The Thacher School Program Guide

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An Inspiring Learning Environment

TH E T H A C H E R S C H O O L 5 0 25 Th a ch er R oa d Oja i, C a liforn ia 93023 805-640 -3210 fa x 805-640 -9377

www.thacher.org

co n te n t s

2 English 6 History 1 0 Mathematics 13 Science 1 7 Language 21

The Arts

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The Academic Program

2 6 Faculty

Bill McMahon, Christopher Land, Kim Bastian, J.B. White

Editors:

www.thacher.org

writ e r:

Joy Sawyer-Mulligan

de sign:

Plainspoke, Portsmouth NH

photography: Phil Channing, Michal Czerwonka (cover), Jesse Garrett CdeP 2011, Alice Meyer, Peden + Munk, Timothy Teague

the thacher school

A Guide to the Academic Program

“Education is not merely the making of scholars.

It is the making of men and women. It is the training of the younger generation in the art of living for their own greatest good and the greatest good of their fellow citizens.” s h e r ma n d a y t h a c h e r

T

h e thach e r sc h o o l ’s c o m m i t m e n t

to helping young men

and women lead lives of meaning begins in its classrooms.

Our rich and diverse curriculum builds the foundation of knowledge

and skills demanded by this century’s challenges. At the core of our program lies our belief that the most enduring learning happens in the context of profound relationships between teachers and students.

We invite you to explore the courses and faculty that define and inspire academic excellence at Thacher.

Welcome to Casa de Piedra.

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the thacher school

English English Department objectives: to provide thorough training in the thoughtful and efficient use of language; to develop the analytical skills needed for a critical appreciation of literature; and to expose students to a variety of works that celebrate the sweep and tradition of literary expression. All English courses require intensive work in reading, writing, critical thinking, and classroom discussion, with the goal of developing the ability to express complex ideas in prose that is both logical and graceful.

American Studies What is America? This course begins with the proposition that an answer to this question can only be achieved by breaking down the artificial barriers that exist between disciplines. Therefore, the approach will be to combine the disciplines of English and history so that students can gain a deeper understanding of not only American literature and history, but also their own relationship to the idea of America. In addition to using traditional textbooks, students will investigate a myriad of sources including fiction, nonfiction (speeches, essays, memoirs, editorials, etc.), art, advertisements, film, music, and artifacts of popular culture in a quest to contemplate the American past and present in innovative and creative ways.

English I An introduction to essential literary genres: short story, poetry, drama, essay, and novel. Students become more critical readers and better writers as they improve their vocabulary, learn to solve grammatical and stylistic problems, and develop oral skills during class discussions. The literature studied first explores the theme of roots (place, home, family, and the importance of the individual both alone and in relation to others). Later, the course focuses on innocence and experience. Writing assignments give students the opportunity to craft formal, analytical essays, as well as to discover their own less formal styles.

Honors English IV The curriculum offerings for senior English change from year to year. The courses are more narrowly defined, to make room for deeper, more complex analysis. Below are examples of recent courses.

Paradise Lost: Coming of Age High school in present-day America is the start of adulthood. Has it always been that way? Students explore the trials and tribulations of youths across the ages. The authors range from Shakespeare to Joyce to Cisneros. Some of the questions asked and answered: What are the rites one goes through in order to become an adult in any given society at any given time? Is the loss of innocence a prerequisite for adulthood? How much do the issues of race, ethnicity, gender, and religion matter? Students also take time to discuss their own coming of age.

English II The sophomore curriculum is informed by the idea that American literature, though unique, is grounded in the principles and philosophies of many cultures. After laying a foundation by studying early American narratives and their themes of self-discovery, individualism, and the desire to create Eden (the “American Dream”), the course expands to include a diversity of voices to see how these themes apply to various American subcultures and communities.

Lost: Freedom and Alienation in Early-20th-Century Literature Liberating themselves from the constraints of the Victorian Age, writers and artists in America and

Advanced Placement English (Juniors) AP English This course combines the syllabi of the AP Literature and AP Language programs. The central emphasis is on developing a clear, critical perspective in our approach to literature and an honest and deep analysis of the writer’s art, but students’ writing skills are also paramount. The course begins with early American narratives and continues with a chronological approach, covering seminal works by the giants of the American literary landscape. By taking time to study and practice strategies for approaching and succeeding with the analytical essay, the persuasive essay, and other forms of argument, students build a foundation in analysis, writing, and expression that will serve them across the disciplines and beyond.

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the class will define the music called “jazz” and discuss its aesthetic ingredients and forms, and study its characteristic sounds. Next, students will explore the interaction between jazz and American literature and discover how writers use the forms, ideas, and myths of this rich musical tradition as a model and inspiration in crafting a uniquely American voice.

The class will listen to numerous recordings of jazz greats like Louis Armstrong, Duke Ellington, John Coltrane, and Miles Davis, and will read poetry from Jazz Poems, edited by Kevin Young. Longer readings will focus on three pieces of the literature of jazz culture: Michael Ondaatje’s Coming Through Slaughter, Toni Morrison’s Jazz, and Ishmael Reed’s highly experimental Mumbo Jumbo. In addition, students will view jazz films, read liner notes from famous jazz albums, and try to connect jazz culture with contemporary music and literary culture.

Europe dismantled literary conventions and sought to create new forms. This early Modernist period was in some ways defined by the elemental catastrophe of The Great War (WWI), a phenomenon that profoundly altered the Western world’s view of itself.

The class studies selected writers of 1900 –1940: the so-called Lost Generation and many others who perceived in the 20th century both a new promise and a new sense of alienation—and sometimes an opportunity for humor. Included in the syllabus are Hemingway, Eliot, Ellison, Fitzgerald, Joyce, Woolf, Yeats, and other writers and poets who defined one of the richest literary periods in history.

The Natural World in Literature Through a careful examination of literature and the students’ own experiences in nature (camping, riding, hiking), the class makes connections between the environmental experience and the representation of that experience in literature. They explore the cultural and ideological forces that shape our understanding of nature, and how our perception and value of nature have changed from age to age.

Creative, journal, and academic writing are expected and encouraged. Students read a variety of poetry, fiction, and creative nonfiction. The primary texts include Henry David Thoreau’s Walden, Edward Abbey’s Desert Solitaire, Annie Dillard’s Pilgrim at Tinker Creek, Jon Krakauer’s Into the Wild, and T.C. Boyle’s When the Killing’s Done.

Short Story Over the course of 10 weeks, each student writes three short stories, which are then exposed to peer review in a structured and supportive environment.

In addition, students read and discuss a variety of classic and contemporary short stories.

Modern Poetry This course is a historical survey of American and British poetry from the late 19th century through the immediate aftermath of World War II. If time permits, readings might move closer to the contemporary period. As students read and examine poems, discussions center on three basic topics: the poems themselves, the context of the poet and the poet’s work as a whole, and what defines modern poetry as modern. Students are therefore asked to view the poems from a variety of perspectives. Each week, students write an essay—sometimes extemporaneously on poetry they have not seen before and sometimes with more preparation on the poetry they have been studying.

The Golden Door: America’s Immigrant Literature Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore.

Send these, the homeless, tempest-tossed to me.

I lift my lamp beside the golden door.—Emma Lazarus The inscription on the Statue of Liberty promises protection for all those hoping to make the U.S. their new home. The course covers works from the 19th, 20th, and 21st centuries by the “huddled masses” who have arrived on America’s shores— including from India, Ireland, China, Mexico, Cuba, Russia, Vietnam, and Japan—as they illuminate the risks and rewards of walking through that “golden door.” Students delve into the difficult questions surrounding immigration and its history as they attempt to understand both the uniquely personal and the universal elements of the experience of leaving one’s homeland and building a new life in the U.S.

Jazz and American Culture This course is designed around Ralph Ellison’s notion that major aspects of American life are “jazz-shaped.” In order to tackle this proposition,

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Bishop, Mary Oliver, and others. Students will ground their study in Morrison’s apparently simple statement that “words are what we do,” that language makes us human, and that the interplay between writing and reading, or “one’s own mind dancing with another’s,” is an act of “agency—an act with consequences.”

Full of Stories: The Art and Craft of Personal Narrative Writing “The fact is,” said American author Flannery O’Connor, “that anybody who has survived his childhood has enough information about life to last him the rest of his days.” In this course, we will read contemporary nonfiction that focuses thematically on evolving personal identity and will hone the craft of reflective and observational writing. Both text-based discussion and writers’ workshops are central to the course. Students read memoirs like Don’t Let’s Go to the Dogs Tonight by Alexandra Fuller, Where Rivers Change Direction by Mark Spragg, and The Color of Water by James McBride, as well as a broad selection of contemporary personal essays.

Political Conflict and the Graphic Novel This class aims to understand political philosophy and conflict through the study of the graphic novel.

