Groton School Viewbook, 2016-17

GROTON SCHOOL 2016-17

Groton School

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F A C U L T Y

R. CORTTIS POMEROY Hamilton College, B.A.; Boston College, M.Ed. Director of Enrollment Management LAUREN A. POSILLICO Connecticut College, B.A. Mathematics ELIZABETH W. PRESTON University of Rhode Island, B.A.; Columbia University Teachers College, M.A. Chief Technology Officer DAVID J. PROCKOP Williams College, B.A.; Tufts University, M.A. Science ELLEN RENNARD Princeton University, B.A.; Middlebury College, M.A. English ANDRES T. REYES ’80 Harvard College, A.B.; Oxford University, M.Phil., D.Phil.

Classics WILLIAM J. RILEY Colby College, B.A.; University of Southern Maine, M.S.Ed. Director of Financial Aid

DAVID O. ROSS Yale University, B.A.; Harvard University, M.A., Ph.D. Classics L. HUGH SACKETT Oxford University, M.A., Dip.Ed., F.S.A. Classics LAURIE C. SALES Northwestern University, B.S. Director of Theater, English JANE S. SANTINELLI Duke University, B.A.; Harvard, M.Ed. Assistant Director of Admission SRAVANI SEN-DAS Delhi University, B.A., M.A.; University of London, M.A.; Oxford, P.G.C.E. Head of the English Department DAVID B. SHIELDS Virginia Commonwealth University, B.A.; London School of Economics, M.A.; Manhattanville College, M.S.; University of London, Ph.D. History

ERIC D. SPIERER Wesleyan University, B.A.; London School of Economics, M.Sc.; Columbia University, M.A. History

LUIS M. VIACAVA Inca Garcilaso de la Vega University, B.A.; Middlebury College, M.A. World Languages

RYAN H. SPRING Bates College, B.A.; George Washington University, M.A. History

JENNIFER B. WALLACE Georgetown University, B.S.F.S., M.S.F.S. History

STACEY G. SPRING Middlebury College, B.A.; Lehigh University, M.A.; Boston University, Ph.D. History

CHRISTOPHER W. WHITEMAN Harvard University, B.A.; Harvard University, M.Div. Interim Chaplain

REBECCA H. STANTON Universite Rene Descartes, B.A.; University Pantheon-Sorbonne, L.L.M.; Boston University, L.L.M. Head of the World Languages Department ELIZABETH VAN GELDER University of Massachusetts, Amherst, B.A. Director, Brodigan Gallery, Art FANNY VERA DE VIACAVA Inca Garcilaso de la Vega University, B.A.; Middlebury College, M.A. World Languages

W H A T

I F. . .

... there were a school that combined all the advantages of a tightly knit community with the highest standards of academic excellence?

... there were a school where relationships resembled those of an extended family, a place where self-confidence, achievement, and the spirit of discovery were instilled through the deep commitment of one to another, and of each to the whole?

... this “whole� were composed of people from all over America, and indeed the world, because the school was dedicated to offering its benefits based not on material circumstance, but on pure talent?

W H A T I F T H A T S C H O O L W E R E G R O T O N ?

Look closely. Groton is unique.

Here, you will find the lasting friendships and dedicated guidance of the small school and the resources, diversity, and curricular opportunities of the larger school.

The effect is powerful.

T H E

G R O T O N

C I R C L E

“The life of man is a self-evolving circle, which, from a ring imperceptibly small, rushes on all sides outwards to new and larger circles, and that without end.”

- Ralph Waldo Emerson, “Circles”

T H E

G R O T O N

C I R C L E

LIFE AT GROTON REVOLVES AROUND A CIRCLE...

A VAST, GREEN EXPANSE RINGED BY DORMITORIES, CLASSROOM BUILDINGS, A CHAPEL, and a vista toward playing fields, woodlands stretching to the Nashua River, and the distant mountains of Wachusett, Watatic, and Monadnock. With its reputation for academic might, its heritage of service to the nation, its architecture of Georgian red brick and medieval spires, Groton is grand. And yet the school is not large. It is intimate, an ideal place to start a journey.

We move around the Groton Circle rather than across it.

A Circle is whole. Groton develops complete people,

A Circle is continuous. The circular rhythms of each

This practice transforms the surrounding walkways into

not specialists. Devoted teachers and peers of great

day are engaging, invigorating, and reinforcing. Lessons

paths of communication: an advisee tells an advisor about

promise nurture each student’s academic growth. Our

learned here lead alumni to extend their relationships

a great success on a paper, soccer coaches remind players

sense of family and our Episcopalian tradition help instill

with the school far beyond the commencement

about a departure time, the headmaster compliments a

values. Everyone participates in the arts and athletics,

ceremony known as “Prize Day.” Alumni who return to

prefect for an effective act of leadership.

and many develop exceptional talents. Groton is not a

the Circle for reunions find that many of the traditions

spectator sport. The scale of the school allows for careful

and routines of the past are still important to Groton

attention to the development of each student’s mind,

students today. What’s past is prologue; an education

body, and spirit.

here continues to inspire a life that “rushes on all sides

Here, we sense the family spirit of the school. To join this community is to join a group small enough for relationships to be built with all, and large enough to include the many faces of the world. Through his conception of

A Circle is inclusive. The Groton Circle is open. To

the Groton Circle, Frederick Law Olmsted—the great

the northwest we see a majestic long view of the world

American landscape architect who designed New York’s

beyond the school. We feel this openness every day as

Central Park, Boston’s Public Garden, and Stanford

we look to the mountains in the distance and as we see,

University—transformed the grounds of Groton School

right before us, the different faces of people on campus.

into a metaphor that shapes the quality of our experience.

Groton is a diverse community that is welcoming to all people who seek the challenge, growth, and fulfillment of life at Groton.

outwards to new and larger circles.”

F A M I LY

“To understand Groton one must understand the importance of the family idea…where family life was wholesome and happy [founding Headmaster Endicott Peabody] believed that all would be well with the church and state; where family life was false or untrue or cheap, all human institutions failed. Therefore it was the most natural thing in the world for him to think of his school as being simply a large family…there was an intimacy at the heart of things that was peculiar to the genius of the place.

One can never understand Endicott Peabody’s school until he understands this.”

- Peabody of Groton: A Portrait by Frank D. Ashburn ’21

F A M I LY

SINCE ITS INCEPTION UNDER ENDICOTT PEABODY, Groton has thought of itself as a family.

Groton students know practically everyone on campus, and this familiarity moves relationships beyond respect and tolerance to mutual understanding. People with very different backgrounds and interests become the closest of friends at Groton.

The headmaster and his wife exude the warmth of family;

Like your own family, this community of talented peers and

they know students by name and often stop them in the

knowledgeable, caring teachers cannot help but shape you.

hallway to inquire about a recent game or project. They have

Groton students have played important roles in our nation’s

raised three boys, and they understand that good parenting

history, and many of them have attributed their success in

is part of a good boarding school.

part to the depth of relationships here. In the Groton family,

As in any family, trust is an essential ingredient at Groton; teachers know their students well, and their first instinct

we care about each other, and that does not stop after graduation. A Groton education lasts.

is to trust. The result of these close student-faculty

Daily challenges and opportunities vary for each student,

relationships is empowerment: the children who enter

but all can count on a shared, predictable experience at the

Groton graduate as young adults who have learned to

opening and closing of each day: the peace and reflection

collaborate with faculty, seek their advice, and talk with them

found in the Chapel when the entire community gathers

easily. Groton’s adults help students examine their emerging

each morning and the bond and reassurance of the

qualities as leaders and help them realize the value of making

handshake at day’s end in the dormitory. We are a unified

decisions based on principles. These principles may be

family as the day begins and when it is done.

reinforced in a classroom, but more often they are strengthened through ongoing conversations with mentors who care.

