Tower Issue #1 Volume 77 2020-2021 by Tower

TOWER The Masters School

49 Clinton Avenue Dobbs Ferry, N.Y. 10522

VOLUME 76, NUMBER 1

Editorial In an unprecedented time in the United State’s history, listening to understand has never been more important. With leaders across the political spectrum sowing division, Tower encourages the Masters community to listen to opposing viewpoints with an open mind, as the 2020 Presidential Election crawls closer.

tower.mastersny.org

OCTOBER 30, 2020

Masters announces pooled testing plan

MITCH FINK AND KATE SIBERY Editors-in-Chief Weekly pooled testing began this week after Director of Health Services Sue Adams announced that Masters would be shifting its Covid-19 testing approach from an initial single round to a pooled testing regimen in a community-wide email sent on Friday Oct. 16. The school collected its first samples on Monday Oct. 26. The testing is being carried out in coordination with JCM Analytics, a health consulting firm based in Durham, N.C. Pooled testing involves the collection of individual testing samples, which are then grouped together in “pools” and analyzed for traces of Covid-19. The approach has become increasingly popular across the nation, due to its capability to test large groups of people accurately. In areas which are not suffering from a major spike in cases, the method works well, because a majority of the pools will come back negative. However, when a significant number of pools test positive, each individual sample must be retested, which can result in a loss of key resources. Every student and faculty member received a testing kit, which consisted of a nasal swab and a plastic vial, which they used to gather their own samples while at home. Individuals who were not cleared by the AUXS Safety App were not allowed to participate in the testing. The AUXS Safety App is a tool which the school has used to keep potentially symptomatic individuals off campus. “The health advisory team felt [pooled testing] was needed to pursue the

most accurate picture possible of asymptomatic occurrences,” Adams told Tower. Masters shifted to pool testing after completing an initial round of testing, where students and faculty were each individually tested on campus before the campus reopened for hybrid live and remote classes on October 5. No test results returned positive. Many students and faculty have reacted positively to the news, citing the frequency and convenience of the program. Senior Brooke Tatarian said, “I think it’s more effective, in comparison to having everyone cominto school to test individually,” adding, “You’d rather be safe t h a n sorry.”

Jonathan Karpinos, chair of the Modern and Classical Languages Department and Upper School Latin teacher, echoed Tatarian’s sentiment. “It feels like a manageable way to keep the testing going,” he said. Head of School Laura Danforth and other top administrators worked closely with the health advisory team to make the decision, weighing the convenience, cost and effectiveness. “We h a v e

about 1,000 people coming and going on our campus every day and if you do individual testing, it’s a lot more expensive, like 55 dollars a test. With pool testing you still get a great sampling of how we’re doing healthwise on our campus.” Both Danforth and Adams expressed that the shift came after researching the testing methods of other schools in the area. Among the schools researched were Rye Country Day in Rye, N.Y, The Hill School in Pottstown, Pa. and Hackley School in Tarrytown, N.Y. Hackley has employed a pooled testing system since it opened in early September, and according to Peter Sawkins, the school’s director of auxiliary services, the program has been successful. Hackley has reported zero cases of the virus. Upper School History Teacher Andrew Lopez was pleased with the shift, not just because of the accuracy of pooled testing, but also because it forces the students to take on social responsibility. “It is a weekly reminder for the students to take their behavior seriously as it relates to preventative measures,” he said. “You don’t want to be the one kid to fail the pool test, and so maybe you make the decision that ‘I’m not going to go out tonight’ or ‘I’m not going to engage in risky behavior’.”

M. BRODY LEO/TOWER

VIVIANNA SIMON ‘24 USES a testing swab for her self administered test. Each in-person student received a testing kit on Oct. 23, and submitted to the health office by early the next week. Students were told to put the swab in their noses, rotate four times in each direction, and wait for eight seconds before taking it out.

New schedule: students react CAROL QUEIROZ Ad Manager and Copy Editor After four months of learning from home, Masters students, faculty and staff made their way back to campus for in-person learning. As the school tries to accommodate both on-campus and virtual students, the remote schedule which has been used since April has been replaced by a new in-person schedule. There are a number of standout differences between the old and new schedule. Breaks between classes are shorter, classes were extended from 60 to 70 minutes, the day now begins and ends 15 minutes earlier and a 50-minute long lunch replaces the hour-long break of the virtual schedule, as it is now combined with alternating shift 3rd period classes. For Junior Teddy Diamond, the lack of breaks and designated club meeting time during the school day was a concern. Diamond is a co-president of two newly-founded clubs, Quantum Everything and the Card Club, and the new schedule left him struggling to plan meeting times which work for club members. “Seeing that there were no breaks, the first thing that popped into my mind was there won’t be...

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Online students share mixed experiences since reopening decided to remain remote because he believes that we don’t really know what is going to happen, going into the next few months. “I admittedly have been a little concerned that we might be going backwards to where we were a few months ago, and I don’t really want to be a part of that,” he said. Sophomore Chris Nappo echoed a similar sentiment. “I didn’t want to go back to school and be the first kind of test to go back- let’s say that there was an infection, I didn’t want to be among those group of kids, constantly worrying if I got COVID-19 or not,” he said. Yet despite worry, many who remained remote also mentioned the conflict they were feeling over their decision. Remaining remote was not going to be the same as

wasn’t such a bad idea.” An additional worry by the students Kyla Barantsevitch was that remote students would be forgotten by the teachers, and would have a hard Web Editor time participating in class. However, as the weeks go on with the new schedule, most feel as though students and teachers are adapting better Since stay-at-home orders were first isto it, despite technical issues. Grizzaffi sued in March, it has become clear that refurther mentions that utilizing the use of turning to normal may not be the case for student feedback proved beneficial in the a long time. This became even more true spring, and she hopes that the school will when over the summer, Masters issued an continue to use that going forward. email which stated the school decided to Overall, while there have been continremain remote for September, however ued downsides of staying online, such as on Sep. 24 it was then announced that a negative effect on mental health, lack in-person classes would resume on Oct. of social interaction and the increased 5. While many were eager to return, there screen time, Battleman, Grizzaffi, Gatty have been a number of day students who and Nappo expressed that it wasn’t worth have chosen to continue risking their health and with remote learning. safety to go back to school Due to pressure, many at this time. I didn’t want to go back to school and be the colleges and high schools That isn’t to say that the went back to their brick some students interviewed first kind of test to go back - let’s say that there feel as though the school and mortar institutions, was an infection, I didn’t want to be among those group albeit with changes in mismanaged their handling procedures and protoof the pandemic, as they of kids, constantly worrying if I got COVID-19 or not.’ cols. However, students were almost unanimous at Masters received an in saying they thought the -Chris Nappo ‘23 email in late July detailing school has done a great job the school’s plan not to in their response. Battleresume in-person classes man said, “I think as a plan in September, and to wait until Sep. 30 to when everyone was online, and they would overall it is great, I think in the scheme of decide whether to send students back. be facing a major transition. what the school could be doing, they are With the onset of fall, there have been Senior Carly Grizzaffi said, “Some- doing virtually everything they can.” a rise of cases in New York City specifical- thing that was really concerning was that Gatty furthers, “from what the little ly, which is in close proximity to Masters. my mental health could potentially worsen knowledge that everyone had [in regards New York City is now averaging 643 new because of a lack of social interaction with to COVID], I think the school handled it cases each day, an uptick of 19 percent my friends on a daily basis.” really well.” from two weeks ago. However, Sophomore Christopher Yet in the end, students interviewed The school hasn’t been immune and to Gatty was in a unique situation that said they felt as though remaining caudate, there have been four recorded in- prompted him not to feel this way. While tious is the best course of action. As to stances of Covid-19 on campus, with the he mentions that he too was initially un- when they plan to return, Grizzaffi menMiddle School even being shut-down for sure with how the school’s plan was going tioned said, “I am hoping that things a week after it was announced on Oct. 8 to work, he was stranded in The Caribbe- will become more steady and stable and I that someone had tested positive. Many an for five months due to border restric- will feel more comfortable going back to day students cite this as their main reason tions and, “I didn’t have to go through school everyday.” to decide to remain remote. [staying at home] when I was away so I Zachary Battleman, a senior, said he thought coming back and staying home

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RYAN FERGUSON/TOWER

ABOVE: SENIOR RYAN FERGUSON ATTENDS statistics class through Zoom at his at-home workspace. Ferguson said that online class is preferable for him due both to the commute he can skip and the working area that he has set up for himself. BELOW: JUNIORS SIT IN MASTERS Hall, looking at online students displayed on the whiteboard. In the first few days of reopening, students found that teachers struggled with juggling both online and in-person students. Since then, many believe that the situation has improved considerably.

RACHEL SCHWARTZ/TOWER

NEWS

TOWER/OCT. 30, 2020

Early Voting in Dobbs Ferry All photos by Kate Sibery Residents from across the river towns flocked to the polls en masse, as early voting opened at Dobbs Ferry Village Hall on Saturday, Oct. 24. The lines stretched around an entire block. Many voters waited hours to cast their ballots.

Residents from across the river towns flocked to the polls en masse, as early voting opened at Dobbs Ferry Village Hall on Saturday, Oct. 24. The lines stretched around an entire block. Many voters waited hours to cast their ballots.

