2015-16 Viewbook

Lawr enceville School

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Diversity Mission Alumni

House English

Math

Commitment Standards

Tradition

The

Values Olla Pod

2015 - 2016

Harkness Inspire

The L awrenceville School

Citizenship Community Service Goals Discipline Athletics History Pride Academics Leadership Mentor Periwig Purpose Honor Science The Bowl

Integrity

VIEWBOOK for Admission 2015 - 2016 T he School 2 T he C u r ricu lu m 20 L i fe a t La wrencev ille 56 Ad mis s ion a nd Genera l Inf orma tion 76

The

L awre nceville School

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THE

School

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Welcome TO LAWRENCEVILLE

Founded in 1810 by Isaac Van Arsdale Brown as The Maidenhead Academy, The Lawrenceville School is located on 700 acres in the historic village of Lawrenceville, New Jersey.

Athletics Arts Opportunities Learning Leadership Harkness Campus Vision Diversity Accomplishments

Lawrenceville prides itself on

The mission of The Lawrenceville School is to inspire and educate

the extraordinary diversity of its

promising young people from diverse backgrounds for responsible leadership,

community and the inclusive spirit that our diversity fosters.

When you visit Lawrenceville — and we certainly hope you will — you should ask students what

personal fulfillment and enthusiastic participation in the world. Through our A unique House system, A collaborative Harkness approach to teaching and learning, A close mentoring relationships, and

it’s like to go to school here. You

A extensive co-curricular opportunities

won’t get the same answer twice.

we help students to develop high standards of character and scholarship,

You will hear about the good

a passion for learning, an appreciation for diversity, a global perspective,

times and the tough times, the academics, the arts, the athletics, the friendships, and yes, the food.

Your years at Lawrenceville will be yours and yours alone, an experience shaped by the people you come to know, the things you do, the challenges you overcome, and the happy times you will remember for the rest of your life.

This viewbook prospectusisisjust justa ataste tasteof the of the Lawrenceville Lawrenceville experience. experience.

As you As you read it, read consider it, consider the opportunities the opportunities and responsibilities and responsibilities it describes, it describes, and note the and variety noteofthe thevariety voices of the you hear. voices Welcome. you hear. Welcome.

and strong commitments to personal, community, and environmental responsibility.

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“ For more than 200 years, Lawrenceville graduates have gone on to success in their

Pride Quality Scholarship Historical Leadership Distinct Participation Education House Creativity

chosen fields, prepared by their education for the changing world around them.”

Lawrenceville’s place in history

Arguably the single most powerful development in the character of the school occurred in 1883, when the School was transformed from a small proprietorial enterprise, 7 to one run by the Lawrenceville School Board of Trustees under the auspices of the John Cleve Green Foundation. As The Lawrenceville School, the institution established many of the traits it is known for today, including its hallmark House System and an intense School spirit. The changes were reflected on the campus itself when the Board asked landscape architect Frederick Law Olmsted, the designer of Central Park, and prominent architects Peabody From its founding in 1810 as the Maidenhead

and Sterns of Boston to design

Academy, what is today known as The

the newly expanded grounds

Lawrenceville School has maintained two

of the School to thoughtfully

defining characteristics: a willingness to explore

and deliberately create a strong

and adopt the best practices in education as they

community atmosphere. The

have evolved and, at the same time, a commitment to

result was the Circle, now a

maintaining traditions that continue to resonate with

National Historic Landmark.

students. From the first Head Master, Rev. Isaac Van Arsdale Brown, who introduced then-novel foreign language study and routine exercise in the 1820s, through today, the School has always striven to provide students with the highest quality of education as understood at the time.

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So distinct was the character of Lawrenceville that it grew to occupy a special place in the American imagination. Owen Johnson, an alumnus of the School, first captured the “new” Lawrenceville in his 1910 novel, “The Varmint,” which recounts the travails and adventures of one Dink Stover as he made his way through Lawrenceville from New Boy to graduate. Stover became one of the country’s most beloved fictional characters, and Johnson followed his success in a series of Lawrenceville Stories in what was at that time the most popular magazine in America. In 1950 Metro-Goldwyn-Mayer released “The Happy Years,” a Hollywood version of “The Varmint,” filmed on campus and starring Leo G. Carroll and Dean Stockwell (as Dink).

Throughout the 1900s, Lawrenceville continued to develop as a leader in academic innovation, including early adoption of Advanced Placement (AP) courses and the introduction of nationally and internationally known guest speakers designed to broaden the intellectual horizons of young Lawrentians. Among the most lasting changes was the introduction in 1936 of the Harkness method of education, which sought to bring the benefits of the House System to the classroom by providing an intimate environment for intellectual discourse around a single, large conference table.

Discussion of coeducation began in earnest in the 1970s and after a lengthy, but thoughtful analysis of what it would mean both pedagogically and practically to the School, the Board elected to accept female students in 1985. The first girls arrived on campus in 1987 and brought a new vitality to the campus community. As the 20th century drew to a close, the School embraced the ever increasing diversity of its students in gender, geography, faith, race and socio-economic group, focusing on the need for a Lawrenceville education to include broad exposure to all facets of the global community and an appreciation for and understanding of multiculturalism.

For more than 200 years, Lawrenceville graduates have gone on to success in their chosen fields, prepared by their education for the changing world around them. As the School enters its third century of educating students, we welcome you to join the legacy of Lawrenceville and discover what it means to be a Lawrentian in the 21st century.

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“If two Lawrentians meet in some far-off corner of the world, they immediately ask

Pride House Belonging Friendships Leadership Clubs Participation School Spirit Support Creativity

each other, ‘Which House were you in?’ ”

House

The

System

“I think the House system is so special and unique because for a period of nine or so months, you live with 20–30 students, rather than an entire dorm of 100 students. Being so close, the bonds and relationships you form in that time are really unprecedented—everyone is like family to me now (that phrase is thrown around like confetti but I truly believe it).

Essentially, you go through everything as a group, and that’s what really brings the House together.”

The House System is unique among independent schools in America and has been an important part of Lawrentian life for more than two centuries. Each House is a small group within the larger School community that fosters pride, responsibility, and respect for the contributions of others. The Houses are divided by levels and gender, and these differ in degrees of freedom and supervision. Whether a boarding or day student, all students are assigned to a House. For day students study rooms are made available in each of their assigned House, and on occasion a day student may spend the night in his or her House. Day students are also included in all House functions and are encouraged to take breakfast, lunch, and dinner with their Housemates.

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The Lower School consists of four houses within two buildings: • Dawes (Cromwell/Perry Ross) • Raymond (Davidson/Thomas)

Third and Fourth Form boys and girls have 11 Circle and Crescent Houses: • Kirby • Carter • McClellan • Cleve • Stanley • Dickinson • Stephens • Griswold • Woodhull • Hamill • Kennedy

there are five Fifth Form Houses: • Haskell • Kinnan • McPherson • Reynolds • Upper

Leadership Respect Guidance Community Diversity Caring

13 “At first the School seemed huge and intimidating, but the House system made sense to me, so I chose Lawrenceville because I felt I could grow into it.”

Members of the faculty live in each House and serve as housemasters and assistant housemasters. They are assisted by other faculty members, who also coach, advise, and perform evening supervision on a rotating basis. In this model, students enjoy a high level of

Since Lawrenceville draws

attention and guidance.

students from around the world and every walk of life, each day

Lawrenceville works to establish a sense of belonging and cooperation in each House. Each has

brings lessons in cooperation, and

its own dining area in Irwin Dining Center and House flag. Circle and Crescent Houses compete

leadership, through which House

for athletic (the Foresman and Dresdner Cups), academic (the Chivers Cup), and community service (the Adams Cup) honors. Additionally, each House has established traditions through the years. When students say “my House,” they often mean their Lawrenceville experience. The

leaders influence students, subtly and dramatically, by directive and example. Thus, each House develops a distinct character,

contests between Lawrenceville Houses in intramural tackle football dates back to 1891, while

shaped by the personalities of its

more recent House traditions range from dances to annual community service events.

leaders.

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“Students who are used to a traditional classroom with rows of individual desks may be

Academics House Diversity Confidence Leadership Clubs Participation Collaboration Integrity Creativity

surprised at first by Lawrenceville’s conferencestyle classrooms.”

harkness Teaching

“The Harkness teaching is, is for for me, an invaluable method of creating a teaching environment conducive to class discussion.