What Is a Typical Day Like?

8:30 A.M. ROLL CALL In the distant past, Roll Call involved masters taking attendance. Today, Roll Call is run by the Sixth Form and involves announcements about coming events, special achievements, and other news. The spirit and humor of the school emerge in this relaxed daily gathering.

8:00 A.M. CHAPEL TALKS Four mornings a week, the school starts the day in St.

community. Chapel talks often are personal stories—

John’s Chapel with a service involving silent reflection,

about learning to swim, traveling to Tanzania, living

music, and readings from great spiritual traditions of the

through a hot summer in Chicago, or a Southerner’s

world. The building is a masterpiece of Gothic Revival

adaptation to January in New England—the kinds of

architecture; in such surroundings one might expect

narratives that bring a community closer. The purposeful

to hear an ecclesiastical sermon, but the focus of each

act of “slowing down” through the ritual of communal

weekday morning service is a chapel talk delivered by a

reflection on a topic beyond one’s immediate experience

Sixth Former, teacher, or another member of the Groton

provides a refreshing and grounding start to the day.

F A M I LY

Go to www.groton.org/chapeltalks to find a selection of chapel talks.

Go to www.groton.org/zebratales to meet our student bloggers.

8:45 A.M. – 3:00 P.M. THE CLASS DAY

9:45 P.M. CHECK-IN A Groton ritual for more than 125 years, check-in

10:20 A.M. CONFERENCE PERIOD

is when each dormitory pauses to discuss the day.

Dormitories at Groton are named after the

LUNCH

teachers in residence, which shows how much the school values the lessons shared “in loco parentis”

3:45 P.M. – 5:30 P.M. ATHLETICS, THEATER,

COMMUNITY ENGAGEMENT

by dorm leaders. At the end of check-in, students shake hands with prefects and the supervising teacher before going to bed. Groton has seventeen

DINNER STUDY HALL

dormitories, and handshaking happens in every one, every night.

Temba Maqubela and his family meet the community moments after his appointment as the eighth headmaster of Groton School, October, 2012.

Temba Maqubela

F A M I LY

Headmaster

Temba Maqubela began his tenure as the eighth headmaster of Groton School in July of 2013. Born and raised in South Africa, Mr. Maqubela earned a bachelor’s degree in chemistry from the University of Ibadan in Nigeria and a master’s degree from the University of Kentucky. After teaching at Maru-a-Pula School in Botswana and Long Island City High School in New York, Mr. Maqubela joined the faculty of Phillips Academy.

During his twenty-five years at Andover, Mr. Maqubela served as the Assistant Headmaster for Academics and Dean of Faculty; chaired the Chemistry Department; launched the ACE Scholars Program, which tackles the preparation gap among gifted students; and took the lead on Andover’s Global Perspectives Group.

Mr. Maqubela has received an Inspirational Teacher Award from MIT, the Desmond Tutu Social Justice Award from South Africa Partners, and has been inducted into the American Chemical Society’s Aula Laudis Society. He is married to Vuyelwa Maqubela, who has taught in Soweto, South Africa, and at the Pike School, Pingree School, and Phillips Academy, where she ran a dormitory for twenty-five years. She now teaches English at Groton. Mrs. Maqubela has directed the Independent School South Africa Education Program; launched the African Studies Institute with Mr. Maqubela and other colleagues; and codirected the Andover Breadloaf Writing Workshop. The Maqubelas are the proud parents of three grown sons, Kanyi, Pumi, and Tebs.

PARLOR Students visit the Headmaster’s House on Thursdays for Parlor, a casual gathering that offers cookies, board games, table tennis, laughter, and a time to relax with Mr. and Mrs. Maqubela.

F A M I LY

Residential Life Perhaps nowhere is the feeling of family more apparent at

By Upper School, structures and routines developed in the

Groton than in the dorm. Our dormitories are named

Second and Third forms have become ingrained, and Fifth

after the faculty members who reside there. Assisting the

and Sixth Form students manage their own time with a great

dormitory head are faculty affiliates and Sixth Form prefects.

deal of independence, a good preparation for college.

Beyond these seniors, Second Formers live with Second Formers, and Third Formers live with Third Formers. Living together in Lower School helps each form gel as a distinct unit. Appropriate to their age, Second and Third Formers lead a more structured lifestyle, with closely supervised study halls and strictly enforced lights-out. Fourth Formers learn to handle greater freedom when they move into smaller dormitories with Fifth Formers and Sixth Form prefects.

Privileges increase in the Fifth Form year, and members of the Sixth Form take active roles in running the school.

Dormitories at Groton are comparatively small, ranging in size from twelve to twenty-four residents. While the quality of academic training at the school is superb, Groton recognizes that learning to live away from home with talented peers from around the world is a significant and differentiating part of a young person’s development.

The many time-honored traditions and practices of the school’s residential program provide Groton students with a home away from home.

Forms Second Form........... Eighth Grade Third Form.............. Ninth Grade Fourth Form............ Tenth Grade Fifth Form............... Eleventh Grade Sixth Form.............. Twelfth Grade

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S T R E N G T H

OPPORTUNITIES ABOUND AT GROTON SCHOOL. Since the school’s founding, its leaders have intentionally limited the student population to ensure the character and impact of a Groton education.

Because of the school’s size, opportunities are

Groton’s early leaders modeled the school on a family,

We view adolescence as a time to explore and discover

plentiful—for scholarship, for friendship, for leadership.

with an emphasis on character and values that continues

new talents, to resist the contemporary insistence on

today. Life at Groton is characterized by a dynamic

specialization. Groton students can do it all.

Our purposeful course of study inspires great young minds. And students really get to know their teachers—that’s possible when classes average twelve students.

Students know virtually all their peers too, including those in different forms—a rarity at larger schools.

Groton students are bound to become close with people whose perspectives and backgrounds are quite different from their own, and they learn a great deal about themselves through these friendships.

camaraderie of inclusion. We frequently use that word—“inclusion.” In fact, we insist upon that value.

It’s hard work to create a school where everyone feels included, but the effort pays off in an intimate community like Groton’s.

Groton has always been known for producing leaders—thanks in part to our size, but also to our unique “prefect year.” Every member of the Sixth Form serves as a prefect in a dormitory, and many also serve as prefects in other areas, such as Admissions, the Chapel,

Exceptional resources combined with the size of

Communications, or the Music Department. All Sixth

Groton’s student body create opportunities for growth.

Formers play a substantive role in shaping the quality

One can be an actor and an athlete, a scholar and a

and direction of life at Groton, and importantly, all of

musician. The whole person develops at Groton.

them learn about their own style of leadership.

Go to www.groton.org/students to see what everyday life is like at Groton.

“Groton is a half-step between your family and the world, a precious interlude, a gentle meritocracy. Most young people are thrown directly from their families into college; Groton cushions the blow.

My Chapel Hill dormitory held more students than all of Groton; my class at Harvard Law School was three times larger, Congress is considerably larger. It is easy to lose your way in these larger institutions, and many people do. Fortunately, Groton gives each of us a moral compass that allows us to remain, as our chaplain urges us, “unspotted from the world.” In Harry Potter terms, Groton stays small because it only needs room for Gryffindor, not Slytherin.”

- Congressman James Cooper ’72, P ’08, ’14, U.S. Representative, Tennessee

S C H O L A R S H I P

S C H O L A R S H I P

GROTON STUDENTS COME FROM MANY DIFFERENT BACKGROUNDS, but they share one quality—intellectual curiosity. With an average class size of twelve, each voice is heard. The early years at Groton involve a sequence of required courses that prepare students to think critically, to speak and write clearly, and to compare and reason quantitatively and spatially.

