Babylonian tablet known as Plimpton 322. They also looked through the first printed edition of Euclid’s manuscript, beautifully written in Latin in the 15th century.

11.

Our Life Together:

Boarding and Day

Who

At The Masters School, boarding students from Asia, Africa,

Lives

at The

Masters School

Europe, and the Americas join day students from New York, New Jersey, and Connecticut in feeling fully at home. The teachers, many of whom live on campus, come from all over the world, too. Students and teachers together represent an impressive variety of cultural, ethnic, religious,

12.

“In the dormitories, people from all over the world come together to interact. We are like crayons, being of all colors and shades, and we help each other form the eclectic and harmonious boarding community that we are.”

—Wang Jae Seoul, Korea “I’m the proctor of the freshmen floor, which has been a great experience. My role is to help new students adjust to life at Masters.”

—Emmet Somersworth, New Hampshire

linguistic, and socioeconomic backgrounds and comprise a community distinctive in its diversity and in its acceptance of each person in it.

For students of every background, their growing understanding of themselves in relation to a rich array of others is extraordinary. Living at The Masters School students develop a tremendous sense of ownership about what they want to accomplish at school and in the global community. Students and teachers alike take intellectual, athletic, and artistic risks, with everyone’s guidance.

Morning Meeting and Classes

Most mornings begin at 8:00 a.m. with a coming together as an entire community at Morning Meeting, as grades at class meetings, or as advisor groups at breakfast. The all-school Morning Meetings (on Monday, Tuesday and Friday) are organized and presided over by student co-chairs of the community government. Mondays are often “Musical Mondays,” featuring student performances or visiting musicians; Tuesdays are “Matters of Faith” or MISH speakers; and on Fridays, anything goes! By 8:25 a.m. students and faculty are in their first classes and the academic day gets underway.

After School

“A highlight of The Masters School is the diverse environment where everyone is accepted. By living with people from all around the world, I have learned about different customs and styles of living and this has broadened my outlook on society.”

—Joe Valhalla, New York

Evenings

At 3:30, following the class day, all students continue their involvement in the life of the School by playing on a team or taking part in one of our rich co-curricular offerings.

Engagement in sports or co-curriculars allows students to pursue their passions, expand their horizons, and bond with a new group of friends.

Athletics Many Masters students participate as members of interscholastic teams. Our teams, most of which comprise varsity and junior varsity squads, include soccer, field hockey, cross country, volleyball, basketball, fencing, tennis, lacrosse, baseball, softball, golf, and tennis.

Co-Curriculars When students are not playing on a team, they can chose from the many co-curricular programs that also take place in the fall, winter, or spring season. We call them cocurriculars, not extra-curriculars, because we consider them essential elements of our curriculum. Students act in theatrical productions, dance, volunteer for community service programs, delve into scientific research, or work on the numerous school publications.

By 5:30 p.m. the afternoon ends and there is enough time to clean up and join friends at dinner. After dinner it’s free time for everyone. Some students shoot hoops, while others play Frisbee, visit with dorm parents, check email, practice music, meet with their teachers for a little extra help, or play a video game with a friend. In general, they enjoy themselves with the students and faculty comprising this diverse and talented community.

Study Hall begins promptly at 8:00 p.m. Boarding students are in their rooms or in the library, where faculty are available to provide extra help, until 10:00 p.m. After Study Hall, there is time for a dorm meeting or one last check-in with dorm-mates before “lights out.”

Weekdays and Evenings

“The Masters School is a perfect fit for our daughter, Ashley. Every time we see her she seems to have grown academically, developmentally, and emotionally. There’s a book called Colleges That Change Lives by Lauren Pope.

If there were a similar book for independent schools, we are sure The Masters School would be in it.”

—Deborha and Murdoch, parents Waterford, Michigan

13.

Friday

TGIF! 4:00 p.m.

JV Boys Basketball vs. Rye Country Day School

4:00 p.m.

The Gaming Club presents Video Games

5:30 p.m.

Dinner

5:45 p.m.

Touring Talent with Doc Theeman

6:00 p.m.

Knicks Game with Ms. Crane; Varsity Boys Basketball vs. Rye Country Day School

8:00 p.m.