Graphic novels not only give critical introductions to major world events and crises, but also reveal important truths about the nature of conflict, violence, and political power. Throughout these texts, we will consider how they resist, represent, and entrench Shakespeare dominant cultural ideologies about power, myth, This seminar course is framed around two key heroism, adolescence, family, religion, and identity. aspects of Shakespeare’s career: the unique combiWith an eye for literary analysis, students will also nation of the time in which he lived, and the partic- learn about the complex and sophisticated relationular genius he brought to his craft. Because he pos- ship between language, image, and narrative unique sessed both a poetic skill of the highest order and a to the graphic novel form. While this course will dramatic sensibility that allowed him to see fully use the graphic novels as primary texts, additional into the hearts and minds of his characters, his plays readings from graphic narrative theory and comic have remained key documents in the history of lithistory, plus seminal works in political science on erature and absolutely viable dramatic vehicles in conflict and violence, will inform our study. contemporary productions. The course focuses Asian American and South Asian Literature attention on aspects of stagecraft, cultural and hisThis is a two-part course that begins with an introtorical assumption, even some of the limitations of duction to the concept of Asian American rhetoric Elizabethan acting styles, but primarily emphasizes within social, cultural, racial, and political contexts. the stringing together of language, the development The conversation includes, but is not limited to, of character, and the gradual revelation of theme. orientalism, diaspora, the immigrant voice, defining What Moves at the Margin: A Short Course in what is Asian American literature, and the represenWorks of Toni Morrison and Other Great Women tation of Asian American rhetoric in literature, arts, Writers of the 20th and 21st Centuries music, and media. The course then turns to South Starting with an in-depth look at selections from Asian fiction, focusing on four major, award-winning Morrison’s literary criticism (At Play in the Dark) authors. The selected novels are impassioned, and fiction (Beloved) to frame our inquiry, students humorous, moving, and highly readable, featuring move on to consider works by other women writers young protagonists that Americans can readily including Kate Chopin (The Awakening), Zadie recognize, in situations that are universal.

Smith (On Beauty), Emily Dickinson, Elizabeth

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“ Going into Mr. Sohn’s class is always a highlight. Whether we’re talking about Whitman and nature or Miles Davis and his lasting effects on jazz and American culture, class is guaranteed to be interesting. Through Mr. Sohn’s class, I’ve gained a profound interest in and appreciation of jazz and its contributions to our society.

The best part of the class is the discussion. Mr. Sohn encourages us to think deeply and analyze why we have the ideas we do, and where they stem from.”

Miles F ossett C d e P 2 0 1 2 , Los Angeles, C alifornia; T ufts U niversity nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

“ C

omplacency is the death of good teaching. That’s why

I I came to Thacher: to be challenged as a teacher. Thacher

students are naturally curious and push me to broaden my own expectations of students. At the same time, I’m pushing students to broaden their cultural experiences through the literature they read and to challenge their convictions about who or what they can be. It’s a relationship that develops in the classroom, in the dorms, and on the track or field. I I also want them to see me as an Asian American male role model beyond what they see in movies or on television. I I think my identity has shaped the way I I teach students to be sensitive to their own identities reflected through the literature they read. It’s a constant conversation we’re going to have about our connections to each other and the larger world that awaits them after graduation.”

j oe l sohn

FAVORITE THACHER TEACHING MOMENT: Seeing a student transform from quiet observer during discussions of poetry into a vocal participant. When a student who once told me he or she didn’t like English suddenly talks passionately and excitedly about Keats and Shelley, I’m reminded of why I love teaching.

english D epartment

B.A., University of Florida M.F.A., University of Maryland Number of Years Teaching: 16 (3 at Thacher) Courses Taught: English II, AP English Language and Composition,

MOST MEMORABLE THACHER CAMPING MOMENT:

The Natural World in Literature, Jazz & American Culture,

Running from the Golden Trout camp to Muir Lake in the High Sierra to pull a girl out of a granite crevice. She had somehow gotten herself stuck in there, and although it wasn’t a dire situation, it sure was a memorable first Thacher camping experience.

Introduction to Journalism, Political Conflict and the Graphic Novel Coaching: J.V. Boys’ Soccer, Track and Field Selected as a National Association of Independent Schools “Teacher of the Future 2013–2014”

FAVORITE PLACE ON EARTH: The beach. Really,

WHEN NOT IN THE CLASSROOM, I CAN BE FOUND:

any good beach.

Spending time with my amazing wife and daughter, throwing the ball for the dog, or relaxing with a good book or movie.

FAVORITE PLACE IN MY IMAGINATION: Zen running

through the Himalayas.

RECOMMENDED SUMMER READING: Incognegro (graphic

THE BOOK, MOVIE, WORK OF ART, OR PIECE OF MUSIC I CANNOT IMAGINE LIFE WITHOUT:

novel) by Mat Johnson and Warren Pleece; Outliers by Malcolm Gladwell; Unaccustomed Earth by Jhumpa Lahiri.

The Adventures of Huckleberry Finn, the music of John Coltrane and Miles Davis, or paintings by Roberto Matta.

FAVORITE PLACE AT THACHER: Holding class at the out-

door chapel, on the trails in the Los Padres, or on the track looking down into the Ojai Valley. All places are beautiful, and it humbles you to be surrounded by sun, mountain, and valley.

WHAT I WANTED TO BE WHEN I GREW UP (WHEN I WAS 10): Accepted.

WHAT I WANT TO BE WHEN I GROW UP (NOW):

Accepting.

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History History students study what is both universal and unique in the human experience, from two juxtaposed perspectives: an empathetic sensitivity to the fundamental truth that we all share life’s most basic challenges and opportunities, triumphs and frustrations, joys and sorrows; and an acknowledgment of the diverse ways in which peoples from the world’s many cultures have experienced and dealt with the human condition. The students read, discuss, and write, in small classes with close teacher-student interaction.

AP United States Government and Politics With the federal government running up a debt of over $14 trillion, political rhetoric intensifying, and major issues to be solved such as the possible threat of climate change, spiraling costs of health care, the solvency of Medicare and Medicaid, and a slow economy, there is no better time to study the role and structure of the U.S. government. This course seeks to introduce students to current political issues and cover essential topics in the AP curriculum. Such topics include a thorough understanding of the Constitution and its construction, civil rights and civil liberties, the three branches (executive, legislative, judicial) of government, lobbying groups and political groups outside of government, and the formation of political attitudes and political participation. The aim of the class is to prepare students for the end-of-course AP exams. Therefore, most assessments include multiple-choice questions and short essays. In addition, there is a variety of presentations and debates, and a mock Supreme Court trial. Another goal of the class is to bring students into contact with actual government officials and political actors.

Modern World History The social, cultural, political and economic beliefs, structures, and accomplishments of the world’s peoples from 1500 to now. In the second term of freshman year and the first term of sophomore, students study Modern European History; in the winter and spring of sophomore year, they study the culture and modern history of two non-Western societies of their choosing.

Honors U.S. History: A Survey This course will examine important events, people, concepts, and historical trends from the first encounters between Native Americans, Europeans, and Africans in North America to the current day.

Along with developing students’ critical thinking and writing skills, a primary objective of this course will be to provide students with a broad knowledge and mastery of the American past. Therefore, readings and discussions will cover a wide range of topics, and frequent assessments will require students to make sense of the complexities of U.S. history.

While students will be encouraged to make connections between themes in U.S. history and those encountered in their reading of American literature in English classes, this course will maintain a historycentered focus, stressing the political, social, economic, and military aspects of the American past.

The Civil War A 10-week course on one of the most intriguing, tragic, and romantic events in United States history. Starting with a survey of the political, social, and economic landscape of the 1850s, students explore the War’s causes, then study the War itself, from the firing on Fort Sumter to Lee’s surrender at Appomattox. This discussion-based course covers the major players (Lincoln, Lee, Grant, Jackson, etc.) through an analysis of relevant books, articles, films, and primary sources.

Modern Mexico From its decade-long fight for independence through the struggles of its current government, and now the third most populous country in the Western Hemisphere, Mexico has had a powerful influence on California and the U.S. Issues surrounding immigration, the border, and drug trafficking make it an important if often misunderstood neighbor. Using a variety of texts that reflect different perspectives on the country’s history and by following current events, students gain a greater understanding of how Mexico’s past influences the modern world views and opportunities of her citizens.

American Civilizations: A Thematic Exploration Unlike a survey class, this course will sacrifice breadth for depth of historical exploration by focusing on historical themes, such as colonization, the American Revolution, slavery, the Civil War, westward expansion, the rise of industry, 20th-century 6

history

foreign policy, and the concept of reform. Though political, military, and economic change will be included in the course content, this class will intentionally seek to make close connections between the history and the literary works encountered in the 11th-grade English curriculum by providing the historical context in which the literature was produced and by exploring many of the intellectual, social, and cultural themes evident in the literature. Some assignments will ask students to combine their knowledge of the history and the literature in order to form a broader understanding of the American past and present.

American Studies: What is America?

This course begins with the proposition that an answer to this question can only be achieved by breaking down the artificial barriers that exist between disciplines. Therefore, this team-taught course seeks to combine the disciplines of English and history so that students can gain a deeper understanding of not only American literature and history, but also their own relationship to the idea of America. In addition to traditional textbooks, students will investigate a myriad of sources including fiction, nonfiction (speeches, essays, memoirs, editorials, etc.), art, advertisements, film, music, and artifacts of popular culture in order to explore the American past and present in innovative and creative ways.

Current Affairs/Public Speaking Students stay up to date on political affairs, with the daily New York Times as their touchstone, by presenting speeches on topics of general and individual interest.