In the later years, students pursue their own interests with

In this age of increased specialization and information

a degree of intensity normally reserved for college-level

avalanche, we hope that our students will develop the power

work. As our students discuss developments in world affairs,

of discernment and the self-confidence to present their

they are developing a foundation in the cultural, social,

opinions. We hope we are still fulfilling Endicott Peabody’s

political, and religious backgrounds of ancient civilizations.

vision: a Groton education prepares people for “the active

Groton students benefit from the STEM approaches infused

work of life.”

throughout math and science curricula, yet also are expected to nourish their intellects with time-tested fundamentals, such as Latin and Greek.

S C H O L A R S H I P

THE HUMANITIES Philosophers of the ancient world and business leaders of the 21st century would agree on the benefits of study in the liberal arts.

Coursework in the humanities strengthens the ability to think critically and creatively, express oneself through writing, win an oral argument, and collaborate well. Groton’s courses in literature and history require students to develop an awareness of their own cultural roots. The emphasis on writing and research in these disciplines is particularly noteworthy. Through theses and term papers, Groton students are prepared well for the sort of independent projects faced in college and in the workplace. After studying a classical and a modern language, they graduate with a facility for communication that is useful in our global society. Of greatest importance, perhaps, is the cumulative effect of study in the humanities: heightened curiosity about people and places in the world beyond the Circle.

WHY THE CLASSICS MATTER The study of a classical language is fundamentally different in its approach and goals than that of a modern language. While modern language study concentrates on developing fluency of speech and listening skills, classical language study focuses on the structure of the language itself. It encourages precision with words and offers valuable lessons for close reading and written expression in English.

Classical languages also offer unique access to the cultures of Greece and Rome, which form the basis for much of our modern thinking. Go wherever you wish in literature, history, art, architecture, philosophy, government—even math and science—and you often will find that the Greeks and Romans have been there before you. They may not have answered all of your questions, but they likely have addressed them with perception. The clarity of the classicists’ approach, reflected in the language they used, trains students to pick up on their own where the great thinkers left off. To a culture like ours, so preoccupied with its own immediate present, these languages open channels not only to the classical world, but also to many cultural traditions woven through the millennia that separate us.

S C H O L A R S H I P

STEM For decades, Groton has pursued innovative approaches to STEM subjects (science, technology, engineering, and mathematics). The school demonstrated an early commitment to computer programming in the 1970s, developed an Applied Mathematics sequence in the ’80s, and launched an Environmental Science program in the ’90s.

After a recent, in-depth analysis of best practices in STEM education, the school has made it a priority to provide students with STEM-guided approaches throughout Groton’s math and science classrooms. Teachers are purposefully infusing technology and engineering lessons into a variety of science and math courses, and the school is demonstrating a firm commitment to computer science through dedicated programming courses, increased technological components of many math courses, computer-based modeling in Third Form science, and more. Groton expects every graduate to have a full command of STEM skills, such as data analysis, modeling, programming, experimentation, collaboration, and problem-solving.

In support of STEM, Groton has built a new wing on the Schoolhouse, providing students with state-of-the-art technology and facilities to support the highest levels of creative learning in science, technology, engineering, and math. This STEM addition, which opened in late summer 2015, is part of a broad project that brought numerous improvements to the Schoolhouse, while honoring the building’s history.

Groton graduates through the years have consistently tackled some of the world’s most challenging problems, and the STEM skills learned at Groton today will prepare our graduates to continue to discover, invent, and contribute important work that can better our world.

You can find Groton’s academic offerings at www.groton.org/coursecatalog.

GROTON’S SCHOOLHOUSE EXPANSION Since Groton’s early days, the Schoolhouse has served as the center of academic life. A recent renovation and expansion takes our iconic nineteenth-century building through the twenty-first century and beyond. Designed to adapt nimbly to the needs of the future, the new Schoolhouse: n

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Integrates new state-of-the-art science and math classrooms and labs, reflecting the increasing need for quantitative literacy

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Renovates many existing classrooms and constructs new spaces for the humanities, music, and woodshop

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Creates a new, research-oriented library in the building, moving the McCormick Library from Hundred House

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Constructs new and improved areas for socializing and individual and group study, and flexible spaces that will inspire learning, creativity, and collaboration Reduces energy costs by incorporating sustainable building processes and technology Preserves iconic facades and interior spaces

S C H O L A R S H I P

GLOBAL EDUCATION Do you want to see the world? Groton can help.

to schools in China, the Loire Valley, and Dehradun,

Most Groton students participate in a school-sponsored

India; an art-focused excursion to Bali, Indonesia; and

Global Education Opportunity (GEO), thanks to

an exploration of important World War I and II sites

generous financial aid offered through our

in Europe. In addition, summer after summer, Groton

global program.

musicians perform overseas. Recent music GEOs have

For more than a decade, students have traveled with Explore Groton’s global education program at www.groton.org/students/globaleducation.

Groton faculty all over the world—to six continents.

showcased Groton talent in Cuba, Switzerland, Brazil, Japan, China, Australia, Central Europe, and England.

They have engaged in experiential learning projects in

Besides traveling outside the U.S., the global education

Olllantayambo, Peru, considered by many to be the last

initiative brings visitors to the Circle. Recent exchange

living Incan town. In Africa, Groton has established

students have come from China, England, France, India,

relationships with communities in Tanzania, Kenya, and

South Africa, and Tanzania.

Uganda. Recently, international travel has included visits

S C H O L A R S H I P

EIGHTH GRADE

TUTORIAL PROGRAM

Groton is one of the few top boarding schools in the country that still offers an eighth grade program.

While most students apply to enter in the Third Form or later, entering Groton in Second Form (eighth grade) has many advantages. It’s an intimate group of twenty-five to thirty, so friendships develop quickly.

Upper forms have seventy to ninety students, and while they maintain a closeness too, the Second Form’s size encourages a unique bond.

An attractive feature of the Groton curriculum is the opportunity for Sixth Form students to study one-on-one with a faculty member in an area of special interest. Tutorials allow students to collaborate with faculty, exercise independence, and dive deeply into areas of interest. Recent tutorials include:

We give eighth graders special attention. We realize they are in a new place, making new friends, honing new study habits, and tackling a more challenging workload than seventh grade demanded. Groton offers the additional structure, support, and organization that younger students need. They are closely supervised, live together in their own dorms, and have just a taste of the independence they will earn later.

The extra year at Groton uniquely prepares students for success later at the school. Many of the students who become form leaders five years later began their years at Groton in the Second Form.

3D Printing 19th-Century Romantic Poetry Abnormal Psychology Advanced 19th-Century Novels Advanced Performance Studies Advanced Techniques in Acting Analysis of Groton School’s Carbon Footprint Arthropods Astrophotography Ataturk and the Rise of the Modern Islamic State Balzac et La Comedie Humaine The Count of Monte Cristo Current Events through a Francophone Lens Existentialism and Nietzsche Exploring the Groton Archives Fractals, Chaos Theory, and Complex Systems French Historical Literature Glaciers, Everest, and Climate Change Graphic Design and Photoshop Workshop Greco-Roman Mythology as Told by Ovid Groton Graduates in History Jane Austen Latin American Literature

Molecular Biology Music Technology Music Writing Neurobiology of Learning and Memory Nuclear Chemistry Physics in Sports Photojournalism Post World War II Literature Project KERS (engineering) Quantum Approaches to Consciousness Relativity Server-Based Programming with ASP.NET and MS SQL Shakespeare: Four Plays Structural Engineering The Study of Native Americans and Edward Curtis Sustainable Engineering Theater in Social Context Thomas Hutchinson and the American Revolution Vergil Video Post-Production William Faulkner’s Works: Exploring Yoknapatawpha County

ACADEMIC REQUIREMENTS

LOWER SCHOOL Students in the Second and Third Forms (8th and 9th grades) pursue a structured academic program involving the study of mathematics, science, English, a world language such as Spanish, French, or Chinese, a classical language, music, visual arts, and an interdisciplinary course offered by the history and religion departments called Sacred Texts and Ancient Peoples.

