Tower The Masters School
VOLUME 70, NUMBER 4
49 Clinton Avenue Dobbs Ferry, N.Y. 10522
TUESDAY, FEBRUARY 18, 2014
tower.mastersny.org
Number of senior speeches doubles
Fonseca heading to Heads program
Daniel Barnett Photo Editor
Teerin Julsawad Wen-Xuan Ni Editor-in-Chief Featrues and Arts Editor
Twice as many seniors this year as last year intend to walk down the stairs of the theatre, step up on stage, place their papers on the podium and proclaim, “Hi. My name is ______, and this is my senior speech.” Senior speeches are a way of expressing oneself on stage in front of the student body, and to reflect on one’s years here and confer advice upon younger students. The question arises: why will the Class of 2014 graduate the highest number of senior speech-givers in recent history? Senior Lucy Price credits the rise in speeches to two main factors. “ She said, “The senior class saw a wide variety of speeches last year. The range of media through which speeches were given definitely opened 2014’s mind to the endless possibilities.” She added, “More than anything, though, I think the enthusiasm can be attributed to Mr. Comforto, the senior class dean. He has repeatedly stressed to the senior class the significance of a senior speech.” As a first-time class dean, Comforto commented on the input he has given to the senior class. He said, “I asked the seniors to reflect on their responsibility to serve as models in the community.” He continued, “I also invited them to consider meaningful ways in which to use the power that comes with stage time at morning meeting.” Olivia Lifflander, senior class co-president, noted that even though the number of speeches has increased, the days on which seniors can give their speeches have not changed. “Friday is the only day that truly works, because Tuesdays alternate between MISH and Matters of Spirit and many Mondays are Musical Mondays,” Lifflander said. There will be at least 12 speeches a month.”
YIYI OUYANG/TOWER
FOLLOWING COLLEGE DECISIONS, a cork board was put up in the Day Student Lounge (DSL) and several college rejection and deferral letters were put up by the seniors as a “bonding activity” and coping mechanism. However, it was pulled down within hours.
College rejection letters removal stirs controversy and debate Sofia Linden News Editor Seniors who applied early decision have all heard back from their college of choice. But in December, the bulk of those decisions, yay and nay, were still rolling in. Members of the Class of 2014 hung up a corkboard in the Day Student Lounge (DSL) to post their rejection and deferral letters as a way to sympathize with each other during the college process, but the board was quickly taken down the same day it was placed there by their class dean, John Comforto. On their Facebook class page, students voiced their opinions on the matter. Senior Sabrina Stanich was one of those students who were vocally advocating for the board. “The college process becomes a giant numbers game, and the reality is that many qualified students get rejected, deferred or waitlisted from schools at which they are completely capable of performing.” She continued, “But when you are a recepient of one of those letters, it feels like a personal insult.” Senior Zach Oscar offered another point of view. “A large majority of people were saying it [the board’s removal] was absurd because it was meant to be a community support system,” he said. He explained that there is the possibility of students who are still immersed
in the application process getting nervous, and making those who were accepted feel isolated even though that is what the corkboard was trying to avoid. Oscar said that at this time of year the general sentiment towards college is negative. “I was personally deferred from my college, and if I was accepted, I think I’d feel more uncomfortable [sharing the outcome].” Stanich and senior class co-president Bennett Saltzman met with Comforto to discuss the issue. “Mr. Comforto was very receptive. I think he’s in a difficult position,” Stanich said. Comforto declined to comment on the cork board’s removal. History teacher Max McKenna had a “Rejection Board” at his high school that strove to foster the same spirit of sympathy and camraderie that members of the Class of 2014 were attempting to create. “At my high school (Lexington High School in Lexington, MA), we had a cork board in one of the cafeterias where seniors could post their rejection letters. It became an institution there, and had been there for years before I even got to high school.” He spoke about the goals and function of the board at his high school. “The idea was that it would be a place for seniors to commiserate, and to share in what can be an incredibly stressful process—a sort of catharsis at the end of a long road of college applications. So, in that way it was a very
positive, and communal outlet for these frustrations.” But the board that members of the Class of 2014 attempted to put up was placed in the DSL in December, rather than at the end of the year. “Personally, I never posted anything on the “Wall of Rejection”, as we called it, but I did absolutely see the value in having it at my high school,” McKenna said. He added, “A way to publicly and communally share in this stress and frustration can be a positive outlet – but it also shouldn’t get in the way of students being able to celebrate their own victories or accomplishments, as well.” “I got deferred,” senior and newly-elected co-chair Julia Butterfield said. “It happened, and it sucked, and there were two days of feeling bad, and then I woke up and decided I can’t change it, and I shouldn’t dwell on it.” She spoke about the potential unintended outcomes the board could have caused. “I wouldn’t be surprised if having the board made it more difficult for people to move on,” Butterfield said. “For me, seeing how so many people in the senior class weren’t accepted could make it worse, because I would focus on feeling concerned for them instead of positive about my own situation.” She continued, “I wouldn’t have a problem with people doing what they want, but I don’t think having the board up would be healthy in the in the long run.”
INSIDE THE ISSUE GENDER STEREOTYPES Setting an example to break off the ingrained gender stereotypes at a young age. PAGE 4
SURVEY MONKEY The easily manipulated of the site raises questions about the reliability of online surveys. PAGE 7
MAAC POOL The six-lane pool in the new MAAC will allow for swim meets but not water polo or diving teams. PAGE 10
Head of School Maureen Fonseca is heading back to school. Fonseca is among 22 Heads of School who have been admitted to the Klingenstein Center for Independent School Leadership’s 2014 Heads of Schools program at Columbia University’s Teachers College. She was awarded a fully-funded fellowship where all tuition and accommodation costs are covered. Like seniors during the college admissions process, Fonseca had to submit an application to the university comprised of a resume, a personal statement essay and a research topic. The Klingenstein Center focuses on developing and strengthening the leadership skills of teachers and administrators in independent and international schools. During the program, the 22 Heads (18 from various states and four from outside of the country) will get together and learn about educational leadership. They will work closely with each other on personal and group projects, learning and understanding what each school wants. While Fonseca is no stranger to Klingenstein, having spoken there about her work at Masters, she has never had the opportunity to apply until now. She said, “The Head of the program encouraged me once and I know it’s a great program. I’m familiar with Klingenstein but have always been busy, and it’s hard to take time off during the school year.” Program participants intensively study and discuss current issues in private school education. The program aims to strengthen the participants’ skills through examining global educational issues and policies, research and discussion. Additionally, participants will have the opportunity to visit different types of local schools to expose themselves continued on page 9