French Club sponsors the movie Je vous trouve très beau in the Theatre with Madame Raabon

9:30 p.m.

Weekends:

On Campus

Weekends on campus are packed. On Friday nights the School celebrates an on-campus TGIF! theme with offerings like Gaming Club challenges, Phoenix Coffee Houses, Karaoke nights, performances, home games, foreign language movies sponsored by the language clubs, and Open Gym. There is always something fun going on Saturdays on campus. Many of our sports teams have Saturday games and there is always a crowd of parents, faculty, and students to cheer them on. SAT prep courses, programs with motivational speakers, classes in jewelry making, acting, and dance, as well as movies, performances by magicians and hypnotists make staying on campus fun and interesting.

On Sundays there is a relaxed brunch as well as some on-campus games and activities, Open Gym and Open Art, then everyone gets ready for the coming week—which for most students means doing laundry, walking into Dobbs Ferry to pick up supplies, and, of course, studying for the coming week’s classes.

Weekend offerings always change. Students and faculty members are actively involved in the planning and implementing of weekend activities. The Masters School is a place where boarding and day students want to be during the day, in the evening, and on the weekend.

Open Gym with Mr. Allen

11:00 p.m. Dorm Sign-in

Saturday

Get Off Campus 8:00 a.m.

Breakfast

9:00 a.m.

SAT Prep Class

9:30 a.m.

Varsity Fencing at Horace Mann

10:00 a.m. JV Boys Basketball at Hopkins 11:00 a.m. Girls Varsity Basketball vs. Hopkins 11:30 a.m. Brunch 12:00 noon Rent on Broadway with Ms. Cowhey 1:00 p.m.

Show Up & Go Shopping Trip with Ms. Roche

4:00 p.m.

11th Grade MISH Project: Hoops for Hope

14.

and Library open

Weekends:

Off Campus

Our location—40 minutes north of Manhattan—greatly expands weekend options for our boarding students, many of whom take full advantage of the marvelously rich and diverse artistic, cultural, and recreational resources of New York City and the Hudson Valley region.

Twice a year, the entire boarding community travels to New York as a group.

In the fall, students choose to visit one of five museums; and in the winter, they take in a Broadway show. During other weekends throughout the year, students may join with faculty chaperones or travel to the city independently with groups of other students. The possibilities are endless: plays and shows on and off Broadway, music and dance concerts, art exhibitions and science museums, historical sites, poetry readings, scholarly lectures, and professional sports.

North of the city, students venture out for skiing, climbing, kayaking, fishing trips, camping, and many other options.

Masters students also attend many of New York’s universities and conservatories to further their studies in math, science, music and dance.

Gillian Crane,

Dean of Fun

Ms. Crane’s actual title is associate dean of students.

She’s a 1992 graduate of The Masters School who, after college, sang in professional opera productions and also acted in a Broadway musical.

“My favorite thing is to try to convince teenagers that this time of their life is supposed to be fun—even the stressful parts of high school are supposed to be fun.

“In addition to reminding everyone to enjoy every part of any given day, I am the faculty advisor to the Dobbs 16 a cappella group. We sang in New York City at the Human Rights First awards dinner, which was attended by actors Sam Waterston and Sigourney Weaver, and Meredith Vieira. We also sang for about 6,000 people at Radio City Music Hall at the annual conference of the National Association of Independent Schools. Most excitingly, we went to China, and Japan!”

Saturday (continued) 5:00 p.m.

Blue Man Group in NYC

5:30 p.m.

Dinner

6:00 p.m.

Shoghaken Ensemble

with Mr. Gormley

at Carnegie Hall with Ms. Roche 6:15 p.m.

Show Up & Go Movie Trip with Mr. Allen; Show Up & Go Ice Skating Trip with Ms. Wolter

8:00 p.m.

Karaoke and food in the Herrick Room with Mr. Cornigans; Show Up & Go Bumper Cars, Laser Tag with Mr. McCann

9:00 p.m.

Ford Open Dorm with Ms. Carnevale.

ALL INVITED!!!

11:00 p.m. Dorm Sign-in

Sunday

Chillaxin’ 9:30 a.m.