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I feel like the state of our country right now is crumbling, and I hope for change. -Dobbs Ferry voter

Many colleges move to test-optional amidst extended pandemic familiar with us, test scores are very whether or not a student submits them. important, so it’ll be a challenge, but The director of communications at Colwe’re excited to be taking that on lege Board, the organization that creand opening the door of accessibili- ates SAT tests, Sara Sympson, said she ty for our students,” Anderson said. believes that standardized testing is a Masters’ Associate Director of Col- valuable part of any student’s college aplege Counseling Karin Tucker, thinks plication, but understands the extenuatthat moving to a test-optional poli- ing circumstances that leave many stucy is a necessary decision for all col- dents unable to sit for exams this year. leges to make, regardless of if test “As schools continue to navigate scores were previously emphasized. uncertainties due to the coronavi“Over half the nation’s colleges and rus, the top priorities for the College universities have gone test-optional for Board are the health and safety of stumany reasons, but especially because it’s dents and educators. We're working just unfair to ask students who are living to ensure as many students as possithrough a global pandemic to take an ble are able to test safely,” Sympson exam that they can’t even get to,” she said. told Tower, in an exclusive interview. Senior Richie Boxer was prepped and Many seniors this year had no choice ready to take the ACT in August, but but to apply to test-optional schools, when his test date was cancelled, he was which fortunately may not narrow forced to start thinking about applying down their choices this year. But, a to college without sitting for a test, a part few seniors had always been planning of his application he had been relying on. on applying solely to test-optional “While I think, especially now, it won’t schools, and in that case, the choices hurt people to not have a test score, it is for them have increased considerably. always a major advantage to have a good Senior Reed Gilmore had planned on score for your applications,” Boxer said. applying to only test-optional schools, Tarah Desousa, Media Communications even before the pandemic struck. He Strategist at ACT, said as the pandem- decided he wanted to focus on in-school ic continues to affect students, the ACT academics and didn’t consider himself a will keep taking the extra steps neces- strong standardized test-taker. Gilmore sary to make testing during these uncer- is looking to be recruited for college socELLA TANG/TOWER tain times as easy and safe as possible. cer, and feels a standardized test score A STUDENT GRAPPLES WITH SAT cancellations which occured as a result of the “Unfortunately, it’s clear that the pan- wouldn’t add anything to his applicaCovid-19 pandemic. Many colleges have made the switch to become test optiondemic will be with us for some time. tions and recruitment process. Though al this year due to the unique circumstances presented by the pandemic. We’ll continue to open up as many the pandemic has made it much harder When Covid-19 hit the United States testing sites and seats as possible, and for him to attend clinics and meet with in early March, ACT and SAT test dates we’ll be rolling out a remote proctoring coaches personally, Gilmore is lookKIRA RATAN scheduled for March 14 and March 28 option in the coming months that will ing forward to putting more schools on Features Lead Editor were quickly postponed or canceled. allow students to take the ACT test on- his radar now that so many have gone test-optional. According to Spectrum News New line, at home “I was alYork, the ACT website lists at least 500 or in other safe tudents across the globe study testing locations that were closed down and conveways planning for hours upon hours, and of- because of the pandemic. According nient locations. on applying tentime spend thousands of dol- to a Tower survey from Oct. 14, over We know that to test-optional lars, preparing to take standardized 50 Masters students were unable to sit scores from schools, but I tests; and, in early March of 2020, for their tests because of COVID-19. the ACT test lucked out with thousands of students had been doso many more Schools like Wake Forest Universi- are important ing just that. Then, the pandemic hit. ty in Winston-Salem, N.C., and Bard for students, schools becomThe COVID-19 crisis shut down test- College in Poughkeepsie, N.Y. already p a r t i c u l a r l y ing test-option- Kyla McNally Anderson ing for the greater portion of the had test-optional policies in place and as they plan al. I expect, or spring and summer, which prompt- therefore didn’t have to add to their list their futures Northeastern U. Admissions at least hope, ed colleges and universities to reflect of variables during this unprecedented at college or tons more colon and rethink their admissions pol- time. But schools who greatly empha- in a career setleges become icies and processes, specifically in sized standardized test scores in their ting,” she said. permanently regards to standardized test scores. admissions process, such as NortheastColleges and universities have taken the test-optional and review applications According to Fairtest.org, the National ern University in Boston, Mass., were extra step during the pandemic to explic- more holistically instead of valuing stuCenter for Fair and Open Standardized forced to look in a different direction. itly declare in their test-optional policies dents by a singular test grade,” he said. Testing, there are now over 1,630 instiKyla McNally Anderson, an undergrad- that not providing a test score will not Similar to Gilmore’s sentiments, Tucker tutions across the United States that are uate admissions officer at Northeastern be held against any applicant. According believes that, with so many schools gotest-optional, either temporarily or per- University, spoke to Masters’ juniors to Private Prep, a tutoring and test prep ing test-optional, students applying to manently. There are quite a few schools and seniors on a panel about college service, a few schools have even decided colleges can now focus more on their that already had test-optional policies admissions and the pandemic. She to go “test blind” during the pandemic, academics and other parts of the college in place before the pandemic, such as talked about the emphasis that North- including Yale University in New Hav- admissions process that they can control. Bowdoin College, the first American eastern’s previously placed upon stan- en, C.T. and Caltech in Pasadena, Calif. “We encouraged students to lessen their college to go test-optional in 1969. But dardized test scores and how the pan- Unlike test-optional schools, where sub- stress and take this as an opportunity to many schools only recently made the demic has reshaped their review process. mitting test scores is welcome but not focus on the important aspects of their switch once it became clear that testing Becoming test-optional was a huge required, test blind schools will not con- application that are in their control.” wouldn’t be feasible for a period of time. move for Northeastern; if anyone is sider any standardized test scores at all,

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We’re excited to be taking this on and opening the door of accessibility for our students.

CAROL QUEIROZ/TOWER

A COMPUTER JUXTAPOSES THE 2020-2021 remote schedule with the new in-person schedule.

New schedule: students react Continued from page 1 enough club time. I created the Quantum Everything club this past year and now I need to completely rethink how it’s going to work,” Diamond said, “It’s been a challenge. We still haven’t found a suitable time for either the Quantum or Card club.” Sophomore Jaden Bascon says this change is more helpful to her, starting out as a remote student, then returning to campus. ““I prefer our new schedule because we end school earlier giving us more time after school for homework, sports, etc.; however, the 70 minute class periods make it slightly harder to stay focused the entire time. I am also not sure if advisory everyday is needed. Other than that, I wouldn’t change anything about the new schedule.” Associate Head of Upper School Sara Thorn helped to create the new schedule alongside Head of School Laura Danforth and a team of other administrators. Thorn said, “All schedules are compromises, and this one felt like we were able to serve the people in the best way. There’s always going to be something that we could have done differently, but I think it’s a good compromise. There will always be somebody who’s not entirely happy with it, but we’re just trying to do what’s best for everyone.”

NEWS

TOWER/OCTOBER 30,2020

INSIDE

‘A BETTER MASTERS’

Diversity, equity and inclusion plan Anti-racism plan illicits range of student responses Junior Briana Diaz, a member of Diversity Ambassadors, a group of students who help promote racial justice at Masters said, “It’s important to continue to talk about social justice news and racial inequality, in order to further educate students about what is going on in our world and make this more a part of our daily routine. We want to see a change in our education.” Gaps in the curriculum have been an area of particular frustration to students who have expressed concerns over a need for revision in the history books that do not cover certain instances of racism in history. When the plan was initially released students were disappointed to see that there were no new classes or adaptations to

we can do as teens to help out.” As McCallum above expressed his Social media manager and Co-web concerns in our curriculum, freshman editor Arjun Ratan a member of the DEI student task force has a push for positive Better Masters: An Action Plan changes “The school has done a better for an Inclusive Community” job of introducing more poc authors, was released over the summer, for me I really enjoyed reading from a with the intention of helping the comperspective of someone I could relate munity become a more anti-biased and to.” anti-racist institution. Reactions to the Eric Shear, a member of the faculty Better Masters plan have been mixed. DEI task force in response to this exThe plan, created by a team of parents, plained as a school we need to look to faculty, alumni, and administrators was incorporate DEI work into every class. partially in response to the @blackat“Students and faculty alike have a tms, or ‘Black at Masters’ Instagram shortsighted view of Diversity Equity account, which allowed students and and Inclusion is, it is not just ‘a history alums to submit their personal experiissue’ or ‘an English issue,’ it is someences and confrontations with racism thing that should be discussed in every at Masters. class and that is something The plan addressed mulwe will continue to push tiple issues in our school for.” environment and left stuNo school is perfect, and no person is” Blake said, “They need dents of color hopeful p erfect, though by Masters enforcing this plan, to show their students of there would be changes color that their lives matas a student of color, it will help me know they made which would help ter, their experiences and improve the inclusivity of care what I think and that they take in mind our history matter and that the community. experiences. they are important.” Junior Madison Blake Diaz expressed she has who has been a major ad- Madison Blake ‘22 noticed certain important vocate for change in reissues missing to this date, gards to the diversity and including a push for faculty diversity, equity at Masters said, “I urge people classes added to the curriculum. Maison McCallum a current junior and disciplinary actions in cases innot to think that this plan is going to who is a member of Diversity Ambas- volving racism. make Masters a completely anti-dis“We have seen over the summer crimination school. No school is per- sadors said “A lot of history texts book touch on slavery and go through the that many faculty have come in, most fect, and no person is perfect, though by Masters enforcing this plan, as a facts and then move on, I would like of them are people of color which student of color, it will help me know to dig deeper into this in our classes, is great, but this needs to continue they care what I think and that they a more in-depth reading of our histo- to happen. We see on the ‘Black at ry, what really happened in our coun- Masters’ page that a lot of community take in mind our experiences.” As Masters has returned to offering try, the trauma and tragic events a way members are being called out and our in-person classes again a student has to do this would be to offer different school is mostly run by white males so expressed disappointment with the classes, learning about African history an improvement in more faculty diverlack of changes and hope they will be- and also learning about what is hap- sity is needed,” she said. pening today, current events and what In response to Diaz’s argument come more visible soon. KWYNNE SCHLOSSMAN

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above Shear said, “We have recruited more faculty of color and we are going to continue to do so, we need our faculty and administration to more accurately reflect our student body.” The Statement of inclusion states: “The Masters School prides itself on being a diverse, inclusive community that honors and understands the uniqueness of each individual, allowing their perspectives to be valued and their needs to be understood.” Through creating this plan students interviewed believe that Masters has taken a step in the right direction in order to continue to achieve this goal, but that continuous change is necessary. Shear responded that DEI work takes time, “For diversity equity and inclusion, changes occur over time they it will take a few years before the effects of this are really felt, we are going to look at what we teach and how we teach it and incorporate more DEI in terms of content wise and pedagogy.” Blake said, “I want to be able to sit in a classroom and know that my voice

Kate Sibery/TOWER

matters, and my opinions matter just like everyone else’s. I won’t be shut down. I won’t be called rowdy or overly upset just because I am passionate about a topic. I want to be able to share the same or different opinions and be heard by my peers.”

