2018–2019 Hopkins Viewbook

A COED, INDEPENDENT DAY SCHOOL FOR GRADES 7-12

We think intellectual curiosity is the most powerful energy in the world.

At Hopkins, we’ve created a culture dedicated to perpetuating, fulfilling and celebrating intellectual curiosity. We believe that education should be a multi-faceted pursuit of the whole intellect, where a diverse community of individuals bonds together to inspire each other, challenge each other, explore, discover and achieve.

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We think questions can be more exciting than answers.

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The ability to create precise and probing questions is the foundation of intellectual curiosity at Hopkins.

In practice, this means Hopkins students challenge assumptions, investigate facts and experiment with new approaches. We believe that learning to ask better questions results in better thinking and better answers.

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Hopkins offers a broad, rich and challenging curriculum, deeply rooted in the classics, humanities, math and sciences.

As students progress, a wide array of electives and opportunities for independent study is offered, allowing students to explore their passions and interests. In the classroom, innovative teachers create compelling challenges that inspire students to embrace their potential.

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“One extra credit problem asked us to find the solution to a differential equation. After spending all weekend on the problem, all of my frees in one day, and even asking for some help, I finally saw some light in my work. I kept working and at the end of the day, I eagerly presented my solution to the teacher, who verified that it was correct. I felt like I climbed Mt. Everest.”

Kyle ’20, Hamden

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“I did my best to make the case that George Washington was a traitor to his country (Great Britain). One student, who had not seemed particularly engaged in the class that year and had not been doing well on the tests and quizzes, was particularly troubled by this argument. He finally raised his hand in protest. “But what about John Locke?” he said. The class fell silent. We had not talked about John Locke, the political philosopher, since our unit on the Enlightenment. “John Locke said that if a government broke its contract with the people, the people had the right to tear down that government.” He had been listening. He had been processing. And he just introduced the important transition to the impact of the Enlightenment on the American Revolution.”

T. Peters, Faculty

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Student Profile Kyle, Hamden Class of 2020 - Math Club, Orchestra, Pathfinder tutor, squash

Q: What has been a highlight of your time at Hopkins so far?

A: I really love my adviser group. I came to Hopkins

not knowing a lot of people, and I could use my group as a launching point to know other people.

Q: Any favorite classes?

A: The class that has had the biggest impact on me

was Math 68 with Mr. McCord. The course, calculus, opened me up to so many new ideas and concepts that were so exciting! I also like English. My teacher, Mr. Addison, really helped me out with the process of writing. His feedback and our conversations helped so much to improve my writing.

Q: What advice would you give an incoming student about Hopkins?

A: Don’t worry about thinking the work will be

too hard. Just make sure you ask your teachers questions and have good conversations with your adviser. They’ll help you out. They will go to the end of the world to help you.

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We think a vibrant community starts by embracing individuality.

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We believe an endless variety of unique viewpoints, traditions, beliefs, talents and styles is what makes up a stimulating, healthy intellectual community.

While excellence is the common goal, students are encouraged to be who they are and contribute to a culture of thought that is enriched by individual perspectives, inspiring to all.

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Hopkins students are not defined by academics alone.

Each student here has talents and passions that define their true identity.

Through clubs, activities, sports and the arts, we make sure that every type of enthusiasm can find meaningful expression, either on its own or in concert with others.

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“The odds are pretty good that when you project who you are to the community, someone will say, ‘Hey if you like that, we have a club for it. You should join!’ You’ll find your people. You just have to be honest about who you are, and you’ll be accepted.”

Elizabeth ’20, Hamden

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Student Profile Rayane, New Haven Class of 2020 - lacrosse, ski team, Debate Club

Passion and success. At Hopkins the passion for learning embraces faculty and students.

Q: When did you first feel like Hopkins was a good fit for you?

A: At Hopkins, no one cares what I look like or what I am wearing, especially wearing the scarf like I do. I always welcome questions, and the thing about Hopkins is that the questions are genuine. They would say, ‘tell me more about your scarf.’ That was really welcoming.