UPPER SCHOOL Students in the Fourth, Fifth, and Sixth Forms (10th, 11th, and 12th grades) have a wide range of choices in determining individual courses of study. All students must fulfill the following requirements: n

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English through the Fifth Form with one term of Expository Writing in the Sixth Form Mathematics through the Fifth Form or through trigonometry, whichever comes later A classical or world language through the Fifth Form or through a level of proficiency prescribed by the department, whichever comes later

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One year of laboratory science

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World History and American History

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Three credits of arts

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One term of ethics. Students who enter the school in the Fourth Form also take two terms of Sacred Studies in the Upper School.

Students who enter Groton after the Third Form are not required to study two languages.

A R T S

GROTON'S SIZE PROVIDES STUDENTS WITH MORE OPPORTUNITIES TO PERFORM AND CREATE. Students who hadn’t considered themselves actors or artists when they arrived at Groton regularly showcase their newfound talents. A Second Former (eighth grader) recently starred in a musical, and Lower Schoolers play important roles in our choral and orchestral groups.

The visual and performing arts programs are unified

Groton’s hands-on approach emphasizes the value of

by the conviction that the arts provide essential

being actively engaged in a creative process. Drawing a

opportunities for self-expression and enjoyment, and

landscape, directing a play, and building a mahogany table

that they create more perceptive and disciplined students.

are as intrinsic to the artistic process as learning to critique a

Through teachers who are practicing artists and

photograph, practicing a cello sonata, evaluating a theatrical

performers, a wide assortment of course offerings

performance, or listening thoughtfully to a choral concert.

and opportunities to perform, two campus galleries,

Groton students have numerous opportunities to explore

accomplished visiting musicians, and a visiting

the arts through coursework and beyond the classroom.

artist-in-residence, the arts flourish at Groton.

Theater Groton students are actors, directors, playwrights, and choreographers. They design sets and costumes, mix sound, and master lighting. Some are accomplished when they arrive at Groton, but many discover their enthusiasm for theater while they are on the Circle.

Groton’s afternoon theater program exposes students to a wide range of styles and techniques, staging classical dramas, offbeat plays, and popular musicals (such as The Wiz, at left). Motivated students also may write and direct short plays and explore theater more deeply with faculty through one-on-one tutorials.

The Marion D. Campbell Performing Arts Center (CPAC) hosts events and student productions throughout the year in its two venues—the Asen Theater, a proscenium space that seats 466, and the McBaine Studio Theater, a black-box space that accommodates 120. Groton’s performers benefit from the professional-quality facility, which includes a fully equipped scene/paint shop, a costume shop, a trap and orchestra pit level, a sixty-five-foot fly loft, and Equity-level dressing rooms. Recent student productions have included The Miracle Worker, Hairspray, Romeo and Juliet, The Effect of Gamma Rays on Man-in-the-Moon Marigolds, A Funny Thing Happened on the Way to the Forum, and The Odyssey.

A R T S

A R T S

Music A Groton education seems to be accompanied by a musical soundtrack. Performances by the Chamber Orchestra, the Jazz Ensemble, and the vocal program’s Choir and a cappella groups are woven into the life of the school. Besides formal scheduled performances, students regularly play instruments or sing during morning Chapel postludes and hold relaxed and freewheeling open-mic nights.

Groton’s music program serves all levels, from beginner to virtuoso. Twenty-two experienced teaching performers provide lessons during the academic day. They teach all orchestral and band instruments, as well as voice, piano, organ, harpsichord, banjo, bagpipes, guitar, and didgeridoo.

Since music lessons are part of the daytime curriculum, Groton students need not choose between a musical interest and sports, clubs, or theatrical productions.

Studio Arts The visual arts program at Groton fosters an environment in which both creative expression and critical awareness can develop. The program is flexible enough to offer students with a broad range of backgrounds and potential both general survey coursework and specialized studies.

Go to www.groton.org/arts to discover more about Groton’s programs in drama, music, dance, and visual arts.

The Dillon Art Center houses numerous open, light-filled studios; classrooms; a photography laboratory and darkroom; and the de Menil Gallery, which hosts exhibits by accomplished artists each term. The Christopher Brodigan Gallery, located on the first level of the Dining Hall, also hosts professional exhibits each term.

Both galleries help students gain artistic appreciation, as well as the pure pleasure that comes from viewing the works of those who see the world in ways we may not. A valued community resource, both galleries are open to the public.

Woodworking A fully equipped woodworking shop in the Schoolhouse inspires both beginning and experienced students to build a piece of furniture. Projects start with a simple box and, for serious woodworking students, move on to period pieces such as grandfather clocks. Woodworking, or shop, at Groton offers challenging and time-consuming work that results in a significant, personal accomplishment.

AT H L E T I C S

A T H L E T I C S

STUDENTS FIND MANY OPPORTUNITIES TO EXCEL IN ATHLETICS AT GROTON. Here, talented athletes take advantage of first-rate coaching, enviable facilities, a strength and conditioning center, and, in many instances, the chance to play at the varsity level early in their careers.

The annual contests with our rival, St. Mark’s School, are surrounded by traditions worthy of schools that have been playing each other for more than a century. The challenge of playing opponents from larger schools within the Independent School League serves our athletes well. Groton alumni contribute to many college programs throughout the country. Both the athlete who aspires to play beyond secondary school and the novice who wants to learn a new sport find satisfaction and inspiration on Groton teams. As in other areas of the school, specialization is discouraged. Rather than sit out a season, Groton athletes often take on the challenge of a new sport.

Typically, more than 20 percent of a graduating form will go on to play intercollegiate athletics.

A T H L E T I C S Go to www.groton.org/athletics to learn about our teams.

ONE n

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turf field elevated indoor track dance studio boathouse strength & conditioning center

TWO n

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football fields baseball fields batting cages hockey rinks field hockey fields swimming pools

THREE n

basketball courts

FOUR n

lacrosse fields

FIVE n

soccer fields

EIGHT n

indoor tennis courts

TEN n

outdoor tennis courts

TWELVE n

squash courts

FORTY-EIGHT n

coaches

MILES & MILES n

of trails for running & hiking

...for 380 students!

T H E

S P I R I T

O F

G R O T O N

“Where else could you find, on a typical April afternoon, the captain of the varsity football team, who is also president of the Gospel Choir, playing cello on the Circle? Why is one of my closest friends a terrific squash player, guitarist, and poet from Pakistan? I’ll never forget when my field hockey team reached the New England tournament and one-half of the School showed up on Oates Field, all the boys bare-chested in the 35-degree November weather, with the letters G-R-O-T-O-N spelled out in red paint on their chests. The place is so alive with passion.”

- Ann Collier ’99

T H E

S P I R I T

O F

G R O T O N

WHAT DOES IT REALLY FEEL LIKE TO BE AT GROTON? Groton is challenging, engaging, and inspiring. It makes you think—about the world, about how to treat others, about how to understand yourself.

Long known for excellence in the classroom, the school

service, the self-confidence that emerges through hard

is also full of surprises, opportunities, and an attribute

work, and the awareness of the wider world that evolves

rarely associated with a great education: Groton is fun.

through friendships made on the Circle. Many of the

Groton involves such varied emotions as the exhilaration of

manners and customs valued at the school’s founding are

games on St. Mark’s Day, the quiet satisfaction of finishing

with us today, alongside the underlying principles that have

a history term paper, the poignancy of a Lessons & Carols

always shaped the spirit of Groton.

