About Moses Brown School Founded in 1784, MB has been a leader in education for over 235 years. We have a proven tradition of academic excellence, a commitment to great teaching, and a dedication to fostering character and confidence in young people. Our stunning 33-acre campus—formerly the farm of 18th-century Quaker abolitionist leader Moses Brown—provides expansive academic, artistic, and athletic facilities right in the heart of Providence. We are a Quaker school, one of the oldest and largest of a network of 80 Friends schools in the U.S. While each is independent, we all share the same essential mission: to nurture and celebrate each child’s special gifts, talents, and identities—what Quakers refer to as their Inner Light. At MB, we offer an incredibly varied and rigorous program, including 17 musical and performance groups across the school, 50 clubs and activities, and 61 athletic teams competing in 16 different sports. Upper school students choose from among two dozen AP and honors courses. And while individual achievement is prized at MB, we also foster a close sense of community, evident in collaborative relationships between students and teachers and in our weekly meeting for worship. At Moses Brown, 111 faculty members serve roughly 740 boys and girls ages 3-18, with a student-to-teacher ratio of 8:1. With $5.2 million awarded annually in need-based financial aid, Moses Brown partners with many families to make a shared investment in bright, caring, and thoughtful children from all socioeconomic backgrounds. And with 28% of our student body being people of color, our community matches the demographics of our drawing area.
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What is Quaker Education? Moses Brown is a Quaker school.
Quakerism holds that there is an Inner Light in each of us. This belief yields a deep commitment to equality and community, and people of all faiths find resonance in the core human values at the center of Friends (Quaker) education and practice. During our weekly Meeting for Worship—30 minutes of silent reflection—students are encouraged to find their voice and share their own truths with the community. Because our world needs ethical leadership, our mission as a Friends school is to provide the rising generation with an ethical core, an unshakable foundation of integrity that fosters respect, non-violent resolution of conflict, and the desire to make a positive difference in the world. Moses Brown uses these strengths to instill academic excellence and a bold sense of purpose in learning.
In an educational setting this means three things: Everyone matters. Quaker pedagogy insists that we care for each other as a community, hearing and respecting everyone’s voice, and making sure that school is a safe place for every child. Silence matters. A practice of reflection and inquiry is essential to living a life of meaning and purpose. In a busy world, these skills are often overlooked. At Moses Brown, we all make time to reflect, to be thoughtful, and to ask probing questions. Truth matters. For more than two centuries, MB has fostered in students a foundation of personal integrity and respect for others, including the non-violent resolution of conflict and a desire to make a positive difference in the world. Moses Brown School | 3
Admission Process
Thank you for your interest in Moses Brown School! We are pleased to offer you an opportunity to examine in detail our excellent academic and co-curricular programs. At the heart of Moses Brown are our Quaker values, which help not only drive a world-class academic program but also help each student develop a high level of character in preparation for life beyond MB. As we help you understand all that Moses Brown offers, we look forward to learning more about you. Please take advantage of the many opportunities there are to become better acquainted. After all, Moses Brown School is distinct because of our community; get to know us and you will see just how wonderful MB truly is. Please submit an online application to our Admission Office before scheduling your child’s visit. Find our application and forms at: mosesbrown.org > admissions admission deadline: february 1 notification date: march 1
Lower School Forms:
Transcript Release Teacher Recommendation Parent/Guardian Statement Campus Visits & Testing Parent visit with an admission representative: Approximately 45 minutes, and will be scheduled during the school day. Student visit: A skills evaluation will be completed at Moses Brown School during the applicant’s campus visit. To schedule a visit, please contact: Denise Winston dwinston@mosesbrown.org 401-831-7350 ext. 221
Middle and Upper School Forms:
Transcript Release Teacher Recommendations Parent/Guardian Statement Student Statement Campus Visits & Testing Parent visit with an admission representative: Approximately one hour, and will be scheduled during the school day. Student visit and interview: All students applying will be scheduled to visit for an academic day. Testing: Students are required to take either the Secondary School Entrance Exam (SSAT) or the Independent School Entrance Exam (ISEE). To schedule a visit, please contact: Jennifer Maloof jmaloof@mosesbrown.org 401-831-7350 ext. 116
Admissions Team Hugh Madden ’84, Director of Admission & Financial Aid hmadden@mosesbrown.org Bobbi Krein, Director of Enrollment Management bkrein@mosesbrown.org Jeff d’Entremont, Dean of LS Admission & Student Life jdentremont@mosesbrown.org Jen Maloof, Office Coordinator jmaloof@mosesbrown.org 4 | Moses Brown School
Maria Fugere, Admission Coordinator mfugere@mosesbrown.org Denise Winston, Administrative Assistant dwinston@mosesbrown.org Hilary Major, Admission Associate hmajor@mosesbrown.org
Tuition & Financial Aid
With $5.2 million awarded annually in need-based financial aid, more than a third of Moses Brown students receive financial aid support. We believe that a community works best when it includes a diversity of talents and attributes, including socio-economic, gender, cultural, and racial diversity.
2019-2020 TUITION Nursery & Pre-primary: $17,430 Grades Kindergarten’—5: $33,240 Grades 6’—8: $37,100 Grades 9’—12: $37,865
No candidate should be deterred from applying based on finances. The financial aid program is designed to establish the strongest student body for the academic program we offer, and to enhance the educational experience of all students. A student’s financial need is defined as the difference between Moses Brown’s tuition and an estimate of what the student’s family can reasonably contribute for education. Regardless of the student’s talent and attributes, a candidate’s eligibility for scholarship funding is based on family income. To determine the most equitable estimate of family contribution, Moses Brown–like many peer schools– uses the services of the School and Student Service (SSS), which computes an estimated family contribution using a family’s gross income, assets and liabilities, as well as taxes, educational expenses of other children, unusual debts, and medical expenses. The results of this computation are then used by Moses Brown School’s Financial Aid Committee as a guide for determining the amount of the award. Fill out this form to help us determine your eligibility: solutionsbysss.com/parents/apply.
Key information to complete the PFS: Our school’s full name: Moses Brown School SSS code: 5206 Contact info for our financial aid office: Hugh Madden, Dir. of Financial Aid Due date for completing the PFS and additional forms: December 31, 2019 Documents we require you to submit in addition to the PFS: 2018 & 2019 Federal Tax Returns w/W2’s Business or Farm Statement if you own your own business
HOW TO COMPLETE THE PARENTS’ FINANCIAL STATEMENT (PFS) 1. Beginning November 1, 2019, go to solutionsbysss.com/ parents/apply. 2. Create your PFS Online account. If you applied for financial aid last year, simply login to the PFS Online as a Returning Family, using the email address and password you set up last year. 3. Begin a PFS for Academic Year 2020-21. You can log out of the PFS Online at any time, then return later to complete it. 4. After you have pressed submit, you’ll be brought to a payment screen. The fee of $47 is nonrefundable. Once submitted, it cannot be withdrawn from the SSS system. 5. About 24 hours after you pay for and submit your PFS, you’ll have access on the PFS Online to a section called “Manage Documents.”
HOW TO SUBMIT REQUIRED DOCUMENTS ONLINE 1. Prepare your documents to be uploaded. Make sure documents are each saved as a separate file on your computer. Remove any security or password protection from your pdfs. 2. Return to the PFS Online and login. 3. Select the Academic Year 2020-21 button. 4. From your PFS Online Dashboard, click on the “Manage Documents” tab. Under “Upload Documents,” click “Browse,” then locate the document on your computer. 5. Click “Upload Documents.” Once you have uploaded a document, it can take up to 48 hours for it to be received and validated. If you have questions about financial aid, please contact Hugh Madden, Director of Admission and Financial Aid
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Frequently Asked Questions How many students attend Moses Brown?
How do I apply for financial aid?
The lower school has 175 students in grades N-5; Middle school has 155 students in 6-8; Upper school has 410 students in 9-12.
Moses Brown partners with School and Student Services (SSS) to assist in our financial aid process. We recommend that you review the wide range of materials that SSS offers to help families with the financial aid process at www.solutionsbysss.com. To begin your financial aid application, you will complete SSS’s Parents’ Financial Statement (PFS). One of the most important aspects of the financial aid application is meeting deadlines. Forms are available through SSS on November 1 and should be submitted no later than December 31, 2019.
Are most students from the East Side of Providence? Thirty percent of our students come from the Providence area, including the East Side and other parts of the city. MB students represent 40 cities and towns in Rhode Island, and 36 in Massachusetts. We are also pleased to welcome several students who have recently moved to the United States as well as international students from China.
What are the hours of the school day? What if I can’t pick up my child right after school? School begins at 8:00 am for all divisions and ends at 3:00 pm. Nursery and pre-primary classes end at noon each day. After school care is available for nursery and pre-primary students until 3:00 and extended day/MB after 3 for all lower school students until 5:30. Lower school also has an early arrival option from 7:30 – 8:00 a.m. Middle and upper school students may arrive early (our dining hall and Woodman Café have options for breakfast) and stay on campus after school if they are involved in after school activities (performing arts, athletics, robotics). After school activities are optional in the middle school and required at different cycles in the upper school. Students may also work independently in the library, Y-Lab, or Woodman after school.
What options are available for lunch? Beginning in third grade, students have the option of participating in our all-inclusive lunch plan. Students who are not enrolled in the plan may purchase lunch using a card-swipe card issued by Moses Brown and billed to the family or pay cash. Students may also choose to bring their lunch. 6 | Moses Brown School
Is bus transportation available? Yes! Statewide Transportation provides buses from Barrington, Bristol-Warren, Central Falls, Cranston, East Providence, Johnston, North Providence, Pawtucket, and Smithfield. Moses Brown provides private bus services from North Kingstown, Saunderstown, Warwick, and Cumberland, Rhode Island and Foxboro, Newton, and North Attleboro, Massachusetts.
Will my child have an advisor? Advisors are assigned to students beginning in sixth grade. In middle school, your advisor is a member of your academic team. This is the person who “links” your life at Moses Brown to your life outside of school. Advisors have first-hand knowledge of middle school academic and co-curricular life. Advisors keep in touch with parents on a regular basis. In the upper school, all students have an advisor with whom they meet on a regular basis. This person often has a connection to the student—through classes, athletics, arts, or other activities that students enjoy. Upper school students can easily have the same advisor for all 4 years of high school.