At my former school in England, all classes were taught in a lecture format; Lawrenceville not only allowed but encouraged that I speak up more in class and voice opinions. In this way, I am able to learn as much from my fellow students as from the teacher.”

How do people learn best? We can learn a lot by listening respectfully when others report what they have observed, but we learn better when we combine such attention with taking action, operating not just as audience members but as explorers committed to direct experience. We can arrive at some measure of understanding by studying alone, but we comprehend complex phenomena more fully when we join others in a process of connection-making and reflection.

Recognizing the benefits of a more active, collaborative kind of learning, in the summer of 1936 educational philanthropist Edward S. Harkness helped Lawrenceville to reconfigure our classrooms around conference tables that replaced lecture and memorization with shared discovery and discussion.

Since then, whatever tools and methods we have adopted—from science labs to language labs, from discussion boards to SmartBoards—have been aimed at getting our students to learn and think for themselves, then to subject preliminary understandings to critical review.

Lawrenceville’s educational focus, then, is not on teaching what to think but on learning how to learn.

And the key to our success is every Lawrentian’s commitment to approaching the work of school with an entrepreneurial spirit. An assignment or class isn’t just something to get through; it is something to get into, an opportunity to make things happen. How? Take an interest. Take responsibility. Take part.

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“Lawrenceville teachers cultivate life of the mind by example as well as by instruction.�

The

Research Experience Diversity Confidence Interests Guidance Mentorship Dedication Innovation Focus

Lawrenceville

FACULTY

More than 90 percent of our faculty hold advanced degrees, and many many make make direct direct contributions contributions to their to their disciplines disciplines as published of teaching scholars, as published scientific researchers, scholars, textbook scientific researchers, authors, poets, textbook professional authors, novelists and musicians andplaywrights, artists, app professional designers andmusicians programmers, and artists, Advanced Advanced Placement Placement exam exam developers, and leading innovators in education—many education. Four areoffaculty them in professional presenting theirdevelopment work at regional programs at the collegiateThe level and national conferences.

(Middlebury Rutgers school encourages College,faculty to keep University, current in their and Columbia fields and improve University) and in any their course: each yeargiven moreyear than closeour half to faculty a dozenreceive of our teachers funding for present theirattendance, conference work at regional advanced and national study, and conferences. summer work TheinSchool encourages our faculty to keep course design.

These gifted teachers drive and continually improve a remarkably rich secondary school curriculum. In the Second and Third Form years, faculty provide a foundational

current in their fields and improve their courses; this past summer, half of our faculty received funding

curriculum in English, history, science, religion and philosophy, and the arts. Students are then

for conference attendance,

able to pursue their passions in the Fourth and Fifth Form years, delving more deeply into the

advanced study, and course design

disciplines in which they are most interested. For example, students have the opportunity to do

work in the summer.

real science, with help from professional scientists and researchers — and under the guidance of our full-time director of student research — through specially designed courses, off-campus internships, and independent studies. In addition, our Hutchins Scholars Program each summer provides ten of our best science students an intensive set of research experiences in our state-ofthe-art labs and our 700 acre campus made up of fields, woods, and streams. Lawrenceville is also setting the standard for curricular innovation, one example being our calculus-based probability and statistics course, demonstrating a commitment to applying math in real world contexts.

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“Teachers are always available and really want to help you succeed.”

The Lawrenceville faculty is augmented by the scholars, scientists, artists, and writers who inhabit the greater Princeton region — one of the most intellectually fertile places in the country. These “adjunct” faculty come to campus as performers, lecturers, and classroom guests. Lawrenceville students may also work with them in their own institutions, whether at Princeton University, a local social service organization, or a major pharmaceutical company.

Advising Personal Growth Prefect Program House Councils

In Loco Parentis Leaving home to go to high school is an enormous step, for students and their families. As a residential school, Lawrenceville offers opportunities for personal growth that simply don’t exist at schools that empty out after the last class bell rings. Lawrenceville faculty and administrators take very seriously their duty to make sure those after-class experiences are healthful, productive, enjoyable, and safe.

Lawrenceville Housemasters are trained to guide their charges in making sound choices about sleep, nutrition, time management, exercise, and overall healthy living. Seminars for residential faculty address eating disorders, adolescent rites of passage, warning signals of and responses to depression, and issues of adolescent sexuality. Annual residential evenings provide opportunities for faculty and students to have frank conversation about a range of social and ethical concerns, including drugs and alcohol, racism, and digital and media literacy. Finally, students are guided and supported by their peers through the school’s Prefect Program. Prefects are selected by housemasters in their Fourth Form year to spend their Fifth Form year living in Circle,

With so many educational avenues to

Crescent, and Lower School Houses as Fifth Form prefects.

Prefects help new students adjust to Lawrenceville, operate in

explore, and so many outstanding choices,

support of House Councils, and work closely with Housemasters

students need close guidance, which is why

in the governance of the residential houses.

advising at Lawrenceville is a carefully coordinated endeavor. Each student is assigned an advisor, who works closely with him or her, the student’s Housemaster, and the academic departments to create an individualized course of study.

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THE THE

Curriculum

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“A Lawrenceville education builds on a tradition of intellectual and civic engagement and prepares

Arts English Interdisciplinary Friendships Leadership Clubs Humanities Mathematics Supportive Focus

students to be responsible leaders in the 21st century.�

Academic

Requirements

Ever since James Cameron Mackenzie championed the

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House System in the 1890s and Edward Harkness and Allan Heely implemented discussion-based, Harkness teaching in the 1930s, a Lawrenceville education has been marked by close faculty-student interactions and deep intellectual engagement. Lawrenceville faculty members are expert in their disciplines and committed to teaching well. They work closely

Graduation Requirements These requirements are designed to ensure that students receive a strong foundation in all disciplines

with students to help them discover and develop their intellectual

during their first two years at the School that can be built on in the upper Forms. The requirements for

passions and think critically and

entering Second Formers are:

creatively about the world around

• Arts

3 terms

them, and about the challenges and

• English

9 terms

opportunities before them.

• History

6 terms

• Humanities/English

3 terms

• Humanities/Cultural Studies

3 terms

• Interdisciplinary

2 terms (at the advanced level)

• Language through year 3 (foundational level – through year 2)* • Mathematics through Math 4 or Pre-calculus (foundational level – through Math 3)*

• Religion & Philosophy

2 terms

• Science

9 terms (foundational level – 6 terms)*

*S tudents may opt to finish their coursework in one of these three disciplines at the foundational level with approval.

advisors — faculty members associated with or living in

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the Houses — help students choose their course load. These consultations focus on the overall degree of difficulty of the schedule, concerns about adjusting to the rigors of the School’s curriculum, and commitments to athletic or extracurricular activities. In addition to traditional academic courses, Lawrenceville students are required to meet

Community Service Part of becoming an educated citizen means knowing how to contribute to society, in order to make the world a better place to live. An ambitious community service program encourages and propels all students to connect with the greater community beyond Lawrenceville’s gates, giving them opportunities to serve and learn from a variety of people outside the student’s immediate world. Therefore, students are required to perform 40 hours of community service for graduation. Students often find that the hours they spend in community service are among their most fulfilling activities at the School. Additionally, an internal big brother/big sister program connects our older students with our younger ones, a student-run tutoring program helps those in academic need, and student-organized school meetings bring all students and faculty together weekly for programs of interest to everyone.

other important educational ob-

The community service program is staffed with a director who coordinates relationships

ligations, including the following:

with local social outreach organizations to create both on- and off-campus service projects.

Transportation is provided for students involved in off-campus service projects.

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Humanities Employing literature, history, art, and religion, this Second Form course enables students to learn how these disciplines interact and have a critical impact on the human condition. In this foundational course of study, students will examine both China and India from pre-history to the present, with both historical and cultural lenses. Attention is given to developing the skills and habits of mind necessary to take full advantage of Harkness learning. The Harkness Table has been a feature of the Lawrenceville classroom for 75 years, but learning through discussion rather than lecture is a new experience for many students. In addition, Humanities will introduce students to the academic skills they will need to be successful at Lawrenceville: critical and close reading, note-taking, primary and secondary source analysis, academic research, and writing skills.

Reports Full academic reports are sent home at the end of each trimester; interim reports are sent in the middle of each trimester. Reports include comments and grades from each teacher, indicating the student’s accomplishment, effort, and attitude. Interim reports are brief evaluations of the student’s academic situation at mid-term without specific grades. Academic work is graded on a letter scale where the minimum passing grade is D-. In addition to the formal reporting system in the middle and at the end of each term, teachers relay information about a student’s academic progress, both good and bad, to the advisor, Housemaster and the Dean of Academics through reports called Academic Memos, sent at the discretion of each teacher throughout the term.