T H E

“Maybe my greatest memory of this school came the

S P I R I T

O F

G R O T O N

last week that I was here, when a man who had monumental influence on my life named Paul Wright, whom I still consider one of the greatest men I’ve ever known, sat me down in his classroom. Now, anyone who ever had Paul Wright’s math classes knows that on every little desk was carved, “the R-I-G-H-T way is the W-R-I-G-H-T way.” And he sat me down and he said, “Look. This is the only advice I can give you. Look down at this.” He said, “It’s reversed. The W-R-I-G-H-T way is the R-I-G-H-T way and only you know what is right.”

- Peter Gammons ’63, Sportswriter Recognized by the National Baseball Hall of Fame

VALUES Groton students take pride in the components

At Groton, students develop lasting values through

of their education that are tangible—a beautiful

the graduated levels of trust and responsibility they

campus, remarkable facilities, wonderful dining

earn as they get older, the opportunities for

services, long-lasting traditions, strong performances

reflection each day during Chapel Talks, the stimulation

on national examinations, talented peers, accomplished

of a first-rate education, and the attention they receive

teachers, and successful alumni. These components are

in a small school consciously built upon the model of a

not ends in themselves, but attributes that enhance our

family. Most colleges and universities abandoned any

shared commitment of one to another and of each to

pretense of character development long ago. Secondary

the whole. The powerful sense of commitment around

school is still a place where values can be nurtured, and

the Circle helps Groton students emerge from

at Groton, they are.

adolescence with the means to lead an examined life and the conviction to better our world.

KINDNESS Kindness is important to our community and to

Just as students know each other, so do the faculty

our graduates’ success in life. We seek people who

know most of the student body. Three times a year

will treat each other well and who will further that

the entire faculty meets to examine the progress

instinct in others. The school’s size means that

of every student in the school. These meetings

students know and interact with each other.

concentrate on the character of our students as well

Everyone matters at Groton; everyone affects

as their academic progress. Besides teaching the

everyone else. The community works because

skills expected in the twenty-first-century

students learn the value of respecting one another.

workplace, Groton aims to inspire a deep

This expectation provokes a leap of understanding

transformation in which learned and admired

fundamental to adolescent development—the sense

qualities become internalized instincts. The kindness

that the good of the whole both supersedes and

and perseverance nurtured at Groton remain with

serves the good of the individual.

graduates for a lifetime.

T H E

S P I R I T

O F

G R O T O N

SERVICE At Groton School, we define service as an act of leadership, a demonstration of responsible citizenship, a means of community building, and a part of one’s life-long learning and purpose.

Service to others was one of Groton School’s founding principles.

The school motto, cui servire est regnare, was in place by the turn of the twentieth century. Throughout its history, Groton School has inspired students to serve their communities, the nation, and the world. Some alumni have built careers as public servants and political leaders. Many who do not serve the public or nonprofit sector consider service an important part of their lives, offering their time to a variety of worthwhile causes. For many graduates, this principled outlook took root at Groton School.

Here at Groton, service is not a requirement in which hours are counted,

CUI SERVIRE EST REGNARE (TO SERVE IS TO RULE) - Groton School Motto

but rather a community expectation. All students serve as community leaders—as prefects—during their Sixth Form year, and many take advantage of various opportunities to serve communities near campus through our afternoon service program, Groton Community Engagement, and far from the Circle, through our global education trips.

T H E

S P I R I T

O F

G R O T O N

PERSEVERANCE Success in life can be attributed in part to natural abilities, in part to hard work. But people go further if they also have developed perseverance, what we sometimes call grit.

Groton students learn to persevere in the face of challenges they encounter as they pursue long-term goals. Winning a long-distance run rather than a sprint is a good analogy for success at Groton. The school insists that students learn good habits—for study, organization, prioritizing their busy lives, and enjoying their free time. These good habits are a significant outcome of a Groton education. Students emerge with an expanded capacity for success in college and in what our school founder called “the active work of life.�

RELIGION AND SPIRITUALITY Can there be any doubt about religion’s role in shaping today’s world?

At many schools in the United States, the study of religion is impossible. At Groton, it is required. Through the perspective of an Episcopal School and with respect for other religious traditions, Groton provides its students with a valuable component of a contemporary education: religious literacy.

No matter what their religion is, or how they feel about organized religion, all students can benefit from the school’s approach to the intellectual understanding of world religions. Services for many faiths, courses in comparative religion, an ethos of concern for others, and the deep bonds within the community contribute to the spiritual development of Groton students. An Episcopal service is held every Sunday. Transportation is provided to a nearby Roman Catholic mass on Sundays, Shabbat services are offered on Fridays, and a Buddhist sangha occurs weekly.

T H E

S P I R I T

O F

G R O T O N

FUN IS IT POSSIBLE? COULD A SCHOOL KNOWN FOR ITS ACADEMICS ACTUALLY BE FUN? Yes! For starters, did you know that Groton suspends classes three times a year—and keeps the dates secret? Once a term, our senior prefects announce Surprise Holiday, and when they do, the school explodes with excitement! Students climb aboard buses for a free day in Cambridge or Boston, or hang with friends on the Circle. From St. Mark’s Days to Spring Fling to nightly check-ins in the dorms, Groton would not be Groton without fun. Here are some of the ways we have fun at Groton School…

Trap Shooting

Running on the Triangle

One-act plays

Studying Latin with Dr. Reyes

Lip sync Bellringing

GROTON EVENING SOFTBALL LEAGUE

Silly Roll Call Announcements

Red Sox Games

Lessons & Carols

Global education trips

Costume competitions during Spirit Week

The Z-bomb at Scudder’s

Groton Christmas Pops Concerts

Dorm Olympics

Desserts at Dory’s Dozens of clubs

Casino Night

Sunday Ski Trips

Groton Gospel Choir Late night dodgeball

Broomball

THE CART PULL

Roofball

“Blue Bottles”

Open mic nights

Spelling Bees

Formals & Dances

Hiking Mt. Monadnock Bonfires

Dorm feeds

Movie-mall runs

LASER TAG

T H E

A C T I V E

W O R K

O F

L I F E

Groton School is a diverse and intimate community devoted to inspiring lives of character, learning, leadership, and service.

- Groton School Mission Statement

T H E

A C T I V E

W O R K

O F

L I F E

WHAT IS THE INTENDED OUTCOME of the steady rhythms, intensive study, time-honored traditions, and deep bonds formed within the Groton Circle? We seek, in our singular way, to equip talented young people with the skills and values essential for success in the twenty-first century.

We will prepare you with proficient skills in languages

the best place for you to find your most authentic self.

and technology, an ability to write and speak clearly

Groton helps you look inward to know yourself so you

and convincingly, an appreciation of the thoughts and

can reach outward to serve the world. The totality of

achievements of people from many cultures, a high

the experience, rather than the merit of a particular

regard for teamwork, and a deeply imbedded respect

program, is the enduring strength of Groton School,

for the qualities of courtesy, honesty, and civility.

where a dynamic, lasting education inspires the

As a Groton student you will join talented classmates from widely divergent backgrounds. We aim to provide, not the mold for worldly success, but rather

curiosity and provides the tools for the continuing pursuit of a meaningful life.

380 STUDENTS n

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Female: 185 Male: 195 Boarding students: 327 Day students: 53

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States represented: 32

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Countries represented: 18

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Students of color: 43 percent

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International students: 8 percent

FACULTY Teaching faculty: 70

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Student-faculty ratio: 5 to 1

Percentage of faculty with advanced degree: 81 percent n

Distribution of students per form: Second (27), Third (80), Fourth (93), Fifth (93), Sixth (87) n

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Average class size: 12 to 1 (excluding tutorials)

AVERAGE SAT SCORES, FORM OF 2016 n

709 Reading

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702 Math

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712 Writing

AP TEST SCORES n

Total number of AP tests (2012–16): 2202

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Total AP exams with scores of 3, 4 or 5: 99 percent

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Total AP exams with scores of 4 or 5: 79 percent

TUITION Tuition: $55,700 (boarding)/ $43,390 (day)

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Students receiving financial aid: 37 percent Financial aid budget: $6.5 million Average grant: $43,199

Groton meets the full demonstrated financial need of all families.