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Upper School High school is when children begin to discover who they really are. They form friendships that end up in the back pages of Cupola, Moses Brown’s alumni magazine, smiling in one another’s wedding parties. They encounter the excitement of electives, where the joy of a favorite subject makes school feel more like a form of intense intellectual play than work. They find out they really love lacrosse, or acting, or stoichiometry, or Latin declensions, or Led Zeppelin. And that love can last a lifetime. And while students everywhere go through these journeys, at Moses Brown they walk through adolescence with a team of top-notch educators who know them well, teachers who meet regularly to share knowledge about every student, so no one falls through the cracks. Teachers who welcome the partnership with parents help all students make the most of their school experience. At Moses Brown, it’s not just about what students get—it’s about learning how much they have to give. Rooted in Quaker values, students are regularly challenged with an essential question: “You live in the most well-resourced country in the world. Your rights are enshrined in a constitution. You’ve been given a marvelous education. Other people can’t say the same. Now, what are you going to do with that?” As students enjoy their classes, clubs, and after-school activities, they’re also reminded that this brings a responsibility to go out and make a positive difference in the world. And as the accomplishments detailed in Cupola attest, they take that responsibility seriously.
Ninth grade
Ninth grade begins with a three-day orientation trip to Friends Camp in China, Maine. Students clarify their personal goals, develop a shared sense of community, and get acquainted with the concept of social innovation, which will frame their upper school experience.
Tenth grade Sophomores take increasingly challenging academic courses and throw themselves into interesting and exciting co-curricular sports and activities as they begin to develop a sense of who they are and what they’d like to pursue.
Eleventh grade Juniors have access to a broadening range of fascinating electives and AP courses, and in addition to pursuing their present interests, are starting to assemble the pieces that make up a compelling college portfolio.
Twelfth grade Seniors get to enjoy the fullness of offerings at Moses Brown, in the classroom, on the playing field, and in art, music, and dance studios. They pursue independent study projects, personal markers of achievement, and work one-on-one with college counselors to find, investigate, and select the college options that best suit their interests, personality, and aptitudes. Moses Brown School | 9
Parent Support At Moses Brown, parents are a vital part of a dynamic, close-knit community and their partnership with the school contributes to the success of our educational mission. Our active Parents’ Association includes parent representatives at each grade level as well as an executive committee and division coordinators: all are links between the school and parents. Every voice matters and the resulting collaboration is part of what makes Moses Brown unique—their collective thinking is a vital component to the continued enrichment of the community. All parents of Moses Brown students are members of our Parents’ Association. Its goal is to engage parents in the vital work and spirit of our school community, and to give parents the knowledge, tools, and skills that will allow them to support their children socially and academically. The Parents’ Association fundraises for professional development and scholarship, plans community events and programs of interest for parents, and welcomes new families. 10 | Moses Brown School
Support education by funding: • Special projects for teachers, outside the scope of divisional and department budgets • Enrichment opportunities for student experience and faculty professional development • A n endowed scholarship providing tuition for one student per year
Build community: • New Parent Reception • Parent Potlucks for every class • E XPO: Homecoming/Open House • B ook Festival • Teacher appreciation events • Year-end celebrations • M Be There: spring auction which raises funds for scholarship and faculty development
Student Support At Moses Brown, we celebrate and cultivate every student’s unique strengths and passions, and support every student’s unique challenges and areas for growth. Those strengths and weaknesses can be academic, social, or emotional, and MB has full-time licensed professionals to help students reach their full potential. Students may struggle academically, and we encourage individual conferencing with classroom teachers and participation in the after-school Learning Center for additional individualized support. Students with identified learning disabilities are supported through classroom accommodations that are outlined based on their personal learning profile, known as an Individual Support Plan (or ISP), that helps teachers and students understand helpful practices for that student to find the most success.
To support student wellbeing and self-expression, Moses Brown offers: • A psychologist • A learning center • M B-approved tutors • Yoga classes • G uided meditation • Athletic trainer • Meeting for Worship • Spiritual counselor
Jessica Stewart, B.A., M.S.Ed., M.S., Psy.D. Dr. Jessica Stewart is Moses Brown’s full-time psychologist for grades 7-12 and provides counseling for social-emotional challenges, support for students with academic challenges, and professional evaluation for testing and intervention of diagnosed differences. Between her extensive clinical background, classroom work, and caring relationships with students, she is often a crucial link in the school-parent partnership, supporting students who may not, through natural adolescent reserve, communicate openly with parents. Additionally, she provides education regarding anxiety and stress, as well as depression and suicide prevention to all students to better care for themselves and each other.
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English English at Moses Brown aims to establish a foundation of critical thinking, reading, and writing through a shared literary and rhetorical experience. Students read, analyze, and discuss classic and contemporary works of fiction, drama, non-fiction, and poetry. They are often challenged to reflect on what they’ve read in Harkness discussions, in which the group receives a grade that reflects the quality and inclusivity of the discourse. This practice helps quiet students develop confidence contributing, and helps outspoken students learn to listen and reflect. Students are constantly challenged to think clearly, argue persuasively, and develop a commitment to revising and refining their work until it rings with clarity and power. Whether crafting an analytical essay, plotting an intriguing story, catching emotional truth in a poem, or focusing a persuasive point in a line of advertising copy, Moses Brown writers aren’t afraid of blank pages or red pencils, and know that the secret to great writing is re-writing. As they grow and develop, they grapple with increasingly challenging works of Shakespeare, American classics, and modernists. In tenth and eleventh grades, students undertake major projects involving research, reflection, and personal craftsmanship. These projects not only grow their skills as readers, researchers, and writers, but help them develop the self-knowledge that will carry them into adulthood. Students in Honors English 3 have the option to take the AP English exam in the spring. As students advance through the English curriculum, they have access to exciting electives that are comparable to many college offerings. Alumni often report back that their freshman-year college courses aren’t quite as exciting—or challenging—as these ambitious electives.
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Taking on the challenge • W hat is the function of art? • How does identity inflect meaning? • How much does historical context matter? • W hat makes an argument valid?
Disciplined scholarship • Close reading and thorough analysis • Respectful, inclusive discussions • Present a well-supported thesis • O ffer respectful and helpful critique
It’s all about the love Literature is the art and science of expressing what it is to be a living human being. At Moses Brown, students learn to read, perform, and create works of meaning and value to better understand themselves and others.
Course highlights Literature of Climate Change As the devastating effects of climate change and scientific evidence of humanity’s role in it become more apparent, the genre of climate fiction becomes more prominent, with many of the leading voices from women writers. Drawing primarily from literature and occasionally from film, as well as articles from science, indigenous movements, public policy, and activism, students will consider how climate fiction responds to the ecological emergency affecting the planet and our lives and how writers working in this genre might offer solutions for survival, healing, and future life on Earth.
Civilizing America: Literature Of Gender & Sexuality This multi-media course will consider the artistic representation of gender and sexuality through the lens of critical United States Supreme Court decisions. Ultimately, students will examine whether legal decisions change the perspective and philosophies of the nation or if the legal domain is one of sheer mechanics. Ultimately, through reading, art ,and video, we will assess which has had more impact on our lives – literature or the law – or whether they work in tandem to move society forward.
Literature Of War Exploring the ways war has been captured in American poetry and prose and expressed to a public who lacks the experience of combat, students trace differing perspectives from nationalistic pride and heroism through the disappointment and devastation that war creates. Possible texts include poetry and short stories representing conflicts throughout history and longer works like Julie Otsuka’s When the Emperor Was Divine, Tim O’Brien’s The Things They Carried, Ishmael Beah’s A Long Way Gone, and Kevin Powers’ The Yellow Birds. War veterans are also invited to speak to the class about their experiences. Students in the course will volunteer at Operation Stand Down Rhode Island throughout the semester, and in the winter, will travel to Washington, DC to tour Memorial Parks dedicated to fallen soldiers of our country’s wars and volunteer at a local non-profit dedicated to veterans’ issues.
Ninth grade
Eleventh grade
Students read, analyze, and discuss classic texts like Macbeth, Antigone, and collections of poems, essays, and short stories; they perform Shakespeare to understand how the Bard’s verse flows aloud; and collaborate in Harkness tables where their grade is determined by the quality and balance of the conversation. They examine the power of writing in advertising copywriting and literature, and craft essays, position papers, and creative work.
Juniors at Moses Brown examine the cultural and historical context that gave rise to specific works of art like The Great Gatsby, Leaves of Grass, and works by Thoreau, Emerson, Dickinson, and Morrison. They also dive into the ‘I-Search’ with interviews, primary and secondary sources, and exhaustive research to create a reflective work of great personal meaning. After the first quarter, ambitious students may apply for the Honors English program.
Tenth grade Sophomores at Moses Brown undertake a deep investigation into one poet of their own choosing. Called the ‘Lit-Search,’ this project challenges students to read widely from a poet’s body of work and evaluate critical writing about that poet, including scholarly articles, reviews, and literary journals. Many students cite this project as the awakening of a passion for—and confidence with—literature that they never knew they had.
Twelfth grade Seniors can choose from an exciting menu of English electives including Fiction into Film, Literature of War, Civilizing America: Literature & Legality of Race, and Survival Literature: Literature and Film. Emerging scholars with passion and drive are invited to take AP English, a full-year course that involves frequent writing and intensive reading in poetry, fiction, drama, and non-fiction prose. They study classics like The Odyssey, Sophocles’ Oedipus Cycle, Dante’s Inferno, Milton’s Paradise Lost, Hamlet, To the Lighthouse, and Invisible Man, and can elect to take the AP Literature & Composition exam.
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Building strength • Understanding underlying principles
Math
Though a tradition of inquiry lies at the heart of Moses Brown’s Quaker tradition, there’s one question you probably won’t find here: “When am I ever going to use this?” Throughout the year, project-based learning makes students hungry for the mathematical tools that will reveal the answers to interesting questions.