Blake and Jakes spearhead new POC mentorship program SOPHIA VAN BEEK Features Editor

hen Maddy Blake was in ninth grade, she was approached by then-junior Jaelyn Felton ‘20, about a mentorship program for students of color. Immediately, she recognized the importance for the program and put her mind into making it a reality. “When I put my mind to something, I will not let anyone tell me no. If I think it’s a great idea I will do whatever I can to make sure it is [seen through],” Blake, now a junior, said. More than a year and a half in the making, SCEEM (Students of Color Encouraging Excellence and Mentorship), is set to be implemented for the 2020-2021 school year. Before Blake officially proposed the program, she spent her time gauging interest. She said, “I was making sure that this was something that people wanted to do, making sure that I was prepared for this responsibility, that I had the support system, that I had the resources.” It wasn’t until earlier in this summer that Blake brought her idea

ed an [alum] mentor, then of course we’d be happy to give them one,” Blake said. All mentors will undergo training in the upcoming weeks about how to conduct their relationship and connect with their mentees. One alumni who applied was Vincent Madera ‘05. Now, Madera works at the Children’s Village in Dobbs Ferry and stays connected to Masters through the diversity, equity and inclusion department. In 2019, he met with the Diversity Ambassadors and spoke about implicit bias at one morning meeting. Blake believes that SCEEM will help both students of color on campus, and the culture of the school in general. Irvin Simon Photography Blake said, “No school wants its JUNIORS MADDY BLAKE (RIGHT) and Caleb Jakes (left) founded and recently launched a mentoship prostudents divided. And although this gram, called Students of Color Encouraging Excellence and Mentorship (SCEEM). The two students coordiprogram might look like a way for nated with Class of 2022 Dean Shelly Kaye, who is the faculty advisor of SCEEM. students of color to distance themfor SCEEM to Class of 2022 Dean with her about my idea,” Blake said. Students and alumni who apply to selves, ultimately they’re bonding Shelly Kaye, that the program began Caleb Jakes, also a junior, has SCEEM are grouped with peers of through their connection at The to take shape. joined leadersheep of SCEEM, along color. Once the pairs are introduced, Masters School.” “When the whole Black At Masters with Blake and faculty advisor Kaye. SCEEM steps back and allows the She added, “This program is just a page, the whole George Floyd situa- Jakes, co-president of ONYX, a club students and alumni to connect. safe space for students of color. And tion, when our class meeting got in- that discusses themes and issues rel“The underclassmen are able to in the times of George Floyd and Breterrupted, Ms. Kaye would do a lot of evant to the Black community. Jakes choose whether they want an alum onna Taylor, it is extremely importtown halls and open office hours. My is good friends with Blake, and also mentor, an upperclassmen mentor, ant that students of color know they friends and I would go to them, and at attended many of the town halls with or both. And if the upperclassmen are not alone.” one of the meetings I decided to talk her. reached out to us and said they want-

OP-ED

TOWER/OCTOBER 30, 2020

OpiniOn

2020-2021

EDITORIAL

chieF desigN editor Sophie Grand

The value of mute buttons

Harkness discussion is predicated on listening. Not just listening, but active listening––the kind that sparks disagreements, realizations and even close relationships. In a world dominated by voices coming from every direction, where even world leaders need to be controlled by mute buttons, the skill of just shutting up and giving the other person a chance to talk has never been more important. These days, everyone has an opinion. So much so, that worldwide, there are approximately 6,000 Tweets sent out every second. Voices of misinformation and reason are tossed into the same stream of ideas, and it can be overwhelming. With a global pandemic, a climate crisis and one of the most consequential elections in American history thrown into the fray, listening critically, with the intent to understand, is essential. In the current political climate, “listening” too often means stepping

into an echo chamber of your own beliefs––especially at a place like Masters where a voice on the right is a rare sound. Conversations around campus often end with a disappointed concurrence, a few sorrowful nods of the head, and the obligatory, “Well, that’s the way it goes these days.” Disagreement is productive. When listening only to peers who restate what you are already thinking, you never hear opposing perspectives, and in turn, never make the effort to assess and refine your own position. When asking someone why they support a candidate, they too often say, “I like their ideas.” Once asked why they dislike the other candidate, the response becomes, “I just don’t like them,” or “I would never vote for them.” It’s fair to dislike a candidate and to vote against them for that reason, but the lack of specificity in those kinds of responses points to a chronic lack of deeper understanding. When all the votes are counted, and

editors-iN-chieF Kate sibery mitch FiNK

News Lead editor M. Brody Leo

a president is decided upon, policies and Twitter feeds may change, but the unproductive discussions consisting of reaffirmation after reaffirmation will live on. Individuals need to make the conscious choice to start listening to opposing viewpoints. Instead of thinking of all the ways they plan to stage a rebuttal, they must attempt to understand. From there, people should feel free to agree, disagree, take a more nuanced approach, but the key shift we need to make is in how we have discussions. It’s natural––we enter conversations already thinking of all the ways in which we plan to tear down your “opponent”, how you might shut them down. To make the other person go silent in defeat should never be the goal. Harkness is not a competition, and political discussions should follow suit. There is no “winning”. But rather, it’s about advancing and understanding together, using true diversity of voices to come to new and unexpected conclusions.

News desigN editors Lexi Wachen oWen Strier opiNioN Lead editor tim mathas opiNioN desigN editor SaBrina WoLfSon Features Lead editor Kira rataN Features desigN editors sophia vaN beeK rowaN mcwhiNNie sports Lead editor ethaN schLapp sports desigN editor aNdrew mitcheLL web editor aNd sociaL media maNager KwyNNe schLossmaN web editor KyLa baraNtsevitch art maNager mattiLyN stoNe photo editor george chaNg

Thrifting perpetuates inequality

accuracy & accouNtabiLity maNager LaNce Leys copy editor aNd advertisiNg maNager caroL Queiroz

SOPHIA VAN BEEK

producer, tower broadcast News LogaN schiciaNo

Features Design Editor

staFF photographers aNd iLLustrators

racheL schwartz richard boxer aLex Nappo charLie cooper eLLa taNg eLLie yaNg esme taLeNFieLd LiLy wiKe oLLie petersoN

he 2016 television show “GIRLBOSS” depicts the beginning of real-life entrepreneur Sophia Amoruso’s fashion empire Nasty Gal vintage, which began as only an eBay store. Amoruso’s counterpart in the show got her start after hustling a thrift store owner into selling her a jacket for only $9 and some free business advice: “this is an original, 1970s, east/west cask-in motorcycle jacket in perfect condition; know what your [stuff] is worth.” She resold the jacket for $615. Thrifted clothing is in high demand. According to ThredUp’s Resale Report, consumers are more open to thrift shopping than ever before, with Generation Z adopting second-hand fashion faster than any other age group. In 2020, thrifted clothes are trendy. The Wall Street Journal article titled “The Rise of Hand-Me-Down Inc”, by Suzanne Kapner, said “Bargain hunting, environmental concerns and the sharing economy have erased the stigma of used goods at the same time technology has made thrift shopping more accessible, reliable and cool. Even Kim Kardashian West wears vintage designer duds.” Shopping at thrift stores, however, carries more ethical implications than it may seem. If people from a wealthier demographic shop at cheap, but well-known thrift stores, like Goodwill or Salvation Army, store owners may raise their prices due to the higher demand. This market trend is called thrift store gentrification. According to a study by Spencer James at Pennsylvania State University in 2010, higher-income consumers see thrift shopping as a commodity, while lower-income consumers see it as a necessity. I might think the $5 pair of jeans I found at the bottom of the bin will work great with my wardrobe, but someone else might feel relieved that they can afford warm clothes for winter. Would you purchase that interesting looking cardigan if you knew you were depriving someone of affordable clothing? In 2010, Goodwill’s price estimates were presented as a flat rate, but in 2020, the valuation guide offered a range of

FacuLty adviser eLLeN cowhey matt ives oNLiNe media

PHOTO COURTESY OF ANTHI LIKITSAKOS

PHOTO COURTESY OF ANNIE FABIAN

SENIOR ANTHI LIKITSAKOS (LEFT) and Junior Annie Fabian (right) model their fully-thrifted outfits. Both students regularly wear thrifted clothing and wear second-hand clothes.

costs, indicating that quality and style impacts prices, and thus profit. Many important clothing items, like coats, went from a price of $8 to a range of $7-$40. Not all second-hand stores are cheap, like Amoruso’s Nasty Gal vintage, which serves a moderate price range. Many highend thrift clothing stores sell rare vintage finds for triple-digit prices. Wealthier consumers shopping at high-price stores, like Cure in New York City, won’t actively harm low-income shoppers, because the demand for cheap thrifted clothes has stayed the same. Wealthier demographics have financial access to clothes across the market, but it is consumers’ responsibility to be cognizant of their impact. As the trend has moved from retail to resale, the second-hand market has developed online. Young people have created small businesses on apps like Poshmark and Depop, which are almost exclusively dedicated to buying and selling clothes. This is another moral grey area: thrifted clothes, bought for cheap, are resold at a higher price for profit. Trendy reselling services could be actively harming low-income communities, which have a greater proportion of Black, Indigenous, people of color (BIPOC). However, some online stores resell high-quality clothes at marked down prices,

making them more accessible to everyone. It is more sustainable to purchase used clothes, than a new shirt from a fast fashion retailer. Individual choices that lead a more environmentally conscious lifestyle are great, but part of rejecting clothing overconsumption is being aware of our impact, environmentally or otherwise. Contributing to thrift store gentrification is either being ignorant or apathetic to our influence as wealthier customers. Moreover, if the less wealthy market is driven away from thrift stores, they may have to rely on other sources of cheap clothing, like fast fashion, which wreaks environmental havoc, from the factory manufacturing process to the landfills and incinerators where short-lived trends and poorly made clothes end up. It’s not bad to purchase second-hand clothing, in fact, it is one of the best choices an individual can make to reduce their carbon footprint. However, there are ways to thrift shop more ethically – consider the market your local thrift store serves, don’t buy up necessities, like children’s and plussize clothing, and don’t create a small business out of reselling. As the nation has shifted to become more aware of systemic inequality, it is imperative to confront and take responsibility for our behaviors as consumers.