Continental Breakfast

11:30 a.m. Brunch 12:00 noon Library Open 1:00 p.m.

Show Up & Go Shopping Trip with Ms. Crane; Open Gym with Mr. Allen

2:00 p.m.

Let’s Bake Cookies and Brownies in Thompson with Ms. Roche; Show Up & Go

“Even though I am a day student, I have benefited from making friends with students from all around the world.”

—Natasha White Plains, New York

“I live in Greenwich, CT, and was a day student for two years, but finally my parents let me become a boarder! I am so excited to have 26 new sisters in the dorm and to be here for all the evening rehearsals and activities. I spend most of my free time at school, so this makes it so much easier for me to participate in so many extracurricular activities. “ —Perry Greenwich, Connecticut

Bowling Trip with Ms. Wolter 4:00 p.m.

Student Music Recital

5:30 p.m.

Dinner

8:00 p.m.

Study Hall and

in Estherwood

Library Open 10:00 p.m. Dorm Sign-in

15.

Our Dedicated

Faculty

At The Masters School, motivating students, mentoring them, taking care of them, and leading them into learning opportunities they might not otherwise experience is precisely how teachers teach.

Teachers are involved in all aspects of student life.

For example: j A math teacher expertly coaches basketball and

lives in a boys dorm. j An English teacher is swayed by the artistic

fervor of student actors and helps them stage a one-act play. j A physics teacher leads a ballroom dancing

workshop. j A history teacher plays rock music with

students and coaches lacrosse. j Teachers take groups of students ice skating

at Rockefeller Center and kayaking on the Hudson River.

Who

TEACHES

16.

at The

Masters School

“As a teacher, I continue to learn from my students. Harkness learning and teaching is all about give and take. The exchange of ideas is by no means one-sided (teacher to student). I also learn from my colleagues. All of them are passionate about teaching and their subject matter, and they are always striving to improve their craft.”

—Laura Krier History and Religion Teacher

“The advantage to boarding at this school is that I really get to know the boarders.

I live with them, I teach them.

I see them every single day, and I coach them.

—Matt Kammrath Math Teacher, Coach

“The students are so engaged and engaging that no matter what level they are at I can almost guarantee that we’re going to have a good conversation. Just knowing that for four periods a day I’m going to be working with these extraordinary students is so gratifying.”

—Richard Simon Chair, Department of Modern and Classical Languages

Teachers as

Learners

Dorm Parents

Like students at The Masters School, teachers are looking for opportunities to expand their knowledge base and make the most of the resources around them. Categorically, top-to-bottom, they reach beyond the ordinary in their own professional development. The School offers them an extraordinary level of commitment as they do so. Monthly Harkness discussions in which teachers collaborate on ways to broaden and deepen the educational opportunities for students, sabbaticals, and grants for curricular development and travel are just some of the ways in which the School supports teachers’ personal and professional development. This means that teachers at the School continually refresh their own scholarship and skills.

I love knowing that on Saturday mornings there is bound to be a pick-up soccer game to join. In the winter, I wake up on the weekend to the sounds of kids sledding on the hill.”

—Art McCann College Counselor, Dorm Parent

“My favorite moments at The Masters School: Seeing a student who might not have a brassy personality get up on stage at Morning Meeting and reveal something about his or her life that is deeply inspirational to the community; walking into my photography classroom to find that students who have arrived 15–20 minutes early are setting up to work in the darkroom; and watching a student put his or her work up on the wall for critique and fellow students responding with awe.”

—Madeline Wilson Chair, Art Department

“My hopes for these girls are the same as my hopes for my own three little children.

We want to help them grow. We want them to be independent. We want them to be responsible and thoughtful and to care about other people.”

—Nancy Gormley Science Teacher, Dorm Director

Faculty celebrate triumphs, encourage students to learn from setbacks, and get to know their students in as many different lights as possible.

“I’ve made a lifetime friendship with our coach, Mr. Kammrath, who is also a math teacher. I look up to “Kam” because he played basketball at the top level in college.

He is my mentor. Whenever I need help, he is there.”