J O I N

THE ADMISSION AND FINANCIAL AID STAFF

U S !

Ian Gracey Dean of Admission and Financial Aid

ADMISSION TO GROTON

Rhonda Collins Admission Office Manager

Ronnie Dixon

GROTON SCHOOL SEEKS HIGHLY MOTIVATED STUDENTS OF GREAT PROMISE. We are especially interested in people who are inclined to be helpful to others.

Assistant Director of Admission Director of Diversity Outreach

Randi Dumont Assistant Director of Admission

Jamie Funnell Director of Admission

Cort Pomeroy

Ann Gildroy Fox ’94 joined the U.S. Marines after

of people forces you to challenge your preconceived

graduating from Georgetown University. She served

notions and beliefs. The community at Groton

three tours of duty in Iraq; the third was voluntary, a

makes each student aware of his part in it, and

desire to serve once again after graduating from

therefore his contribution to it. Groton completely

Associate Director of Admission Director of Financial Aid

Harvard Business School.

transformed the way I thought. It opened my mind

Sandra Rivetts

and encouraged me to listen first and not to make

Visits Coordinator

hasty judgments.”

Jane Santinelli

Ann delivered the following words at a form dinner the night before heading to Iraq. If you find these words compelling, Groton may be the school for you.

“Cui servire est regnare was not simply a School motto for me. It became an underpinning of the way I tried to measure the value of my life. Groton teaches us the importance of service, and through that service, the ability to create value for yourself and your community.

At Groton I began seriously to consider the impact of my actions on those around me. Living in a community where you interact constantly with the same group

Groton’s Admission Office seeks a student body that is racially, geographically, and socioeconomically diverse.

Director of Enrollment Management

Bill Riley

Assistant Director of Admission

Karen White Assistant to the Director of Financial Aid

We welcome students from all backgrounds who share our ideals of well-rounded development and service to others.

Please feel free to contact us whenever you have questions about the school or the admission process. And do visit us on campus! A visit is the best way to learn about Groton.

Groton School Office of Admission 282 Farmers Row, P.O. Box 991 Groton, Massachusetts, 01450-0991 978-448-7510 Fax: 978-448-9623 admission_office@groton.org www.groton.org

H O W

The following steps are involved in the application process. We look forward to meeting you!

1. COMPLETE THE INQUIRY FORM 2. SCHEDULE AN INTERVIEW 3. COMPLETE THE CANDIDATE PROFILE 4. REGISTER FOR A STANDARDIZED TEST 5. COMPLETE THE APPLICATION 1. COMPLETE THE INQUIRY FORM If you would like to set up an interview or simply receive information about Groton, please visit our online Inquiry Form and complete Part One—Contact Information and Part Two—Special Interests. The information you provide in Part Two will help us connect you with people at Groton who share your interests. If you are sure you will be applying to Groton, you may skip the Inquiry Form and instead complete the more detailed Candidate Profile.

2. SCHEDULE AN INTERVIEW Come and see us! Groton School is open to visitors at any time, but if you would like to arrange a tour and interview, please call the Admission Office at 978-448-7510. You might find it helpful to consult the tour and interview schedule on our website www.groton.org/ Page/Admission/How-to-Apply. For tours and interviews, candidates for admission and their families typically visit our campus in the fall

or early winter. Seeing the school while it is in session gives visitors a more thorough sense of life at Groton, but we also offer tours and interviews during the summer holiday. Tours and interviews are not offered during exam periods, short holiday breaks, or in February, March, and April. If you are unable to coordinate a visit to Groton, please submit an additional recommendation in lieu of an interview.

Occasionally, admission counselors may contact applicants who cannot visit campus for an interview, but video chats and off-campus interviews are not standard practices at Groton.

3. COMPLETE THE CANDIDATE PROFILE The Candidate Profile offers admission candidates a convenient way to provide biographical information to numerous schools with one form. You may access the Candidate Profile and the rest of our application online through our website or by visiting the Gateway to Prep Schools (www.gatewaytoprepschools.com), an online application system created by Groton School, Deerfield Academy, The Hotchkiss School, Phillips Academy, and St. Paul’s School.

4. REGISTER FOR A STANDARDIZED TEST The SSAT exam is preferred, though you may take the ISEE in place of the SSAT. For more information on testing dates and sites, visit www.ssat.org and www.erbtest.org. Be sure to list Groton’s code, 3598, when you register

T O

A P P LY

T O

G R O T O N

for the SSAT. If you are taking the ISEE, Groton’s code is 220930. We can only accept scores directly from the testing services. The November or December test dates are preferable; the January date is acceptable.

If you have not been studying in an English-speaking school for the last two years, you should also take the TOEFL (Test of English as a Foreign Language) during the same time period. Groton’s TOEFL code is 8224.

School Report and Transcript: No application can be considered complete without the submission of grades from the fall term of the year in which an applicant is applying and the final grades for at least the preceding two years of schooling.

5. COMPLETE THE APPLICATION To complete an application you must submit all forms to the Admission Office by January 15.

A complete application includes a Candidate Profile (see #3). The Candidate Profile should be submitted to initiate the application process.

Do not delay sending your Candidate Profile because you are waiting to determine whether or not you can add to your list of extracurricular activities or achievements. You may supplement your list later on the Candidate Statement.

Test Score Report

Candidate Statement: Complete the Candidate Statement online. These essays and short-answer questions are unique to Groton.

Current English Teacher Recommendation Current Math Teacher Recommendation Special Recommendation and/or Personal Recommendation Parent Financial Statement: For candidates applying for financial aid only; due

by January 31.

Arts or Athletics Multimedia (optional): You may provide links to music, artwork, or any other supplemental information through the Candidate Profile or Candidate Statement. We do not accept original artwork, CDs, or DVDs. The school reserves the right to request additional information, including complete files from schools attended.

Parent Statement: Complete the Parent Statement online.

It helps admission offices immensely if you do not wait until the deadline to submit the Candidate Statement and Parent Statement.

Go to www.groton.org/admission to learn more about our application process.

A F F O R D A B I L I T Y

AFFORDING A GROTON EDUCATION PLAIN AND SIMPLE: GROTON SCHOOL WILL NOT DENY ANY APPLICANT BECAUSE HE OR SHE CANNOT PAY THE TUITION.

We are committed to affordability and inclusion—and

GRAIN means that students of all income brackets are

Ask about aid. You will be surprised how generous

that is actually formal policy. In 2014, Groton School’s

welcome at Groton. It is a promise that we will never

Groton’s financial aid grants are. Groton understands

Board of Trustees approved the GRoton Affordability

turn away a candidate for financial reasons.

that families are saving for college and may have more

and INclusion (GRAIN) initiative and called it the school’s number-one strategic priority. GRAIN reined in tuition with a three-year freeze and raised funds to ensure that all admitted students, including those in the middle of the economic spectrum, receive adequate aid.

Headmaster Temba Maqubela wrote about inclusion in the Summer 2016 issue of Independent School magazine, saying: “As word gets out about GRAIN, we hope to see a significant increase among applicants from the middle and professional classes. How can independent school students have a real-world experience if we omit the talent from an enormous socioeconomic group?”

Groton is committed to inclusion because it is right

than one child in an independent school.

and because it improves education. Varied perspectives,

Yes, Groton, like other independent schools, is

backgrounds, and experiences among our students

expensive. But we are committed to making it

and faculty are critical components of a Groton

affordable; for many students, aid includes books,

education and a significant reason for the success of

Global Education Opportunities (GEOs), music

Groton’s graduates.

lessons, and pocket money for incidental expenses.