Q: Do you have a favorite class?

A: I like history. I did my paper on women’s education during the Renaissance. And my argument was basically that yes, some women had access to education, but it wasn’t for the purpose of helping them. It was for the purpose of them helping others—the men and children.

Q: What has been the most surprising thing about Hopkins?

A: I’ve been surprised how open and willing teachers are to spend their time one-on-one with you. They are willing to give up their lunch and sit down with you and explain a problem in detail or go over a passage. They want you to succeed, and they’re very invested in your well-being and how you’re doing in class.

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“Being a part of the arts community at Hopkins allows for a release of academic pressure during the school day. It allows me to sing, something that I love, amid the intense, yet wonderful academic life on The Hill. I also am the managing editor of The Razor, the monthly student paper on campus, and I’m the head of a community service club focused on women’s rights and human trafficking. These two clubs allow me to focus my attention on things that I am passionate about, journalism and outreach, for a while rather than just simply doing homework. I also play varsity water polo in the spring and I dance competitively outside of school. Participating in these activities not only allows me to get some physical exercise (other than walking up and down the stairs from Baldwin Hall to Thompson Hall), but it allows me to expand my community and participate in activities that I enjoy outside of the classroom.”

Katie ’19, Wallingford

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We think intellectual growth is a shared journey.

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Everyone has ups and downs.

At Hopkins, we navigate them together.

Students and teachers join forces to meet challenges. The results: close friendships, the gratification that goes with shared success, the development of grit and perseverance and a lifetime of learning set in motion.

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No one at Hopkins goes it alone. The challenges of grades 7-12 bring students, teachers, coaches and families together. Knowing that you can rely on your peers for support and reassurance does more than increase confidence; it connects us to each other.

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“Ms. Cahn’s 9th grade English class opened up my mind to how fascinating psychology and human studies through literature can be. She taught in a way that allowed me to think freely about the text while also focusing in on the important behaviors to watch out for and dig into. Her class never failed to be an incredibly fun environment, and I shall always remember my time with Ms. Cahn.”

Jack ’21, Bethany

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“My parents and I jokingly call Mr. Czepiel my school father. He was my adviser for four years and has been there for me academically and emotionally. I can honestly say that he is one of my biggest supporters. One of the best tangible ways of seeing that bond is his working with me to create an independent creative writing course and working with me one-on-one for a term to help improve my writing. Also, simply his check-ins and being able to feel comfortable speaking with him about whatever was on my mind - it’s really improved my Hopkins experience in so many ways. He’s seen me at some of my best moments and some of my worst and has cheered me on the whole way like a parent would for their own kids.”

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Jen ’18, Westport

Student Profile Tyler, Guilford Class of 2022 - tennis, J School play, Chorus

Junior schoolers arrive and discover that every challenge at Hopkins comes with the support they need to face it and succeed.

Q: You came to Hopkins in 7th grade. What’s the J School experience like?

A: It’s definitely a lot different from my old school.

I love how teachers just push to make sure that you get extra help if you need it, especially in let’s say math. If I am struggling, my teacher has very wide arms. I also like how the classes are small, so you get to have a good bond between a teacher and a student. Lunch is also really good.

Q: What do you like about lunch?

A: When I visited, I was like, wow, there’s a pasta bar. And you sit with your advisory group at lunch, which is nice. There is no pressure where to sit.

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We think engineers can be athletes, artists can be scientists, and mathematicians can be actors.

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We believe a well-formed intellect is the sum of many experiences. Each student is encouraged and empowered to explore far and wide through academics, art, athletics, social activities and service opportunities.

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Personal equilibrium is a life skill. Establishing it and maintaining it needs to be learned. At Hopkins this means trying new things, and keeping perspective through success and challenges alike. Our students are known for achievement, but it’s their ability to balance (and combine) work and play that makes them truly successful.

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“I’ve been in the Fine Arts classes since I was a sophomore. Not only did these classes help my art technique progress, they also entered me into a little known, wonderful community of artists nested within the whole Hopkins community. These classes helped me appreciate the work of my own hands, appreciate my creativity as an endlessly beneficial tool, and art as a rewarding activity.”