—Alex Queens, New York “Not only was my teacher an extraordinary educator, my English class challenged me and got me thinking. I have never been stretched as creatively and as in depth as I have been in this class. It has inspired me to feel more comfortable expressing myself and has helped me find my voice.”

—Scarlett Chemin de Roquefort, France “Being away from home can be tough, but being here gives me new aspects of life to cherish.

Dorm parents really help; they are more than welcoming when it comes to hanging out.”

—Victor Union City, New Jersey

17.

Our Many

Passions

At The Masters School everyone can be their best selves. Students can arrange their schedules to include art classes, dance tech, or take additional sciences or languages.

After school they can play soccer in the fall, perform in the winter musical, and play lacrosse in the spring. With its cultural, linguistic, ethnic, religious, and socioeconomic diversity, our school is a melting pot of preferences and possibilities—an encouraging place to try new things.

“What do you really love to do?”

That’s a question students and teachers ask all of the time because they want to find out what students are most excited about pursuing.

The Club Scene

18.

Anime Club Art Club Cooking Club D.A.A. Dobbs 16 Dohters Dragon Club Football Club French Club Gay-Straight Alliance Glee Club Gaming Club

Gold Key Society Improv Club International Club Latin Club Masterpieces, Yearbook Masters Activities Committee Model UN MUSE The Naturals Onyx One Love Operation Smile

Panache, Literary Magazine Phoenix Photo Society REEF SADD Spanish Club Touring Talent Tower, Newspaper Ubuntu Urban Connection

Leading the Way

Many students take on leadership roles in dorm life, community government, team sports, the student newspaper, a club on campus, or community service. At The Masters School there is a firm tradition of “co-leadership”—one boy and one girl lead together.

Co-leaders collaborate on responsibilities, help each other acquire new skills, and enjoy new experiences.

Inevitably, the result for each co-leader is a growing sense of accomplishment and purpose.

“We all try to find our niche, our passion. I came to Masters as a three-season athlete and a curious science student.

This June, however, I will graduate as an inspired activist and an idealist.”

—Lauren White Plains, New York

19.

Athletics An Exciting Time for Masters Athletics

20.

“This is an exciting time to lead Masters athletics. We expanded our fitness center, will implement an athletic requirement to enroll more underclassmen in team sports, and the Board of Trustees has approved the construction of a new track and turf field, which will be ready for play by fall, 2011. This momentum and commitment are reshaping our program. We know, however, that athletics are not sustained solely by state-of-the-art facilities. A successful program thrives because of talented coaches who engage, lead, teach, and inspire committed student athletes.”

—Ray Lacen Director of Athletics and PE

A distinctive aspect of athletics at The Masters School is the intensity with which players, coaches, and fans alike approach it. Teams win championships and individual athletes qualify for national competitions.

The School’s fully equipped athletic facilities include:

j Four manicured fields for lacrosse,

soccer, field hockey, baseball, and softball j A full gym for basketball, volleyball, and a batting cage j A fitness center equipped with Life Fitness equipment and free weights, stationary bicycles, StairMasters, Nordic Track machines, Concept II rowing machines, treadmills, and exercise space

j A training room staed by a

full-time certified trainer j Ninety-six acres of wooded trails

(for cross country running, skiing, and fitness training) j Eight tennis courts j Turf Field and Competition Track (Fall 2011) j Outdoor basketball court j Fencing strips j The Hudson River (for kayaking)

Coaching: The Foundation At The Masters School, our varsity coaches are more than just coaches. They are general managers who groom our student-athletes from middle school right through graduation. Working closely with the JV and middle school PE teachers and coaches, our varsity staff identify young talent, manage goals at each level, and focus on age appropriate skills that will help take the student-athlete to the next level.

Because our players are exposed to the ethos of our program as early as 7th grade, our program is comprised of smart, skilled athletes who respect their teammates, coaches, and opponents while exhibiting a healthy level of competitiveness and drive. Each student-athlete, whether a beginner or a college recruited athlete, has a rich athletic experience at Masters, one that highlights the value of teamwork and its rewards.

Masters coaches, many of whom are classroom teachers and dorm residents, model the attributes that our student-athletes are expected to display before, during, and following each competition and practice: respect, discipline, perseverance, and dedication.