AP Microeconomics and AP Macroeconomics This course will introduce students to both basic and advanced concepts in the study of economics, paying particular attention to the interdisciplinary aspects of the field of economics. During the first half of the year, the focus is on microeconomics, which analyzes AP Comparative Government and Politics the relationship between supply and demand, and This full-year course of the AP Comparative how these market forces both determine and are Government and Politics curriculum provides an shaped by the behavior of consumers and firms. The introduction to the diversity of governments and second half of the year, focus shifts to macroeconompolitical practices in the world today. Students will ics, which analyzes patterns and forces within the critically analyze a variety of information, including larger economy. Throughout the year, the course asks historical, socioeconomic, and current political trends students to employ “historical thinking” to investigate with the purpose of gaining well-rounded and insight- changes in both the U.S. and world economies over ful perspectives of each of five nations and their rela- the last century, questioning certain assumptions tionships to one another. The five-country case studinherent in “economic thinking,” and considering the ies form the core of the AP Comparative Government the sustainability and fairness of the current prevailand Politics course, including: the United Kingdom ing economic system. of Great Britain and Northern Ireland, the Peoples’ Political Uses of Violence Republic of China, the Russian Federation, the This course will examine the history of the political Federal Republic of Nigeria, and the Islamic Republic uses of violence. Students will study various forms of Iran. By using these five countries as models, the of violence including, but not limited to, terrorcourse moves the discussion of concepts from abstract ism, genocide, warfare, and assassination. A heavy definitions to concrete examples. During the course, emphasis will be placed on studying theories of why students will apply the terminology and fundamental violence exists, how those who commit violent acts concepts used by political scientists and associated justify their actions, and how effective violence is in with the comparative study of international politics bringing about change. by writing analytical and interpretive essays that draw connections between the political and social institutions of each nation.

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independence, apartheid, and beyond. Through readings in Black political philosophy and African literature, the course charts the historical evolution of the “African nation-state,” and its implications for the world generally and for Africans in particular.

The Arab-Israeli Conflict An in-depth look at the history of this seemingly intractable conflict and how religion, natural resources, external influences, and political maneuvering shape it and its chances for resolution.

China After looking at “traditional” Chinese culture, religion/philosophy, and politics, the class explores the degree to which China is able to deal with modern challenges. This thread is followed from the Opium Wars, through the fall of the Qing dynasty, the America in the 1950s and 1960s foundation of the Republic, the rise of the Chinese Using primary sources (film, textbooks, readings, litCommunist Party, its relative successes and failures, erature, music), a comprehensive examination of the and the country’s emerging re-engagement with political, social, and economic aspects of these crucial the West. decades in U.S. history. Divided into two sections: the 1950s (the Cold War, civil rights, the Beat move- Latin American History This course will examine the 20 countries that ment, women’s issues and, of course, Elvis); and the make up Latin America, focussing on the period 1960s (the Cuban missile crisis, Vietnam, the stufrom around 1850 to the present. Given the dent and women’s movements, the environment). region’s broad range of cultures, geographies, politiSOPHOMORE WORLD HISTORY ELECTIVES: cal structures, and languages, the class will focus most of its energies on the larger and/or more hisHistory of Africa: 1800 to Present torically revealing countries of the region, especially This course studies the history of sub-Saharan Africa from the 19th century to recent times. Focus Mexico, Brazil, Argentina, and Cuba. To the extent possible, the class will consider other countries as is on key events in Africa’s modern history that illustrate the rich diversity of the continent’s people well in an effort to arrive at one story that works for and their way of life. Students chronicle the conti- the region as a whole. Students will rely on a textbook as well as several primary source documents. nent’s growth from colonial rule through African Civil Wars The American Civil War. Sudan. Chechnya.

Indonesia. Colombia. An analysis of historic and current civil wars and what distinguishes them from revolutions and rebellions.

The Pacific Rim Since World War II This course will examine the history and culture of Japan, Korea, and China, with a specific focus on contemporary issues, including the relationship between North and South Korea, China’s economic development, and Japan’s efforts to retain its global power in the face of rising competition from its neighbors.

History of Afghanistan and Pakistan This course closely examines the region comprising modern-day Afghanistan and Pakistan. It begins with the role of the British Empire in molding the state of Afghanistan, and tipping the balance towards the creation of the modern state of Pakistan. Students are asked to consider how each state has dealt with independence, and its relationship with great powers of the world, through themes such as governance, U.S. foreign policy, religion, economy, geography, gender equality, and education. There is a strong focus on 21st-century current events, and research presentations highlighting the challenges facing the region today.

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“ What is most tremendous about Dr. DelVecchio is her ability to challenge me to think beyond the confines of conventional history and to overturn my perceptions of our past. Her enthusiasm for the unique and different stories of history shows me that the value of the subject lies in the individual human connection between past and present. While many may have studied and written on the material before, her teaching makes history seem novel and personal, allowing me to find relationships between my own experience and that of historical characters many centuries past.

Dr. DelVecchio has the remarkable ability to take history and weave its yarns into a vibrant quilt of human experience and emotion.”

Alice Hyde C d e P 2 0 1 2 , Napa, California; H arvard U niversity nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

“ H

istory has always been a part of my life, surrounding

me even as a child. I I was raised in Salem, Massachusetts,

home of the witches, and the house I I lived in was built by a 17th-century shoemaker. Because my grandparents had been raised in India, South Africa, Hong Kong, and England, our home was filled with artifacts from around the globe, including a tiger’s head, a silver African anklet, a Russian incense box from the Communist revolution, and my favorite: a sharkskin cigarette case once owned by a Luxembourg princess! How could I I help but become interested in history as I I learned the tale behind each of these wonders? I I continue to love and be fascinated by history. One of my goals as a teacher is to share this love and fascination with my students. I I want them to marvel at the world and its many stories. Fortunately for me, Thacher students are naturally curious, and they are great about sharing with me articles

s ar ah d e lve cc hio

they discover on my favorite topics (currently I I read any-

history D epartment

thing I I can on North Korea and China). Thus, as my students learn, so do I. I I like to think of my classroom as a Petri dish

B.A., Colby College

for the mind!”

M.A., University of Pennsylvania Ph.D., Brandeis University

FAVORITE THACHER TEACHING MOMENT: In Honors

Number of Years Teaching: 20 (18 at Thacher)

U.S. History, my students each teach half a class on a subject of their choosing. These are my favorite because I get to appreciate their formidable scholarship. Their presentations never cease to impress me.

Courses Taught: Honors US History, Modern Chinese History, European History, World History Electives Coaching: Cross Country, Track

MOST MEMORABLE THACHER CAMPING TRIP: The National Park Service had just assumed stewardship of Santa Cruz Island, and we were the first campers to help them clean it up and build campsites. We saw a herd of wild horses, feral sheep, island foxes, and wild pigs. It felt like we had been transported back to 18th-century California. We even found some 17th-century Chumash middens (trash heaps)!

FAVORITE PLACE IN MY IMAGINATION: India, where my great-grandmother and grandmother were born and raised.

WHEN NOT IN THE CLASSROOM, You CAN find me:

There is no such thing for me. That being said, I really couldn’t live long without a nice cup of tea.

FAVORITE PLACE ON EARTH: Anywhere my family is.

THE BOOK, MOVIE, WORK OF ART, OR PIECE OF MUSIC I CANNOT IMAGINE LIFE WITHOUT:

In a swimming pool, running on the track, or chasing after my children.

WHAT I WANTED TO BE WHEN I GREW UP (WHEN I WAS 10): A farmer. Then in graduate school

RECOMMENDED SUMMER READING: Anything about

I actually lived in what I consider the country (any place where you can’t get good Thai or Indian take-out), and I was miserable. I’m a suburban girl at heart.

China!

HIDDEN TALENT: Sadly, it’s useless, but I have an incred-

ible frog-kick in the pool.

WHAT I WANT TO BE WHEN I GROW UP (NOW):

FAVORITE PLACE AT THACHER/IN OJAI: The track. It has

A teacher. I love working with smart, optimistic, and creative people, and Thacher students are just that.

a beautiful view of the valley, and I love to run in circles, which is a good thing in my line of work.

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Mathematics The Math program teaches both the concepts and the necessary skills to prepare students for advanced work—and its practical application—in mathematics and the sciences. Virtually all classroom experiences target one or more of the elementary functions: linear, quadratic, polynomial, rational, irrational, exponential, and logarithmic, as well as graphical analysis and integrated geometric concepts. Students start at a level based on their ability and background; strong students can complete Advanced Placement Calculus before graduation. Post-AP calculus courses are offered, as well as Advanced Placement Computer Science.

The program also offers statistics as an important alternative to calculus. In connection with most of their work, students are expected to use a graphing calculator—which can be purchased from the School after arrival.

Math IV, Math IV Honors A continuation of Math III, covering subtler methods, results, and proofs in geometry, including triangle trigonometry, circular functions, and analytic trigonometry, conic sections, and topics from discrete mathematics, analysis, and other fields.

There is some emphasis on modeling, and one honors section spends the last third of the year starting the Calculus AB Advanced Placement syllabus.

Calculus A yearlong course for both those who will go on to study calculus at the university level and those who are completing their mathematics education. Using algebraic, geometric, and trigonometric fundamentals covered in earlier coursework, students examine the two central concepts of calculus — the derivative and the integral — in an applied, problem-solving setting, to acquire a sense of the usefulness of calculus in business, economics, and science.