Kyle ’18, Fairfield

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“Not only have I made some amazing friends throughout my time at Hopkins, but I have gotten to know admission staff through my work as a tour guide. I have pushed myself out of my comfort zone, and I’ve really learned how to balance my academic and social lives. If I had not attended Hopkins I probably wouldn’t be on student council, one of my favorite activities and one of the best parts of my week. I also probably would not have attended the Student Diversity Leadership Conference, an experience I enjoyed so much last year that I’m a facilitator this year! Student Council and SDLC are just a few of the opportunities I’ve had while at Hopkins, and I don’t think I would have had the support or the courage to participate in them anywhere else. Hopkins has a great support system that really encourages you to advocate for what you believe in.”

Lauren ’19, Westport

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Student Profile Lizabeth, Hamden, CT Class of 2020 - Jazz Band, fencing, Debate Club, Hopkins Drama Association, SHOUTT

Creating balance. Whether in the classroom, at assembly or in the concert hall, this student experiences the joy of trying new things.

Q: You’re in the Jazz Band. Do you have a favorite piece of music?

A: There was a piece we worked on that was very

hard—it has long, complicated rhythms. That piece really challenged me, but it brought me closer to remembering why I wanted to play the alto saxophone in the first place. It was refreshing to relive that experience of me as a fourth grader getting to know the saxophone and struggling to play a scale.

Q: What is the social life like at Hopkins?

A: I fence, and through fencing I’ve met a lot of

kids, in all grades, and many living along the shoreline. And although school is the main place that we socialize, being on a sports team creates camaraderie. We have team dinners at people’s houses, so you get to socialize that way too.

Q: What other activities have you tried?

A: I’m in debate club. You have to learn how to

create arguments on the fly, which is pretty cool.

I like the anticipation of speaking, coming up with counter arguments while the other person is speaking, yet having to listen to them at the same time.

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Junior School J School is a small, comfortable neighborhood within the Hopkins campus community, following the same rhythm and schedule of the High School, but with an extra dose of nurturing and guidance. Jocelyn Garrity, Director of the Hopkins Junior School, sketches out a typical day: • Arrival. “Students get here between 7:30 and 8:00 a.m.,” she says, “and the first thing they often do is go to Thompson Hall. It’s a social time, with students being silly and getting together with their adviser groups.” Two mornings each week begin with adviser group meetings where students gather with peers and a faculty adviser to chat, eat or participate in school events. Twice a week, Monday and Friday mornings, the entire student body gathers for an assembly in the gym.

• Morning. “When the bell goes off at 8:15, students head to their first two classes,” she continues. “Each class is 55 minutes, with five minutes between them. Students will be with different classmates in each of their courses throughout the day. After two consecutive classes, in the morning, it’s time for Junior School Athletics.”

• Lunch. “Our students usually sit with their adviser group. On other days they may sit at designated tables. But no one is left wondering what table to go to,” she says. As students finish eating, there are announcements of school events and news from both faculty and students. After lunch, there’s a short recess.

• Afternoon. There are three afternoon classes and a snack break in Thompson Hall, around 2:30, before the last class of the day. “Students grab some pretzels or a good snack [provided by Hopkins] and then head off to the last period.”

• Final bell. “At 3:30, lots of students head for the buses, which leave about 10 minutes later,” says Ms. Garrity. “People who wait for a ride can play outside, or go to the library or Upper Heath, both of which are staffed by an adult until 6 p.m.” She adds that a few J Schoolers play varsity or JV sports, and they join their teams after school.

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We think students’ grades are the least interesting thing about them.

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Education at Hopkins means understanding that life has a purpose beyond one’s transcript. Through service learning, international travel and applied technology, we enable students to reach further and deeper into their own lives and engage with communities from different cultures.

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Hopkins’ impact goes well beyond our campus.

Through

community service, we partner with people in need. Using internet-based learning, the Hopkins curriculum reaches students across America. By travelling to foreign countries, we build educational partnerships that connect us to communities around the world.