Mr. Maqubela speaks frequently and passionately about inclusion and has sparked discussion about it at

At Groton, inclusion means that every student has the same opportunities.

other independent schools. The GRAIN initiative

Whether you can pay a little, a lot, or none at all,

resonates widely because it addresses a critical

we want you here at Groton. Do not let financial

nationwide problem: exceptional education has

concerns keep you from applying.

become increasingly unavailable to most families.

A F F O R D A B I L I T Y

Since 2008, Groton has waived tuition, room, and board for students from families with incomes below $75,000, and has provided significant financial aid to others who apply and qualify. This chart indicates who

is receiving financial aid at Groton. In many cases, our grants make Groton more affordable than schools with lower tuition.

Please keep in mind . . .

•

While income is the primary factor used to assess a family contribution, we also consider assets, tuition expenses at other schools, family size, debts, and other financial matters.

•

Groton offers scholarships only to families with demonstrated need for assistance; it does not offer scholarships based on particular talents or other attributes.

•

Families must apply for aid during the admission process; if a family’s financial circumstances change significantly in later years, the school will make every effort to provide assistance.

•

Applications for financial aid are due January 31, 2017.

Candidates must complete the School and Student Service Financial Aid Form (SSS), available online at www.sss.nais.org or www.groton.org/financial-aid.

Groton School’s SSS code is 3598.

2016-2017 FAMILY CONTRIBUTION TOWARD TUITION AT GROTON SCHOOL 2016-17 FA RECIPIENTS

EFC STANDS FOR HOW MUCH A FAMILY IS PAYING FOR A CHILD TO ATTEND GROTON

2015 TOTAL INCOME IN U.S. DOLLARS

EFC = 0-5,000*

EFC = 5,001 to 10,000*

EFC = 10,001 EFC = 15,001 to 15,000* to 20,000*

EFC = 20,001 to 30,000*

EFC = 30,000+

TOTAL # WHO RECEIVE AID

Total income: 0-80,000

34

1

3

2

2

0

42

Total income: 80,001-120,000

16

2

1

0

0

0

19

Total income: 120,001-160,000

14

2

3

1

0

3

23

Total income: 160,001-200,000

5

6

7

2

1

0

21

Total income: 200,001-300,000

2

3

4

6

3

4

22

Total income: 300,001+

0

1

4

0

0

8

13

The purpose of this chart is to provide families with a rough idea of how much they may be expected to contribute toward a Groton education.

Factors such as additional assets, tuition expenses for other children, and the size of a family are also considered, but income is the primary means of developing an expected family contribution.

FA = Financial Aid

EFC = Expected Family Contribution (Figures are in U.S. Dollars)

C O L L E G E

C O U N S E L I N G

THE OFFICE OF COLLEGE COUNSELING REPRESENTS ANOTHER COMPONENT in the educational life of a Groton student. We believe that the process serves as an opportunity for personal growth, self-reflection, and self-discovery, as students begin to think about leaving the Groton School community, entering adulthood, and choosing a college where they will continue their education.

At Groton School, we are aware of both the excitement and challenges at this critical juncture in our students’ lives, and we seek to provide the necessary tools so that our students can navigate the many pathways of college admissions. While outcomes are important, the College Counseling Office believes that the college admissions process is about discovering good matches between students and colleges.

This is the student’s personal journey, and the role of the college counselor is therefore to support, guide, and educate our students and their families as they explore the changing world of college admissions.

Groton’s College Counseling program is comprehensive and student-centered. We begin working with Fourth Formers, guiding them to build an academic foundation from which they

can best move forward. Group meetings focus on standardized testing, making the most of college visits, college interviews, and completing applications, while multiple one-on-one meetings help students create their own unique paths toward achieving their future aspirations. With a low college counselor-to-student ratio, Groton provides personal care and service to our families and students.

Since 2012, three or more Groton graduates have matriculated to the following colleges and universities: Harvard University ..................................................................21 Georgetown University...........................................................20 Bowdoin College ......................................................................17 Dartmouth College ..................................................................16 Yale University...........................................................................14 Brown University ...................................................................... 13 University of Virginia............................................................... 13 New York University ............................................................... 11 University of Chicago............................................................... 11 Princeton University ................................................................. 9 Trinity College............................................................................. 9 Columbia University..................................................................8 Tufts University............................................................................8 Williams College.........................................................................8 Boston College ............................................................................7 Middlebury College ...................................................................7 Stanford University.....................................................................7

Northeastern University ..........................................................6 Northwestern University..........................................................6 Duke University........................................................................... 5 Hamilton College ....................................................................... 5 Massachusetts Institute of Technology ................................ 5 The University of North Carolina at Chapel Hill ............ 5 University of California, Berkeley.......................................... 5 University of Pennsylvania........................................................ 5 Vanderbilt University................................................................. 5 Babson College ............................................................................4 Bates College................................................................................4 Colby College ..............................................................................4 Elon University ...........................................................................4 Franklin and Marshall College.................................................4 Hobart and William Smith Colleges ....................................4 Kenyon College............................................................................4 Washington and Lee University..............................................4

Boston University ....................................................................... 3 Bucknell University .................................................................... 3 College of the Holy Cross ........................................................ 3 College of William and Mary .................................................. 3 Connecticut College................................................................... 3 Johns Hopkins University ........................................................ 3 Sewanee: The University of the South(3)............................ 3 Skidmore College........................................................................ 3 St. John's College......................................................................... 3 University of Connecticut......................................................... 3 University of Miami.................................................................... 3 University of Michigan.............................................................. 3 University of Richmond............................................................ 3 Wake Forest University.............................................................. 3 Washington University in St. Louis........................................ 3

F A C U L T Y

TEMBA T. MAQUBELA University of Ibadan, Nigeria, B.S.; University of Kentucky, M.S. Headmaster, Science HAROLD W. ANDERSON III Trinity College, B.A. Assistant Head, World Languages BRIAN P. ABRAMS Fitchburg State University, B.S. Science MONIKA ANDERSSON Massachusetts College of Art, B.F.A.; Yale University School of Art, M.F.A. Director, de Menil Gallery, Art RENEE Y. BAI Gordon College, B.A. World Languages MARY FRANCES BANNARD University of Virginia, B.A.; Bryn Mawr College, M.A. Classics STEPHEN D. BELSKY Swarthmore College, B.A.; University of Michigan, M.S. Head of the Science Department DAVID H. BLACK, JR. ’80 Harvard College, A.B.; University of Kent, Ph.D. Science

DOUGLAS V.D. BROWN ’57 Harvard College, A.B. Archivist, Art JOHN B. CAPEN Haverford College, B.A.; Harvard University, M.Ed.; Middlebury College, M.A. English ARTHUR W. CHEEKS Springfield College, B.S. Director of Sports Medicine / Head Athletic Trainer, Athletics JONATHAN CHOATE ’60 Colby College, B.A.; Bowdoin College, M.A. Mathematics JOHN T. CONNER Amherst College, B.A.; University of Wisconsin, M.A. Dean of Faculty, World Languages JON A. CREAMER Brown University, Sc.B.; Bard College, M.F.A. Mathematics NISHAD R. DAS Delhi University, B.A.; Cambridge University, M.A. Director of Global Education, Mathematics

KATHERINE E. DENNISON Wheaton College, B.A.; University of Michigan, M.A.; Boston University, M.S.W. Academic Support Services, Classics ARTHUR C. DIAZ Princeton University, B.A.; Stanford University, M.B.A. Chief Financial Officer RONALD P. DIXON Dartmouth College, B.A. Director of Diversity Outreach, Assistant Director of Admission JOSHUA S. DUCLOS Connecticut College, B.A.; University of Chicago, A.M. History AMILY E. DUNLAP Trinity College, B.A. Director of the Groton Fund, Alumni Affairs and Development RANDI E. DUMONT Middlebury College, B.A.; University of Southern Maine, M.S.Ed. Assistant Director of Admission STEPHEN M. FERNANDEZ Universidad de Educacion a Distancia, B.A. World Languages