Statistics A descriptive approach to the standard methods of collecting, organizing, and interpreting data. Methods of sampling, experimentation, and measurement are covered, as are the frequency tables, distributions, and graphs used to present data collected in such ways. Correlation, prediction, causation versus association, and confidence intervals are presented.

Designed to train students to have a critical eye and to give them the language with which to express what they have learned.

Math II Builds on the foundation of Algebra I with an increased emphasis on problems requiring multistep solutions and on reading and writing about mathematics. Some geometric proofs are introduced, as well as aspects of deductive reasoning. Students receive their first exposure to complex numbers, rational expressions, functions, rational and real exponents, logarithms, and trigonometry.

Math III, Math III Honors The first of a two-course sequence to prepare students for the study of calculus, an understanding of conjectural and deductive thought (including proofs), and a sense of the variety of mathematical fields and the distinctions and connections among them. Also covered: the basics of the Euclidean geometry of triangles, parallels, circles, and similarity using synthetic and analytic perspectives; the use of a programmable graphing calculator; the analytic geometry of translations and scale changes; the fundamental mathematics of real numbers and functions; and a study of polynomial, rational, algebraic, exponential, and logarithmic functions.

Robotics Using the Mindstorms and VEX robotics materials, as well as Java and other robotics platforms, students are introduced to tools and skills associated with present-day computer programming and control of mechanical systems as they tackle problems in creating autonomous robotic vehicles and machines. Study includes readings on current approaches to artificial intelligence and theories of animal behavior.

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mat h e mat i c s

“ No matter where and when I spent time with Mr. Meyer, whether in a van heading

to a mathematics competition, in a computer science class, or in his cozy living room, he has always been both supportive and inspiring. More than just a teacher, he has been a mentor and friend to me. Mr. Meyer has been an essential part of my Thacher experience and I will always be thankful for the impact he has had on me both as a student and a person.”

J osh C ho C d e P 2 0 1 3 , S eoul, Korea; Stanford U niversity nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

F

or 30 years, Kurt Meyer has been a mainstay of the math-

ematics department. He has taught every math course at every level and brought excitement and innovation to the curriculum with the courses he has created: Number Theory and Cryptography, and Robotics. He has coached both track and field and girls basketball. His longstanding mentoring of the Teach The Teachers Collaborative, a summer program where teachers spend a week focusing on how to use technology to improve teaching and learning, is one of his many contributions to education that helped earn him Ojai’s Educator of the Year Award in 1999. He was also recognized by Los Angeles Mayor Richard Riordan for his Outstanding Contribution to Students in L.A. County Schools. In recent years, Stanford gave him an Exceptional Teacher Award, and he was nomi-

K ur t Me ye r

nated as an Outstanding Teacher through the White House

Mathematics D epartment C hair

Presidential Scholar Program.

B.A., Bowdoin College

FAVORITE THACHER TEACHING MOMENT: Having students

M.A.T., Smith College

discover an important principle or presenting the results of their research as unusual or surprising mathematical ideas—like the Fibonacci Sequence, proofs of the Pythagorean Theorem, the fairness of voting schemes, or raising 100-digit numbers to 200-digit powers!

Number of Years Teaching: 40 (30 at Thacher) Courses Taught: Computer Science, Robotics, Number Theory and Cryptography Coaching: Track and Field, J.V. Girls’ Basketball

MOST MEMORABLE THACHER CAMPING TRIP: Being caught in a snowstorm for two days in the Cottonwood Lakes region of the Sierra. We were tented down with the snow blowing sideways, trying not to go stir crazy.

Couldn’t keep a fire lit and all hiking was impossible because the visibility was little more than 10 feet. We had to stay at altitude; no retreat to lower ground. Then the third day we awoke to the glisten of fresh snow sparkling against bright blue skies under the warmth of cloudless sun. What a thrill!

FAVORITE PLACE AT THACHER/IN OJAI: Can’t beat the terrace dining at the Ranch House on a fresh spring evening.

FAVORITE PLACE ON EARTH: Lake Winnepesaukee,

New Hampshire — rowing on the water in the early morning, loons calling from a far cove.

FAVORITE PLACE IN MY IMAGINATION: Making music with a great band in front of a large crowd.

WHEN NOT IN THE CLASSROOM, you can find me:

THE BOOK, MOVIE, WORK OF ART, OR PIECE OF MUSIC I CANNOT IMAGINE LIFE WITHOUT:

On a roadbike somewhere between here and Ventura.

Dave Brubeck or John Coltrane.

RECOMMENDED SUMMER READING: Dancing at the

Rascal Fair, Ivan Doig.

WHAT I WANTED TO BE WHEN I GREW UP (WHEN I WAS 10): Math teacher.

NICKNAME: Mr. M.

WHAT I WANT TO BE WHEN I GROW UP (NOW):

HIDDEN TALENT: Jazz piano.

In possession of most of my faculties.

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mathematics

AP Statistics A mathematical treatment of the subject that demands of the student greater algebraic skills—but no less appreciation for its real-world applications— than is demanded by the basic statistics course.

A careful treatment of correlation, least squares regression, confidence intervals, and statistical significance makes up the backbone of the course.

Java and Engineering An introduction to advanced programming algorithms in Java as well as principles of robotics and the programming of autonomous machines. Also studied: exhaustive search backtracking, simulated annealing, genetic algorithms, and exotic data structures that can be combined to solve a variety of problems in computer science. In robotics students look at biological systems as “existence proofs” of sensory and control solutions and search for ways to simulate these in our machines.

AP Computer Science The development of the mathematical foundations and language fluency necessary to produce logically correct, efficient, and readable computer-based solutions to a wide range of problems. Students complete two or three major programming projects, with special attention paid to programming methodology—design, coding, testing and documentation of solutions to problems, development and analysis of sorting, searching, numerical algorithms, recursive algorithms and string processing, and programming in Java.

Number Theory and Cryptography In an “information revolution,” the protection of data and communication is of considerable value. Methods for keeping computer systems, military and manufacturing secrets, and other sensitive data out of the hands of those to whom it doesn’t belong require interesting—and surprisingly beautiful—mathematical ideas. Not just for the computer-oriented; designed for any student who is curious about numbers, as they examine the twists and turns that make up the colorful history of coding and code breaking.

AP Calculus AB Follows the CEEB Advanced Placement syllabus for first-level calculus. The topics are the elementary functions, limits, and the derivative and the integral and their applications.

AP Calculus BC Follows the CEEB Advanced Placement syllabus for second-level calculus. The topics are advanced methods of integration, sequences, series, series of functions and their derivatives and integrals, and the calculus of both parametrically defined and polar functions. The course continues beyond the BC curriculum to a study of vectors and the geometry of space, as an introduction to multivariable calculus.

Multi-Variable Calculus This third-year course in calculus will extend the ideas of two dimensions to three-dimensional space and beyond. Notions of slope, tangency, concavity, arc length, and volume will be re-crafted to fit the broader possibilities that arise in this new context.

Vector, parametric, and polar representations ∞ will also be treated thoroughly. Several “landmark” results will be derived, including ∫ ex2 dx. ∞ The course, which features regular presentations by students to their classmates, will culminate in the treatment of line integrals and Green’s Theorem. (See course description for the symbols for “landmark results to be derived” as mentioned above.)

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the thacher school

Science The Science Department’s goal is to provide a solid foundation in the fundamental sciences and an appreciation for the scientific process, to develop the ability to understand our surroundings and to make wise decisions regarding the natural world, and to provide the opportunity to explore a particular branch of science in greater detail. Every course involves laboratory work that encourages a sense of discovery and employs the basic elements of scientific inquiry, critical observation, measurement, and deductive and inductive reasoning.

Four-year students must take a year of physics and a year of chemistry. Students are also strongly encouraged to take three trimesters of biology in their junior and/ or senior years to further their science education and to assist in the college admissions process.

Introductory Physics The first science class students take at Thacher. A scientific exploration of the physical phenomena that shape the students’ world and daily experiences, while developing their skills in logic, formal analytical thought, data analysis, and experimental design. Beginning with a conceptual approach to Newton’s Laws, the course progresses to momentum and energy; quantitative problem solving; circular motion; gravitation; Einstein’s Special Relativity; the properties of solids, liquids, and gases; atomic structure; vibrations and waves; and electricity and magnetism. Includes informal laboratory work and several hands-on projects.

YearLong AP Science Electives AP Biology A rigorous college-level course from a molecular and physical perspective which also considers both current and historical interconnections among organisms, so students can better understand our place in nature and our relationship to the living world.

Major topics include cell biology and genetics, evolution and physiology, and plant and animal physiology. Activities include lectures, discussions, films, field trips, and research, with a significant emphasis on laboratory work.

AP Chemistry A college-level, comprehensive study of the structure and properties of matter. Topics covered include formula and reaction stoichiometry; gases; liquids; solids; solutions; atomic theory and atomic structure; nuclear chemistry; chemical bonding and hybridization; kinetics and equilibrium; acids, bases and acidbase reactions; solubility and precipitation; complex ions; thermochemistry; thermodynamics; oxidationreduction reactions; electrochemistry; transition metals; and organic chemistry.

AP Environmental Science A course that provides students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine solutions for resolving and/or preventing them.

Chemistry/Honors Chemistry Introductory courses cover atomic structure, nuclear chemistry, formula and reaction stoichiometry, gas laws, equilibrium, electrochemistry, kinetics, and thermodynamics. Chemical principles are discussed in the context of environmental issues and industrial applications. Weekly labs support and enhance course content. Both courses have a quantitative component, but Honors Chemistry is faster-paced and more mathematically rigorous.