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“As an active and reflective residential community, Lawrenceville seeks to attend to the development of

Pride Explore Motivation Friendships Leadership Clubs Participation School Spirit Supportive House

the whole person and his or her role in the greater communities in House, School, and world through attention and devotion to mind, body, and spirit.�

residential

Curriculum

What is “ethical” behavior, and why

Lawrenceville’s residential program comprises the character, citizenship and

should one behave ethically when

well-being of all our students, day and boarding. While extraordinary teaching occurs

no one is looking? What does it

inside every Lawrenceville classroom, as much and sometimes more can be learned outside of

mean to respect someone whose

it: formative experiences and learning opportunities arise every day on the athletic fields and

values differ from or even seem

stages as well as in the daily interactions in the Houses. As a boarding school, Lawrenceville

to conflict with one’s own? While

enjoys a rare opportunity—our students do not leave school at three o’clock and return to a world of sometimes conflicting values and expectations; here, positive values are reinforced ‘“round the clock.” The same level of honesty expected on a morning quiz in the Spanish

it is a valid goal to live without conflict with others from different backgrounds and cultures, how do we truly embrace and truly learn

classroom, for instance, is also expected on a tennis line call in the afternoon and when students

from and about them – and they

give word to their Housemaster that they are in for the night. In this context, traits such as

from us? These are questions as

conscientiousness and respect for difference are valued and developed.

complex and important as any that students will find in a history

Under direction of the Dean of Campus Life, Lawrenceville also offers a series of more formal

classroom or science lab, and are

programs addressing community and cultural concerns. Personal Development classes, required

among those we seek to answer

of Second and Third Form students, cover critical topics including time management, sleep,

in Lawrenceville’s residential

and substance use; in addition, school-wide presentations and discussions address issues such as honor, sustainability and ethical decision-making.

Less-structured opportunities such as House meetings and weekly lunches with faculty advisors (who typically advise only six or seven students from their House) regularly address nonacademic questions and topics, from current events to everyday ethics. Lawrenceville students are bright and critical, which means that a simplistic approach to character or citizenship will not produce lasting impact. Through a school culture that deliberately engages these issues, as well as through ongoing discussions with faculty and peers in Harkness-sized groups, students are guided toward empathy and taught to think critically about personal decisions, encouraging informed and considered choices that foster engaged and meaningful lives.

curriculum.

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“The Lawrenceville experience is yours and yours alone. No two are alike.”

Pride Explore Scholarship Friendships Leadership Clubs Participation School Spirit Diversity Progress

Academic

Disciplines

Academic Philosophy The Lawrenceville School is a dynamic academic community where many experiences and perspectives come together around the Harkness table. Students arrive on campus with different backgrounds and academic skill sets. During the Second Form (9th grade) year, our goal is to teach a core and consistent curriculum and provide an academic foundation students can build upon later in their Lawrenceville career. In the Second and Third Forms (10th grade), students are grouped homogeneously and introduced to skills that are essential in Harkness learning and our inquiry based approach to education. Students may enter Lawrenceville with plans to focus on a specific area of study, but we encourage them to broaden their perspective through enriching learning experiences in all academic disciplines. We strive for a continuity of teaching and the teaching of a common core. As students grow academically, Lawrenceville offers numerous opportunities for intense focus in fields that are specific to their passion, resulting in an academic curriculum with the depth and breadth to inspire the most distinguished scholar.

In the Second Form students can expect to take humanities-English, humanitiescultural studies, Second Form science (biology-based) and appropriate math and foreign language courses based upon experience and skill. Third Formers are enrolled in Third Form English, Third Form history (Forces that Shaped the Modern World), and Third Form science (chemistry-based). They will also advance in their foreign language and math courses as well as take courses in religion, interdisciplinary and the arts. In the Fourth Form (11th grade), students take Fourth Form English, Fourth Form history (U.S. history), select their science course, advance in their foreign language and math courses and take other courses that meet graduation requirements or enable them to pursue areas of particular passion. In the Fifth Form (12th grade), there are recommended courses, but students have an increased flexibility to customize their schedule with the guidance of their academic advisor.

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english 30

Reading literature and writing clearly and perceptively about it takes time and careful attention; every term, Lawrenceville’s English classes return to the practice of fundamentals through our pedagogy and curriculum. Our passion for the practice of perceptive and accurate reading is matched by a respect for the demands of the writing process; this process of creating and weighing ideas, discovering evidence, crafting and redrafting essays is at the center of an education in English at Lawrenceville. We build competence as critical readers, writers and thinkers and work towards artful mastery in a collaborative setting, where each student’s goal is to learn not only from the text and his teacher but also from his or her peers and to help lead the class towards new understandings.

“I love my English teacher; she’s so creative. I look forward to Saturdays, when we have breakfast at her house and class in her living room.”

• Advanced Poetry

• Ind. Study: English

• African American Literature

• International Short Fiction

• American Literature and the Free Market

• Introduction to Literature

• Asian American Literature

• Irish Literature • Journalism Seminar

• Boarding School Literature

• Law as Literature

• Chaucer: Text and Context

• Legal Practice and Procedures

• Contemporary Women Writers

• Lessons of Lear

• Creative Non-Fiction

• Linguistics: Dr. Johnson to Dr. Chomsky

• English III

• Literary Journalism

• Essay Writing

• Literature as Philosophy

• Essays of Reflection

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• Nobel Pulitzer National Booker

• Shakespeare’s Comedies: Masks We Wear

• The Truth about Trenton

• Ethics and Literature

• Literature of National Pastime

• Ex Nihilo: Postmodern Literature

• Literature of the Beat Generation

• Fiction Seminar

• Mark Twain

• From Freud to the Void

• Milton

• Gender and Literature

• Moby Dick

• Public and Private: Writers as Diarists

• Gender in Gothic and Magic Realist Literature

• Modern English Plays

• Race Matters

• Modern Irish Drama

• Russian Literature

• Style and Expression in Creative Writing

• Voices in the Family

• Hemingway

• Modern Thought and Literature

• Science and Literature

• Temptation of Power

• War Stories

• Shakespeare: The Problem Plays

• The Novel

• West of Everything

• The Screwball Comedy

• Writing Seminar

• Heuristics • Humanities - English

• Mystery of Language: Detective Fiction

• Ovidian Tradition in Western Literature • Patterns in the Short Story • Poetry Seminar

• Signifying Nothing: Experimental Novels • Southern African Literature • Southern Literature • Storytelling in Literature and Film

• The Wild Western • This Happy Breed: Shakespeare’s Epic Tale • Trauma and the Literary Imagination • Two Forms of Nonfiction: Essays and Narratives

Literature Writing Journalism Poetry Shakespeare Ellison Chaucer Lahiri

Foreign Languages 32

The mission of the Foreign Language Department is to support students as they become citizens of the global community: our curriculum is designed to develop capacities to understand other cultures and peoples through the beauty and power of their languages. It is the capacity for language, for complex symbolic communication that is, arguably, what makes us human. Thus, to learn a foreign language is not only useful, allowing us to accomplish tasks, to coordinate work and play, but it is also deeply personal, giving us the means to share our hidden interior lives with other human beings. Finally, to learn a foreign language means to see and understand the world in a new way, to adopt, even temporarily, a new perspective. It is only when we encounter and interact with another culture that we can truly understand our own.

For many students, learning a foreign language is the first time that they realize what makes their language, their culture, and even themselves, unique.