21.

Our Teams

Our Competition

Fall j Soccer j Volleyball j Cross Country j Field Hockey

The Masters School is a member of four competitive leagues: j Fairchester Athletic

Winter j Basketball j Fencing

Association (FAA), covering Westchester County, New York, and Fairfield County, Connecticut j Western New England Prep School Athletic Association (WNEPSAA) j New York State Association of Independent Schools (NYSAIS) j Independent School Fencing League (ISFL)

Spring j Baseball j Softball j Lacrosse j Tennis j Golf

Who Competes at The

Masters School

22.

“Because I was new at Masters at the start of this school year, I didn’t know anyone. A one-week pre-season for fall sports was held in late August, and during this time I became comfortable.

I met new people, including my best friend. All of the coaches are good people. Their expertise and support are reasons why my experience at Masters has been so positive.”

—Ben Carmel, New York

“Fencing has become my life.

I started as a freshman and made it onto varsity at the end of my sophomore year. I look forward to every practice and especially to the season, for which I train fall, spring, and summer.

The team is incredible because of the members’ positive attitudes.

And my coach! He has so much patience and has really made me work hard. And fencing is a lot of hard work.”

—Oriana Yonkers, New York

“Athletics is something I hold very close to my heart, being a three season Masters athlete. I am a member of the varsity soccer team, the jv basketball team, and the varsity tennis team.”

—Mehran Hartsdale, New York

“I have strong feelings for the relationships I have made over the past three years at Masters. The support and the opportunity to learn from my volleyball teammates and the realization that my teammates are learning just as much from me is something that I will value for a long time.”

—Rebecca Putnam Valley, New York

23.

Arts

24.

that e arts find h t r o f n o i ith a pass ance to Students w ol is a ch o h c S s r e t at The Mas ing. their time understand d n a s l l i k s d develop their acquire an h they find c i h w g n i r a time du s It is also their mind nts expand e d u t S . s e oic creative v They come and ears. s e y e r i e h t ideas along with elings or e f y n a m e ce with th face-to-fa strate They demon . s s e r p x e to vered they want have disco y e h t t a h eir work t , through th culate joy rn to arti a e l y e h T . themselves se their ds. They u r o w t u o h t d hope wi sorrow, an n, heard, y have see e h t t a h w l others School’s art to tel them. The d n u o r a d l n the wor enjoy and felt i who deeply s t s i t r a g re workin teachers a s emerge. ts’ talent n e d u t s r i e r helping th cation nea chool’s lo S e h t f o Because ion to ast attent f d a e t s s t ity and i New York C e music, nities, th u t r o p p o g learnin city-based s have ce program n a d d n a , ual arts drama, vis dents draws. Stu t s e g g i b s among it y long been w York Cit tudy at Ne s n e t f o s in the art urdays. ios on Sat d u t s t r a ries and conservato

“My dance instructor is one of my favorite teachers. She supports me in everything i do with dance and otherwise.

She inspires and motivates me to reach my academic and athletic goals.”

—Anasa Campbell Hall, New York

“I’ve studied art at The Masters School for three years. The two things I most appreciate about the art program are courses in both the fine arts and digital arts and the REALLY BIG canvases available in the art studio. I have benefited so much from the New Digital Media course, which has given me the opportunity to learn photography, video, and sound design, and large canvases are a rare commodity even in art schools.”

—Tammy Franklin, New Jersey

25.

j Music

Musical Expression j Glee Club j Orchestra j Dobbs 16

(coed a cappella group) j Dohters

(female a cappella group) j The Naturals

j Drama

Students can take academic music classes as well as study an instrument or voice privately with a faculty of more than 40 music professionals.

During free time, musicians can use any one of Strayer Hall’s grand pianos or guitars and even the heirloom harpsichord. The School has a host of instrumental and vocal groups for musicians to join, including a community orchestra, a jazz group, several a cappella singing groups, plus a host of bands and combos.

There is an experimental music lab in which to compose, wonderful spaces in which to raise voices harmoniously, and many performance opportunities in and around both the campus and New York City.

26.