• A pplying mathematics to the real world • Focusing on students’ innate curiosity
Going farther • College-level electives • Advanced Placement courses • Independent study opportunities
Teachers emphasize process over product, helping students build the mathematical confidence and plasticity of mind to find multiple routes to a correct answer. Students are pushed to internalize concepts—can they explain it? Teach it to a classmate? Collaborate?—and go beyond rote memorization to learn the language of math. This approach builds a solid foundation of mathematical thinking for students of different interests and aptitudes. As students learn to appreciate the intellectual discipline of mathematics, they hone the skills in inductive and deductive reasoning that are essential to every course of study. Students are encouraged to apply their creativity and confidence taking risks as they advance into calculus, data analysis, and statistics. Students who develop a passion for mathematics can expand into studies of game theory, advanced calculus, computer programming, economics, and more. Additionally, between outside speakers and visits to places like the National Science Foundations ICERM (Institute for Computational and Experimental Research in Mathematics) at Brown University, opportunities are plentiful for students to learn about the many career paths open to skilled mathematicians.
A Living Discipline There’s no shortage of pure mathematics courses at Moses Brown. For some students, math is most exciting where it meets the real world. Students dive into data analysis and statistics to untangle complex trends, investigate personal decision-making and market forces with micro- and macroeconomics, and develop procedural and object-oriented code with Python. With advanced courses like AP Statistics, AB and BC Calculus, AP Computer Science, and AP Computer Programming, students can get a running start on their collegiate math studies. For students passionate about math, this means earlier access to fascinating and complex courses in their undergraduate years. 14 | Moses Brown School
Ninth grade Ninth graders at Moses Brown typically study geometry or algebra. In geometry they learn to write formal proofs of twoand three-dimensional planes, polygons, circles, triangle trigonometry, area, and volume. Students who wish to spend more time on algebra can work through a series of real-world challenges that apply algebra to everyday life.
Tenth grade Tenth grade students at Moses Brown typically enroll in Algebra II and Computer Programming with Python, an immensely useful tool for computational thinking and mathematical discovery. Some students enroll in Geometry or Precalculus, depending on previous coursework.
“Moses Brown School is a special place, in which students are encouraged to do their best in all their endeavors, to care about the wider community, and to make a positive difference in the world. In a safe and nurturing environment, students are respected, challenged, and encouraged to become life-long and independent learners.� - Gail Copans, US Math
Course highlights The Economics of Social Innovation
Eleventh graders take Precalculus, Algebra III, or electives like AP Statistics, Introduction to Statistics, Discrete Math, Macroeconomics, and The Economics of Social Innovation. Some eleventh graders enroll in Algebra II or Calculus, depending on previous coursework.
Businesses can both do good and do well - Rhode Island is a thriving community of small businesses who prove this to be true. This course engages students to become a part of that community while learning essential processes of small businesses. Students will work closely with local entrepreneurs of socially minded enterprises in solving a problem that is real and immediate to their business. In tackling real world problems, they will develop real world skills as they research each industry, interview important constituents, develop possible plans, and make formal business presentations to business owners. They will gain an understanding of strengths they bring to teams and effective strategies of working in small groups. Students will develop a broader sense of the connections between people, businesses, industries and economies as they will be responsible for sharing and assessing daily local, national, and international news. Emphasis is placed on experiential learning, as students will be getting out of the classroom to interact regularly with the local community.
Twelfth grade
The Math of Inequality
Twelfth graders generally enroll in Calculus, AP Calculus or electives like AP Statistics, Introduction to Statistics, Discrete Math, Macroeconomics, and The Economics of Social Innovation. Students in all courses use technology in the Y-Lab and software applications like MiniTab, Desmos, and Pycharm. Some students enroll in Algebra III, Precalculus, or Multivariable Calculus, depending on previous coursework.
How can we use mathematical models, geometry, statistics, and economics to gain a deeper understanding of sociopolitical issues surrounding inequality of all types in order to develop policies and laws that lead us towards greater equity? This cotaught course aims to have students explore both causes and potential solutions to various forms of inequality through the lens of math and the social sciences. Combining these two disciplines, this course will engage with the complexity of inequality from a historical and contemporary perspective while also presenting problems for students to brainstorm and test solutions. Along the way, students will discover the many ways that mathematical and social scientific concepts can contribute to developing a nuanced understanding of the issues and creating a fair and equitable society.
Eleventh grade
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Humanities
Humanities at Moses Brown encompasses the fields of history, psychology, ethics, and philosophy. Why? Because understanding how humans behaved in the past informs our understanding of how they behave in the present, and how they are likely to behave in the future. By understanding the psychological forces that motivate behavior, and the balance of drives and constructs that guide our choices, we are better able to understand human affairs and our place in them. To know history is to know our story, to appreciate the contexts that help us understand why people in the past made their choices. It’s understanding how we got here, and where we go next. It helps us understand the dynamics of power, how it can be used or misused, or spawn unintended consequences that reach farther than anyone might have predicted. Whether wrestling with Rhode Island’s leading role in the slave trade, untangling intractable global conflicts, or learning how propaganda is used to sway entire populations, students are challenged to address complex issues with research, reflective writing, and respectful dialogue. They read closely, ask probing questions, and write with scholarly discipline. And when it’s time to discuss hard questions, the Quaker tradition of
Big questions
“My hope for my students is to inspire them to become life-long learners; to help them understand that what we consider our most insignificant moments may teach the most important lessons. Learning does not come just from the textbooks that we read— you never know where the most poignant moment may be.” - Elena Mansolillo, US Humanities
discernment helps them uncover knowledge and wisdom that reveals the adults they will become. In addition to big-picture surveys, upper school students have the opportunity to take courses in civics and government that give them a strong foundation in understanding how political systems work, how to effect change in the United States, and some of the important ‘troublemakers’ who have taken on the responsibility of making the world a better place. In Medical Ethics, students with an appetite for hard thinking dig into questions with no ‘right’ answers, requiring them to apply their knowledge and belief systems to some of the most challenging scenarios possible. In psychology, they learn about how humans perceive the world, why they react to those perceptions in predictable ways, and the common errors of perception and judgment that can entrap anyone.
How do humanities apply...
• How did Europe become such a big deal?
• …to a career in diplomacy?
• How does art reflect history?
• …to scientific research?
• W hat patterns apply to current geopolitics?
• …to human relationships and micropolitics?
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Course highlights Good Neighbors? U.S. Foreign Policy, Immigration, and Latin America One can hardly turn on the news or scroll through social media today without seeing something related to immigration on the southern U.S. border. Whether it’s a group chanting, “build that wall!” or pictures of immigrant children separated from their parents, Americans are inundated with opinions, images, and stories about immigration policy. Students will explore the complex cultural, political, economic, and military relationships that have existed between the U.S. and Latin American countries.
Media, Culture, and Politics in the United States Students will consider how media sources reflect fundamental structures in our society and examine how popular media depicts the intersection of race, class, and gender, particularly as current events unfold. Drawing on current social scientific research, students will tackle questions such as: How are stereotypes both reflected and produced by the traditional media and the ever-evolving social media landscape? What does it mean to be responsible consumers and producers of media in the 21st century? Students will pay particular attention to how the media reacts to and is shaped by the November 2020 Presidential election.
Ninth grade
Eleventh grade
That Europe grew to a place of primacy in world affairs is undeniable, but it was certainly not a given. Over the course of the year, ninth graders learn the opportunities, happenstances, and human efforts (and failures) that shaped Europe into the model of a modern, industrialized world power—and how those factors continue to work on the rise and fall of nations today.
Juniors take a year-long course in United States history (regular or Honors), exploring the people, movements, and ideas that created and expanded the bold and messy experiment of American representative democracy. Students also have access to a broad range of electives and Advanced Placement courses in history, psychology, ethics, art history, international conflict, comparative government, and race theory.
Tenth grade Sophomores take one semester of modern world history, which examines world events from the 1930’s through the Cold War, and applies those lessons to the 21st century. They examine historical concepts and events of the 20th century including world war, holocaust and genocide, nationalism, fascism, communism, human rights, and movements of independence. They also have the option to dig into challenging and nuanced questions in Contemporary Ethics.
Twelfth grade Seniors at Moses Brown are presented with a rich menu of academic electives including courses on government, art history, psychology, philosophy, religious studies, theories of personality, and more. These challenging intensives are perfect preparation for students who wish to accelerate into advanced work in the humanities in college.
Immersive learning It’s one thing to contemplate how Europe rose to prominence in world affairs, or untangle the alliances and betrayals that led to the League of Nations and U.N. But it all takes on a new degree of resonance when you’re standing in the Hague, contemplating how nations have created a shared understanding of justice and mechanisms for achieving it. The interactions between economics and politics make one kind of sense on the page, and another kind of sense when you’re standing on Chinese soil, contemplating how the relationship between the world’s leading economies affects the people around you. These kinds of experiences help students become complex thinkers who can wisely evaluate how policies might be interpreted by people with different perspectives. Some students use these skills in the abstract in a wide diversity of fields. Others find their true calling, and explore careers in diplomacy and international business. Back in the classroom, students combine independent scholarship with dynamic discussions and simulations, practicing empathy-based win-win negotiation to find solutions that acknowledge and honor the light in all people. Moses Brown School | 17
Science Science stokes the fires of inquiry and directs them with the tools and skills to investigate hard questions. It’s about helping students understand that those questions matter, and that every specialty has unknown territory waiting to be explored. Upper school scientists use disciplined critical thinking to challenge every assumption: What’s the evidence? How can we test it? They then practice good experimental design, technique, and analysis to pinpoint data, derive sound conclusions, and share their findings with clarity and style. Students in upper school follow a sequence that leads from the observable organic world inward— they begin with biology, then investigate the chemistry that underpins biological functions, and then the physical forces that drive chemical reactions and bonds. Once students have established a strong foundation in science, they have a broad array of interesting and challenging Advanced Placement courses and electives before them.
They can explore the outer world through courses like Marine Biology, Ornithology, Meteorology, and Astronomy. Or they can examine the building blocks of life in Genetics, Organic Chemistry, and Human Anatomy and Physiology. Students interested in technical sciences can
take Engineering Design, Introduction to Robotics, or Computer Programming with Arduino. And for students keen to explore the intersection between the sciences and the humanities, The Art of Science offers an opportunity to do just that.