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Astronomy: Galactic and Research A one-trimester course that begins with a discussion of electromagnetic radiation, spectroscopy, telescope design, and telescopic imaging techniques before proceeding to the study of galaxies and the large-scale structure of the cosmos. The origin, evolution, and fate of the Universe are also addressed, along with the potential for life elsewhere in the Universe. The laboratory component includes the desktop planetarium software Starry Night, the VLF AP Psychology radio antenna and 16-inch Meade telescope in the An introduction to the study of human behavior School’s observatory, and the Smiley radio telescope from a variety of perspectives: biological, cognitive, at the Pisgah Astronomical Research Institute in humanistic, psychodynamic, behavioral, and socioculNorth Carolina via remote control. tural. Topics covered through reading, experiments, and study of real-world experiences include sensation Cellular and Molecular Biology and perception, learning and intelligence, motivation This introduction to biological molecules, cell structure, DNA, protein synthesis, photosynthesis, and celand emotion, personality, growth and development, lular respiration provides a basic understanding of how and abnormal psychology. biological systems work. It is upon this understanding Trimester Science Electives & Seminars that subsequent biology electives are built. This course includes weekly laboratory sessions in which students Astronomy: Planetary complete work with computer-based data collection, This one-trimester course begins with an overview microscopy, and Internet-based research. of the solar system and a comparison of the motions, structure, composition, and surface features of the Human Anatomy and Physiology planets and their moons. Earth-Sun-Moon relationA yearlong class that focuses on the structure and ships (seasons, phases of the moon, eclipses) are covfunctions of select systems of the human body (and ered, then the material between the planets (asteroids which includes a mammalian dissection), by explorand comets), concluding with current theories of solar ing the details of one of two sets of human systems. system formation. The laboratory component includes Option A: skeletal, muscular, respiratory, and circulathe desktop planetarium software Starry Night, as tory systems. Option B: digestive, urinary, and reprowell as the VLF radio antenna and 16-inch Meade ductive systems. telescope in the School’s observatory.

Evolution Astronomy: Stellar Beginning with Darwin, a journey through the many A one-trimester course that begins with a detailed ways scientists have studied evolution—from fossil examination of the Sun and continues with a discusrecords to recent molecular and genetic information— sion of the physical properties of stars, the different during which students learn about mutation, migrakinds of stars, and pathways of stellar evolution. tion, genetic drift, and natural selection. Each student The laboratory component includes the desktop participates in the National Geographic Society planetarium software Starry Night, as well as the Genographic Project to study his or her own family VLF radio antenna and 16-inch Meade telescope in migratory history. the School’s observatory.

AP Physics B Kinematics, mechanics, simple harmonic motion, wave motion (including sound and light), fluids, electricity and magnetism, geometric optics, modern atomic physics, and introductory quantum mechanics. Laboratory work is extensive and involves a significant amount of computer-aided data collection.

Strong algebra skills are essential, and familiarity with trigonometry is recommended.

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science

“ In the fall of 2012, three classmates and I took Advanced Topics in Environmental Science with Mr. Pidduck. He made sure the things we learned in the classroom were grounded in our interactions with the surrounding environment. Whether we were surfing Pitas Point, bouldering at the Gymkhana Field, or mountain biking in the early morning before class, Mr. Pidduck helped us understand the connections all humans have to the natural world and what it means to be a good steward of our resources. I came away a changed person, both more aware of my natural surroundings and passionate about protecting them.”

L eo Turpan C d e P 2 0 1 3 , East H ampton, New York; Colorado College nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

“ I

believe in the School’s Mission Statement: to help our

students to be stewards of the environment and to appreciate

the sanctity of the natural world. The outdoor, camping, and horse programs are very important to my work at Thacher. My special areas of interest are ecology and renewable energy sources. I I have a passion for learning about the interconnectedness of environmental issues. Helping my students to see those connections is a major motivation for me as a teacher. Outside of school, I I work to communicate the importance of the natural world, and its fragility, through photography. I I believe deeply in the power of imagery, accompanied with words, to inform and inspire people.”

FAVORITE THACHER TEACHING MOMENT: When the

student becomes the teacher.

WHEN NOT IN THE CLASSROOM, you can find me:

B ri an Pidduck CdeP 1992

Rock climbing, surfing, photographing, playing with our twins.

science D epartment D irector of Camping and Outdoor P rograms

RECOMMENDED SUMMER READING: Plan B 3.0 by

Lester Brown, The Places In Between by Rory Stewart.

B.A., Whitman College

NICKNAME: Buzz

Number of Years Teaching: 17 (all at Thacher)

HIDDEN TALENT: Is there such a thing?

Courses Taught: Advanced Topics in Environmental Science, Geology AP Environmental Science, Rock Climbing

FAVORITE PLACE AT THACHER/IN OJAI: Thacher’s back

Outside Photography Project: www.brianpidduck.com

yard — the Los Padres National Forest.

FAVORITE PLACE ON EARTH: The Sierra Nevada and

the Pacific Ocean.

FAVORITE PLACE IN MY IMAGINATION: The Galápagos

Islands.

THE BOOK, MOVIE, WORK OF ART, OR PIECE OF MUSIC I CANNOT IMAGINE LIFE WITHOUT:

Bob Dylan’s Don’t Think Twice, It’s All Right and You’re Gonna Make Me Lonesome When You Go. WHAT I WANTED TO BE WHEN I GREW UP (WHEN I WAS 10): A mountain man.

WHAT I WANT TO BE WHEN I GROW UP (NOW):

A father.

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Biology A taxonomic approach, from unicellular organisms (microalgae, cyanobacteria) to the largest (whales).

Ecological connections are highlighted as the habitats and behaviors of example organisms are discussed.

Laboratory work includes dissection, web-based research, and group and individual projects.

Veterinary Medicine The course provides students with a basic knowledge of veterinary science and offers a view of the practice of veterinary medicine through the eyes and experiences of a seasoned practitioner. Both small and large animals are used as examples to provide a real-life look at the varied cases encountered in the profession. Hands-on laboratories may include: the art of the patient physical examination, basic emergency triage, injections, bandaging, imaging techniques with X-rays and/or ultrasound, as well as any medical or surgical cases that arise during the course.

Environmental Science: Advanced Topics In a seminar setting, students research and discuss a selection of critical environmental issues and formulate solutions that can be implemented within the class and/or the Thacher community. Potential topics include human population, wildlife conservation biology, climate change, water resources, food production, and alternative energy.

Science and Society Seminar The role of science in contemporary society is complex and at times confusing. It is therefore increasingly important for educated people to strive to understand the science underlying contentious public issues. Such is the premise for this trimester seminar, organized and taught collaboratively by the entire science department. Recent topics have included technological progress, ice core statistics and global warming, population growth, biomimicry, homosexuality, nanotechnology, bioengineering, and intelligent design.

Biology: Advanced Topics In this seminar class, students take part in the advanced study of biomolecular modeling, genomics, biotechnology, and evolution. Once this general foundation is formed, individual students are given the opportunity to pursue their own specific interests in the current advances in these and other areas of biology throughout the rest of course. Potential discussion topics include, but are not limited to advances in genetic engineering, epigenetics, stem cell research, and the use of biological principles in the prevention and eradication of disease.

Independent work, research, and leading class discussions are expectations of students in this course.

Water Resources Seminar This seminar course examines water as a resource in Independent Research in Science the arid environment that comprises the western An outgrowth of the afternoon Independent Projects United States. Through the use of case studies, program, this course gives highly motivated, qualified students tackle the issues of water quality, water students the opportunity to conduct independent reclamation, water resource protection, water rights research in the sciences. Students may propose their and public policy. A laboratory component includes own research topics or participate in established projsampling and testing of surface waters in a local ects, including a paleoclimatology research in collabwatershed for some of the chemical parameters oration with the California Institute of Technology. included in the United States Geological Survey’s water quality index (WQI).

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the thacher school

Language Graduates must be proficient in a foreign language through the third-year level. They may complete their requirement in either a modern language or Latin. The modern-language program provides students with a practical knowledge of a language spoken throughout the world and insight into the major cultures within which it is spoken, along with an awareness of and an appreciation for the values and ideas of those cultures that will give them perspective on their own. Classes are conducted entirely in the target language. The department uses a variety of media-based immersion programs and insists on intensive oral work in class. By the end of the third level, students should possess a reasonable degree of fluency in speaking, reading, and writing and should be able to understand the language when it is spoken at a normal rate by a native speaker.

Chinese I An introduction to Mandarin Chinese (the official modern language of China and Taiwan, also known as Guoyu or Putonghua). Pronunciation, tones, character writing, simple vocabulary, sentence patterns, use of a Chinese dictionary and software, and other fundamentals of speaking, reading, and writing are taught—in conjunction with studying the history and culture of Chinese-speaking countries.

By year’s end, students should be able to actively employ 200 characters.

Chinese IV This course is designed to enable advanced Chinese students to develop their overall language proficiency through extensive reading of selected texts representing various aspects of Chinese culture, society, history as well as literary genres. The students use the college-level text Integrated Chinese.