(male a cappella group) j Jazz Band j Cabaret Troupe j Chamber Music j Rock Bands j Rock Club

(rock appreciation group) j Internships with the Hudson

Valley Singers j Swing Band

Acting, directing, stage craft, design, feature-length video-making and public speaking are all part of the drama curriculum at The Masters School. The 450-seat Claudia Boettcher Theatre is the perfect venue for mounting innovative works. The Drama Department presents three stage productions per year—a dramatic play in the fall, a musical in the winter, and student-directed one-acts in the spring. Members of Phoenix, the honorary drama society, stage their own productions throughout the year, making innovative student performances regular campus events.

On Friday nights, Phoenix Coffee House offers “open mic” opportunities for performers, poets, and musicians.

“My passion for theater comes from the close bond that develops among the cast and crew when we collectively nail a performance.

There’s a strong feeling of mutual accomplishment that I really appreciate.”

—Matt Kitchawan, New York “Because of my interest in video and film, I have been able to visit both sound and editorial post production studios in NYC and meet with some very talented film editors. “ —Cody Point Pleasant, Pennsylvania

“I cannot imagine my life without dance. I have danced for ten years, three of them at The Masters School. I am the president this year of MUSE and will be next year along with a good friend. My favorite forms are contemporary, modern, and jazz. I have been choreographing for three years. I often attend performances at Jacob’s Pillow, a famous performance space/school, and have performed there many times.”

—Ali Armonk, New York

j Art

“I took a studio art class one semester that was so much fun. I took a journalism class this year, and now I’m writing for the school paper. Music, though, is what I live for, and whenever I have a free period it’s off to the music building for me. If the School has 15 grand pianos, I’ve probably played 14 of them.”

—Mitchell Scarsdale, New York

What better place to study art than in a two-story, sun-drenched studio? There is a full digital media lab in Masters Hall, and the campus itself is within easy reach of well-established galleries and artists. On campus, the gallery in the lobby of Claudia Boettcher Theatre exhibits student work. Art students enjoy direct contact with professional artists while having the freedom and support to select themes, choose media, and take their work in the direction they want it to go. Regularly scheduled “Open Art” times in the studio allow students to work independently on projects. Art instruction is supplemented by visits to the Metropolitan Museum of Art, the Museum of Modern Art, the Whitney Museum, and other world-renowned art collections.

j Dance

Students dance every day alongside a seasoned pro and take in performances by top dance companies like Alvin Ailey and the New York City Ballet.

They receive high-level instruction from visiting artists and can audition for The Masters School Dance Company or student run dance groups like MUSE and Urban Connection. In ballet, modern, jazz, tap, theater, ethnic dance, and choreography, they discover what is unique about their talent, and in the dance studio they perfect their technique with like-spirited, multi-talented friends.

27.

Masters Interested in Sharing and Helping MISH Lends a Helping Hand j Amnesty International j Andrus Nursing Home j Cabrini Immigrant

Services j Children’s Village j Days of Wonder

Day Care Center j Harlem Village Academies j Micro Financing j Midnight Run j Touring Talent

Our

j Ubuntu

Community Service Commitment

28.

Community Service is a unifying experience at The Masters School. There is a strong social conscience that goes back to The School’s founding in 1877, when Miss Eliza Bailey Masters said she would educate each and every one of her students to be a “power for good in the world.” Formally, the School calls it MISH (Masters Interested in Sharing and Helping). It is an all-school way for any student, teacher, or staff member who wants to be an agent of progress or caring to become one.

Across every grade and subject area, virtually everyone at the School finds meaning in making a difference.

They are passionate about supporting and hosting the Junior Special Olympics, Hoops for Hope, Children’s Village, and a long list of other worthy causes. Between Jeans Day donations (on Fridays, students, teachers, and staff can “trade” a dollar for the right to wear jeans) and other fundraising activities, the school community raises close to $20,000 annually for local, national, and international charities. At MISH morning meetings, representatives from those charities visit the School to give students a chance to learn more about the projects their dollars support.