Course highlights Forensic Science Forensic Science is the application of chemistry, physics, and biology to the criminal and civil laws that are enforced by police agencies in a criminal justice system. It includes the analysis of a crime scene, investigation of biological and non-biological evidence, and determination of cause of death. Students are taught critical analysis and proper collection, preservation, and laboratory testing of various samples as well as misconceptions surrounding certain evidence.
Science and Society This course explores the central role of science and technology in shaping human life, human civilizations, and human thought from the agricultural revolution to the present day. Students explore topics through reading, lab investigation, research papers, and student presentations. Specific units vary from year to year but include medicine and disease, agricultural biotechnology and food science, mass production, archaeology, transportation technology, evolutionary theory, neuroscience, and psychology. Students will engage in a collaborative project designed to benefit the community through the development and implementation of new technology. 18 | Moses Brown School
Ninth grade Ninth graders typically study biology (regular or Honors). Rooted in Darwin’s Theory of Natural Selection, students examine topics in biochemistry, cellular biology, molecular biology, genetics, anatomy and physiology, biodiversity, and ecology. In addition to course content, students are coached in effective and efficient study skills.
Tenth grade Sophomores generally study inorganic and physical chemistry, chemical nomenclature, stoichiometry, and some organic chemistry. Students in Honors Chemistry also explore nuclear and electrochemistry, organic chemistry, and the mathematical underpinnings of chemical interactions.
Eleventh grade Juniors take Physics (conceptual, regular, or AP), and explore the forces and mathematical relationships that govern the movements of everything from atomic particles to supernovae, and phenomena like waves, electricity, and magnetism. Students with a passion and aptitude for science are invited to choose from Moses Brown’s wide selection of electives. Advanced courses are mathematically rigorous and require instructor approval.
Twelfth grade Seniors are able to curate their own advancement in science through a diverse menu of interesting and challenging electives. Advanced Placement courses include AP Biology, AP Chemistry, AP Physics 1, AP Physics 2, AP Physics C, AP Computer Science Principles, and AP Computer Science Programming. Advanced courses are not limited to AP courses, with offerings in meteorology, astronomy, ornithology, genetics, marine biology, and more. Students interested in the applied sciences can take programming, robotics, engineering, and other electives.
The Y-Lab Moses Brown’s Y-Lab is a creative place for asking puzzling questions and trying out solutions: Why does electricity flow better through wires than potatoes? How can we turn garbage into energy? What if we could design and build our own desks with a 3D printer? And why the ‘Y?’ The Y stands for Thomas Young (1773-1829), a Quaker and brilliant polymath whose discoveries continue to influence us today. Young knew 11 languages— Greek, Latin, Hebrew, Chaldean, Syriac, Persian, French, German, Spanish, Italian, and Arabic. He was the first to finish a complete translation of the Rosetta Stone, developed actuarial tables, pioneered children’s medicine, and was the first to define the term ‘energy’ in physics.
Moses Brown science is... • …asking hard questions • …getting the evidence • …clearly sharing your findings
See for yourself • Isolate the variables • Design your experiment • Submit your findings for review
Young authored over 60 articles for the Encyclopedia Britannica, derived a mathematical constant that is still used by modern engineers, and diagnosed the true cause of astigmatism. Using the now-famous double slit experiment— in which light refracting through two parallel slits casts a wave pattern on a screen—he showed that light behaves like a wave and a particle. In the Y-Lab, students can follow Young’s example. With leading-edge technology like 3D printers, laser cutters, and digital prototyping software—and low-tech modeling materials like sticky notes, cardboard, and glue guns—the Y-Lab is a place where inventors, tinkerers, and creators of all ages can engineer solutions for the questions we have yet to ask. Moses Brown School | 19
S.T.E.M. Nothing may be more relevant to success in the 21st century than fluency in the language of computers—code. By practicing algorithmic thinking in math class and deductive reasoning and problem-finding in science, students are constantly honing the skills that support strong work in the applied sciences. With math and science electives, open access to the Y-Lab, and an everevolving selection of student clubs, students have as much structure and freedom as they would like to explore, tinker, and invent. In Discrete Math through Python Programming, students learn about social decision making, matrix applications, graph theory, counting techniques, set theory, and fractals. Python Programming and Programming for the ArduinoTM give students experience using common software and firmware platforms,
and Introduction to Robotics uses Mindstorms, Scratch, and NXT as fun ways to get code off the screen and actually doing things in the real world. Additionally, the regular reinforcement of Quaker values helps students learn to be thoughtful, responsible digital citizens. The Art of Science dives into the fascinating intersection of two disciplines. Just as Charles Darwin used his sketches to illustrate his theory of natural selection, and artists like Björk have used computer programming to create operatic theatrical experiences, students apply their scientific knowledge, artistic skill, and fertile imaginations to create something wonderful. With a VEX robotics team, chess club, and more, students have ample opportunities to stretch their abilities with interested faculty and likeminded friends. And in addition to
class work, they have access to Moses Brown’s 5,000-square-foot Y-Lab, a maker space open to everyone in the Moses Brown community that serves as a home for tinkerers, inventors, and entrepreneurs of any age.
Course highlights Robotics and Engineering Whether it’s medicine, agriculture, space exploration, or search and rescue, the field of robotics is transforming the way human beings work and extending our capabilities. Students will analyze problems, create algorithms, and program in RobotC, combining imagination and passion to explore how robots can help solve meaningful problems and improve life for people around the world. You’ll engage in design-thinking while gaining practice in 21st century skills such as collaboration and teamwork, expert thinking, problem solving, and creativity.
Python Programming in Discrete Math
STEM support • 5,000-square-foot Y-Lab • Dedicated robotics lab • AP computer science courses • Engineering & Design electives 20 | Moses Brown School
Students will learn to look at mathematical structures and computations that are discrete or finite (countable sets) rather than continuous functions, through the lens of Python Programming. Topics include simple and complicated probability calculations; special probability models for binary data; social decision making through election theory and fair division; matrix applications; graph theory with traveling salesman or shortest route algorithms; and counting techniques of permutations and combinations. Python programming structures introduced include variables and expressions, procedures and functions, conditions and recursion, and string vectors. Students will get hands-on experience writing programs to solve specific challenges.
21st Century Success According to Forbes, STEMrelated fields are growing at twice the rate of other sectors of the American economy, and are an engine of tremendous innovation. The Brookings Institution reports that over 20% of all jobs require a high level of knowledge in at least one STEM field. As digital natives, today’s students need to be fluent in the language and customs of digital innovation. They need to be able to work in teams; write sophisticated objectoriented code; design, test, and revise working robots; and know how to navigate the rewarding and hazardous waters of the internet.
Ninth grade Ninth graders can take Computer Programming in Python, which introduces the Python language and concepts like variables, expressions, procedures and functions, conditions and recursion, and string vectors. They can also take Programming with ArduinoTM , a one-semester elective that introduces principles of digital design, Boolean algebra, and electronic circuitry through hands-on experimentation with sensors, motors, lights, and the ArduinoTM programming language.
Tenth grade Sophomores are invited to study Python, computer programming with the ArduinoTM , introductory robotics, engineering and design, and more. Students with demonstrated ability in computer science can enroll in AP Computer Science Principles, opening the way to specialized advanced study in computer science.
Eleventh grade Juniors with a passion for technology and computers have a tremendous variety of electives available to them. With multiple Advanced Placement courses in computer programming, engineering, and robotics—and a globally-competitive robotics team— inspired technologists find that Moses Brown’s courses and facilities will delight even the most voracious learners.
Twelfth grade Seniors with a love of computers and technology can explore as far as their aptitude will take them. With a wide variety of AP courses and advanced electives in computer programming, science, and mathematics, students can dig into fascinating challenges with college-level rigor, priming them for success at some of the nation’s leading technical universities. Many do their senior project in a technical field.
To prepare them, Moses Brown asks students to use these skills constantly—in and outside technology classes—so that they become second nature. These concepts are reinforced in many disciplines. Students practice computational thinking in math class, they ‘debug’ history by using evidence to draw conclusions and critically evaluate social theories, and they exercise—and learn to trust—their imaginations in English class and fine and performing arts. By the time they graduate, Moses Brown students have prototyped, iterated, innovated, and designcycled. They’ve studied, struggled on their own, and been part of dynamic teams to share responsibilities and rewards. And they’ve found the joy and artistry inherent in creative work in pure and applied sciences. They go on to study, explore, and innovate at some of the nation’s leading colleges and universities. After that...we’ll see what the next Brookings report has to say.
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Brannen Dickson ’18 Brannen’s trip to Cuba was exactly the kind of transformational experience the TRIPs program aims to provide. An avid history student, Brannen was intrigued by Cuba after studying the Cold War. “I knew it was isolated from the global community for decades, due to the embargoes that restricted trade between Cuba and the United States, and subsequently, other countries,” he says. Brannen was also struck by the economic disparity. “Street vendors would target us: ‘Americans! Buy this to bring back home to your family!’” he recalls. “Every day, each of us spent about the amount of money the average Cuban earns in a month. I felt I hadn’t spent much, but this opened my eyes.” Cuba also offered Brannen a chance to test his Spanish. “I was able to converse with people I met, but their Spanish is much faster and more colloquial than classroom Spanish,” he laughs, “but I caught up after a few days.” Indeed, he caught up so much that the following summer he earned an internship with the mayor’s office in Central Falls. Brannen’s primary duty was to translate community announcements into Spanish for greater inclusivity. Bien trabajo, Brannen! 22 | Moses Brown School
World Languages Language is the lifeblood of culture. Mastery of a foreign language is critical to understanding one’s native culture and world-view, and those of others. Of course, it also opens myriad travel opportunities and ways of connecting with other people and cultures. Students at Moses Brown go beyond conjugation to understand the idioms and cultural referents that animate languages. They listen, speak, read, and write to find their own natural relationship with a language. And with local field trips to world-language communities and illuminating in-class visitors, they get ample practice putting their skills to work. All language instruction at Moses Brown sits upon a foundation of Quaker values that asserts that all people are equally deserving of respect. And thus, by learning to pronounce another language well and master its grammar, we honor other cultures and step outside our own perspectives. French and Spanish students learn to converse like natives, practicing the expressions and inflections that help a language sit naturally on the tongue, and which mark them as speakers with understanding and ability. Students of Latin develop a facility with the grammar and syntax of Latin that lets them read and discuss the classics with insight. Mandarin Chinese students learn to speak and listen with correct pronunciation and intonation, and to understand the social structures that guide proper use of the language. They learn characters at a pace that, in upper years, approaches college-level study, and inform their study of the language with a rigorous examination of culture. With three years of required language instruction, every Moses Brown student has more than one way of communicating with other people, and an in-depth understanding of other cultural viewpoints around the world.