“Going on the International Programs trip to Mexico was definitely an eye-opening experience for me. The trip allowed me to learn that I can push myself further than just the basic Spanish speaking skills that I once had, and express myself, even though the grammar or vocabulary words may not be perfect. The trip taught me to try new things, be more optimistic, and encouraging to others.�

Greek Arabic Chinese French Latin Spanish 33

• Introduction to Arabic

• French 3V

• Arabic Language and Culture I, II and III

• Advanced French I, II and III

• Chinese I, II and III

• Honors French: French Cinema

• Advanced Chinese I, II and III • Honors Chinese: Journalism I, II and III • Honors Chinese: Modern Chinese Literature I, II and III • Honors Chinese: Topics in Modern China I, II and III • French I, II and III

• Honors French: Journey into the Francophone World • Honors French: Paris - Capital of the 19th Century • Honors French: Second Empire Paris • Honors French: The Ninth Art

• Honors French: Versailles

• Honors Latin: Vergil and Roman Identity

• Honors Spanish: Fiction and Reality

• Latin I, II and III

• Honors Latin: Latin Literature in Shakespeare

• Honors Spanish: Improvisaciones

• Latin 3V • Advanced Latin I, II and III • Honors Latin: Augustan Rome • Honors Latin: Cicero and the fall of the Republic • Honors Latin: Roman Comedy • Honors Latin: Roman History/Roman Lives

• Spanish I, II and III

• Honors Spanish: News and Culture

• Advanced Spanish I, II and III

• Honors Spanish: Spain and Latin America

• Advanced Spanish: Community Outreach

• Honors Spanish: The Art of War

• Honors Spanish: Politics & Poetry

• Ind. Study: Language

• Honors Spanish: Art as Social Expression • Honors Spanish: Espanol En Linea

• Russian Language and History

history 34

The History Department believes that students should develop an understanding of the broad historical forces that have shaped the modern world as well as individual people and events. Another important goal is to demonstrate how people perceived events in their own time as well as how historians have viewed them from a later vantage point. Each course is designed with overarching questions that help to guide students through their studies as they encounter a wide variety of sources and learn to think, speak and write critically within the discipline of history. In line with the School’s mission statement, the History Department aims to develop students’ global perspectives and an increased awareness of and empathy for a variety of perspectives, both historical and contemporary.

The History Department’s courses examine the relationship between the western and non-western world, and the development of the United States. Early on students are introduced to China and India through an in-depth investigation of each culture and examine the reasons why societies evolve as they do. Students are asked to consider the historical roots of current conflicts and controversies. In the Third Form year, students turn their attention specifically to the forces that have shaped the modern world from 1450present. The “rise of the West” is a central question in this course. Fourth Formers undertake a full year survey of U.S. history, and each student completes a research paper in the spring term, building on skills they have been developing since the Second Form year. In the Fifth Form, students are able to choose from a wide range of electives, including Modern Latin America, Russian History, the Modern Middle East, and American Foreign Policy Since 1945, just to name a few.

The Department of History is committed to helping students discover.

Government Economics Culture

• A “House Divided”: The Civil War Era

• Humanities - Cultural Studies

• Advanced Research Seminar

• Immigration Stories/ Theories

• Africa: Then and Now

• Ind. Study: History

• American Studies: The 1960s

• Interpreting the Ancient Maya I and II

• Canadian Studies

• Lincoln

• Civil Liberties and the American Constitution

• Poverty in the Developing World

• Decision Making in the Face of Uncertainty

• Reporting Vietnam

• Economics • European History: Revolutions • European History: The Renaissance • European History: The Totalitarian State • Forces That Shaped the Modern World • History of Japan • History of Latin America since Independence • History of Modern China • Honors Economics

Immigration Evolution Conflict

• Honors Government • Honors U.S. History

• Russia: History and Memory • Systems of Oppression • The American Presidency • The Destruction of American Slavery • The Middle East Myth and History • Themes in U.S. History • Topics in History of Women and Gender • Topics in Intellectual History • U.S. Foreign Policy: 1945-Present • U.S. History

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Interdisciplinary 36

With the publication of “General Education in School and College,” a report sponsored by the Ford Foundation and published by Harvard University Press in 1952, secondary schools and colleges began to think critically of ways to integrate the final chapter of high school with the first years of college. The report, which drew from educators at premier boarding schools — Andover, Exeter, and Lawrenceville — and Ivy League universities, addressed educational issues at large but also “the superior, or potentially superior, student, now notably handicapped by failure to plan these four years as a coherent, effective whole.” In addition to recommending achievement exams — today’s Advanced Placement — the committee concluded that integrated and interdisciplinary thinking was equally vital for development and growth. Lawrenceville has embraced this educational philosophy and integrated it into the curriculum.

Lawrenceville grants teachers the liberty and resources to develop interdisciplinary studies as an equally valued and integrated curricular experience. For the past twenty years, Lawrenceville has offered courses in the Interdisciplinary Studies Department on wide ranging topics. In recent years, the department pioneered integrated history and literature courses; Capstone programs on topics of national interest with world-renowned speakers; and discipline-specific foundational courses that encourage the development of critical skills such as argument analysis and the evaluation of evidence. Every course in the department embraces the pedagogical mandate that instruction should be contextual, relational, evidentiary, and experiential. These offerings provide texture to the curriculum, and they create a formative experience for Lawrenceville students.

Integration Critical Thinking Experiential Bio-Ethics Appreciation • Honors Calculus AB with Physics

• Food Studies

• Popular Music in America

• Honors Physics with Calculus

• Heresy: Philosophy, Religion, & Science

• Race

• Religion and Ecology

• Water and Humanity: A Collaborative Study

• Religious Dimensions of Music

• Design for Social Change

• The Karma of Words

• Honors Art History

• From Freud to the Void

• The Middle East - Myth and History

• Time, Space & Light: The 20th Century

• Legal Practice and Procedures

• The Universe Story

• Capstone

• Linguistics: Dr. Johnson to Dr. Chomsky

• Varieties of Religious Experience

• Urban Education in America

• Modern Thought and Literature

• Bioethics

• Ethics and Literature

• Science and Literature • The Truth about Trenton • Africa: Then and Now • Immigration Stories/Immigration Theories • Interpreting the Ancient Maya I • Poverty in the Developing World • Russia: History and Memory • Russian Language and History • Systems of Oppression • Advanced Spanish: Community Outreach • Honors Chinese: Topics in Modern China I • Honors French: Versailles • Honors Spanish: Politics & Poetry

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Mathematics 38

Mathematics is the language of reason. Though often referred to as a single discipline, mathematics comprises many distinct fields, including algebra, geometry, trigonometry, calculus, number theory, probability, and statistics. Each field has developed its own ways of thinking, its own methods for solving problems and establishing truth. Closer examination reveals the underlying logic that binds them all together. In addition to its inherent structure and beauty, mathematics helps us model the world around us. Whether we’re monitoring climate change, managing money, designing new buildings and bridges, buying insurance, testing the effectiveness of a new drug, or solving crime, math provides the tools we need to make decisions in the face of complexity, risk, and uncertainty.

Every Lawrenceville graduate should be able to interpret quantitative information, develop and apply mathematical models, formulate clear and convincing arguments, and use appropriate technology to solve problems and describe relationships. In each course, we seek to develop students’ mathematical reasoning and their ability to use the language of mathematics to communicate their ideas and observations.

We encourage students to ask good questions, use multiple approaches, explore ideas, and notice connections.

Our

Harkness-style classrooms promote intellectual engagement: independent thinking and exploration, as well as effective collaboration. The Mathematics Department sees learning mathematics as a “gateway to reason” and strives to help our students gain a greater appreciation for and command of the discipline, both for its value as a way of thinking and for its usefulness in other disciplines.

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• Calculus and Statistics • Finite Math with Applications

• Honors Math Seminar: Multivar.

Calc.

• Honors Calculus AB

• Honors Math Seminar: Number Theory

• Honors Calculus AB with Physics

• Honors Statistics

• Honors Calculus BC

• Ind. Study: Math

• Honors Calculus-Based Prob. & Stats

• Intro. to iOS Programming

• Honors Computer Programming • Honors Math Seminar: Calculus C • Honors Math Seminar: Computational Geometry and Proof • Honors Math Seminar: Differential Equations • Honors Math Seminar: Infinity

• Intro. to Robotics • Intro. to Web Programming • Math 1, 2, 2M, 3 and 4 • Precalculus • Precalculus BC • Statistical Reasoning in Sports • Statistics

Probability & Statistics Algebra Geometry Robotics Calculus Number Theory

Music 40

The music program at Lawrenceville cultivates students who understand Music as a language and value its practice as art. A key goal of music in our arts curriculum is to enable students to develop a common understanding of the elements of music and to engage in shared experiences of making music. Therefore, we encourage our students in active exploration of the intersections of theory and practice as the basis of learning in the music program.

It is now evident that our brains are “hard-wired” to respond to music. Recent studies in neurobiology have confirmed what musicians have long understood; that music plays a special role in the development of our brain and helps keep it running smoothly as we grow. Nothing is more vital to music than collaboration — it is virtually a “mode of being” to musicians, and many students are often at their best when led to productive partnership via musical performance. We provide many opportunities to work closely with our music faculty in classes, as well as individual teachers in our Private Instruction Program. Likewise, Lawrenceville’s instrumental and vocal ensembles offer a vigorous co-curricular experience in performance for students at many levels.