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distributioN process

Tower is hand-delivered on the day of publication to the Upper School. 650 copies are printed and one is put in each faculty member’s mailbox. In addition, a copy is sent to each of our advertisers.

schoLastic press aFFiLiatioNs, Letters aNd editoriaL poLicy Tower is the winner of the Pacemaker Award for Overall Excellence, an award-winning member of the National Scholastic Press Association (NSPA), Columbia Scholastic Press Association (CSPA), Journalism Education Association (JEA) and Quill and Scroll. We encourage Letters to the Editor, which can be submitted to the following email address: TowerEditors@MastersNY.org. Published approximately five times a year, Tower, the student newspaper of The Masters School, is a public forum, with its Editorial Board making all decisions concerning content. Commentaries and opinion columns are the expressed opinion of the author and not of Tower and its Editorial Board or its advisers. Furthermore, the opinions conveyed are not those of The Masters School, faculty, or staff. Unsigned editorials express views of the majority of the Editorial Board.

TOWER/OCTOBER 30, 2020

OP-ED

In the classroom, truth trumps politics SOPHIE GRAND Chief Design Editor

efore President Donald J. Trump was elected in 2016, many political science teachers concealed their personal political biases, intent on maintaining a nonpartisan environment in the classroom. However, in just one term, Trump’s presidency has profoundly transformed the way that political science is being taught throughout the U.S. and beyond. The unconventional presidency that is the Trump administration has provided political scientists, educators and students with a bone of contention: Is it okay for educators to show their political bias? Is it okay if teaching from moral ground involves tipping one’s hand toward a political party? As a student of political science, the answer is clear to me. Yes; it is okay to indicate preference towards a political party if the moral imperative to speak the truth requires that of an educator. It is no longer possible to teach a class that discusses both sides of the political spectrum in an objective and authentic manner. The influence of politics has expanded beyond the shaping of people’s attitudes into alterations of people’s perceptions of the truth. The politics of Trump have surpassed partisanship. We are living in an increasingly polarized world; our nation is divided into two distinct ideological halves, separated by policies and differences of belief. Our 45th president does not fit into the commonly-accepted boundaries of American politicians; much of what he says is morally reprehensible, or just inaccurate. In just 1,316 days, the president has made over 22,200 false and misleading statements, according to the Washington Post Fact Checker. His most common claim, being repeated 407 times, is, “Within three short years, we built the strongest economy in the history of the world.” The Fact Checker states that this is incorrect, as the economy under Presidents Dwight D. Eisenhower, Lyndon B. Johnson and Bill Clinton did better than it has under Trump. Regardless of party, no one can deny that our

nation’s leader spreads dangerous and false information almost daily, particularly in relation to coronavirus information and voting-by-mail. Trump’s remarks and tweets have repeatedly crossed over the line, away from ethical standards and factuality. Upper School Political Science Teacher Colleen Roche echoed this sentiment. “Whether it is insulting people from other countries, imposing anti-Muslim travel bans, mocking handicapped reporters or boasting about assaulting women, there are just so many aspects to his [Trump’s] character that I find problematic.” Roche continued, “I feel that as an educator, it is really doing a disservice to my students if I overlook that behavior.” Teachers cannot be expected to maintain nonpartisan rhetoric when faced with a president who

havior. However, there are certain policy positions that can’t be tolerated at a school with a mission like Masters. If a policy supports racist, homophobic, sexist and anti-Muslim stances, teachers cannot balance objectivity in teaching while remaining true to their values, especially considering the school’s emphasis on diversity, equity and inclusion. The criticism of Trump in my political science class is made easier by the majority of left-leaning students on the roster, and the relative scarcity of his supporters. I also recognize that if my teacher was a Trump supporter, I would not want him or her to incorporate political opinions or biases into conversations. However, if he or she were a Trump supporter and followed the same prescription of operating from the moral imperative of discussing the truth, I think the classroom would still create a

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Whether it is insulting people from other countries, imposing anti-Muslim travel bans, mocking handicapped reporters or boasting about assaulting women, there are just so many aspects to his [Trump’s] character that I find problematic. I feel that as an educator, it is really doing a disservice to my students if I overlook that behavior. - Colleen Roche, Upper School History Teacher

has refused to denounce white supremacy. During the first presidential debate, Trump responded to moderator Chris Wallace’s request to condemn white supremacy with the statement, “Proud Boys, stand back and stand by,” referring to a far-right, neo-fascist and male-only organization that encourages violence, according to the Southern Poverty Law Center. While it has been made difficult to do so, teachers should attempt to separate discussions on liberal and conservative policy with Trump’s personal be-

positive environment for dialogue. Teachers have an obligation to create an academic atmosphere that stimulates and challenges students of both conservative and liberal backgrounds, forcing them to evaluate their viewpoints. They should attempt to create a classroom environment that reflects the moral and ethical values for which they stand, and provides students with the resources to create their own informed political opinions.

Embracing healthy debate leads to political growth M. BRODY LEO News Lead Editor

his was not supposed to be my story for this issue. Initially, I had pitched the idea for a piece on experiences of

Trump supporters at Masters. I thought it would be interesting to examine what it’s like being such a small political minority in our mainly liberal school. One student that I reached out to for an interview declined; he said that he didn’t want to be shamed or called a racist. The student felt like he had to resort to anonymity to express his political beliefs. This moment told me more about Masters’ political climate than any article I could’ve written. The Instagram direct message exchange between my interviewee and I was not the first conversation I’ve

had like that. I’ve heard from other centrist and conservative students that bringing their ideas to the Harkness table has not always been easy. As an educational institution, one of our biggest failures is our closed-mindedness to political views different than ours--especially when it comes to Trump supporters. Don’t get me wrong: it’s hard to find anyone more anti-Trump than I am. I hate everything about him and his administration, from his character to policies. I have very little respect for any adult that supports him. In most environments, it’s difficult for me to have open dialogue with Trump supporters; it feels counterproductive and only further depletes my hope for this country’s politics. But high school is not like most environments. Rarely does someone come out of high school as the same person they came in as. Scientifically of course, the brain continues to develop through teenage years, but more than that, students have been told that high school is an environment for us to become a different, and maybe better, version of ourselves. Masters is a space for positive growth in every facet of life; why should that stop at political growth? For most, if not all, our ELLIE YANG/TOWER first sense of political alignment

comes from our parents. I still remember my dad waking me up the morning after 2008 election night to tell me that Obama had won. I was happy because he was happy. It was that simple. Only by freshman year had I begun to diverge from and question some of my parents’ views. It’s ridiculous for a freshman to come into this school and feel cut off because of their support for Trump. Those views have been shaped by their previous environments more than anything, and yet we treat young Trump supporters as if their views are set in stone. I’ve had students and teachers argue that politics plays a different role in the classroom during the Trump era. I fully agree with that. Trump is a liar and an abuser of the Constitution; to not acknowledge that in a political science class would be counterproductive. Criticizing elements of Trump’s administration for teaching moments is fair, but we need to draw a firm line between that and deliberate, non-pedagogical polarization of Trump supporters inside of the classroom and out. In our school’s political climate, we effectively create separate political and ideological echo chambers. An isolated Trump supporter is more likely to develop a Trump obsession than an appreciation of why the school community takes issue with their views. Without political dialogue, the rest of the school of Trump opposers will only

become further entrenched with their own views, becoming more and more out of touch with the reasons that someone may side with Trump in the first place. We are, after all, a school that values the Socratic method as a way to find a deeper understanding of a subject. We have open, argumentative dialogue about everything: I’ve witnessed debates about things as miniscule as comma rules, and as trivial as the best cereal offered at the Dining Hall. With an election looming and many of our students eligible voters, the stakes are clearly higher than Fruit Loops vs. Frosted Flakes. We should be able to have healthy, productive debate about the upcoming election so that we can have a better understanding of what goes into our vote. The only way that can work, however, is if we allow Trump supporters to bring their voices to the table without fear of being shut off from the entire student body. Right now, we are failing at that. As the election creeps closer, November 3rd is making its way into every classroom and every chat in between classes. Masters: I want you to keep an open mind going into the discussions. Embrace healthy debate. Avoid making assumptions about people without knowing the whole story. And lastly, like the real Masters student I know you are, never be afraid to be honest and speak your mind when you think someone is in the wrong.

FEATURES AND ARTS

TOWER/OCTOBER 30, 2020

The tables have turned

Written by Editor-in-Chief Mitch Fink Designed by Chief Design Editor Sophie Grand

A quarter-century around the oval

arkness was first introduced to Masters nearly 25 years ago. Its implementation was part of Masters’ 1996 rebranding, which included the decision to become co-ed, and the launch of the now-defunct CityTerm program. The discussion-based style of learning received its name from Edward Harkness, the renowned philanthropist and oil tycoon who developed it. Harkness was first introduced to Phillips Exeter Academy in Exeter, N.H. in 1930.

When Masters made the switch to remote learning last spring, the Harkness table– the oval-shaped table on which the school has staked its educational identity – was left in the dust. Nearly two months into the following school year, there is no timetable for its return.