Latin Students lay a foundation in grammar, syntax, and vocabulary, and practice them with readings and composition exercises, studying the etymology of English words, and by learning about ancient Roman civilization. They translate texts, practicing declensions, conjugations, and tenses, and compare the world they live in with the ancient world. In addition to learning the mechanics of Latin, students gain an understanding of Caesar as a general, Roman society, and the Roman quest for land and power. Advanced students study Vergil’s Aeneid and Caesar’s Gallic Wars, following the College Board’s syllabus for the Advanced Placement course. They master dactylic hexameter, study Caesar’s invasions of Britian and Gaul (France), and study the military propaganda used by Caesar (and its parallels to the modern era). Ultimately, they study Catullus, Horace, and Ovid as literature, social and political commentary, and entertainment, and master literary devices such as anaphora, chiasmus, synchesis, and alliteration.
French Students learn to read, write, and speak in real-world situations. Those students who already have a strong foundation spend even more time speaking and listening and expand their vocabulary to be able to convey medical information, get around an unfamiliar city, and use idiomatic expressions. They read French fiction and watch French films with confidence and understanding. Students focus on writing and speaking like a native with proper use of idiomatic expressions and a natural sense of how and when to shift modes and tenses. They discuss current events, watch and review French cinema, and put their own abilities on display as they write, shoot, and produce a short film of their own. AP French students can choose to culminate their year with the Advanced Placement exam.
Spanish Classes are conducted mainly in Spanish, and students practice in the Whitford Language Lab to hone their listening and speaking skills. As they progress, they undertake intensive projects and discussions, from solving a Spanish ‘whodunit’ to writing a script for a real estate commercial. Advanced students build a foundation for success with the AP curriculum, finding joy in the process of gaining fluency, learning to think in Spanish rather than simply translating their thoughts. In advanced classes, each student is required to teach a full class on a topic of their choosing, entirely in Spanish. This demanding and exhilarating experience requires students to prepare thoroughly and be able to think on their feet.
Mandarin Students learn the building blocks of Chinese through interactive conversations, tonal pronunciation, the structural components of simplified Chinese characters, basic vocabulary and sentence structures, and how to write 250 Chinese characters, as well as pinyin, the official phonetic transcription system for Mandarin. Students practice real-world activities like shopping, bargaining, and exchanging items at a Chinese store in Mandarin. They also practice the customary speech patterns that build relationships in the Chinese-speaking world. Continually building their vocabularies, they discover they can converse comfortably about school life, transportation, travel, weather, and more. Students communicate exclusively in Chinese during class, and practice discussing medical information with a Chinese-speaking doctor, negotiating a lease, writing advertisements, and booking travel arrangements. Ultimately, they learn characters and expressions at a pace approaching that of a college-level course, and enjoy material created for native speakers—chapter books, newspaper articles, poems, songs, TV shows, and movies.
Language TRIPs Upper school language classes are dynamic and immersive, but nothing matches the educational value of throwing yourself into an environment where you have to speak the language to navigate the day. That’s why Moses Brown offers many TRIPs to places where English isn’t the first language, helping students enjoy the challenge and stimulation of speaking and listening in real-world situations. Students can enjoy TRIPs to: • Spain
• Puerto Rico
• Montreal
• Dominican Republic
• France
• China
• Italy
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Visual Arts • Drawing, painting, sculpture • Studios and fabrication spaces • Textiles, photography, and more
Performing Arts • 5 theater productions each year • 6 Instrumental and choral ensembles • Dance ensembles and master classes
Arts
Who am I? Is life real, or just something inside my head? What happens after we die? Does life just go by, or does it have lasting meaning? These are questions no teacher can answer. But they can teach you to find the echoes of the answers in the song you sing, in the way a curve of paint dries upon its canvas. They can teach you how to apply the fullness of your heart and your sharpest critical thinking to get inside another’s perspective, to assume their world-view so fully that you can inhabit them onstage, and gain an outsider’s view of yourself. The arts are an essential academic subject at Moses Brown because of the ways they integrate skills learned in other disciplines, and bring students back, over and over again, to the essential humanity in all people—the central tenet of Quaker values. Whether students are already highly accomplished or are trying something for the first time, Moses Brown offers an extensive range of opportunities for visual, musical, and performing artists to develop their craft and artistry. For students who aren’t sure about stepping into something new, there is a broad base of encouragement to give it a try, and a community of friends and mentors ready to celebrate their success. In studio art, students work with everything from charcoal to paint to ceramics and found-object art. Students who want to go further have ample after-school activities to follow their interests into deeper territory. In the performing arts, they have access to chorus, strings, wind ensemble, jazz band, and plays, musicals, and improv ensembles that offer opportunities to act, sing, dance, and learn the ropes of technical production. No matter which arts offerings they choose to pursue, every student gets an introduction–and maybe discovers some answers within.
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Drama
Acting and Directing Fundamentals of Design and Fabrication
Music
AP Music Theory Chorus Introduction to Guitar Music Production String Orchestra String Orchestra w/ Chamber Music The Pianist as Accompanist Wind Ensemble
Visual “Experimentation has always been an inherent part of working in an arts classroom. Trial and error is not a process that is comfortable for many of our students. We try to encourage them to embrace failure as valuable, even a requirement for success.” -Kristin S. Street, US Visual Arts
Some students are destined for a career in the arts. At Moses Brown, they find a wealth of advanced courses that can refine their technical skills and artistic depth to a level that prepares them for the nation’s highest arts colleges. Other students may not choose a career in the arts. For those students, it is still essential to know how art is made, how to appreciate it with knowledge and respect, and to know that every person is capable of making an artistic contribution. No matter their path, every student has ample opportunities to explore new disciplines and nurture their natural talents.
Advanced Studio / Portfolio Preparation AP Art Studio Drawing/Painting Drawing and Printmaking Foundations of Hand Building Foundations of Wheel Throwing Introduction to Ceramics Introduction to Ceramics Introduction to Sculpture Studio Introduction to Black and White Photography / Digital Photo Studio Art Textiles and Construction
Music In a classical education, Music is part of the Quadrivium—the four essential subjects. Today, it’s still a vital part of Moses Brown’s curriculum. In addition to profoundly mathematical thinking, music builds self-discipline, attentive listening skills, and the ability to function selflessly as part of a larger group. With a wide range of instrumental and choral ensembles, students can try a new instrument or hone their abilities in an environment that is both supportive and challenging.
Drama Whether taking the stage or learning to control the professional-grade systems in the Woodman Center, students enjoy a richlysupported drama program at Moses Brown. Moses Brown’s drama program offeres numerous opportunities for student leadership —whether through student-written and directed short plays, full productions directed by students, and opportunities to support students in the younger divisions. While this training is formative for future actors, the critical listening, empathizing, and performative skills in drama help in every endeavor: doctors empathize with patients, entrepreneurs connect with investors, and professionals learn how to make their ideas come alive for colleagues.
Visual Arts Student artists explore a wide variety of media in a student-centered, process-based approach to artmaking. Whether drawing, painting, sculpting, or making found-object transformations, they are constantly challenged to adapt media to their own sense of expression. As they hone their technical abilities, they also learn to analyze and express aesthetic and artistic choices to critique and improve their work. Moses Brown School | 25
Athletics
RI State Champions DI Field Hockey 2012, 2013, 2014
DI, II Girls Basketball 2016, 2018 (Open)
DI Softball 2018
DII Football 2014, 2015
DI Golf 2014, 2015, 2016, 2018
DI Boys Hockey 2012
DII Boys Soccer 2016, 2017
DI Girls Lacrosse 2012, 2015, 2016, 2017, 2018, 2019
Sailing 2012, 2014, 2016, 2019
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Exercise is proven to boost • Cognitive function • E xecutive control • Cooperative dynamics • Peer leadership
Something for everyone • 28 Varsity and J.V. sports • Club teams
It’s wisdom of the ages: healthy body, healthy mind. This axiom is borne out by decades of peer-reviewed research that has found that the metabolic boost provided by regular exercise supercharges the brain, enhancing both cognitive and executive functions. In short, exercise makes you smarter and helps you focus. That’s why athletics are an important part of MB’s learning culture. For students who are passionate about sports, Moses Brown offers 28 teams in 16 sports across three seasons. These teams are exciting and competitive, but always put good sportsmanship first, with results on the scoreboard close behind. Students are coached by a mix of specialized skill-building professionals and the classroom teachers and advisors with whom they have close relationships. These connections often help teachers support students off the field, both academically and socially. In addition to providing neurocognitive benefits, sports are just fun. Students form lasting friendships with their teammates, learning to trust and rely on one another both on the field and off as they navigate the exciting and complex challenges of adolescence. And with a constant reinforcement of the Quaker values that animate MB, they learn to be the kinds of competitors that other teams respect. For those students with extraordinary gifts, Moses Brown is a nurturing and competitive environment that consistently turns competitors into champions. Approximately 22% of Moses Brown seniors go on to compete at the collegiate level in all divisions, including All-Americans, Hall-of-Famers, and Team USA members. For these students, Moses Brown’s commitment to integrity, sportsmanship, and personal excellence helps them stay centered when they face the pressures of national competition.