Course offerings in music are rich, ranging from explorations of the fundamental “language” of music, to its place in history and culture, and extending to handson experience in composition, digital production, and chamber music (which may include classical, jazz, and pop). We embrace a broad view of “making” music, and our hope is that every student will find a place to “exercise” their musical brain and spirit, while at Lawrenceville.

Production Music Theory Composition Vocal Ensembles Instrumentation 41

• Arts Chamber Music • Classics in Performance • Digital Music Composition • Explorations of Music • Foundations of Music • Honors Music Theory • Ind. Study: Music • Popular Music in America • Shapes and Styles of Music • The Lawrentians • Vocal Artistry

Religion & Philosophy 42

Is there a deeper meaning to our lives? Who are we and where might we be going? What are the worldviews and practices that have helped humankind to achieve fuller purpose and morally order society? As old as the talent for symbolic thought, the human urge to find higher principles and celebrate sacred reality has helped people confront fears, respond to deep questions and seek the wisdom of religion and philosophy. In a world that is more clearly interconnected than for any other generation, it is vital for students to look inward and outward with care to become global citizens.

Starting with the foundation of World Religions, our third Form students pursue modern case studies of religions that are much alive in the world and within our School community.

The curriculum then opens to textual topics and depth studies of specific traditions, as well as ethics and Eastern and Western philosophy. Beyond the minimum two course requirement, one finds a vibrant array of interdisciplinary classes for Fourth and Fifth Form students.

The Religion and Philosophy departmental journey is distinct for the way our concerns are both field-specific and germane to other subjects; not to mention the art of living. By learning to see through the vital lenses of worldview, complex idea and thick description, our students gain skills that will travel well with them and enhance their capacity for critical and empathetic inquiry. Through combining an academic and existential approach to the world of myth, ritual and symbol, the study of religion and philosophy is one in which rigorous thinking and a sense for life’s journey advance together.

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• World Religions

• Hinduism: Belief and Practice

• Social Ethics and Genocide

• Islamic Studies: East and West

• Chinese Philosophy

• Ethics

• Studies in Christian Origins

• Philosophy

• Hebrew Bible: Studies & Methodologies

• Jerusalem

• Judaism • Three Forms of Buddhism

Ethics Purpose Journey Traditions World Religions

• Ind. Study: Religion/Philosophy

Science Science makes it possible for everyone to share the

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excitement of understanding the natural world. This allows students, as future citizens of a society driven by scientific advancement, to make personal decisions and engage intelligently in public discourse about scientific issues, as well as, pursue further study in science beyond Lawrenceville. The Science department therefore delivers a solid grounding in fundamental theories, unifying concepts, and relevant skills during the first two years through an examination of the life and physical sciences.

This core program in Second and Third Form, respectively, emphasizes an inquiry-based approach where students make observations and inferences to describe the natural world, as they develop conceptual understanding of scientific principles.

During their remaining years, students may choose from a wide array of advanced coursework, including full-year classes that comprehensively examine a scientific field or electives that delve deeply into a specific discipline. The actual practice of science is emphasized whenever possible in all courses, allowing students to actively develop their understanding by combining scientific knowledge with reasoning and critical thinking.

Biology Evolution Astronomy Environmental Studies Program Students use the campus — 700 acres of fields, streams, marshes, forests, and ponds — as an outdoor laboratory for environmental studies. The program, founded in honor of the famous conservationist Aldo Leopold (Class of 1905), includes: outings — hikes and canoe trips led by two veteran experiential educators into the nearby Pinelands wilderness and the Delaware Water Gap National Recreation Area surrounding the Appalachian Trail.

• Astronomy

Hutchins Scholars

• Atmosphere and Ocean Dynamics

Program

• Biochemistry • Bioethics

outstanding science students. This

• Evolution of Reproduction

program provides Scholars with

• Food Studies

substantive research experiences,

• Honors Biology

prepares them for leading

• Honors Ecology • Honors Environmental Science

university science programs, and ultimately inspires them to pursue science-related careers.

Hutchins Scholars participate in

• Honors Physics/Mechanics

summer research seminars and

• Honors Physics with Calculus

experiences during the summers

• Human Anatomy and Physiology

before their Fourth and Fifth

• Human Disease

Form years. As Fourth Formers,

• Human Evolution

they enroll in a research science

• Ind. Study: Science • Inquiries in Biological and Environmental Sciences • Inquiries in Chemical and Physical Sciences

class, which will prepare them to conduct independent research and, if appropriate, to compete in a national science competition.

• Intro. to Engineering

This allows students to deepen

• Learning and Memory

their understanding of scientific

• Observational Astronomy

research based on practical,

• Physics

real-world experience while giving

• Physics/Mechanics • Race • Research in Applied Chemistry

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supports some of the School’s most

• Conceptual Physics

• Honors Chemistry

Physics Environment

This program recognizes and

them the ability to explore their passion for science outside of the classroom. The Hutchins Program, which also provides need-based

• Research in Field Ecology

financial aid to those Scholars

• Research in Molecular Biology

who qualify, is made possible

• Sustainability Seminar

by a $5 million gift the School’s

• The Biological Roots of Human Behavior

Bicentennial Campaign by Glenn

• Water and Humanity: A Collaborative Study

‘73 and Debbie Hutchins.

Theatre and Dance 46

We believe that the actual making of art is our unique educational gift to the School. So, we offer courses that challenge students to apply the theory they learn in a classroom to the actual practice of art in performance. This requires finding creative solutions to real-life problems, developing sophisticated communicative skills to convey ideas effectively, and working together as a team in close collaboration.

Like the athletic and academic programs at Lawrenceville, we utilize a three-tiered approach to meet the needs and abilities of our students. If someone wishes to achieve at the “varsity” or “advanced placement” level, we provide faculty-directed main stage and fully-produced studio productions in theatre and rigorous afternoon dance classes for athletic credit.

If someone wishes to pursue their interest in a less timeconsuming, though still highly spirited environment, we provide student-initiated projects for our three-week Winterfest of Plays in the Black Box Theatre during February; and our all-school Dance Concert in the spring. We also offer a myriad of studentled initiatives for those students who wish an artistic experience including Impulse Comedy Troupe and several Dance Ensembles, including Hip-Hop, traditional Indian, and a competitive team.

In the curricular realm, incoming Second Form students take three credits by the end of their Third Form year. These foundational classes touch on all aspects of the theatre, from improvisation to mask characterization, set and lighting design to direction, and playwriting to acting. Advanced, 500-level courses are then available for students who wish to continue to pursue their passion in their Fourth and Fifth Form years.

Playwriting Improvisation Performance Choreography Stagecraft Cabaret 47

• Foundations of Theater • Acting & Directing • Theatrical Design & Directing • Explorations of Theatre • Advanced Acting & Directing • Advanced Theatrical Design • Choreography • Reason & Faith: Brecht’s “Galileo” • Shakespeare in Performance • Introduction to Theater History • Ind. Study: Theatre

Visual Arts 48

In the Visual Arts Department our goal is to impart in our students visual awareness and acuity. We look, we make, and we discuss all in the pursuit of understanding the fundamental questions of life: Who am I? Why am I here?

Where do I come from? What is my purpose? Why do things look the way they do? What if they looked different? We place a high value on craftsmanship through revision, analysis, and a lot of hard work. Sometimes this trilogy gets overlooed in today’s fast-paced world of instant gratification, where we lose our ability for extended focus through multi-tasking. Thus, all of our classes involve some historical analysis and they all require creation in some form or another.

Even though we are not in the business of making artists, almost all of the work students do is meant for public consumption. Their work is seen, critiqued, and evaluated; people respond to their work, and in return students evaluate the responses. This public discourse is challenging, but it results in growth and stretching which is especially important in the development of mind, body and soul. Moving through our curriculum in a logical progression from foundational courses that set the stage, then building upon that foundation in advanced electives, allows students to develop at an appropriate level.

To lift a line from “Gladiator” - “what we do in life echoes in eternity;” we are invested in the process of looking at those echoes and we are trying to make a few of our own. “Ars Longus, vita brevis” (art is long, life is short) Lawrenceville is honored to maintain this long lasting and important tradition.