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Community Service: Serving communities the old fashioned way—by hand.

“I helped lead a group of students to Columbus House Homeless Shelter in New Haven multiple times throughout the year,” said student Liana Tilton. “We made and served dinner to maybe 70-100 people each time, and anyone is welcome! What I particularly love about participating in Columbus House is that we get to personally meet and talk with those we make dinner for.

“I think exposure to and interacting with the people we are helping is a very important aspect of community service. Often we get caught up with bake sales and raising money and I feel that, although those are important, only focusing on raising funds creates a disconnect between us and the actual cause. I remember one time at Columbus House there was a man celebrating his birthday. By coincidence, we had brought a sheet cake to serve as dessert. When I handed him the cake, his face lit up, and he thanked me multiple times.

It was in that moment when it struck me that me doing something as simple as showing up and cutting a piece of cake could make someone else’s day.”

Community Service: Some of our partners New Haven Public Schools Yale New Haven Children’s Hospital CT Food Bank Columbus House American Red Cross St Luke’s Episcopal Church United Way/Greater New Haven New Haven Reads Integrated Refugee & Immigrant Services Habitat for Humanity Music Haven

Liana ‘19, Guilford, CT

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Experiential Learning: Hopkins creates classrooms without walls MSON: Creating a national classroom Malone Schools Online Network, or MSON, is an

Global Partnerships: Technology and travel connect Hopkins to the world

established Hopkins Experiential Learning initiative that

Global Partnerships is a new Hopkins Experiential Learning

includes twenty-two other independent partner schools. Its

initiative that is geographically broad in ambition and scope.

purpose is to extend the reach of each school’s curriculum

To date, relationships have been built through travel to

to qualified students across the country.

China, Italy, France and Nicaragua, where Hopkins students

MSON courses combine synchronous instruction (video conferencing) with asynchronous instruction (lessons that are recorded and screencasted by the teacher). Students collaborate with classmates and teachers online too, as part of the MSON experience. They conduct research, participate in discussions and take quizzes and tests in

experienced deep language and cultural immersion as well as service learning aimed at making an immediate positive impact on local communities. For example, a recent trip involved sharing perspectives on pedagogy with local teachers, building a basketball court, repairing school facilities and learning about local governance and labor.

MSON’s national “classroom.” For more information go to

The goal is for Global Partnerships to evolve further, as

maloneschoolsonline.org.

Hopkins introduces a technology and content-sharing platform that, like MSON, will extend the reach, impact and relevance of the Hopkins curriculum. It will also promote the development of our students as global citizens who understand the issues and cultural identities of people beyond our borders.

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Moving toward college Hopkins provides an individual, personalized and

and expertise with the college admission process. They work

reflective process to help students realize their post-

with families to arrive at a personalized college list that

graduation college goals.

includes a range of options–places where their student will feel

Our college counseling team partners with the whole family–

challenged, happy and satisfied.

students and parents–to educate and share information

Hopkins demystifies the college search and application

that makes the process as transparent and real as possible.

process by convening individual and grade-level meetings

Today, roughly four in five Hopkins students score in the

to help students understand how they fit into the world

SAT/ACT range that makes them prospects for the nation’s

of college admission. These meetings focus on articulating

most selective colleges. Although these schools routinely do

clear goals, desires and possible outcomes. During the

not admit students with perfect test scores and impressive

school year, Hopkins hosts representatives from more than

portfolios of academic work, extracurriculars and service in

130 colleges on campus to meet with students and the

the community, Hopkins is proud of the list of schools where

college counseling staff.

our graduates are enrolled. (hopkins.edu/colleges)

The School’s goal is to ensure that families have the knowledge

Our experienced team knows that there is a right fit for every

and insight they need to guide them toward thoughtful

student. Hopkins’ college counselors have extensive knowledge

decision-making about their child’s college plans.

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We think education should be a whole experience.

Hopkins School. We think.

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hopkins.edu

Academics at Hopkins We offer a curriculum rooted in the classics, humanities, math and sciences, with many ways to explore passions and interests.