Teachers

Soon after, Exeter switched out desks for oval-shaped tables, and became the first school to adopt the method. Today, Exeter is widely considered the birthplace of the Harkness style of learning. According to “Harkness Discussions in an English Class at the Masters School: A Project,” a professional development report which was written by former Masters Upper School English Teacher Gina Apostol in 2006, Masters was directly influenced by Exeter in its decision to adopt the Harkness method–so much so that the school ordered an exact replication of Exeter’s Harkness tables for its own classrooms. The Harkness method draws a clear inspiration from the Greek philosopher Socrates, who was a wellknown advocate of the idea that crit-

ical thinking skills come with healthy dialogue and debate. Harkness discussions attempt to connect many of these qualities to the classroom, through an approach where teachers take a step back and allow students to delve into concepts through discussion amongst themselves. According to The Friends of Harkness, Edward Harkness was known to be a shy and quiet student through his college years, which was one factor of his interest for discussion-based learning. Harkness was intimidated by the more traditional learning styles he grew up with in the late 1800s, and developed the learning method as a way to better engage students.

Losing face-to-face contact

he noticeable lack of the physical Harkness table in both remote and hybrid classes has reaffirmed the significant value it provides to a discussion-based class. Teachers have noticed the lack of the small social cues which occur around the table, such as eye contact or body language. The absence of these elements, some faculty say, is more impactful than it may seem. Upper School English teacher Miriam Emery said, “You’re looking at body language to see when to enter the conversation. You’re making eye contact–there’s a lot that goes into communication besides just someone’s face.” Senior Mariano Russo agreed. “I think there’s more building on others’ ideas when you’re at the Harkness table. You can read social cues, so you know when to stop, or move on, or contribute.” According to Upper School history teacher Eric Shapiro, it becomes particularly hard to maintain the Harkness ethos of discussion between all students in the hybrid learning model, where students are sitting in rows rather than at an oval table. “I don’t love the idea of me being in front, like I’m the commander in charge. It’s the aspect

tech-ers

midst the countless nu- slides, and things like that. It defiber of inconveniences of nitely is a type of silver lining.” the remote/hybrid HarkNathaniel Hawkins, the chair ness system, at least one posi- of the English department at Exeter, tive effect has clearly emerged. agreed that the new exposure to As a result of the increase in technology was at least one positive asynchronous work given the virtu- take away from a difficult transition. al circumstances, the technological “One positive developplaying field among faculty has been ment to come out of this mess is levelled, possibly to the raising of the an extent which would technology floor. have been impossiThe dinosaurs The dinoble without the cirhave been forced saurs have been cumstances presentto raise their forced to raise ed by the pandemic. game, and the their game, and Collaboraproficient have the proficient tive online tools, like become menhave become the programs “Jamtors for them. mentors for them. board,” “Peardeck,” It’s a refresh- Nathaniel Hawkins, and “Padlet” have ing change, Phillips Exeter Academy or new students at Masters – the masurfaced as new ways a reversal jority of whom are in ninth-grade – to engage students of some the adaptation to Harkness on a virthrough online sharing. These pro- of the seniority based tual and remote platform has been especially grams were unknown to most teach- ‘mentorship’,” Hawchallenging. The beginning of the school ers before the school shut down last kins said. year is often a time for teachers to introduce March, but with remote learning beExeter has been students to the Harkness method. Without the coming the new normal, they have conducting some Harkability to learn from a typical Harkness class, become familiar sites to many faculty. ness discussions over a students do not have the same exposure to the In addition, teachers have nearly entirely remote social cues, body language, or flow of discuslearned to use features of Zoom, such slate of courses, but acsion which subtly affect a Harkness discussion. as breakoutroomsandthechat,asaway cording to Hawkins, there According to Miriam Emery, who to better organize a virtual classroom. has been a significant inteaches ninth-grade English, this presents History teacher Eric Shap- crease in asynchronous a unique problem. “Some [new students] iro said, “I’m definitely more con- work, which has led to do not come from schools that have discusfident [with technology], and more its new recognition of sion-based learning, so we’re trying to teach comfortable now mixing video with certain virtual tools.

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of ‘we’re all in this together’ [which is lost with remote/hybrid Harkness],” he said. Apostol referenced this idea of the equity of space around the table in her report as well. “At the oval table, students face each other, and there is no defined leader: teachers and students have a semblance of parity,” she wrote.

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At the oval table, students face each other, and there is no defined leader: teachers and students have a semblance of parity. - Gina Apostol, in her 2006 report Harkness Discussions in an English Class at the Masters School: A Project

Yet, even with the wide array of challenges which have faced Harkness classrooms thus far, Emery was quick to praise how students have responded. “I think students have really adapted beautifully,” she said. “I think that the school is really at an advantage in the sense that a lot of our classes are not just built on learning, but are also about communication and relationships, and fostering a community.”

Transitioning from remote to in-person

Teaching new students Harkness F

Hult said he has intentionally sought to build that in non-optimal situations. It’s like trying to teach about gravity in zero-gravity,” she said. in moments in his classes which allow students The unusual circumstances have also result- the chance to speak to one another and interact. In one class, he asked his stued in a lack of the classroom culture which is formed in a Harkness classIt’s not giving dents to share a mundane task they are especially adept at, as a “checkroom, specifically for new students [new students] in question” before the class dove who are not used to the atmosphere of a discussion-based class the way a fair chance at into the content for that day. Freshman Alexi Galantic noted that an experienced Masters student is. Harkness while he has been exposed to HarkAs a result, teachers have had to ness in the Middle School, it has been get creative. Some, like ninth-grade - Alexi Galantic ‘24 difficult for many of his classmates to history teacher Jason Hult, have embecome acquainted with the Harkployed the use of more student-centered informal class time, as a means of providing ness system in a remote and hybrid setting. “It’s not giving [new students] a substitute for the informal social interaction which occurs around the Harkness table in class. a fair chance at Harkness,” he said.

eachers across the country were thrown into the deep end when the pandemic first hit, as they were forced to adapt swiftly to remote circumstances. However, the faculty at Masters faced an extra speed bump as the new school year started: they had to transition their courses into a hybrid model of teaching when Masters returned to campus on Oct. 5. Particularly in the humanities courses which typically consist of Harkness discussions, the hybrid model presented an entirely new set of challenges. With some students checking in to class on Zoom, and others in the classroom, leading a Harkness discussion for both remote and in-person students has proven to be a difficult task. Upper School English teacher Miguel Segovia said, “In the hybrid model, I can’t even attend to all of the things that would have

been visible to me at the table, be- issues, Segovia had students arcause we’re so spread out. I can range their socially-distanced barely hear the people in the back desks to face each other in or-

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[Hybrid Harkness discussions] are really hard to manage, because I’m not a 360° camera. - Miguel Segovia, Upper School English Teacher

so I have to move, and because we’re all wearing masks it’s impossible to read facial expressions.” Segovia has continued with full-length Harkness discussions in most of his classes, but given the combination of in-person and remote students simultaneously participating, he conceded that the hybrid setting can be overwhelming. “[Hybrid Harkness discussions] are really hard to manage, because I’m not a 360° camera,” he added. In one attempt to remedy these

der to maintain some sort of similarity to a Harkness table for discussions. Yet, even with the difficulties of teaching Harkness classes in an online and hybrid setting, faculty have been praised for their best efforts to recreate a pre-pandemic discussion environment. Staci Marlowe, who has three children at Masters (Maddie ‘23, Lauren ‘23 and Taylor ‘25), said, “I think that teachers have risen to the occasion and to the challenge. We’re all treading on uncharted waters.”

FEATURES AND ARTS

TOWER/OCTOBER 30, 2020

The tables have turned

Written by Editor-in-Chief Mitch Fink Designed by Chief Design Editor Sophie Grand

A quarter-century around the oval

Teachers

Losing face-to-face contact

tech-ers

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Transitioning from remote to in-person

Teaching new students Harkness F

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[Hybrid Harkness discussions] are really hard to manage, because I’m not a 360° camera. - Miguel Segovia, Upper School English Teacher

FEATURES & ARTS FEATURES

TOWER/OCTOBER 30, 2020

Speechless fall play takes center stage

ROWAN MCWHINNIE AND SABRINA WOLFSON Features Editor and Opinion Editor

his coming November, the Upper School Department of Performing Arts will put on the Fall Play. It will be markedly different from those in years past given the Covid-19 pandemic. The play will have no verbal dialogue, students will be six feet apart, and it will take place in front of an empty Claudia Boettcher Theater. With new safety precautions put in place by the New York State Health Department and Health Advisory Committee, directors Sean Breault and Meg O’Connor worked to restructure the form of a traditional Masters Fall Play and create a new experience for the community. “I never thought about not doing it. We need it. It’s important to the kids, it’s important to me, it’s something we do for the community,” O’Connor said. Performed as three different miniature plays, this year’s production combines improv and scripted scenes, titled ‘Emotional Baggage and other Devised Love Stories’. One group of actors is taking on ‘Emotional Baggage’, a 30-minute story by Lindsay Price, which serves as the only part of the play with scripted stage directions. The other students are split into four groups, taking on improvisation; combining music, gesture, and movement. Avery Sheindlin, a junior in the play, felt both challenged and satis-

fied when it came to improvisation for the upcoming production. “Improv is stressful for me, so it’s a lot of work, but it [the play] is also a really great creative outlet,” he said. For the production, theatrical masks are worn both as a safety precaution, and to further trans-

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I want the audience to not think about the coronavirus for a second, and just look at the work that the students have done as a separate entity, not as a piece that was created because of something, but as something that these actors created.” - Theater Tech Director, Sean Breault

very careful about social distancing, we want to keep all of the students safe and healthy.” In November, the Department of Performing Arts plans to film each play and make it accessible to the Masters Community online. Although vastly different from previous performances, the cast members are excited to show the community how they have adapted to a highly unusual set of circumstances. Breault said, “I want the audience to not think about the coronavirus for a second, and just look at the work that the students have done as a separate entity, not as a piece that was created because of something, but as something that these actors

form students into their characters. During rehearsals every student is required to wear a regular face mask under the theatrical mask. The full face masks are sculpted, hand painted and made from neoprene, by artist Jonathan Becker. Senior Sam New, who will be an actress in the play, was pleasantly surprised by the masks. “They are not what you would think of at all, it’s more accurate to describe them as Halloween masks,” New said. While the cast and crew of the play prepares to adapt to the new changes, safety continues to be the number one priority. In order to abide by the rules set in place, the faculty and students are to social SOPHIA VAN BEEK/TOWER distance and thoroughly sanitize SAGE WEINSTOCK ‘24, TEDDY MASTERS ‘21, Lorelei McCarthy ‘23 (above) and Angel Henriquez ‘24 (bottom) rehearse props and masks after use. for the fall play in the Claudia Boettcher Theater. This year’s fall play will feature several short devised plays. Actors will use O’Connor said, “We are being theatrical masks in the performance, as pictured, while following COVID-19 health and safety guidelines.