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• Advanced Studio

• Honors Art History

• Architecture

• Ind. Study: Visual Arts

• Ceramics I and II • Design

• Painting • Photography I and II

• Design for Social Change

• Printmaking-Etching

• Drawing

• Structures in 3D

• Environmental Filmmaking

• Time, Space & Light: The 20th Century

• Filmmaking: Sight & Sound

• Watercolor

• Foundations of Art I and II

Art Appreciation Creativity Craftsmanship Printmaking Watercolor Photography

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“Learning by living. Learning by doing.�

Independent Study Diversity Exploration Community Service International Programs Strong Foundation

Academic Options

Cum Laude Society Academic Life Lawrenceville’s graduation requirements are designed to provide a strong foundation in all

The Lawrenceville chapter of Cum Laude, the high school equivalent of

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Phi Beta Kappa, recognizes superior

disciplines, as well as the flexibility and myriad opportunities for students to pursue advanced work

academic achievement. A student

in those disciplines of most interest to them. In fall 2006, after an 18-month curriculum review,

may be elected in the spring of the

the School adopted new graduation requirements. The curriculum review was prompted by the

Fifth Form year.

need to construct more coordinated academic, co-curricular and residential programs that would prepare students to become leaders and reflect trends in education at both the secondary and higher

Independent Study

education levels. Recent developments in global affairs, as well as research in cognitive science, also

Independent studies offer a unique

informed the curriculum review. As part of this curricular redesign, the School elected to drop

opportunity to Fourth and Fifth

the Advanced Placement designation from its courses. Instead, the School added to course titles a “500” number designation to define the most rigorous courses in our curriculum. This numbering

Form students with an interest that takes them beyond the bounds of the offered curriculum. Students

system honors the dynamic and challenging academic curriculum at Lawrenceville. While many

may propose an independent study

500-level courses prepare students for AP exams, there are many other 500-level courses that offer

by first consulting with a faculty

a collegiate-level challenge that equals and in some cases even exceeds an AP curriculum. It is

or staff member. If the faculty/

important to note that students signing up for yearlong courses must make a commitment to taking the course for the entire year.

staff member agrees to act as an advisor for this independent study, the student requires the approval of their Academic Advisor,

Senior Projects In the spring of their Fifth Form year, students have the opportunity to undertake a senior project—a chance to pursue a passion that may fall outside of the typical academic realm.

College Counselor, and Chair of the department the independent study falls within. Final approval must come from the Dean of Academics.

Examples of recent senior projects include mentoring middle-school students, working on the Big

Independent studies require an 80-

Red Farm, designing a clothing line, and learning a computer language. As with independent

hour commitment over the course

studies, senior projects involve a detailed approval process. However, senior projects do not receive a course credit, require only a 40-hour commitment over the spring term, and are graded pass/fail based on whether that commitment was met.

of a term (equal to a standard course), so students must apply to drop one course in order to make time for the independent study. All independent studies culminate in some reporting of the results of the study—often through an end-ofterm presentation. As with regular course work, a final grade is given.

Lawrenceville International Programs

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The Lawrenceville School is dedicated to ensuring that every student has the opportunity to partake in a meaningful and authentic experience abroad, which is tied to our curriculum, service programs, or other co-curricular initiatives. Inherent in such a program is a desire to help make our students more aware of global issues and different cultures, as well as stress the importance of establishing personal connections to others around the world.

The ultimate goal of the international program is to help create more responsible, global citizens through a creative and holistic approach to learning. The School offers many different opportunities for students to travel, conduct research, perform community service, or learn a language in various international settings. On average the school offers 12 to 15 trips a year, with recent destinations including trips to China, Mexico, Japan, France, Italy, Ireland, Germany and Austria, India, Peru, Bolivia, Grenada, Guatemala, Jordan, Cambodia, Thailand, and Chile (Patagonia). With each season there are both repeat destinations with long lasting relationships as well as new programs and locations added to the venue. Our trips have been developed by our faculty, students, families and alumni.

Our programs run during our spring break and throughout the summer, each typically between 10 to 16 days in duration. Each season one can expect a number of trips to be directly associated with a class, such as our Tropical Ecology class and their research trip to the Amazon in Peru, community service oriented trips such as our work in rural China teaching English, or trips which augment our curriculum or extra-curricular initiatives, such as our dance trips, which have in recent years taken students and faculty to Ghana, Turkey, Peru, Thailand and Cambodia.

Our School is also involved in developing both exchange opportunities as well as other initiatives with other schools throughout the world. In the last few years Lawrenceville has developed working relationships with the Keio School in Japan, the Orkeeswa School in Northern Tanzanai, Robert College in Turkey, King’s Academy in Jordan, and UNIVA in Puerto Vallarta, Mexico.

For more information, visit the International Programs section of the School website under the Academics heading at www. lawrenceville.org.

The Island School Located on the island of Eleuthera in the Bahamas, The Island School offers new ways for Third Formers to grow, explore, and challenge themselves. A semester-long broad program in tropical marine science, English literature, history, anthropology, studio arts, and mathematics allows students to integrate classroom learning with practical primary research.

Students learn to build a living community together, increase their awareness about marine and island environment, support the local community through outreach in the Eleuthera school system and use and teach sustainable living technologies.

More information is available on the School’s website at www.lawrenceville.org

Ecology Sustainability Green Campus Landscape Design Green Green Campus Initiative The Lawrenceville School’s Green Campus Initiative takes a holistic approach to campus sustainability. The Initiative focuses on campus energy, materials, land, and water use, applying methods that promote ecological literacy, sustainability education and involve the broader community outside of the school. The Lawrenceville School’s environment makes an aesthetic impression on those who come to campus while simultaneously presenting a pedagogical mission. The campus in particular, with the legacy of alumnus Aldo Leopold and foundational landscape design by Fredrick Law Olmsted, provides unique educational opportunities for students and the local community. In the spring of 2012 the School began to draw its energy needs from its Solar Farm, which consists of a nearly 30-acre, net metered, 6.1 megawatt solar facility accounting for 90% of the School’s power needs and offsetting 6,388 metric tons of CO2 annually. In 2013 The Lawrenceville School opened the Big Red Farm, a 15-acre farm that grows fresh produce for our dining halls, local restaurants, and the School community.

The Big Red Farm offers students opportunities to work on the farm as part of co-curricular programs in the fall and spring, and through internships over the summer. As a result, students, faculty, staff, and citizens who work, learn, and live on and around campus can gain a new dimension to their learning experience, and an increased appreciation of the natural world.

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COLLEGE COUNSELING OFFICE MISSION STATEMENT The College Counseling Office believes the college search is an extension of the education students receive at Lawrenceville. The overall process offers the opportunity for students to draw upon and apply the academic skills and personal development which result from their overall Lawrenceville experience. When students engage in the college process well, they will develop a clearer awareness of themselves as individuals and learners, while furthering their understanding of the importance of commitment to responsible engagement within an academic community.

Colleges Attended by Five or More Graduates from the Classes of 2013, 2014, and 2015 • Princeton University

39

• Bucknell University

12

• College of William and Mary

7

• Georgetown University

30

• Johns Hopkins University

12

• Wesleyan University

6

• New York University

29

• Boston College

11

• S outhern Methodist University

6

• Columbia University

20

• University of Michigan

10 • University of Notre Dame

5

• Cornell University

19

• W ashington University in St. Louis

10

19

• H obart and William Smith Colleges

5

• University of Pennsylvania

• Northwestern University

9

• Brown University

18

• Amherst College

5

• Carnegie Mellon University

9 • Smith College

5

• Tufts University

5 5

• Yale University

18

• Duke University

16

• University of Virginia

16

• Stanford University

15

• Colgate University

• Harvard University

9

• Middlebury College

8

• Northeastern University

8

• U niversity of California, Berkeley

• T he George Washington University

8

• University of Richmond

5

14 14

• Wake Forest University

8

• T he University of North Carolina at Chapel Hill

5

• Davidson College • Dartmouth College

13

• Vanderbilt University

7

• W ashington and Lee University

5

• Trinity College

13

• Hamilton College - NY

7

• Williams College

13

• Bowdoin College

7

• University of Chicago

12

• M assachusetts Institute of Technology

7

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at LIFE Lawrenceville

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Pride Explore Varsity House Friendships Leadership Clubs Participation School Spirit Supportive Sports

“Athletics at Lawrenceville had a huge impact on my overall high school experience. With state-of-the-art facilities and experienced coaching, Lawrenceville has been nothing short of greatness for me.�

Lawrenceville

athletics

59

Lawrenceville regards athletics as yet another educational opportunity for students and a necessary and valuable complement to our rigorous academic expectations.