The class emphasizes the development of students’ reading and writing skills. Oral presentation and written homework are assigned regularly. Students will be trained and encouraged to solve linguistic as well as cultural problems encountered in their assigned readings, with the help of given annotations and dictionaries. Watching and discussing a popular Chinese-teaching sitcom Home With Kids is an integral part of Chinese IV. Chinese V: Chinese Composition and Conversation This is an intensive advanced Chinese course for further enhancement of comprehensive linguistic competence and cultural literacy necessary to converse freely with native speakers of Chinese. This purpose is to be attained by means of studying and discussing a variety of authentic texts from the humanities, social sciences, and mass media. Special attention is also given to developing essay-writing skills through written assignments of different genres on a regular basis. Watching and discussing a popular Chinese-teaching sitcom Home With Kids continues to be an integral part of Chinese V.

Chinese II An accelerated study of vocabulary, grammar, and sentence patterns, enabling students to converse, read, and write in modern Chinese about various real life situations. Written exercises, dictation, oral and listening-comprehension drills, and shortstory reading accompany assignments. By the end of the year, students should be able to actively use an additional 500 characters.

Chinese III A continuation of Chinese II that emphasizes listening comprehension, speaking, reading, and writing, while enhancing cultural awareness. The traditional Chinese writing system is introduced, and students are expected to be able to convert simplified characters to the traditional and vice-versa. By the end of the year, students have covered the major grammar rules of modern Chinese and should be able to read and write approximately 1,000 characters.

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the thacher school

French V: Language and Literature A yearlong course for students who combine significant oral and written proficiency in French with a keen desire to master the subtler details of grammar, diction, and idiom. They study French literature, newspapers, magazines, audio and video recordings, and are required to present short dramatic readings of memorized scenes, as well as write papers in connection with required readings.

French I An introductory course using French in Action—a video-based curriculum in “total language teaching through immersion—the presentation of French language and culture in a way that simulates the experience of actually being in France.” At the end of the course, students should be able to communicate comfortably in French, both orally and in writing, in hypothetical everyday situations, in declaratory and interrogatory sentences, and accurately using present and past tenses.

French II Building on the foundation of French I, students study the future, present, past conditional, and present subjunctive tenses. In the second semester, they read selected works by Francophone authors.

French III An intensive grammar review in the first semester gives students the tools to take on increasingly challenging reading and writing assignments as the year progresses. The reading list is varied and includes magazine articles, poetry, and novels. Students regularly write essays on social issues, literature, and personal experience, as they refine their compositional, analytical, and interpretive skills. Required oral presentations help them gain confidence in their ability to express themselves clearly and correctly in French.

French IV To qualify, students must demonstrate proficient control of the four basic language skills: listening, speaking, reading, and writing. They are encouraged to apply their critical thinking skills to the use of their second language, while solidifying their grammatical knowledge through a selective review of the mechanics that enable them to manipulate the language more accurately. In addition, they explore the themes of reflection that French society holds dear.

French VI This advanced French course will hone comprehensive linguistic competence and cultural awareness necessary to converse freely with native speakers of French and get acquainted with the values French-speaking cultures hold dear. The class will study and discuss a variety of authentic written or audio documents relevant to various aspects of the French-speaking culture. The class emphasizes the development of students’ reading, speaking and writing skills through exposure to different literary, historical, political cinematographic, or sociological supports relevant to the language and culture.

Spanish I A variety of Spanish from around the world is spoken, as students are introduced to pronunciation, basic grammatical structures, vocabulary, and language-study techniques. Using Vista, a video-based program designed to expose students to aspects of Hispanic culture, the course develops basic communicative oral and written skills. To be placed above the first level, new students must demonstrate solid mastery of basic language and grammar skills, including mastery of the present and the two past tenses: el pretérito and el imperfecto.

Spanish II Continuing the skills-oriented approach of the first year, now with the Destinos program, increasing emphasis is placed on vocabulary building, complex points of grammar, free conversation, discussion, writing, and reading.

Spanish III The focus is on developing sophisticated communication skills, increasing vocabulary, and, through the use of authentic materials (foreign newspapers and magazines), broadening cultural alertness and familiarity with the Spanish-speaking world.

Spanish III Honors The same objectives as Spanish III but at a faster pace, with more sophisticated structures and exposure to a broader range of materials (such as literary texts and films by contemporary Hispanic filmmakers).

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“ Ms. Halsey has been a truly inspirational person both inside and outside of the classroom.

As a French teacher, she encouraged me to take risks and to speak in class even if my sentences were full of grammatical errors. Throughout the time Ms. Halsey was my teacher she was extremely supportive and gave me a solid foundation to continue learning French. Her devotion to teaching French was contagious, but more than just being an outstanding teacher, Ms. Halsey has been an unfailing source of advice, wisdom, and knowledge. She is the epitome of a strong and confident being. Her positive perspective on day-to-day situations, her genuine devotion to teaching, and her concern for the well-being of all the students is why Ms. Halsey is one of the best educators I have ever come across in my lifetime.”

Ana Urgiles C d e P 2 0 1 3 , Chicago, I llinois ; Stanford U niversity nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

K

atherine Halsey has taught at Thacher since 1995. Three

of her four children graduated from the School. As a teacher, she believes that mastering another language is a vehicle toward the realization of what it means to be human, no matter where you’re from or what language you speak. Her other activities at the School—her involvement in the horse program, her tenure as a dorm head—have been as important to her as her work in the classroom. She has been able to build on those rich experiences outside Thacher, as a tutor in Ventura County’s prison literacy program and, during her sabbatical, as a volunteer in Cape Town, South Africa, with Mothers2Mothers, a nonprofit that offers effective and sustainable care, education, and support for pregnant women and new mothers living with HIV/AIDS. MOST MEMORABLE THACHER CAMPING TRIP:

Backpacking trip to Zion National Park when I ended up hiking 40 miles in my Birkenstock sandals because the hiking boots I had borrowed turned out to be too small — it’s been horse packing only for me ever since!

K at he rin e Ha lse y

WHEN NOT IN THE CLASSROOM, you can find me:

Number of Years Teaching: 23 (18 at Thacher)

In yoga class, on my horse, or at my desk.

Courses Taught: French Language and Literature, All Levels

Language D epartment

B.A., Stanford University

The Horse Program, Faculty Advisor

RECOMMENDED SUMMER READING: The Pathologies

of Power, by Paul Farmer.

HIDDEN TALENT: I make a mean apple pie.

FAVORITE PLACE AT THACHER/IN OJAI: On the trails behind the School or Lulu Bandha’s yoga center.

FAVORITE PLACE ON EARTH: Paris, Provence, La Bretagne,

Italy, Rwanda, Malawi, South Africa, Cape Town, Cape Point and the Cape of Good Hope, Ojai, the Sespe, the coast of Maine.

FAVORITE PLACE IN MY IMAGINATION: Anywhere my

children are.

THE BOOK, MOVIE, WORK OF ART, OR PIECE OF MUSIC I CANNOT IMAGINE LIFE WITHOUT:

Dante’s Inferno, Rainer Maria Rilke, anything by Seamus Heaney, Amélie, Whale Rider, Bach’s Mass in B Minor, reggae (among many, many others!).

WHAT I WANTED TO BE WHEN I GREW UP (WHEN I WAS 10): Professional competitive skier.

WHAT I WANT TO BE WHEN I GROW UP (NOW):

I am who I want to be.

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Spanish IV For students who wish to continue their study of the Spanish language and Hispanic culture but are not ready to go on to the AP level. With the college-level text Imagina as a foundation, there is heavy emphasis on informal discussion, and major projects (written and oral) are assigned each semester.

Spanish V: AP Spanish Language A yearlong advanced class to give students who have near-native language proficiency the opportunity to practice the four major language skills: speaking, writing, reading, and listening. They review many of the major grammatical points covered in Spanish IV, present oral reports on current events or assigned readings; read, discuss, and write analytical papers on short stories, plays, and novels; engage in active class discussions on issues of personal, school-wide, or national significance; practice editing their own work, and study specialized, colloquial, and general vocabulary to broaden their own.

Spanish VI: Sustainable Development in Latin America This year-long advanced-level class is designed for students with near-native language proficiency who wish to study sustainable development in Latin America. The class approaches sustainability from a holistic perspective, looking at environmental, economic, and social issues that impact Latin American countries. Using a research-based format, students will study two sustainability topics per trimester (examples include water scarcity, energy, land-use, transportation, etc. ). Articles, films, documentaries and other media will be used to create class discussions around these topics. Grammar will be refined and reviewed as needed, although it is expected that students will already have a strong understanding of grammatical tenses. In addition to weekly assignments, students will be responsible for presenting projects at the end of each topic.

Latin II Continuing with the Cambridge system, passages of increasing difficulty are read, accompanied by more intensive drills in grammar. Roman culture is now examined in the context of Greek and Egyptian influences. The class begins to read Ovid and thoroughly studies the first three acts of Shakespeare’s Julius Caesar, as well as works from medieval culture, such as the voyages of St. Brendan.

Latin III At this stage the student is expected to translate accurately, so the emphasis is on tone and nuance.

St. Jerome’s medieval Latin translations of the Bible from the demotic Greek are compared with the King James and modern English versions. More Ovid is read, and weekly written translations of Virgil’s Aeneid are assigned. Much time is devoted to scansion and chanting, with the year-end goal of students doing so on sight.