Overview:

History

188 courses offered 1470 average student SAT score

• History examines the slow progress of liberty and justice against the backdrop of economic, social and religious change.

32 average ACT score

• 21 courses offered

19 AP courses available

26,000 volume library

Classics • We study classics because Latin and Greek institutions are still the basis for modern political and literary thought.

Mathematics • The Hopkins math curriculum is organized sequentially in terms of skills development and in the creation of a conceptual framework for the category.

• 21 courses offered

• 13 courses offered

Computer Science

Science

• We incorporate programming and technology tools across our curriculum at various grade levels to build fluency.

• Science instruction teaches confidence, problem solving, observation, analysis and connects theory to everyday life.

• 3 courses offered

• 22 courses offered

Modern Language

English

• We seek to build fluency – and create people prepared to become global citizens in cultural, economic and social endeavors.

• The intent of the English department is to develop disciplined thinkers, writers and speakers who know the passion and pleasure of literary works.

• 31 courses offered

• 39 courses offered For a complete list of courses, go to hopkins.edu

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Arts at Hopkins

Athletics at Hopkins

Faculty members who are talented experts take students deep into classic and contemporary artistic fields.

Where teamwork, self-discipline, sacrifice, confidence, leadership, sportsmanship and fun come together.

Overall

Drama

• 71 teams at varsity, JV, thirds, and junior school levels • Intramural, recreational, and informal programs • Students select a team or informal sport for fall, winter and spring

Ensemble Performance

Fall

Theater Workshop Improvisation Acting Acting for Film Truth in Comedy Public Speaking

Girls Cross Country (J School, V) Field Hockey (J School, JV, V) Soccer (J School, JV, V) Volleyball (J School, JV, V)

5 yearly dramatic productions

Winter

Drama Association

Girls Basketball (J School, JV, V) Fencing (V) Indoor Track (V) Ski Racing Squash (J School, JV, V) Swimming & Diving (J School, V)

Media Arts Digital Photography Graphic Design Web Design Intermediate Photography Advanced Photography Video Production The American Film Experience

Visual Arts Studio Art I Studio Art II Woodworking Architecture Furniture as Sculpture

Boys Cross Country (J School, V) Football (J School, JV, V) Soccer (J School, Thirds, JV, V) Water Polo (V)

Boys Basketball (J School, Thirds, JV, V) Fencing (V) Indoor Track (V) Ski Racing Squash (J School, JV, V) Swimming & Diving (J School, V) Wrestling (J School, JV, V)

Spring Girls Crew (V) Golf (V) Lacrosse (J School, JV, V) Softball (J School, V) Tennis (J School, JV, V) Track (V) Water Polo (V)

Boys Baseball (J School, JV, V) Crew (V) Golf (V) Lacrosse (J School, JV, V) Tennis (J School, JV, V) Track (V)

Drawing Pottery

2017–2018 Selected Team Championships

AP Art History, Prehistory to Gothic

Fall

AP Art History, Renaissance to Contemporary Advanced Studio Arts Design Engineering Keator Gallery exhibits Lectures and workshops with visiting artists

• Boys Soccer – FAA League Champions; FAA Tournament Champions • Boys Water Polo – Hopkins Invitational Tournament Champions

Winter • Girls Fencing – State Team Championship: 1st Place, Sabre • Girls Squash – Division III High School Nationals Champions • Boys Swimming & Diving – 1st place, Bud Erich Championships; 1st place, FAA League

Spring • Girls Tennis – Fairchester Regular Season Champions (undefeated); New England Class B Champions; FAA #1 Singles Champion 38

Hopkins School reaffirms its longstanding nondiscriminatory policy and admits students of any religion, race, color, sexual orientation, gender identity and expression or national origin to all rights, privileges, programs and activities generally accorded or made available to students at Hopkins School, and further states that Hopkins School does not discriminate on the basis of religion, race, color, sexual orientation, gender identity or expression or national origin in the administration of its educational policies, scholarships, athletics and other school-administered programs.

We think.

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