OP-ED

TOWER/OCTOBER 30, 2020

PRO: In-person learning, let’s go to school safely KIRA RATAN Features Lead Editor

hen school “started” online in September, it had been over six months since our last day of in-person school. Six months since I’d hugged my friends, seen my classmates, talked to my teachers face to face, and experienced a normal school day. That’s six months of sitting and looking at a screen for the majority of the day. Six months of no intimate social interactions, and I felt myself falling deeper into despondency. I needed to go back to school. To say starting my junior year of high school online was hard is an understatement. This was supposed to be the year where I pull myself together and get ready to apply to colleges next year. But, on the first day, already everything felt so disconnected. Instead of sharing a space with my peers and teachers where we could have productive conversations, I was forced to spend the whole day looking at pixelated faces in boxes. I just felt drained, and I know I’m not the

only person who felt that way. NPR reported that A Center for Disease Control and Prevention survey in June found an increase in anxiety and depression in adults, as well, and an alarming uptick in suicide rates for teenagers and young adults. Another study of students in China’s Hubei province found that 22.6 percent reported symptoms of depression and 18.9 percent reported symptoms of anxiety, just after about a month of remote learning in lockdown. In addition to the feelings of isolation and loneliness, many children have had to worry about their parents' unemployment, high-risk family members and food insecurity, on top of online school. When I received the news that day students would be going back to school at the beginning of October, I was happier than I had been in a long time. Both of my parents had been serving on Masters’ health advisory committee, and were pushing for students to return safely to campus. They knew that as the weather became colder, a second surge was imminent, and going back in October would probably be our only chance to go back in-person before the numbers started climbing again. When I walked into the classroom on Mon-

day morning, Oct. 5, and I saw friend’s faces that I hadn’t seen since March, wearing a mask all day didn’t seem so bad. It was worth it to be with everyone again. Let me set the record straight: I would only encourage coming back to school in-person if I was sure my community would be safe. This pandemic has not only shown us that anything can happen in the blink of an eye, but also that taking the precautionary measures necessary to ensure people’s safety works. I’m not one to throw around absolutes, but I do believe that all the students and faculty at Masters are capable of following directions put in place for our collective well-being. These safety measures include wearing masks and social distancing at all times, staying home if you feel ill, and opting for remote learning if you may be at a higher risk of infection. The criteria for reopening schools is based largely on state guidelines from the CDC which set standards for local infection rates and the number of active cases. New York state was hit hard in March and April, and residents were confined to their homes for upwards of three months. In the beginning of October, our statewide infection rate had fallen below one

percent and remained steady for over a month. These were the ideal conditions for reopening Masters. I’m imploring everybody to be safe and just follow the simple guidelines. I have no doubt that people all over the world just want to be able to go out again, hug their friends, and see their grandparents. We weren’t made to stay inside all day and stare at screens. After this, I hope no one takes being alive for granted. We’ve lost so much, and can’t afford to lose anything more. Please be safe and smart, so we can all stay in school and overcome this pandemic together.

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CON: In-person learning, not worth all the risks ETHAN SCHLAPP Sports Lead Editor

hen I first heard that Masters had decided to switch to a hybrid learning model, I felt concerned, but unsurprised.

The school had been long deliberating about whether it would be a beneficial decision to return to school. But in recognizing the circumstances and uncertainty that come with in-person learning during the Covid-19 pandemic, my decision on returning to school became easy: online learning is the safest and simplest option. On Thursday, Sept. 24, Head of School Laura Danforth sent out an email to all Masters School students, faculty, and families informing them of the school’s decision to return to an in-person format beginning Oct. 5. However, all families were still given the option to remain online. Although I miss the school community and in-person environment, I decided that this path of online

learning would keep my situation as easy and as safe as possible. One of the factors that went into my decision was the many Covid-19 protocols and guidelines that have been put in place for returning students. On Sept. 29, Head of Upper School Peter Newcomb relayed an email detailing those protocols, some of which included constant mask-wearing, assigned lunch areas, and designated walking directions. Although I believe in-person learning wouldn’t be impossible, school would have been more challenging with all of these concerns constantly on my mind. In contrast, online learning has been a breeze, because my situation is the most normal it can be. I can focus on my classes, learn in a comfortable environment, and feel safe knowing that I’m not in danger of being exposed to Covid-19 - all of which would have been impossible had I returned to in-person learning. Moreover, I don’t have to think about always wearing a mask in the mornings. I don’t have to worry about being on-time to a designated lunch area. I don’t have to constantly be aware of which direction I can walk down the hallway. And as I said before, I don’t have

to be excited by learning, but while enKATE SIBERY gaged in remote learning I came to dread all my classes, felt little gratification from Editor-In-Chief any work I did and often enjoyed the time I spent sleeping more than that spent awake. e need to be back in school, and we For those who feel physically unsafe in need to stay there, for the sake of school there are remote options, and I’m our mental health. not advocating that we should force everyOver the last decade, there has been a sharp one back in-person, but we are privileged increase in awareness of and treatment for to attend school at an institution that has mental health issues and afflictions. People the resources and procedures in place to reare generally more open than they were ten main open and keep those people who want years ago to talking about their own anxito stay in-person on campus. State-level ety, depression and other mental health governments and local jurisdictions have issues, as well as more eager to support the made it possible for restaurants, gyms and people around them dealing with these isretail stores to open and resues. main open, so why should However, with extended The disruption of virtual school is increas- schools be treated with any periods of remote-learning the risk this generation of children will less priority? ing at many schools, and In a recent Washingthe constant threat of closuffer from and die of heart disease and ton Post piece, “Remote sure in schools that have diabetes. It could reduce their lifelong earning potential school is putting kids undecided to reopen, regard der toxic stress,” pediatrifor the mental health and and cripple their mental health.” cians Alice Kuo and Casey - Alice Kuo & Casey Nagel, The Washington Post development of young peoNagel observed that, “The ple, particularly school-age disruption of virtual school children, has dramatically diminished. Physical safety and precautions been constant references to “essential is increasing the risk this generation of against contracting Covid-19 have become workers,” who are, as described by the U.S. children will suffer from and die of heart the greatest decision-making factors in ev- Department of Homeland Security, “those disease and diabetes. It could reduce their eryone’s lives, at the expense of the mental who conduct a range of operations and ser- lifelong earning potential and cripple their health, learning and overall well-being of vices that are typically essential to continue mental health.” I want to be back in school for a lot of kids in the early days of preschool through critical infrastructure operations.” For myself and many others, some form selfish reasons: some semblance of a senior those of us in our final year of high school. of in-person school is essential. The expe- year, time on campus with friends, getting The risk of contracting Covid-19 and riences we have in our school-age years are to know what it’s like to drive myself to passing it on to others is, of course, not to formative and help us to develop healthy school. Staying in-person for the betterbe taken lightly. Yet, data collected since the first schools reopened their doors in physical habits, social skills and an overall ment of my mental health and educational early August does not indicate that schools appreciation for the value of our education. experience is essential for me and millions are super-spreaders of the virus. In an ar- I have always been one to love school and of other students all across the nation.

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middle school to return online for a day demonstrates that no school’s plan, even with lots of testing, strict mask-wearing and social-distancing protocol, and numerous in-school guidelines, can keep the virus completely away. It’s no secret that online learning isn’t the same as in-person learning. It is more difficult to have true discussions, to be present, and to enjoy what I’m learning. On top of that, the loss of face-toface connection is certainly a downside. Also, it is important to understand that although I think any infection rate except 0% is too high, numbers show that the risk of contracting Covid-19 is extremely low. But to be candid, the circumstances we find ourselves in are what they are and it is now about how we adapt to these circumstances. It’s true that I would love to be back in-person but the fact of the matter is that in-person learning is not the right choice for me or my family. Many say they are “willing to take the risk” that comes with going back in person, but it’s a risk I don’t want to take - it could mean life or death.

Out of these 567 on-site student cases, 186 occurred in private and charter schools, equating for around 36% of all on-site student cases, despite the fact that less than 11% of New York City’s 1.1 million students attend private/charter schools.despite the fact that less than 11% of New York City’s 1.1 million students attend private/charter schools.