Moses Brown has a long tradition of athletic excellence. Our sports program emphasizes cooperation, sportsmanship, and teamwork, and in learning to be part of a team, kids find they are part of something bigger than themselves. They learn perseverance, sharpen skills, develop self-discipline, and foster their own healthy physical development. Varsity and J.V. teams practice and play five to six days per week. Our focus is squarely on training and competing as hard as we can with integrity and honor. One nice byproduct of this approach is that it builds great teams. With hundreds of state, league, and conference championships in our 234-year history, students often discover their hard work pays dividends in the postseason.
3 Seasons
Fall Sports
Winter Sports
Spring Sports
Soccer
Basketball
Basebal
Tennis
Squash
Softball
Field Hockey
Ice hockey
Lacrosse
Cross Country
Swimming
Track & Field
Football
Track and Field
Tennis Sailing Golf Moses Brown School | 27
Quaker Education Quakerism was founded in the 1600’s by English people seeking a religious community based on equality rather than hierarchy. Today, Quakerism—also known as the Religious Society of Friends—thrives in small, strong communities that believe in the dignity and worth of every person; this ‘Inner Light’ compels Quakers to value community, non-violence, integrity, and respect for all.
Quakerism holds that we all have an Inner Light and are equally deserving of dignity and respect. Since the 17th century, this has afforded a genuine welcome to people of all faiths. Other positive tenets emerge from the central premise of Quakerism—that we have a duty to care for each other and the Earth, that we bear a responsibility to use our gifts for the greater good of all, and that we must always think and act with integrity. In addition to weekly silent reflection, students bring moral thinking into their classrooms, studios, and playing fields, with a focus on social justice, service learning, integrity, and sportsmanship. Whether discussing the complex nuances of medical ethics, the dynamic politics of the Middle East, or systemic social problems here in America, students develop an authentic appreciation for the benefit of multiple viewpoints. In doing so, they listen carefully, think deeply, and speak with confidence. Because Quakerism holds that we each have an Inner Light, there is no need for dogma or intermediation with the spiritual self. This means that people of all faiths—including nonbelievers—have an authentic place of welcome and respect in the Quaker community. It’s a place where everyone can feel at home being themselves, asking important searching questions, and sharing the answers that arise within. Visitors are welcome, and there is no better way to understand the moving power of Meeting than to experience it for oneself. 28 | Moses Brown School
The central practice of Friends is meeting for worship, an extended period of shared silence and reflection. Open to all, Meeting invites participants to reflect inwardly and, if so moved, to share a message with the community. Meeting is part of the school week for every child, from nursery through twelfth grade, and is an essential touchstone for students. Upon returning to Moses Brown, many alumni cite it as one of the most cherished aspects of their MB experience, and long for this ingrained cultural respect for reflection and introspection. For over 300 years, these beliefs and practices have placed Quakers at the forefront of education with an unwavering commitment to giving and being one’s personal best. Students learn to respect themselves and others, and demonstrate that respect by doing good work and serving other people. While most students at Quaker schools come from many different religious traditions, or none at all, the values of Quakerism encourage and guide them every day to do and be their best. In addition to these weekly practices, the central values of Quakerism—simplicity, peace, integrity, community, equality, and stewardship—are woven into every subject and every class.
Silence is important • Consider complex issues • Dispassionately reflect on conflict • Connect with one’s inner self • Focus on what’s important (not just urgent)
Students learn to • T hink deeply from multiple perspectives • Work through challenging dilemmas • Maintain calm in a busy world
Course highlights Global Medical Ethics
Ninth grade Ninth graders begin their upper school journey with a three-day retreat to Friends Camp in South China, Maine. They study the role of Quakers in world history, from the antiwar humanitarian activity that won a Nobel Peace Prize in 1947 to their involvement in the Civil Rights movement (including nominating Dr. Martin Luther King, Jr. for a Nobel Peace Prize). They help and challenge one another in Harkness discussions in which they bear collective responsibility for the discourse, and teach conflict-resolution techniques to lower schoolers.
Tenth grade In Religious Studies, tenth graders study the major religions of the world and the conflicts that arise when one asserts a unique claim to the truth. They discuss personal integrity and the nature of moral compromise as they peel back the layers in The Adventures of Huckleberry Finn, and consider the moral calculus of Harry S. Truman’s decision to drop nuclear weapons on Japan to end WWII in the Pacific. In Modern World History, they examine 20th century moral phenomena including world war, genocide, nationalism, and fascism.
Eleventh grade Eleventh graders learn about the Transcendentalists, whose philosophy closely mirrors many of the principles of Quakerism, and who encouraged people to take thoughtful care of the Earth for our own and others’ well-being. Studying modernist authors brings them face-to-face with questions of economic equality and injustice, and the responsible (and irresponsible) ways that people respond to these intransigent problems. Juniors also have access to a broadening array of electives, including religious education classes, Psychology, and Medical Ethics.
Twelfth grade Seniors discuss race, the legal system, and sexuality in the context of civil rights, and the role of government in prescribing morality. Students who join the Literature of War trip to Washington, D.C. stay at the William Penn House, spending intense hours discussing the role of Quakers in American life. With access to the widest complement of electives, seniors are challenged to consider complex problems using the tenets of Quaker beliefs as a compass.
Modern science and technology have brought with them a whole new set of ethical dilemmas that impact us all. This course will use case studies to examine organ transplantations, natural disaster or mass casualty crisis response, end of life decision-making, eugenics, military ethics, as well as others to develop students’ critical and analytical thinking skills, so they too can understand and discuss these dilemmas and offer their own opinions. An integral part of this course will be learning from community members - doctors, nurses, chaplains, lawyers, and social workers - who share with us their experience with medical ethics, and present dilemmas they have encountered.
Civics In Action: Empowering Students to Shape Public Policy Civic engagement is at the heart of our mission at Moses Brown as we seek to prepare students to be active citizens in the world into which they graduate. In the Humanities in particular, we educate our students about the history of the United States and the expansion and contraction of democracy—which is still taking place today. This course provides students with the opportunity to work in teams to identify, research and draft public policy initiatives for a local, state or national issue. The course also follows local, state and national politics in order for students to see basic civic principles in action and become informed and engaged citizens. Students in this course will likely participate in the Friends Committee on National Legislation Student Lobby Weekend that will take place in Washington, D.C.
SPICES, An Acronym for Quaker Values
my values?
Simplicity: Does the way I spend my time help me make the best possible contributions to my school? How might I live with more simplicity?
Community: How do I make our community a welcoming, respectful, and caring place?
Peace: How can I nurture peace within myself, my community, and the world? How can I settle disputes with sensitivity for all involved? Integrity: How do my interactions with other people reflect
Equality: How can I speak up and take kind action when I see injustices? How do I build relationships with people whose backgrounds differ from mine? Stewardship: How do I care for ‘learning, people, and place?’ How do I help others recognize and use their gifts? Moses Brown School | 29
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TRIPs
Travel, Research, and Immersion Programs
Moses Brown teachers use the very best materials and pedagogy to help students consider issues from multiple sides to develop nuanced understanding. But sometimes there’s nothing better than going and seeing for yourself. That’s why we created TRIPs—Travel, Research, and Immersion Programs. TRIPs bring MB’s classrooms to the world and the world to our classrooms. TRIPs are part of every child’s education, enriching and extending their sense of discovery, so whether they inspire Nursery students to explore what trees grow at the opposite end of our 33-acre campus, or seniors to see whether their Spanish is up to the task of coordinating a medical clinic in the Dominican Republic, TRIPs always make classroom learning more relevant and meaningful. Nepal, Service: Students engage in service work with Hands in Outreach (HIO), a program that supports girls in several schools in Nepal. This service trip involves teaching younger students, working as teacher helpers, and engaging in other projects defined by the school. In addition to service work, opportunities for cultural explorations include visiting temples, participating in yoga, and taking a short trek (without involving too much altitude).
Past trips have also included: • Puerto Rico, Sustainability, Service • New York City, Service • New York City, Broadway • Silicon Valley, Social Innovation
Galapagos: Students will visit the sites that inspired Charles Darwin’s theory • France, World Cup Soccer of evolution and see wildlife found nowhere else on the planet. Each day our • Spain, Culture private naturalist will take us to a different island and explore the wildlife and natural history of the archipelago. We will explore the islands on foot and by snorkeling in the water (travelers should be comfortable in and around water). Travel around the islands will take place on the M/Y TipTop II or a similar vessel. We will also spend time on the mainland where students will learn about the indigenous culture of Ecuador. This trip should generate interest of any student with an interest in biology, zoology, marine biology and/or those wishing to learn about conservation. Food and Culinary History, Italy: Join us for a tour of the history and cuisine of Emilia-Romagna, Italy, famous for tortellini, ravioli, and lasagna. We will be based in the regional capital of Bologna, one of the richest and oldest cities in Italy and center of one of the oldest universities in Europe. From here, we will take day trips to the cities of Parma, known for its cheese and ham, Modena, famous for balsamic vinegar, and Faenza, one of Italy’s top producers of ceramics. Students will see how Parmigiano-Reggiano cheese and prosciutto ham of Parma are produced, as well as taste balsamic vinegar in Modena. They will also learn about the Slow Food movement, visit the International School of Italian Cuisine, and participate in the Festa Artusiana, a festival which celebrates Italy’s first cookbook. Dominican Republic, Service: Students provide much-needed medical services (guided by a U.S. ER doctor). They also provide medication to residents of the bateys (small towns for sugar cane workers and their families). Many residents do not receive any medical support throughout the rest of the year, and the direct service MB students provide is often empowering, humbling, and life-changing. Mass MoCA: A center for world class art, has transformed a former industrial site into the largest contemporary art museum in the country, students will explore the Mass MoCA complex, be exposed to large scale contemporary artwork, hike through forests during the height of leaf-peeper season and climb nearby Mount Greylock. The Clark Museum and Williams College Museum are also nearby to visit. We’ll stay in a large house, shop for simple meals, cook together amid lively conversation and shared tasks, while discussing the art and nature seen during the day. 2020 Global Student Leadership Summit, Switzerland: This student-centered trip – focused on design thinking, sports, wellness, and innovation – embodies all aspects of what MB values as its North Stars: ethical leadership, expert thinking, and global awareness. For centuries, sports have helped people build resilience, confidence, and the power to collaborate—but more than that, they’ve built bridges within communities and between cultures. It’s just one way the world approaches wellness, a topic that’s deeply personal, and at the same time, universal. The 2020 Global Student Leadership Summit in Davos, Switzerland will explore “The Impact of Sports & Wellness” around the world, from what people eat and think to how we care for ourselves and stay active. Moses Brown School | 31
Expert Thinking Expert thinking is being able to apply knowledge to a new and unfamiliar problem. Whether information comes from your head or the phone in your pocket, it’s only as good as your ability to use it. At Moses Brown, students are constantly challenged to tackle unfamiliar problems, learning to research, propose design solutions, prototype, and test in quickly-evolving cycles. This training, applied to all academic disciplines, develops the humility to seek out information, the confidence to apply it, and the courage to fail and have another try. By the time they graduate, Moses Brown students are trained and ready to tackle the unknown challenges of the 21st century.