The importance of commitment; the satisfaction of selfless teamwork; the hard lessons of failure; the courage to surmount pain, fatigue, and frustration for a common goal; the virtue of physical conditioning; the imperatives of sportsmanship; and the sheer joy of healthy competition are values that a good athletic program is uniquely suited to teach.

Besides, after a day of study, there’s nothing like an intense workout to help keep life in balance. Lawrenceville’s proud interscholastic tradition and unusually comprehensive intramural program, along with instruction in lifetime sports, ensure that each Lawrenceville student experiences the challenge and reward of athletic competition.

The School has extraordinary outdoor sports facilities: two Fieldturf artificial playing surfaces with lights for field hockey, boys and girls lacrosse, and soccer; 18 other multipurpose natural grass athletic fields, including five intramural fields, two softball diamonds, and two baseball diamonds. There are also 12 tennis courts, a nine-hole golf course, and a quarter mile all-weather track. The crew program also enjoys the use of a bay and other facilities at the nearby Finn M. W. Caspersen Rowing Center at Mercer Lake.

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The Edward J. Lavino Field House is one of the finest facilites at any independent school.

The main arena has a Mondo surface with three combination basketball-volleyball-tennis courts, a four-lane 200 meter banked indoor track, with an eight-lane straightaway, long jump, shot put, pole vault and high jump. Along each side of the arena are two gymnasiums, a six-lane competition swimming pool, a wrestling room, a performance center, and an athletic training wellness room. A modern, enclosed ice hockey rink is attached to the Lavino Field House, and there are 10 Anderson international squash courts. A separate building located nearby houses the state-of-the-art, 4,500 square foot, Al Rashid Strength and Conditioning Center supervised by two certified strength and conditioning coaches.

Students must participate in an approved form of athletic activity each term. Rehabilitation of athletic injuries and fitness testing are an important part of the athletic program and are available to students in need of evaluation and remedial work under one of our two certified athletic trainers.

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VARSITY SPORTS ON ARTIFICIAL TURF Field Hockey Lacrosse Soccer HOUSE SPORTS Basketball Soccer 6-Man Football Team Handball (girls) Ultimate Disc Volleyball LIFETIME SPORTS (SECOND AND FIFTH FORMS) Senior Conditioning* Personal Conditioning Sports Performance Conditioning* Aquatic Conditioning* Dance (all Forms) Golf* Ice Skating Farming Outdoor Leadership (all Forms) Spinning* Squash Ultimate Disc Yoga* *Fifth Form only INTERSCHOLASTIC Baseball Basketball*

Crew* Cross Country* Fencing* Field Hockey Football Golf* Ice Hockey* Indoor Track and Field* Lacrosse* Outdoor Track and Field* Soccer* Softball Squash* Swimming* Tennis* Volleyball Water Polo* Wrestling* *offered to boys and girls LEAGUE, STATE, COUNTY OR NATIONAL CHAMPIONSHIPS 2014-2015 Boys’ Crew Boys’ Swimming Girls’ Fencing Girls’ Soccer Field Hockey Boys’ & Girls’ Indoor Track Girls’ Lacrosse Girls’ Golf Boys’ & Girls’ Squash Boys’ & Girls’ Tennis Boys’ & Girls’ Outdoor Track

Ropes Course The Joshua L. Miner Ropes Course allows students the opportunity to accept a challenge and work toward conquering it as a group. The School’s course was originally designed and built by an expert in outdoor experiential education. The course is designed to help students listen to each other, trust each other, and work toward a common goal. A second phase of the Ropes Course, the high ropes, involves complex systems of rope bridges and platforms. The course is one of the best of its kind on the East Coast.

Outdoor Programs The Lawrenceville School’s Outdoor Programs provide students with experientially based programs and initiatives to educate students in responsible leadership, community membership, and character development and to provide interactions in the outdoor environment which will enhance both academic and non-academic skills development. These learning opportunities are designed to reach across multiple disciplines and enrich the development of students as responsible members of the Lawrenceville and global communities. Lawrentians have traveled the globe through Outdoor Programs courses, scaling glaciers in Patagonia, trekking through the desert in South Africa, and sea kayaking among icebergs in Newfoundland. Athletic credit is given to participants.

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“The performing arts are highly valued at Lawrenceville, where outstanding facilities and

Periwig Theatre Festival Jazz Friendships Performance Plays Acting Dance Production Arts Musicals

gifted teaching artists often combine to bring forth productions that well exceed the expectations of student musicians, actors, and singers.�

Performing Arts

The

The Kirby Arts Center houses two acting studios, dance studio, and design lab, with scene and costume shops. The Lawrenceville School musical ensembles perform public concerts throughout the year.

Both the evening series and the midday music series on Thursdays offer opportunities for chamber music groups and individual soloists to perform.

Many of these concerts take place in the Clark Music Center, while others take place in Kirby Arts Center.

Dance, Music, and Theatre Walk into the Allan P. Kirby Arts Center or the Clark Music Center any night of the week, and you will find them humming with activity — a Periwig Club rehearsal for a musical, an informal session with visiting jazz musicians, or a private cello lesson.

Each year students present major theatrical productions, in our 865 seat main stage theatre, ranging from cutting-edge contemporary plays, to Shakespeare and the classics, to standard and rock musicals. Student-initiated projects for the annual Periwig Theatre Festival are performed each year in our flexible black box configuration.

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Dance as Athletics Students who participate in the School’s dance program receive athletic credit from the Athletic Department. The School recognizes the intense physical effort involved in dance, and provides opportunities for students to choreograph and perform their own productions. Dance classes are offered a minimum of four times a week each term in ballet, dance, and hip hop.

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Reach Out to the Arts Reach Out to the Arts provides students with varied opportunities to sample a dazzling slice of cultural life in New York City and Philadelphia. The School’s easy access to these major metropolitan areas enables students to savor the cultural events continuously arrayed in these cities.

Trips to museums, the symphony, the ballet, jazz concerts, opera, art galleries, and a host of theatrical productions abound. The ultimate goal of the program is to broaden students’ views of the world around them.

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“At Lawrenceville, students prepare for the increasingly global society in which we all live.�

Pride Explore House Diversity Friendships Leadership Clubs Participation School Spirit Understanding

Diversity AT

Lawrenceville

At Lawrenceville we strive to provide a multicultural environment where students from diverse backgrounds are encouraged to learn from, with and about one another. Lawrentians are part of a community where beliefs, be they cultural, ethnic, or religious, are both supported and challenged.

Diversity permeates every aspect of a student’s experience at Lawrenceville. In the classroom, in co-curricular activities, and through the residential program, students are provided the opportunity to explore and understand the perspectives and identities of others as well as their own. Our goal is to have each Lawrenceville graduate walk across the stage equipped to answer the following questions: Who am I? Who are they? Who are we?

Lawrenceville is committed to the belief that all students’ critical thinking skills are enhanced in an environment which is racially, ethnically, culturally and socio-economically diverse. Within the context of a traditional American boarding school setting, we are committed to providing an academic curriculum which reflects a global perspective.

Lawrenceville offers a wide range of support for students, parents and faculty around issues of diversity. The Office of Multicultural Affairs supports a dozen or more student affinity groups such as Latinos Unidos, The Alliance of Black Cultures (ABC), The Jewish Students Organization (JSO), The Asian Students Organization (ASO) and The Gay-Straight Alliance (GSA). Through the student diversity council, the parent multicultural committee, the board of trustees diversity committee, and the faculty’s sustained dialogue program, there are ongoing discussions at every level about ways to enhance and support diversity and multiculturalism at Lawrenceville.

Religious Life at Lawrenceville Religious life at Lawrenceville is visible and vital, designed so that students can deepen their own faith in the Buddhist, Christian, Hindu, Humanist, Jewish, Muslim, and Sikh religious traditions. Religious life is also designed to encourage students to widen their understanding of and respect for traditions different from their own. Each religious life offering is welcoming, educational, and inclusive.

At Lawrenceville, we believe that the understanding of the religious dimension of life is essential to the secondary school education.

Therefore, all students take at least two courses in the Religion and Philosophy Department, including Introduction to the Study of World Religions. Boarding students are required to attend two religious life offerings each term, while all students are encouraged to participate in the wide array of opportunities which reflect the multi-faith world in which we live.