Mental health shouldn't be secondary to Covid ticle published in The Atlantic on Oct. 9, Brown University economist Emily Oster presented the data from her work with data scientists on the Covid-19 in schools. So far, data collected from almost 200,000 kids from 47 states has revealed an infection rate of about 0.13 percent among students and 0.24 percent among staff. She stated, “That’s about 1.3 infections over two weeks in a school of 1,000 kids, or 2.2 infections over two weeks in a group of 1,000 staff. Even in high-risk areas of the country, the student rates were well under half a percent.” Throughout the pandemic there have

to worry about contracting COVID-19. Despite the fact that there are numerous guidelines in place, examples from around the country have shown that no protocol is foolproof. According to statistics from ny.gov, there have been 433 positive onsite student Covid-19 cases in New York City schools. Out of these 433 on-site student cases, 160 occurred in private

and charter schools, equating for around 36% of all on-site student cases, despite the fact that less than 11% of New York City’s 1.1 million students attend private/ charter schools. It should also be noted that millions of students have chosen or are required to stay remote, meaning that these numbers would increase exponentially if everyone were to return to school. Masters has instituted thorough protocols, but a middle school student testing positive and forcing the entire

Crack down on Covid TIM MATHAS Opinion Lead Editor

or a private school that has not hesitated to dismiss students who have broken various codes of conduct over the years, the newly-formed disciplinary actions for breaking Covid-19 guidelines demonstrate that this is no longer the case. Prior to letting students back on campus to resume in-person learning, the school sent out a contract which required everyone to legally adhere to the New York State and Center for Disease Control Covid-19 guidelines. From mask requirements and physical distancing, to testing and symptom tracking, the school crafted an incredibly meticulous plan which displayed their commitment to protecting the health of the community. Towards the end of the contract, students were warned that they could be “subject to consequences that include but are not limited to: warnings or loss of permission to be on campus” if they were to violate the guidelines. These consequences seem quite lenient given the gravity of the situation. I believe the rules are relatively lax because the school has a considerable amount of sympathy and compassion for the students current dilemma. Everyone has struggled with the lack of companionship, productivity and any other feeling that contributes to the benefit of one’s mental health over the past few months. Students, faculty, and administrators alike have all experienced this first hand, which is likely the reason that there is greater leniency given to students who violate the rules. That said, by knowingly violating guidelines, certain students are putting entire families at risk who are under the impression that they are working in a relatively safe environment. Simply losing permission to be on campus and having to enter into quarantine (something students have become quite accustomed to) seems like a slap on the wrist for an action that could result in someone’s death.

Continued on tower.mastersny.org

FEATURES AND ARTS

TOWER/OCTOBER 30, 2020

Modified Masters welcomes new faces LEXI WACHEN News Editor

ANDREW MITCHELL/TOWER

NATE MEYER ‘22 TALKS WITH prospective families as a Gold Key ambassador. Due to the COVID-19 pandemic, Admissions at Masters has moved most of their programs online, including remote Q&A panels and virtual tours with voiceovers from members of Gold Key club.

Admissions adjusts during pandemic ANDREW MITCHELL Sports Edtior In a “typical” school year, the fall marks a time when schools, colleges and universities open their doors to prospective students from all across the globe. However, in a time of closed doors and masked faces, many educational institutions, including Masters, have moved this experience online. Senior Associate Director of Admissions Tim Custer said, “Traditionally, touring campus is a pretty critical piece of our whole approach and now that is off the table for an indefinite period of time.” In their place, a series of virtual tours narrated by Gold Key members have been uploaded to the admissions home page. While the experience of in-person tours can not be perfectly replicated, the video footage encompasses drone perspectives of the Masters exterior, as well as classroom interiors. Gold Key Co-chair Ariella Uribe ‘21 explained, “There is a Gold Key ambassador talking about each place and what it means to them, just to get a glimpse of campus.” However, the Masters shown in virtual tours looks very different from the current in-person learning reality, with its many Covid-19 precautions, lack of Harkness Tables and dramatically different dining hall experience. Uribe said, “This is not going to be our normal forever, so it is important that prospective families note that our normal experience is not like our current situation.” Many families, however, do want to understand what Masters looks like in the present moment. Among prospective families, Covid-19 management and precautions are a “hot topic,” according to Custer. “We have been very upfront.”

Sophomore Gold Key Panelist Ava Bashew, has focused mostly on discussing a pre-pandemic Masters. “We [panelists] are all better at talking about Masters preCovid. That’s what we know.” Additionally, panels and question and answer sessions have been redesigned to fit a virtual environment. Some of these events, such as the prospective family open house, often welcome hundreds of families to campus. This year, however, all of these events will be available virtually. Custer explained that the virtual setting may allow for even greater attendance than in past years. Bashew explained that there are benefits to the new online format. “When I was a prospective student and I came to one of the student panels, they all sat on tall chairs in front of what felt like hundreds of people. I would have been terrified. It’s a lot less pressure.” This time of transition for the Admissions Department has led to a lot of creativity. “We have added some additional programming which we have never done in the past. For example, we have some events specifically for students of color and events with focus on diversity, equity and inclusion,” said Custer. These programs are designed to help students get a better sense of what it is like to be a student of color at Masters, and what opportunities affinity groups are offered. While the platform of touring Masters differ from past years, the message of the school remains constant. Gold Key member Sophia Viscarello ‘21 said during one of the student panels, “Masters is more than the physical place, it’s about the community.” Custer echoed that sentiment. “We are scattered in various places obviously, but I think that the community and our “togetherness” is a really important thing to try to convey.”

n past years, welcoming new faces into the Masters community has been a relatively similar process. The school-held events where incoming students could meet their new peers. However, due to the current pandemic and the health and safety precautions Masters has taken as a community, familiarizing students with the campus and the larger student body has become a more difficult process with many alterations. Prior to the start of the remote school year, Junior Class Co-Presidents Denis Sadrijaj and Kira Ratan created a few ways to engage with new members of their grade including a ‘Welcome to Masters’ video where over ten students in the grade sent in short video clips introducing themselves so that new students could come into school and see some familiar faces. Sadrijaj hopes that as the year progresses, they can continue to find additional ways to create an inclusive and cohesive environment for all students, whether they be returning or new, remote, or in-person. Sadrijaj said, “Hopefully, once we start to learn more about the virus, we can learn more about how we can interact differently and make it so eventually we’re like one, big family as a grade, as opposed to everyone feeling isolated.” New sophomore Hannah Raab felt that while it seemed unusual to start at a new

who go to the Church. “We’ve been having people from throughout the Rivertowns come to volunteer because they want to help their community,” Rodriguez said. Every Wednesday, the pantry is set up for patrons to come and take whatever food they need for the week. But now, changes have been made to prioritize the safety of all, from the recipients to the volunteers. The

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I feel like when we get to the end of this year, we’re going to have thought so much about Masters that the school is going to be stronger than ever.” -Jason Hult, Director of Learning Initiatives

tering in a brand new way. Jason Hult, director of learning initiatives, is in charge of guiding the new faculty in their transitions to Masters, along with Sam Savage, associate head of school and dean of faculty, who also assisted in managing the transition from remote to hybrid. Hult felt that one

of his biggest gains from this pandemic is what he’s learned from working with such a strong team of faculty. “I think we have a really creative group of teachers here and this pandemic has caused so many small opportunities of problem solving,” he said. He expressed that the way the new faculty members were able to transition to Masters during such an abnormal climate made him hopeful and inspired for the school’s future. Despite the barriers of starting a new school during this unprecedented time, new upper school Spanish teacher Andrea Rodas expressed her admiration for Masters’ dedication towards creating a seamless transition for the new faculty. She said, “I met many of my colleagues virtually and that comes with a lack of connection than we would’ve had in person but even so I think Masters was pretty impressive with the way that they still made me feel like I was in the room with them.” Rodas later reflected that even with all the complications, confusions and worries that this new system could have sparked, Masters never failed to maintain a warm, welcoming, and inclusive atmosphere. This transition has brought many challenges, yet Hult expressed that this has only allowed Masters to grow. He said, “I’ve been so impressed with the faculty and what they’ve done. I feel like when we get to the end of this year, we’re going to have thought so much about Masters that the school is going to be stronger than ever.”

LEXI WACHEN/TOWER

TWO NINTH GRADERS SIT socially distanced in the Fonseca Center Courtyard. Kendall Halprin ‘24 (left) and Chloe Basch ‘24 (right) pictured above have had to spend their first months in high school far apart and masked up, adhering to New York State health guidelines. The pandemic has made it difficult for new students and faculty to assimilate, but Masters is working double time to make sure the transition is as smooth as possible in these unprecedented times.

Dobbs Ferry Food Pantry lends helping hand “We try to give people as many food options as possible,” Rodriguez said . “But that isn’t really safe right now.” Rodriguez said the pantry has been Last week, the Dobbs Ferry Food Pantry providing $20 Stop and Shop gift cards to served nearly 100 Rivertowns families, more patrons each month, who can then go buy than triple the number of people serviced the food they and their families need. The during the times prior to the Covid-19 panpantry pays for the gift cards with financial demic. Over the summer, a peak of 130 famdonations that are accepted on their website, ilies per week relied on the Pantry for food. dobbsferrypantry.org. Food deliveries have also become more common in the recent months, and are projected to increase as the weather gets colder. “Winter’s going to be a tough time for us, and any help during that time will be appreciated, ” Rodriguez said. Any inquiries about volunteering can be answered on their website. Cheryl Hajjar, Chair of the Visual Arts Department and close friend of Rodriguez, has a similar connection to advocating for the disenfranchised of the New York area. She has done work for Midnight Run, an organization dedicated to fostering a welcoming environment in New York City, with a focus on acceptance of people of all socioeconomic backgrounds. “If we’re serving soup someday to the homeless, and a businessman sees us and asks for some soup, we serve it to him.” said Hajjar. “Food should be for everyone.” Hajjar also went to South Presbyterian Church for a number of years, through LANCE LEYS/TOWER which she came to be a member of Midnight MEMBERS OF THE SOUTH Presbyterian Church located in Dobbs Ferry collect Run. In fact, the number of charitable orgadonations and serve food for the Dobbs Ferry Food Pantry. The Food Pantry and nizations connected to them was part of the the Church have been working together throughout the pandemic to help those in appeal for her family. “From the moment need. that I set foot into South, I could see that the community there was about ‘walking the Director of the Dobbs Ferry Food Pantry pantry had to be partially brought outdoors, walk’ rather than just ‘talking the talk,’” she Molly Rodriguez said, “Covid-19 has been a and most of the Donated food now has to be said. tough time, both for members of the River- held in the church’s pews to enable proper towns community and us at the food pantry. social distancing. Prepackaged food and For more information on We try our best to offer as many options as produce is provided by a variety of sources, Roots and Wings go to possible, but it’s difficult for us now con- including The Cookery in Dobbs Ferry and rootsandwingswestchester. sidering both the expenses and the safety of Roots and Wings, the sustainable living iniblogspot.com everyone.” tiative of South Church that aims to provide The food pantry was founded in 2011 as home-grown food to the community, and the Visit South Church’s website a function of South Presbyterian Church, ability to grow one’s own food. More inforat located right across from Clinton Ave. This mation on Roots and Wings is available on southpres.org doesn’t mean that it is only limited to those rootsandwingswestchester.blogspot.com