Ninth grade Ninth grade begins with a freshman orientation trip that establishes social innovation–the ability to use entrepreneurial thinking to do good in the world–as an ongoing expectation for their upper school experience. Over the next four years, they’ll improvise their way through unfamiliar and challenging problems. They’ll learn to find information and apply it to real-world dilemmas, developing a respect for people and process, and their own ability to make a meaningful contribution.
Tenth grade As classes get deeper and more challenging, sophomores wrangle with larger, more complex real-world problems. They build and prototype in the Y-Lab, test models and design solutions in science and math, and propose (and vet) hypotheses in humanities and English. Additionally, they have more opportunities to lead student clubs, performances, and ensembles.
Eleventh grade Juniors enjoy a broadening array of electives, and are frequently challenged to make their learning personal. In the English I-search project, students combine deep introspection with research to create a piece of rigorous scholarship that is as personal as it is thorough. And with classes like The Economics of Social Innovation, they are challenged to use their education to make the world a little better.
Twelfth grade As emerging adults, seniors take their learning beyond the classroom in service learning and independent study projects. They assume roles of leadership, coaching younger students, and explore learning opportunities with professionals and academics outside the grounds of Moses Brown.
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Ethical Leadership Moral questions often present themselves in shades of gray rather than black-and-white. Moses Brown students use Quaker values to find their way when things get murky. Put simply, Quakers believe that every person has an Inner Light, and that no one has a unique claim on the Truth. As such, everyone deserves love and respect, and bears responsibility for making the kind of community we all want to live in. We demonstrate this shared responsibility and inherent equality through the Quaker custom of having adults and students address one another by their first names. Student clubs and activities give students even more opportunities to apply their intellect and compassion to questions of social justice. Service learning trips give students the opportunity to get outside their comfort zones and learn about the world while helping others. Opportunities include:
Ninth grade Ninth graders begin their upper school experience with a three-day trip to Friends Camp in China, Maine to immerse themselves in the values of Moses Brown, make new friends, and orient their inner compass toward a life of ethical leadership.
Tenth grade As sophomores curate their Moses Brown experience, they are challenged to think about the moral dimensions of academic questions, consider their complicity or leadership in social and societal dynamics, and embrace leadership opportunities that improve their communities.
Eleventh grade
• Spring Break Service Retreat at the Providence Friends’ Meeting House • Medical Service trip to the Dominican Republic • Yellowstone Park service trip • Nepal service trip • Puerto Rico science, sustainability, and service learning trip Doing well by doing good was the hallmark of Moses Brown himself, and the school that bears his name encourages students to consider how their ability to innovate can address societal challenges, serving both others and the honor of their own character.
Juniors are often stepping into new roles of leadership—in the classroom, as captains of a team, student-directing a theatrical production, serving on the disciplinary committee, and more. This valuable life training also informs their choices and applications to college, helping them to reflect on what truly holds meaning for them.
Twelfth grade As leaders of upper school, seniors are charged with shaping the culture and community of Moses Brown, and are held to a high standard. In classes, on teams, and in clubs and activities, their influence is far-ranging, and they are regularly coached to consider what they want their legacy to be. Moses Brown School | 33
Ninth grade In learning about the global convergence of European power over the last millennia, we draw students’ attention to the voices often left out of history books. We talk about the cultures and nations that were displaced, and how these dynamics shape the way we see the world.
Tenth grade
Global Awareness
Global awareness is having a sense of what’s out there; it’s knowing what can’t be put in a textbook, essay, or white paper. It places humanity and justice at the center of self-discovery and learning by focusing on the authentic experiences of other people. Students and faculty fold global awareness into daily learning and life at Moses Brown. Whether watching a professional theater production of a work they’re studying, visiting a National Institutes of Science mathematical research facility, or hosting visitors from abroad, students get out of their routines and comfort zones to see how what they’re learning in school plays out in the real world. Spring break and summer trips extend students’ learning in dramatic and powerful ways, and every year Moses Brown sends approximately half of all students in grades 3-12 on overnight trips. Whether they’re doing field research as citizen scientists and repairing cattle fences in Yellowstone with a Montana rancher, tutoring schoolgirls in Nepal, or helping run medical clinics in rural villages in the Dominican Republic, Moses Brown students have a broad range of opportunities to learn about the world first-hand, guided by the same thoughtful and caring educators they work with every day. Teachers work scrupulously to bring in outside and under-represented perspectives, and routinely push students to go out into the world—on their own, as part of class, or on school trips—to develop the richness of first-hand experience that builds thoughtful, empathetic citizens. Knowing that we live in the smallest state, our goal is to bring our classrooms to the world, and the world to our classrooms. 34 | Moses Brown School
In addition to learning about 20th century world history, Moses Brown sophomores dive deeper into world languages. They have access to demanding electives like Contemporary Ethics and Religion, Conflict, and Identity in the Middle East which challenge them to think about difficult issues from others’ perspectives.
Eleventh grade In advanced language studies, juniors delve deeply into the history, politics, and art of other world regions, and understanding new ways of perceiving their home culture. Many have already taken a spring break or summer trip (or are preparing to do so), discovering passions within themselves—and relationships with their classmates—they never knew were there.
Twelfth grade Moses Brown seniors discover that not only do they have something to learn each day, but they also have something to add. In courses like The Economics of Social Innovation, they’re challenged to quickly learn about real problems affecting real people, listen to stakeholders, and collaborate to develop actionable solutions. On TRIPs to places like the Dominican Republic and Kenya, they get firsthand knowledge of other cultures and world regions. And Moses Brown’s college counseling professionals help them apply to (and decide between) leading colleges and universities around the globe, one of which will be the next step in their journey.
Diversity Moses Brown School teaches children to celebrate the differences between people. This stems from the Quaker belief that every person has an Inner Light and is equally deserving of love and respect—and shares the responsibility for creating the kind of community we all want to live in. At Moses Brown, students and teachers demonstrate this shared respect and expectation of responsibility by typically addressing one another with first names. Because of these values, diversity isn’t an add-on at Moses Brown—it’s part of the culture. And with a student body that reflects the racial diversity of Moses Brown’s drawing area, students are active drivers of diversity. They frequently attend conferences like the annual Student Diversity Leadership Conference (part of the NAIS annual People of Color Conference). They speak openly in Meeting about issues that concern them, and engage with peers, teachers, and administrators to shape school norms. Advisors help students develop conflict resolution skills and lead discussions about what it means to be a good friend. Daily advisory meetings help groups of students and adults address challenging questions in a safe environment, and affinity groups create additional spaces for conversations about identity. Throughout the year, class discussions urge students to consider the moral dimensions of academic questions. In collaborations with outside organizations and student clubs, upper schoolers have many opportunities to see how they can make a positive contribution to others’ lives, and how others make positive contributions to theirs.
Ninth grade
Eleventh grade
From the three-day orientation trip at Friends Camp in Maine to the last day of classes, ninth graders are regularly challenged to consider how their identities intersect with the world around them, and how to use whatever privileges they hold for the betterment of others. In Freshman Studies, they examine implicit bias and the ways power dynamics can be unfairly selfperpetuating.
Juniors examine the complicated history of the United States— founded on inspiring ideals, but with an uneven history of living up to them. They also learn about how our government works, and how to use the machinery of government to move society forward.
Tenth grade Between class discussions, student clubs, and affinity groups, sophomores have a myriad of opportunities to explore questions of identity, allyship, and power. In everything from math class to their study of modern world history, they can explore questions of inclusivity and social justice, and what they can do to address them.
Twelfth grade In their studies, clubs, and service undertakings, seniors put their understanding of the importance of diversity into action. They know how to ask for the help others need, rather than assuming or imposing their vision on other communities. And they’re wellversed in having the uncomfortable but essential conversations that bring people together across dividing lines of identity. Moses Brown School | 35
College Counseling
Our Philosophy Consistent with our Quaker school philosophy, the college counseling office seeks to nurture students’ Inner Light through the college process. We encourage young people to reflect deeply about their values, priorities as well as their talents and gifts in order to identify institutions that best match their personal, educational, and professional goals. Whether our students choose to enroll in one of the nation’s leading liberal arts colleges, public flagship universities, specialized institutions, or premier research universities, they are wellprepared to let their lives speak as they lead in the 21st century. The college options for Moses Brown graduates are as broad and diverse as their talents and interests.
College Counseling Team Julia Baker, Co-Director jbaker@mosesbrown.org Laurie Nelson, Co-Director lnelson@mosesbrown.org Luigi Solla, Co-Director lsolla@mosesbrown.org Jill Bansal, Office Coordinator jbansal@mosesbrown.org 36 | Moses Brown School
With three expert counselors and an administrative support staff, college counseling is highly personalized at Moses Brown. MB’s counselors host over 100 college representatives annually, and make campus visits themselves, to have up-to-date first-hand knowledge of the schools they recommend. Each member of the college counseling team has previously worked in college admissions, and uses his or her experience and knowledge to guide each student with an individualized application plan.
Ninth grade By embracing the challenge of upper school academics, arts, athletics, and social opportunities, freshmen begin to develop into accomplished, balanced individuals. Taking appropriately challenging courses and enjoying activities they genuinely find interesting will support their college ambitions. While the formal college counseling program begins in junior year, there are programs and workshops starting in ninth grade to help students and parents understand what to expect and how to begin preparing.