AP Latin This yearlong course will guide students through the process of reading large portions of Vergil’s Aeneid and Caesar’s Gallic War using the original Latin text. The major focus of the course will be on fluency, precision, and elegance of translation, with emphasis on style and literary technique.

Students will complement translation work with a broader study of Vergil’s masterpiece, reading the complete text in English and studying its larger themes in order to inform close readings of individual Latin passages. Another goal of the course is to expand students’ vocabularies. Students will be well prepared for the Advanced Placement examination in May.

Latin I Following a traditional method using Wheelock’s Latin and the Cambridge Latin Book, students learn the fundamentals of grammar by precept while engaging actively in the reading of texts. They consider questions such as why the subject and direct object have different endings, and why word order differs so radically from English. A day per week is devoted to study of the culture and history of the Roman legacy.

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the thacher school

The Arts The Arts Department provides an education in and exposure to the visual and performing arts.

Introductory courses clarify the relationship of the arts to other traditional academic disciplines and stress their importance as a humanizing force. Specialized classes teach the practical and theoretical aspects of various disciplines and invite students to explore their own unique artistic potential. As a complement to the academic program, the department sponsors monthly thematic and contemporary exhibitions, including semi-annual student shows in the Commons Gallery.

It supports the School’s dance and dramatic productions and, in cooperation with the Committee on Lectures and Concerts, brings professional performing groups to campus throughout the year. On alternate years, the arts faculty organizes a Departmental Weekend, during which students participate in a wide variety of workshops under the direction of professional artists.

Wood Design A full-year elective devoted to learning the design and creation of fine furniture, including theoretical skills (the use of space, scale, proportion, and grain orientation); design skills (sketching, drafting, and construction of full-scale mock-ups); and woodworking skills (layout of full-scale drawings, safe and accurate use of hand and power tools, dimensioning and milling lumber, and construction of accurate joints), and the application of appropriate finishes and hardware.

Chamber Singers The Chamber Singers is a group of 12–20 singers.

This is available by audition only and is a year-long course. The Chamber Singers study a wide range of music from the Renaissance to the present day and in several different languages. For the past several years they have received gold medal (superior) ratings in festivals. The group has many performance opportunities throughout the year.

Students wishing to take this course must schedule an audition.

Introduction to the Arts A yearlong program where freshmen learn to communicate in art, through both hands-on application and study of exemplary works of art from a variety of cultures, historical periods, and disciplines.

Photography The year begins with an introduction to the basic skills of black and white photography (including darkroom work) with special emphasis on the expressive and creative possibilities inherent in the medium, with a complementary focus on learning to talk about composition and intent. In the course’s second half, students begin to broaden their technical skills and work more conceptually. A 35mm camera (SLR or rangefinder) is required.

Intermediate Studio Art Building upon Introduction to the Arts, this course develops drawing and painting skills, starting with nonlinear tonal studies in charcoal and pencil, advancing to work with oils. Referencing live models, still lifes, and landscapes, students explore the effective use of the elements and principles of design, while producing a portfolio of individual works.

Ceramics With the goal of producing both utilitarian and sculptural works, students learn a variety of handforming techniques, including pinch-, slab-, and coil-construction, glazing theories and methods, and kiln-loading and firing processes. Intensive wheelthrowing instruction is also taught.

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the thacher school

ADVANCED PLACEMENT AP Art History The equivalent of a college-level introductory survey, this course teaches the formal elements of art (subject matter, media, style, composition), how to place a piece of art in its cultural context, how theories of art intersect with its practices, and the history of world art, with an emphasis on the European tradition. Coursework includes class lecture, in-depth writing, oral reports, and trips to museums and galleries.

Electronic Music and Composition An overview of the sometimes turbulent history of “electro-acoustic� music and its pioneers, including Theremin and Moog. Students learn the basics of synthesis through a review of analog models, then study programming and the creation of new sounds, as well as discuss MIDI and contemporary applications. They ultimately apply what they have learned in compositions of their own, which are either presented in concert or recorded.

Instrumental Chamber Ensemble While studying chamber music by master composers, string, woodwind, and brass players learn ensemble techniques. The ensemble performs for the School and the community.

Jazz Ensemble An opportunity to learn to play classics of jazz literature, including the study of improvisation and arrangement, augmented by seminars from visiting performers and at least one field trip to a concert.

Open to brass, woodwind, and rhythm (guitar, piano, bass, percussion) players by audition and consent of the instructor.

Drama Through daily rehearsal, acting exercises, and improvisation, students learn the art of acting and character development. The yearlong course studies a diverse range of performing arts such as mask, mime, radio, musical theater, film, and television, and culminates in the performance of a full-length classic or contemporary play.

AP Studio Art For students who wish to develop either the Design or Drawing portfolio in drawing, painting, or photography for the Advanced Placement exam. Some projects are teacher-assigned; some are generated by the students. Students develop their own styles, while learning to work independently and meet deadlines.

AP Music Theory In this course the students learn the material of a first-year college music theory course. It is intended for instrumentalists, singers, and composers who want a solid foundation in their musical understanding. The objectives are to gain and increase audiating skills through sight singing, dictation, and study of harmony; to develop writing skills through composition; and to acquire a broad perspective of music by the study of the literature. This course will also prepare the student to take the AP Music Theory exam.

Music Theory, History and Practice This yearlong course picks up where the AP Music Theory course left off in its theory study. Students will continue to analyze music from the 19th and 20th centuries. In addition, they will explore the structure of contemporary idioms such as minimalism and serialism. Students will study the history of these developments with an emphasis on specific composers and their works and will compose a number of pieces of their own.

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t h e a r t s

“ Under the direction of Ms. Mahoney, I have seen my photography grow in ways that I could never have foreseen. Not only does she push me to strive past my comfort zone, venturing into the unexplored, but she also encourages me to stay true to my artistic vision. This year in AP Photography we worked on developing a concentration in a specific theme of work: mine was editorials inspired by old stories. Her insight and help aided me in creating an evolution and arc to my project. If it wasn’t for Ms. Mahoney and Thacher, I would never be, artistically, where I am today.”

Christopher Y ih C d e P 2 0 1 2 , Greenwich, Connecticut; D artmouth College nnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnnn

“ I

have wanted to ride horses and paint since I I was able

to form a thought. My connection to Thacher is what drew

me to teaching. I I returned for my 10-year reunion, and the School had a position open. I I knew I I would love coming back to Thacher, so I I took it. I I believe art is something anyone can both appreciate and learn to do at some level. In this visual age, I I try to bring an understanding of how design works and how it affects communication. I I try to create a curriculum that is challenging for those who have always done art, but safe and engaging for those who have no formal art experience.” favorite thacher teaching moment: I was tell-

ing a story to a group of freshmen about Rubens (Peter Paul) and Marie de‘ Medici. I paused to ask, “You guys know who Rubens is, right?” They all said YES! I couldn’t believe that all these kids knew this Baroque artist but, pleased, I continued with the story. A moment later, one of them said, “He has the best burritos in town!”

E liz ab e t h Ma hon e y CdeP 19 8 8

MOST MEMORABLE THACHER CAMPING TRIP: As a

photography, studio art

student and an A camper, I took Michael Mulligan on his first horse-packing trip with a group of friends.

We rode in 90-degree weather for a week. Then, on the last day, it snowed (in the Sespe in May!). It was quite a way to break him in to Thacher camping.

B.S., Skidmore College

Director, English Riding Program

Number of Years Teaching: 16 (all at Thacher) Courses Taught: Introduction to Studio Art, Introduction to B&W Photography, Advanced Photography, AP Studio Art

WHEN NOT IN THE CLASSROOM, you can find me:

Running, riding, hanging with my three boys.

RECOMMENDED SUMMER READING: Anything by Barbara Kingsolver or The Lecturer’s Tale by James Hynes — very funny.

NICKNAME: Mahon.

HIDDEN TALENT: Poker player.

THE BOOK, MOVIE, WORK OF ART, OR PIECE OF MUSIC I CANNOT IMAGINE LIFE WITHOUT:

When Harry Met Sally, The Poisonwood Bible, too many paintings to list but Richard Diebenkorn’s Cityscape (Landscape #1), Van Gogh’s Wheat Field with Crows, Michelangelo’s David, Degas’ The Little Dancer Aged Fourteen, Jean-Michel Basquiat’s Charles the First.

FAVORITE PLACE AT THACHER/IN OJAI: McNell Road, our pasture for the horses downtown, the Outdoor Chapel, or any trail on our hills.

WHAT I WANTED TO BE WHEN I GREW UP (WHEN I WAS 10): A rider and an artist — it never changed.

FAVORITE PLACE ON EARTH: Thailand, Yosemite,

WHAT I WANT TO BE WHEN I GROW UP (NOW):

anywhere — I love traveling.

Same as above but with more time to do both.

FAVORITE PLACE IN MY IMAGINATION: Free time to

read, sleep, or ride.

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The thacher school

The Academic Program Thacher’s graduation requirements are based on the School’s commitment to academic opportunity, rigor, and flexibility. Students must meet the departmental requirements outlined below, take the requisite number of courses each term, and successfully complete their Senior Exhibition. All students, however, go well beyond the minimum graduation requirements in areas of special interest, and the program is designed to allow and encourage the best mix, for each student, of broad general background and advanced specialized study.