LANCE LEYS Accuracy and Accountability Manager

school online and then transition to in-person learning a month in, Masters has effectively made it so new students feel welcomed, engaged and included within the Masters community. When reflecting upon this new transition, Raab said, “So far it has been a really positive experience and I have made a ton of new friends. I have felt really welcomed and having current Masters families reach out has been really nice and helpful. It made me feel a lot less nervous on the first day.” It’s not only new students that have had a different experience coming to Masters for the first time. New faculty also are en-

TOWER/OCTOBER 30, 2020

SPORTS

Analysis: It’s not a real team without real competition sad, especially since I have trained so hard to make it count.” As a third-year junior on the girls’ Social Media Manager, varsity soccer team, it is difficult for Co-Web Editor me to see the seniors not get their final season, something every athHigh school athletics are essen- lete looks forward to. The seniors tial to student growth and wellness. tend to take on the roles of bringing Teams bond over sports seasons but the team together to create a long without them, teams are left divided lasting bind between the players. and deliver a lack of effort on the Your senior year on a sports team is field. a time dedicated to give it your last On Oct. 2, Athletic Director Lo- shot and make the best out of what gan Condon announced Masters you have left of your sports career at would not be partaking in the New Masters. York State Association of Indepen“It’s really hard seeing other dent Schools (NYSAIS) and New schools have this season, as it’s supEngland Preparatory School Ath- posed to be fun and uplifting. You’re letic Council (NEPSAC) seasons supposed to have your team with you this fall, the leagues in which teams by your side and to not have that just usually play. feels like we are Although the missing out,” It’s really hard seeing other cancellation Abady said. of the season schools have this season, as it’s supSince there did not come posed to be fun and uplifting. You’re is no ultimate as a surprise, supposed to have your team with you goal that our it’s taken a toll by your side and to not have that just teams are workon the athletic feels like we are missing out.” ing towards, it community. becomes easier - Eliza Abady ‘21 Sports teams to feel unmoare currently tivated and to holding practices which include a give less effort during practices. As variety of different activities, scrim- upperclassmen step into leadership mages, drills and conditioning. roles, it is difficult to stay focused Though the practices are similar to and continue to push ourselves what they looked like last year, due when there isn’t a game next week, to the cancellation of the season a or a loss to rally back from. main component is missing, the rigSophomore and varsity volleyor and intensity which tend to bring ball captain Kayla Shelly ‘said, “We the team closer together. come here five days a week to play Limited social interactions during and of course, it’s really fun to get practices obstructs the opportunity to play the sport that you love, but to form bonds over the highs and one of the big parts of being an uplows of a full athletic season. Being perclassman is being a leader and a part of a high school sports team, taking advantages of games which especially at Masters, allows stu- brings everyone together. Now that dent-athletes to create a connection has been taken away from us.” during the depth of the season. Sports teams use wins and losses Senior tennis captain Eliza Abady to bond - experiencing a tough loss said, “As a senior it’s disappointing. builds a connection within the team You wait all four years for this mo- and can ignite a spark for the rest of ment, and for that not to happen is the season. KWYNNE SCHLOSSMAN

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RICHIE BOXER/TOWER

Many of these bonds are also formed during preseason, which allots time for the team, new and returning, to get into game shape. During this time, teams connect through the hard work required to get game-ready. While Masters did make the safe call by putting the fall season on hold, the competition is something my peers and I look forward to every year. It’s hard to accept and confront the idea that we may not play a single game this year. Teams have tried to make the most out of a difficult situation, although there has been discussion of playing in the Spring. Howewver us student athletes have been left hopeless and fearful scrimmages within our teams may be the most we will get this year in regards to competition levels. As we watch the other schools around us play in their regular season, we are left thinking what makes us different? Shelley said, “I understand why they had to cancel the season but it still is very disappointing since other schools are playing. I know it’s a difficult time right now but it feels like everything normal is now being taken away and there’s nothing you

THE GIRLS’ VARSITY SOCCER team practices on Reunion Field while maintaining proper social distancing and mask wearing protocols. They will not being competing in any games against other schools this athletic season.

GEORGE CHANG/TOWER

LAST YEAR THE GIRLS’ varsity soccer team finished with a record of 8-10-1, one of the best records the team has seen in recent history. According to Schlossman, teamwork and chemistry were integral to the teams success.

can do about it.” As a community we have to accept that the student geographical diversity means playing games would not be practical or safe. As practices continually lack energy, student

athletes hope for the school to create some sort of game-like situation. Possible options would be a competition between the boys and girls teams which could act as a senior game.

PE co-curriculars go online GEORGE CHANG Photo Editor

For students bringing the gym to their bedroom this fall, the athletic department has continued to offer three options: sports teams, athletic option and physical education (PE) co-curricular. For many of these students, PE co-curricular is their only option for the fall season. But even with around 150 students remaining virtual, the options for PE co-curriculars have dwindled down to two options: fitness and yoga. Athletic Director Logan Condon, along with various athletic instructors designed different sets of activities for the sessions. One instructor, soccer and fitness coach Sebastian Germain, said, “Our objectives were focused on how we can get students to fully engage with different parts of their bodies. The other thing was it had to be something all students are able to do, no matter what their setting and situation was.”

Condon said, “We want to give all students an opportunity to work out by offering classes in the mornings, afternoons and evenings.” Seeking to get their workout in before school, some students in the New York area, like junior Caleb Jakes, wake up early to get their workout in. Jakes wakes up before 7 a.m. to get ready for his 7 to 8 a.m. workout session. He said, “In the beginning, it was a struggle because I’m getting up super early and with all the exercises the trainer had us do, it was a lot.” When the athletic department informed students that PE requirements would still be instituted this fall, many students were surprised, like Senior Zhiyan Wang, who is currently in Shanghai, China. He said,“It’s weird because it’s very different from what we did in school. But I do appreciate [the school’s] effort, and I don’t think there’s a better way to do it, except doing it online” While many were unhappy with the decision, Condon reiterated the importance of PE, even given the unique situation. “Being an institution in the state of New York, it is mandated that all of our students have physical education,” he said. Although Jakes had doubts about the virtual fitness at first, he said he was still open to participating even in a hypothetical situation where PE Co-Curriculars are not mandatory. “Usually [the workout] gives me more energy throughout the day,” Jakes said. Wang noted that there is a gym near his apartment, so if the PE co-curricular was not mandatory, he would prefer to go use his own gym. “I think for students that going to a gym isn’t available, [this co-curricular] would be a good option.” Condon responded to Wang’s concern. “We understand the challenges that all of our students are facing, so we’ve loosened the independent athletic option to allow for some students to work out on their own,” he said. Students can now send their individual workout logs to the athletic department every week to have the trainers supervise over them as the PE credit. For the athletic department, even though different circumstances require different methods, one thing hopes to remain the same among all staying active means staying healthy.

RICHIE BOXER/TOWER

SENIOR MAX MILLER LIFTS weights during his PE co curricular after school. Virtual students only have a choice of yoga or PE to fulfill their athletic requirement

SPORTS

TOWER/OCTOBER 30, 2020

SportS Fall Season begins the new era of Sports As Covid-19 continues to wreak havoc across the globe, sports around the world have been turned upside down.

Cross-Country

Girls Soccer

Whether it’s been the shortening of Major League Baseball’s season by over 100 games or Masters opting out of participating in competitions this fall, it’s been a bizzare time this year for athletics. But as the professional sports world seems to be slowly returning to the norm, many are hopeful that sports at school can as well. This photo gallery captures how the pandemic has changed sports as we know it. ETHAN SCHLAPP Lead Sports Editor

Boys Soccer

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I It’s kind of weird in a way because we’re not gonna be competing for anything; we’re here and we’re running for our own enjoyment, in a way.

RICHIE BOXER/TOWER

- Alana Gould ‘22 JUNIOR AND CROSS-COUNTRY TEAM member Alana Gould runs on Clinton Avenue during cross-country practice. Gould, a veteran on the team, misses being able to run in town. For now, the team is required to stay on campus when running.

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A lot of the team is hitting it off pretty well together - a lot of friends being made...some of the protocols almost bring people together.

- Eli Savage ‘24

RICHIE BOXER/TOWER

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RICHIE BOXER/TOWER

In a game, you are obviously bonded when someone scores a goal and everyone is very excited for them and we don’t have that opportunity.

- Lauren Marlowe ‘23 SOPHOMORE MIDFIELDER LAUREN MARLOWE recieves a pass during a soccer practice. Marlowe noted how her and the team are motivated to improve, despite the school’s decision to opt out of competitions.

FRESHMAN AND JUNIOR VARSITY 2 midfielder Eli Savage takes a shot on goal during practice. Savage has enjoyed his first team-sport experience at Masters. In his first year at the school, he remarked how soccer has provided him with the opportunity to make many new friends.

Protocol for Sports Director of Athletics Logan Condon sent out an email to all Masters families regarding the Covid-19 protocols instituted for athletics for the start of the 2020-2021 school year. Some of the guidelines are listed below:

• Just like during the school day, all students are required

Mask Requirement

to wear a school-approved mask while working out or practicing

Social Distancing

• Social Distancing is mandatory during all athletic activity, unless a specific activity necessitates students to maintain close proximity

• Student are not allowed to participate in any close-con-

Celebration Rules

tact celebrations such as hugging, high-fiving, shaking hands, or fist-bumping