Contributing money is far from all the school community does to make a difference. Through a broad range of service learning programs from action in Africa to helping out in local day care centers to teaching about suicide prevention to coordinating fundraisers for micro banks to traveling to Jonestown, Mississippi, to repair homes, students at The Masters School learn about both disparity and possibility. Recognizing the needs of people all over the world, they learn to identify their own resources and use them to meaningfully contribute to the health and safety of everyone.

Who Volunteers

at The

Masters School

“This year in MISH we’ve been focusing on ‘service learning’— projects that teach us about the people we support. Sometimes students hesitate to make a commitment. But once they’ve honored their commitment and made a difference, they rave about how much fun they had and what they learned. That’s the best part of being a MISH co-leader: hearing what people learned from the experience.”

—Campbell New Rochelle, New York

“We help others without any material profit, but the experiences we gain and the people we meet through these activities are profits in and of themselves. This year, as a class MISH representative, I’ve learned to put different ideas together and make it all work. I’ve learned to be more organized, responsible, prepared, and open-minded.”

—Ran Roselle Park, New Jersey

“In addition to helping others, community service is a way for me to see beyond my personal life. It allows me to experience, for a short time, what many people go through every day— to see a different world, a world that is not so perfect. It also contributes to our daily Harkness discussions when I am able to bring up other aspects of society that would have otherwise gone unnoticed. Through community service we grow out of our ‘bubble’ and get to know more about the world around us.”

—Francisco Newark, New Jersey

29.

Our Message The Masters School provides a challenging academic environment that encourages critical, creative, and independent habits of thought and a lifelong passion for learning. The Masters School promotes and celebrates academic achievement, artistic development, ethical action, athletic endeavor and personal growth. The School maintains a diverse community that encourages students to participate actively in decisions affecting their lives and to develop an appreciation of their responsibilities to the larger world.

30.

Parents, I, too, am a parent, and I know that we all search for the right education for our children. We want a school setting that will give each child a way to develop and hone individual strengths. We want our children to acquire skills, flexibility, and a sense of possibility, but we also want them to gain strong core values and leadership skills so as adults, they can hold firm against the sway of chance or misfortune.

Our children need to be given abundant and meaningful practice in leadership in arenas that matter to them and to us. We want them to emerge from their high school years fully prepared to make difficult ethical, practical, and emotional choices and to enjoy and contribute to the diverse world around them.

My message as both a parent and Head of The Masters School is that

our school is a place of deep learning and possibilities for children. If you would like us to show you our campus and talk with you further about our programs or approaches, please call us so that we can schedule for you a 31.

visit to Dobbs Ferry and The Masters School.

—Maureen Fonseca, Ph.D. Head of School

How to Apply to

The Masters School

Getting to Know Us

Prospective students and their families have many opportunities to learn more about The Masters School: j The school website, www.mastersny.org, which contains complete and up-to-date information on the School, our admission procedures, admission events, and financial aid. j Informational meetings and open houses j Campus visits and interviews j Regional receptions j A worldwide network of alumnae/i and parents of current students who are happy to offer their personal perspective of the School

Application Process

j Schedule a campus visit and campus tour. The School requests that

all applicants visit the campus for an interview. If a campus interview is not possible, an off-campus or telephone interview can be arranged. j Complete and return the application forms. It is important to submit a completed application with application fee to the Office of Admission as soon as possible. The application can be submitted online from the school website or via the mail. j Deliver the School Report and Teacher Recommendations.

The School Report, as well as the English and Math Teacher Recommendations, must be delivered to your present school, along with the return envelopes. These forms are also available on the school website. j Register to take either the SSAT or ISEE entrance examination.

Students applying to The Masters School, in any grade, will need to take an entrance exam. Consult the SSAT or the ISEE websites for test sites and dates. j International students are required to take the TOEFL exam.

Students who reside outside the United States and for whom English is not their first language are required to take the TOEFL exam as well as the ISEE or the SSAT. Consult the TOEFL website for test sites and dates.

Exams should be taken no later than January to ensure that the official scores are sent to The Masters School by the application deadline. j Track your application forms. Call the Office of Admission periodically throughout the process to make sure all paperwork has been received and is in good order.

All admission materials should be received well in advance of the deadline.

The deadline for day student applications is in mid-December.

The deadline for boarding student applications is in early February.