Departmental Requirements

Y ea r s A v e r age Re q u i r ed

Y ea r s T a k en

English 4 4 Mathematics 3 4 Science 2 3.5 Foreign Language 3 3.5 History 2.5 3 The Arts 2 2.5 Senior Exhibitions The academic program culminates with Senior Exhibition projects that have both research and presentation components. Each senior works oneon-one with a faculty advisor and an “exhibition coach,” exploring an academic subject of personal interest. In the spring, they demonstrate mastery of their topics to the School community through formal presentations.

Advanced Placement Program Thacher offers a rich array of Advanced Placement courses, covering 18 subject areas. Courses are college-level in terms of content, homework, and rigor of evaluation. On average, Thacher students annually sit for more than 300 Advanced Placement examinations.

The James G. Boswell Library Our library and its staff are vital components of the academic program at Thacher. Located at the center of campus, the library houses a collection of over 27,000 volumes. Its catalogue is accessible through the Internet and is enhanced by several extensive interlibrary loan networks. Additionally, the library subscribes to 18 reference/research databases. As a result, the library functions, for both our students and faculty, as a global research and outreach center.

Beginning freshman year, students have group and one-on-one instruction where they explore and practice using library resources, as well as those that can be accessed online. By the time students leave Thacher, they have developed the skills and strategies they will need for the research and study required in college and beyond.

Technology at Thacher The School maintains a cross-platform, campus-wide network that connects classroom to dormitory to office. While most students have their own computers (and they are available for loan to students who don’t), Thacher offers a Mac lab, a media lab, and numerous computers in the library and the Commons which are available at all times to members of the community. Composing music, analyzing geometric constructions, manipulating digital photography, running physics simulations, consulting original documents in history—technology in the Thacher classroom is as broad as the creativity of our students and teachers.

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the thacher school

Faculty Michael K. Mulligan (1986) Head of School B.A., M.A., Middlebury College Ed.M., Harvard University Patricia Atkinson (2010) Study Skills B.A., Lewis and Clark College Teaching Credential, California Lutheran University Kimberley Bastian (2011) Senior Associate Director of Admission; Director of Financial Aid B.A., Providence College M.A., Tufts University Logan Brown (2014) English B.A., Middlebury College John Bueti (2002) Arts; Wood Design Diploma, North Bennett Street School Jason R. Carney (2001) History Department Chair B.A., Villanova University M.A., University of Hawaii Megan P. Carney (2001) Casa Dorm Head; Associate Director of Admission B.A., Princeton University Ed.M., Harvard University Stephen M. Carter (1986) Ceramics; Wood Design B.F.A., Kansas City Art Institute Fred Coleman (1984–1994; 1995) Mathematics B.S., U.S. Military Academy, West Point Sarah R. DelVecchio (1996) History Holder of the Jerome H. Berenson Faculty Incentive Chair, 2007 B.A., Colby College M.A., University of Pennsylvania Ph.D., Brandeis University

Brandon Doyle (2010) Director of Development B.A, Middlebury College Pete Fagan (2007) Athletic Director; Mathematics B.S., M.Ed., Plymouth State University Kristen Finch, D.V.M. (2008) Veterinary Medicine B.S., University of California, Davis D.V.M., Atlantic Veterinary College Jennifer Finley (2006) Library Director B.A., University of Oklahoma M.L.S., San Jose State University Anthony Franco (2009) Upper School Dorm Head; B.A., Providence College Heather Grant (2006) Biology; Chemistry B.A., Mount Holyoke College M.S.S.E., Montana State University Gregory T. Haggard (1997) Director of the Music and Arts Program; Music B.A., M.A., University of California, Los Angeles Katherine Vickery Halsey (1995) English; French B.A., Stanford University David Harris (1989–2003; 2007) Physics B.S., Imperial College M.S., Cambridge University Jerry Holden (1994) Director of Technology Jeffrey M. Hooper (2002) Dean of Faculty; History; Spanish B.A., Trinity University M.A., University of Texas, Austin

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Kara M. Hooper (2002) The Hill Dorm Head; College Counseling B.A., Colby College M.A., Middlebury College Rod M. Jacobsen (1991) Director of Drama, English B.A., Trinity College M.A., Stanford University Callard Jenson (2013) Director of Technical Theater B.A., Davidson College Françoise Kasimirowski-Garcia (2000) French B.A., Université Toulouse le Mirail M.A., Université Toulouse le Mirail M.Ed., Ashford University Christopher J. Land (2005) Director of Communications B.A., Kenyon College M.A., Ph.D., Northwestern University Whitney Livermore (2014) History, Admission B.A., Williams College M.A., University of San Francisco Elizabeth R. Mahoney CdeP 1988 (1998) Photography; Studio Art; Director of the English Riding Program B.S., Skidmore College H. Boyd Manson (1988) English, Wood Design Holder of the William S. McCaskey CdeP 1927 Great Teaching Chair, 2009 B.A., Ed.M., University of Virginia Carolyn McMahan, R.N. (2004) Director of Health Services R.N., Saddleback College Sabina L. McMahon (2004) Dean of Students; Mathematics B.A., Colgate University M.A., Columbia University

faculty

William P. McMahon (2003) Director of Admission B.A., Colgate University M.B.A., Columbia University

Molly T. Perry CdeP 1985 (1997) Language Department Chair; Spanish B.A., Brown University M.A., Middlebury College

Aaron Snyder (2005) Los Padres Dorm Head; Latin B.A., Princeton University M.A., Middlebury College

Ann Merlini (2007) Middle School Dorm Head A.S., Westbrook College

Blossom B. Pidduck CdeP 1992 (1997–1999; 2004) Director of Studies; English B.A., Amherst College Ed.M., Harvard University

Theana M. Snyder (2001) Mathematics B.A., M.A., Colorado College

Alice E. Meyer (2001) Lower School Dorm Head; Psychology; College Counseling B.A., M.Ed., Smith College Kurt R. Meyer (1984) Mathematics Department Chair; Holder of the Kendrick Family Chair in Mathematics and Logic, 2008 B.A., Bowdoin College M.A.T., Smith College Maria Morales-Kent (1997) Director of College Counseling B.A., Occidental College Joy Sawyer Mulligan (1978–1981; 1986) English Department Chair Holder of the Bonnie Moon Robinson Chair, 2012 B.A., Colby College M.A., Middlebury College William Okin (2007) Mathematics B.A., Middlebury College M.A., University of California, Santa Barbara Donald Okpalugo (2013) Thacher Fellow, History, Admission B.A., Pomona College Cecilia Ortiz de Howard (1990) Spanish; Holder of the Morgan Barnes Chair in Literature and Language B.A., Instituto Tecnologico de Estudios Superiores de Monterey M.A., University of Alabama Derick S. Perry CdeP 1983 (1995) Director of Annual Fund and Major Gifts B.A., Dartmouth College M.A., Columbia University

Brian K. Pidduck CdeP 1992 (1997) Science Director of the Outdoor Program B.A., Whitman College Jim Poulson (2013) Director of Finance and Operations B.A., Williams College M.B.A., University of Massachusetts Peter G. Robinson (1971) Art History; English; Holder of the J. Franklin Eddy Chair, 1980 B.A., College of Wooster M.A., Vanderbilt University Juan Sanchez (2013) Spanish, Director of Sustainability B.S., Universidad Estatal a Distancia, Costa Rica M.A., Tufts University Peter Sawyer (2005) Biology; Physics B.S., University of California, Berkeley M.S., University of California, Davis Cameron C. Schryver (1991) Director of the Horse Program California Polytechnic State University, San Luis Obispo Marvin H. Shagam (1958) Faculty Emeritus; Holder of the Forest H. Cooke Chair, 1977 A.B., Washington and Jefferson College Eric Shi (2009) Chinese B.A., Beijing University M.A., Iowa State University

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Joel Sohn (2011) English B.A., University of Florida M.A., University of Maryland Sil Sohn (2011) English B.A., St. Olaf College M.F.A., University of Minnesota Robert St. George (2011) History B.A., Trinity College M.A., University of Pennsylvania Timothy Sullivan (2013) Associate Director of Admission B.A., Princeton University M.A., Middlebury College Jonathan Swift (2014) Mathematics, Science, Director of Thacher Telescope B.S., University of California, Los Angeles M.A., University of California, Berkeley Ph.D., University of California, Berkeley Dana Vancisin (2010) Horse Program; Communications B.A., Colby College Gallia K. Vickery (1991) Mathematics; Dance; Holder of the Sidney Treat Great Teaching Chair, 2008 A.B., Princeton University Christopher R. Vyhnal (2004) Science Department Chair; Chemistry; Holder of the Philip G. Bard Chair for Excellence in Science Teaching B.A., Colgate University M.A., University of Tennessee Ph.D., Dartmouth College

the thacher school

The Thacher School is accredited by the Western Association of Schools and Colleges and holds memberships in the National Association of Independent Schools, the Council for the Advancement and Support of Education, the Secondary School Admission Test Board, the School Year Abroad program, the English-Speaking Union, Chewonki Semester School, and the School and Student Service for Financial Aid. The Thacher School admits students of any race, religion, nationality, and ethnic origin to all rights, privileges, programs, and activities generally accorded or made available to students at the School.

It does not discriminate on the basis of race, religion, nationality, or ethnic origin in administration of its educational policies and School-administered programs.

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