Tenth grade Tenth graders develop their portfolio by giving coursework and activities their all. Sophomores tackle standardized testing practice with the PSAT in October, and the college counseling team meets with the sophomore class and their parents during programs throughout the year to help them prepare for the steps ahead. Athletes with college ambitions are encouraged to begin engaging with the recruitment process.
Eleventh grade Moses Brown’s college counseling program begins in earnest during junior year. Following “Junior Class College Day,” an event for eleventh graders and their parents, counselors work with students one-on-one to learn their personality, preferences, and goals in order to recommend colleges that suit their interests. Counselors help students reflect on what they’re looking for and why they like (or don’t like) certain colleges, and work with students to develop plans for visiting and investigating colleges. Juniors take the PSAT as well as a practice ACT. Some take SAT subject tests, AP exams, the ACT, and the SAT. Athletes contact coaches and notify the NCAA if they are planning to compete at the collegiate level, and artists begin curating portfolios of their work. There are workshops throughout the year on different aspects of the college application—like essays and interviews—to help students gain a sense of what goes into the college process and what makes them distinctive.
Twelfth grade Twelfth graders work one-on-one with counselors to apply to a thoughtful list of colleges, to connect with college admission representatives, and to let their Inner Light shine as they craft their college applications. Students develop a close relationship with their counselor as they celebrate acceptances, bounce back from disappointment, and make informed decisions about which great institution they will ultimately attend.
Class of 2019 Jack Tripp, Yale University
Tamar Wolfson, Vassar College
As a junior, Jack won our Peter D. Smith Award for being a role model of strength of character, kindness, friendship, and service to others, as well as the Head of School’s Award for scholarship, school spirit, and influence. A leader of ethical values on campus, Jack inspired many to live with integrity, think with great care, and to be good stewards of our community. Not only did Jack serve as a selected student representative on Moses Brown’s Disciplinary Committee, he helped to establish the Ethics Bowl Team and served as a co-founder of Moses Brown’s first Ethics Club. As a lifelong student at Moses Brown, Jack was able to further develop his deep moral and ethical values through the academic and co-curricular offerings here. In addition to living a life of deep intellectual and moral meaning, Jack spends his time further developing his significant artistic talent — a mixed-media piece of his that addresses the Syrian refugee crisis is on display at The New York Times Washington D.C. bureau.
As a globally minded student, Tamar was always in search of new ways to broaden her knowledge and deepen her understanding of how people make meaning through shared experiences. This desire to explore was the very reason Tamar received the MB Class of 1948 Award for Independent Study and Inquiry, through which she traveled to Bosnia to learn more about the Bosnian War and its resulting genocide. The experience was life-changing for Tamar, and it fueled in her a need to take civic action— she was soon en route to Washington D.C. with the Rhode Island Refugee Dream Center to speak with legislators about supporting refugee resettlement. As a junior, Tamar earned a seat on a medical service trip to the Dominican Republic, where she was able to fulfill her strong desire to help others and further her understanding of global public health issues. Tamar returned to the DR as a senior after being selected as one of two student leaders of the 2019 trip.
Emeline Ahn, Georgetown University Demonstrating intellectual curiosity in all areas of her life, Emmi sought out a variety of avenues during her time at MB for exploring her interests—both inside and outside the classroom. For example, she fed her passion for social justice issues by directing a buzzworthy play highlighting issues of gender identity and anxiety in adolescents. Particularly curious about the intersection between music and identity, Emmi also earned an MB Class of 1948 Award for Independent Study and Inquiry that she used to connect her love of music with her Korean heritage. She spent the summer before her senior year learning to play the gayageum (a traditional Korean musical instrument) from a master folk music artist, then organized and performed several concerts around the state of Rhode Island.
Michael Walsh, Brown University During his time at Moses Brown, Michael’s goal was to have maximum impact in all that he did. A leader on athletic fields, in classrooms, and in his greater community, Michael easily reached his goal—not only was he twice selected as a Providence Journal All-State quarterback, he was also recognized for his talents and citizenship as a WPRI hometown hero and as a recipient of the MB Fletcher Award for his for leadership, ability, and character in athletics. In addition to juggling his role as a double varsity captain—in both football and lacrosse—as well as his rigorous academic course load, Michael began working with the Autism Project from the moment he reached the age of eligibility to do so. Through the organization, he holds multiple roles serving as a mentor, camp counselor and volunteer with the Autism Walk.
106 seniors will attend 70 institutions American University Bard College Bates College Bennington College Bentley University Berklee College of Music Boston College Boston University Brandeis University Brown University Bryant University Chapman University College of the Holy Cross College of Wooster Colorado College Connecticut College Cornell University Dartmouth College Denison University
Emory University Georgetown University Gettysburg College Hamilton College Harvard University Kenyon College Massachusetts College of Pharmacy & Health Sciences Michigan State University Mount Holyoke College The New School – Parsons Paris New York University Northeastern University Northfield Mount Hermon The Ohio State University Ohio Wesleyan University Pennsylvania State University Pratt Institute
Princeton University Providence College Rutgers University Skidmore College Smith College Southern Methodist University Stony Brook University Suffolk University Syracuse University Temple University Texas Christian University The University of Tampa Trinity College Trinity University Tufts University Tulane University University of California, Los Angeles University of Chicago
University of Colorado at Boulder University of Maryland, College Park University of Miami University of Michigan University of New Hampshire University of Pennsylvania University of Pittsburgh University of Rhode Island University of Vermont Vassar College Villanova University Washington University in St. Louis Wheaton College Worcester Polytechnic Institute Yale University
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After School
When the school day ends, many Moses Brown students are in no hurry to leave, and it’s easy to understand why. With plays, music ensembles, clubs, enrichment opportunities, a state-of-the-art library for quiet study, and plenty of room for relaxing with friends, MB is a great place to be! Whether they buy a snack in the Woodman café, get homework help from a teacher, use MB studios to hone their artistry, or give their all on the playing field, days are so enriching that they often stretch well past 3 p.m.
Academic enrichment • VEX robotics
Artistic, service, and health opportunities
Study and social spaces • Woodman Café
• Mock trial
• Music ensembles
• Jones Library
• Math Olympiad
• M B in Rep / Spring Musical
• G rove and Peace Garden
• Science Olympiad
• Dance
• Debate Team
• Open Studios
• Upper and Lower Dwares student Center
• Model UN
• Yoga
• K rausse Gallery
Athletics • Field Hockey
• Squash
• Football
• Ice Hockey
• Soccer
• B aseball
• Tennis
• Softball
• Cross Country
• L acrosse
• B asketball
• Track & Field
• Indoor Track
• Sailing
• Swimming
• G olf
Busy When the Day Ends The school day officially ends at 3 p.m. at Moses Brown— but it’s understandable if that’s not immediately apparent. On a sunny afternoon, a walk around campus is likely to feature these things all going on at once: Lower schoolers playing on two adjacent playgrounds, exploring woods and bushes, and running around the track, while on the field boys run plays in football practice, or girls practice shooting drills for an upcoming field hockey championship. Students in the Y-Lab designing, building, and programming robots, and testing to see they work. Middle schoolers playing frisbee on the front circle, while upper school students relax with a game of Spikeball. A middle school girls’ soccer game in progress, while the middle school boys’ team cheers them on and waits their turn. 38 | Moses Brown School
Lessons and ensembles practicing their instruments in Ross House. Several dozen children from DelSesto middle school receiving academic support and learning squash alongside Moses Brown squash team members. Tennis teams practicing for an upcoming match beside a boys’ varsity soccer game (with a huge crowd along the sidelines). Two separate productions rehearsing for MBinRep, with actors and crew playing versatile roles in both shows. Students of all ages and grades enjoying snacks and chatting in the Woodman Café. Upper and middle school students studying quietly in the library. Lower schoolers doing art at Three Oaks’ open studios.
Club & Activities Service / Awareness
Community Outreach Committee: Connects MB with the R.I. community through service. Environmental Council: Students work to address local and global environmental issues. Equal Voice: Focuses on issues of feminism and equality. Dance in the Community: Partners with external organizations using dance and movement to bring people together.
Academic & Interest Clubs Chess Club Debate Team Engineering Club Ethics Bowl Ethics Club Future Scientists Club
Gender Sexuality Alliance: Explore issues related to sexual orientation and gender identity/expression.
Math Team
Hands in Outreach Club: Fundraising for an organization sponsoring girls’ education in Nepal.
MB Sweets
Local Charity Fundraising Club: Organizes fundraisers for local charities throughout the year.
Mock Trial
MB Paws: Supports local animal welfare organizations, helping shelters and animals, and learn about issues related to humane education.
Model UN
MB Waves: Holds various fundraisers to support threatened marine life. Mental Health Awareness Club: Focuses on learning strategies to relieve stress such as meditation, mindfulness, and more! Partnership through Advocacy Club: Works with the Refugee Dream Center to allow an exchange of ideas and cultures between students and members.
MBe an Entrepreneur Club
Philosophy Club Pre Med MD MB Club Psychology Club Public Speaking Club Robotics Team Students Against Destructive Decisions
MB-Specific
Science Olympiad
MB Spirit: Engage and excite the community before and during several school events, games, and plays.
Students Encouraging Equality and Diversity
Quaker Life in Upper School: Seeks to keep the Quaker testimonies on the minds of students.
Culture Clubs
Student Alumni Association: Develops and maintains communication between current students and alumni and supports programs beneficial to the Community. Students Against Destructive Decisions: Helps inform the Moses Brown community about the potential consequences of dangerous behaviors. Student Library Alliance Committee: To cultivate a community of readers at our school as well as foster student ownership of the library. Students Encouraging Equality and Diversity: Student-run group focused on promoting issues of diversity and multiculturalism at MB.
Chinese Club French Club Jewish Culture Club
The Arts Drama Club Improv We Trust The Mosaic: Yearbook Omnia: Literary magazine The Quaker: Web-based newspaper Moses Brown School | 39
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