Please consult the website or call the Admission Office for the exact dates.

32.

The Office of Admission hours are Monday through Friday from 8:00 a.m. to 5:00 p.m. during the school year and from 8:30 a.m. to 4:30 p.m. during the summer. We look forward to hearing from you and to answering any questions you may have about The Masters School or about the admission process.

Financing a Masters School Education

The Office of Admission is committed to working with families to make a Masters School education financially possible. Through a combination of need-based financial assistance and financing tools, families can find ways to close the gap between the cost of their child’s education and what they can afford to pay.

Parents who check the appropriate box on The Masters School admission application will be sent a complete package of financial aid information.

For further information on any aspect of the School’s admission or financial aid procedures, please contact: Office of Admission The Masters School 49 Clinton Avenue Dobbs Ferry, New York 10522 Phone: 914-479-6420 Fax: 914-693-7295 Email: admission@mastersny.org

Directions to

The Masters School

ccc

The Masters School is easily reached from Newark, Kennedy, LaGuardia, or Westchester County airports; the Metro North Railway; and major highways.

By Car

From New Jersey Take upper level of George Washington Bridge; remain in right lane; follow signs to Henry Hudson Parkway North. Henry Hudson becomes Saw Mill River Parkway. Follow Saw Mill to Exit 17 (Dobbs Ferry/Ashford Avenue). At top of exit ramp, turn left (at light). Proceed on Ashford through 5 traffic lights.

See for further directions.

*

*

From North and Northeast Take New England Thruway (I-95) South to exit for Cross Westchester Expressway (I-287) West. Follow to exit for New York State Thruway South (toward NYC). Stay on Thruway very briefly, exiting for Saw Mill River Parkway South.

[OR take 684 South to exit for Saw Mill River Parkway.] Follow Saw Mill to Exit 17 (Dobbs Ferry/ Ashford Avenue). Follow ramp; continue straight, merging with Ashford Avenue. Proceed on Ashford through 4 traffic lights.

*

From Northwest Take New York State Thruway (I-87) across Tappan Zee Bridge; once across the bridge, take the first exit to Route 9 South, turning left at the bottom of the ramp (at stoplight) onto Route 9 South. Continue until Route 9 turns right and merges with Ashford Ave; Stop and Shop will then be on the left. Continue up hill and make first left onto Clinton Avenue. Pass two campus houses to main entrance of School; turn left at stone marker.

*

Notice of Nondiscriminatory Policy: The Masters School admits students of any race, color, national, or ethnic origin to all the rights, privileges, programs, and activities generally available to students at the School. It does not discriminate on the basis of color, national, or ethnic origin in administration of its admission policies, educational policies, scholarship and loan programs, and athletic and other school-administered programs.

From Long Island Cross Whitestone Bridge to Hutchinson River Parkway North.

Exit Hutchinson onto Cross County Parkway West. Exit onto Saw Mill River Parkway North. Follow Saw Mill to Exit 17 (Dobbs Ferry/Ashford Avenue). At top of exit ramp, turn left (at light). Proceed on Ashford through 5 traffic lights.

*

*

From Ashford Ave., Dobbs Ferry At last traffic light, Ashford merges with Route 9/Broadway; Stop and Shop is on the left. Continue up hill and make first left onto Clinton Avenue. Pass two campus houses to main entrance of School; turn left at stone marker. Park in Admission Visitor Parking or nearby spaces.

By Plane

From Newark, Kennedy, LaGuardia, and Westchester County Airports, limousine and taxi service may be arranged.

By Train

Trains leave every hour to and from Grand Central Terminal, New York City, for a 40-minute train ride on the Hudson River Line. The Dobbs Ferry station is about a mile from campus.

Taxi service is available.

Design: Good Design, LLC Photography: Tom Kates, Bob Falcetti, Peter Finger, Dorothy Handelman, Anne Marie Leone, Rawn Fulton, Robert Cornigans, RenĂŠe Bennett, and The Masters School community Printing: Lebon Press, Inc.

33.

49 Clinton Avenue Dobbs Ferry, New York 10522 Phone: 914-479-6420 Fax: 914-693-7295 Email: admission@mastersny.org