GENEVIEVE B. FOWLER Yale College, B.S. Science Intern HAROLD M. FRANCIS Hobart and William Smith Colleges, B.A.; Northeastern University, M.A. Assistant Director of Athletics JONATHAN D. FREEMAN-COPPADGE St. John’s College, B.A.; Middlebury College, M.A. Director of Community Engagement, English GAIL R. FRIEDMAN Northwestern University, B.S. Director of Communications SHEILAANN FRITZ-ELLIS University of Kentucky, B.A.; University of Louisville, M.Ed.; Northern Illinois University, Ed.D. Director of Counseling PETER McD. FRY Yale University, B.A.; University of Vermont, M.A.T. English JAMES H. FUNNELL Amherst College, A.B. Director of Admission

KIMBERLY A. GERIGHTY State University of New York at Albany, B.A. Director of Parent Programs, Alumni Affairs and Development D. SCOTT GIAMPETRUZZI Colby College, B.A.; Fordham University, M.A. Head of the Classics Department EILEEN M.C. GILES University of North Carolina, Chapel Hill, B.A. Athletics ELIZABETH Z. GINSBERG Brown University, A.B. Director of Major Gifts, Alumni Affairs and Development THEODORE G. GOODRICH Colby College, B.A.; Middlebury College, M.A. English IAN M. GRACEY Tufts University, B.A.; New York University, M.F.A. Dean of Admission and Financial Aid MARTHA J. GRACEY Bates College, B.A.; Trinity College, M.A. English

F A C U L T Y

ALBERT L. HALL Worcester Polytechnic Institute, B.S.; University of Wisconsin, M.S. Science

FRANCK KOFFI University of Michel de Montaigne, B.A., M.A. World Languages

TIMOTHY J. LEROY St. Lawrence University, B.A. Director of Student Activities, Mathematics

MEGAN KEMP HARLAN Middlebury College, B.A.; Villanova University, M.S. Director of College Counseling

NATHAN LAMARRE-VINCENT Carleton College, B.A.; California Institute of Technology, Ph.D. Science

CATHERINE W. LINCOLN Connecticut College, B.A.; Dartmouth College, M.A.L.S. Mathematics

ELSON T. HARMON Princeton University, A.B.; Duke University, M.A., Ph.D. English SHANNON JIN Inner Mongolia Normal University, B.A.; University of Minnesota, M.Ed. World Languages JULIE A. KEELING Iowa State University, B.S.; University of Iowa, M.A. Mathematics SANDRA L. KELLY University of Indianapolis, B.S.; Washington University, Ph.D. Science JULIA C. KELLY Bryn Mawr College, A.B.; University of California Santa Cruz, M.S. Computer Science Fellow, Mathematics

THOMAS S. LAMONT II Harvard College, A.B.; Oxford University, M.Phil.

Head of the History Department MARY ANN LANIER Oberlin College, B.Mus.; Boston University, M.Mus. Director of Instrumental Music, Head of the Art Department ELIZABETH W. LAWRENCE ’82 Trinity College, B.A. Major Gifts Officer, Alumni Affairs and Development KATHARINE LEGGAT Dartmouth College, B.A. Academic Dean, Mathematics KRISTEN LEATHERBEE LEROY Gettysburg College, B.S.; Harvard, M.A. Mathematics

ROBERT T. LOW Plymouth State College, B.A.; Middlebury College, M.A. Director of Athletics JOHN L. LYONS Middlebury College, B.A.; Georgetown University, M.A. History LAURA J. LYONS Fitchburg State College, B.A.; Columbia University, M.A. Mathematics ALLISON S. MACBRIDE The College of William and Mary, B.A. Director of Recent Graduate Relations, Alumni Affairs and Development JOHN D. MACEACHERN Harvard College, A.B. Director of Alumni Affairs and Development

MARK MACHAN Union College, B.A.; Boston College, M.A. Associate Director of College Counseling

DANIEL J. MORIARTY Villanova University, B.A.; Curtis Institute of Music, Diploma Organist and Director of Choral Music, Art

WILLIAM F. MAGUIRE Boston State College, B.S.; University of Massachusetts, Amherst, M.Ed.; Columbia University, M.A. Head of the Mathematics Department

W. DAVID NELSON University of Virginia, B.A.; Hebrew Union College, M.A., Ph.D. Head of the Religion Department

VUYELWA MAQUBELA University of Fort Hare, B.A.; Lesley University, M.A. English STEPHEN T. MARCHAND Bowdoin College, A.B.; Boston State College, M.Ed.; Simmons College, M.L.I.S. Library Director

MICHAEL F. O'DONNELL Dartmouth College, A.B.; Boston College, M.A. Dean of Students and Residential Life, Classics ROBERT F. O'ROURKE Georgetown University, B.A.; Harvard Divinity School, M.T.S. Associate Director of College Counseling

PAULA J. MARKS Connecticut College, B.A. Science

DAVID P. PEDRESCHI University of North Carolina, Charlotte, B.S.; Fitchburg State University, M.A. Academic Support Services

AMY L. MARTIN-NELSON University of North Carolina, Chapel Hill, B.A.; University of Georgia, M.A. Classics

ELIZABETH L. PETROSKEY Gibbs College, A.S. Associate Dean of Students

SARAH J. MEYER Wheaton College, B.A. Art

F A C U L T Y

R. CORTTIS POMEROY Hamilton College, B.A.; Boston College, M.Ed. Director of Enrollment Management LAUREN A. POSILLICO Connecticut College, B.A. Mathematics ELIZABETH W. PRESTON University of Rhode Island, B.A.; Columbia University Teachers College, M.A. Chief Technology Officer DAVID J. PROCKOP Williams College, B.A.; Tufts University, M.A. Science ELLEN RENNARD Princeton University, B.A.; Middlebury College, M.A. English ANDRES T. REYES ’80 Harvard College, A.B.; Oxford University, M.Phil., D.Phil.

Classics WILLIAM J. RILEY Colby College, B.A.; University of Southern Maine, M.S.Ed. Director of Financial Aid

DAVID O. ROSS Yale University, B.A.; Harvard University, M.A., Ph.D. Classics L. HUGH SACKETT Oxford University, M.A., Dip.Ed., F.S.A. Classics LAURIE C. SALES Northwestern University, B.S. Director of Theater, English JANE S. SANTINELLI Duke University, B.A.; Harvard, M.Ed. Assistant Director of Admission SRAVANI SEN-DAS Delhi University, B.A., M.A.; University of London, M.A.; Oxford, P.G.C.E. Head of the English Department

ERIC D. SPIERER Wesleyan University, B.A.; London School of Economics, M.Sc.; Columbia University, M.A. History

LUIS M. VIACAVA Inca Garcilaso de la Vega University, B.A.; Middlebury College, M.A. World Languages

RYAN H. SPRING Bates College, B.A.; George Washington University, M.A. History

JENNIFER B. WALLACE Georgetown University, B.S.F.S., M.S.F.S. History

STACEY G. SPRING Middlebury College, B.A.; Lehigh University, M.A.; Boston University, Ph.D. History

CHRISTOPHER W. WHITEMAN Harvard University, B.A.; Harvard University, M.Div. Interim Chaplain

REBECCA H. STANTON Universite Rene Descartes, B.A.; University Pantheon-Sorbonne, L.L.M.; Boston University, L.L.M. Head of the World Languages Department ELIZABETH VAN GELDER University of Massachusetts, Amherst, B.A. Director, Brodigan Gallery, Art FANNY VERA DE VIACAVA Inca Garcilaso de la Vega University, B.A.; Middlebury College, M.A. World Languages

GROTON SCHOOL 2016-17

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