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“I have learned the value of time and how to make the most of it. I know how much I can do

Athletics Recreation Labs Friendships Leadership Clubs Events Writing Workshops Study Rehearsals

in one night, so sometimes I give myself breaks and just relax with friends.�

A Day in the Life

The entire School eats lunch at the same time and each House dines together. This tradition is yet another example of how the House System defines the Lawrenceville experience. On Monday students take lunch with their academic advisors. Each advisee group shares a table and time is spent discussing both individual and group concerns.

During these meetings, students often schedule a private meeting with their advisor if needed.

The entire School assembles once a week for an all-School community meeting. These gatherings feature readings, reflections, and announcements from various students and

Lawrenceville provides a great number of opportunities for students to explore outside the classroom.

What’s it like being a student at Lawrenceville? It means a schedule packed full of classes, study hours, athletic practice, rehearsals, and time for friends, special events, eating, and sleeping.

Students learn to manage their time, meet their commitments, and enjoy their friendships.

Classes begin at 8:00 a.m. on most days and the dining center opens one hour before that for breakfast. Classes meet four times each week for 55 minutes. Science classes and advanced classes in all disciplines are also able to make use of an additional 55-minute period each week for labs, extended discussions, test practice, writing workshops, etc. There also are three 40-minute periods each week for student-teacher consultations, during which no classes or labs are scheduled.

Students are highly encouraged to take advantage of consultation periods.

faculty members. School meeting agendas include outside speakers, special guests, musical presentations, and opportunities to examine student issues.

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Class is a big part of most days, but there is a lot more to do when they end at 3:05 p.m. – sports or community service

72

in the afternoon, followed by dinner, and maybe a club meeting. Then some time for socializing or relaxation in a common room, your House porch, or The Bowl until it’s time to hit the books for homework. On Wednesdays classes end at 12:20 p.m., and students have the choice of studying, rehearsing performances, practicing sports, working on publications, or fulfilling their community service requirement. Saturday classes end at 11:30 a.m.

Dinner is served from 5:30 p.m. to 7:00 p.m. All Forms eat in the Irwin Dining Center, except for the Fifth Form, which takes meals in the Abbott Dining Hall, located in Upper House. After dinner, there are a variety of things to do: clubs, activities, homework, and socializing. Check-in is at 8:00 p.m. for Lower School, and Crescent and Circle Houses, and 9:00 p.m. for the Fifth Form, Sunday through Friday. Permission to leave the House after check-in to go to the library, rehearsals, club meetings, or to meet a teacher for consultation is granted after check-in time, but students must check back in with the master on duty by 10:00 p.m. (11:00 p.m. on Saturday).

Lawrenceville Lexicon Like every school community, Lawrenceville has its unique vocabulary. A quick review of this list will have you speaking “Lawrentian” in no time!

The Bowl

The area between Dawes and Raymond Houses

The Circle

The Houses for Third and Fourth Form boys

The Crescent

The Houses for Third and Fourth Form girls

Crutch A prize for the winner of the Kennedy/Hamill House football match Echo Circle

The area between the Bunn Library and the Crescent

Feed

Food provided as Saturday night snacks at late check-in

Flagpole Green The area between Chapel and Bunn Library “Libs”

The Bunn Library

On weekends, at least one House sponsors

The Lit

Lawrenceville’s student literary magazine

an all-School social event. These activities

Olla Pod

Lawrenceville’s student yearbook

The Jigger

The School’s on-campus store

Mem Hall

Woods Memorial Hall

Periwig

Lawrenceville’s student drama club

may include carnivals, concerts, formal

Pods

Eating areas in the Irwin Dining Center

dinners, and dances. Faculty members are

Pop Hall

The Fathers’ Building

on hand to take trips to local shopping

Forms Class years Second Form = freshman Third Form = sophomore Fourth Form = junior Fifth Form = senior

range from dances, to theme parties, to festivals. The Student Council Vice President for Social Life is responsible for the planning of the all-School events that

areas and movie theatres. Reach Out to the Arts is a faculty led club that takes trips to cultural events in New York and Philadelphia. Day students are encouraged to attend all campus activities.

Green Fields The athletic fields located behind Hogate Hall, used for House sports House

Student residences

KAC

Kirby Arts Center

The LawrencE

Lawrenceville’s student newspaper

73

47

74

51

50 48 46

49

24

25

26

22

23

27

21

44 28

13

19

20

17

29

16 18

14

33

30

15 31

34

32 35 45 40 42 43

36 37

41 39

38

CAMPUS MAP KEY 1

Foundation House

2 Juliet Lyell Staunton Clark Music Center

52

12

6

4

11 5

7

3

8 9

2

1

28 Kirby House

3

Reynolds House

29 Carter House

4

Hogate Hall

30 Stephens House

5

Green Field

31 Stanley House

6

Noyes History Building

32 McClellan House

7

McPherson House

33 Bunn Library

8

Abbott Dining Hall

34 Cleve House

9

Upper House

35 Griswold House

10 Gruss Visual Arts Center

36 Woodhull House

11 Dawes (Perry Ross House & Cromwell House)

37 Dickinson House

12 Kirby Arts Center

10

27 Semans/Lawson-Johnston Squash Courts

13 Raymond (Thomas House & Davidson House)

38 Kinnan House 39 Haskell House 40 Kennedy House

14 Fathers Building (Pop Hall)

41 Hamill House

15 Woods Memorial Hall

42 Golf Clubhouse

16 Admission Office

43 Tennis Courts

16 Mackenzie Administration Building

44 Al-Rashid Fitness Center

17 F.M. Kirby Math and Science Building – Coming Soon

45 Al-Rashid Health and Wellness Center 46 Ropes Course

18 Edith Memorial Chapel

47 Woods Field

19 F.M. Kirby Science Center

48 ’42 Fields

20 Irwin Dining Center

49 Getz Sports Complex

21 Keuffel Stadium

50 Waugh Baseball Field

22 Eglin Memorial Track

51 Chambers Field

23 Lavino Field House

52 ’49 Field

24 Swimming Pool 25 Hockey Rink 26 Facilities Services and Campus Safety

75

76

77

admission&

Information

Admissions & General Information 78 How to Apply

Tuition and Financial Aid

On our website, under the Admission heading, please visit the APPLY NOW page for a complete description of application procedures including:

For a complete description of tuition, fees, and financial aid policies and procedures, please visit the Tuition and Financial section of our website under the Admission heading, where you will find important information including:

• Steps to filing an application • How to set up a campus visit • I nterview requests either on campus, through our Alumni Network or via Skype

• Tuition rates for the coming school year • Tuition payment plans • Additional Fees

• Registration for the appropriate test(s)

• Tuition refund insurance

• Submission of non-standard application materials

• Financial aid application procedures and deadlines • Financial Aid Application Calendar

Important Application and Decision Dates

Important Financial Aid Application Dates

Application Deadline

Date by which families should complete the Parents’ Financial Statement (PFS) along with submission of a copy of their current Federal Income Tax Return and W-2 Form on-line at www.nais.org with the School and Student Services (SSS).

A JANUARY 15 The Admission Committee gives full consideration to all completed applications that arrive by the deadline.

Late applications will be processed on a waiting-list basis.

A FEBRUARY 1

A March 10

Date on which financial aid decisions are mailed.

Decision Notification Date

A april 11

A MARCH 10 to candidates whose

Date by which matriculation packet is due to the Admission Office.

applications are completed by the deadline.

Applications completed after the deadline will be reviewed on a rolling basis.

Decision Reply Date

A MAY 1

Date by which families should send your 2014 Federal Income Tax Return to SSS, if you have not already done so.

A APRIL 11 for all candidates who are

A july 15

offered admission.

Date by which the first installment of the student bill is due in the Comptroller’s Office.

Contact Information

admission office

We encourage you to contact us if you have any questions or need additional

The Lawrenceville School

information. There is no better way to learn about The Lawrenceville School than

2500 Main Street, P.O. Box 6008

to visit the campus. Call the Admission Office to schedule a campus visit and for

Lawrenceville, N.J. 08648

more information regarding the admission process.

Main School Number: 609-896-0400

telephone numbers Main School 609 896-0400 Admission 609 895-2030 Toll-free Admission 800 735-2030 Admission Fax 609 895-2217 Dean of Academics 609 895-2057 Alumni and Development 609 896-1208 Athletic Department 609 896-0123 College Counseling 609 895-2042 Communications 609 895-2045 Community Service 609 895-2099 Comptroller 609 895-2027 Dean of Campus Life 609 620-6041 Dean of Faculty 609 895-2061 Dean of Students 609 895-2068

Finance & Administration 609 895-2046 Financial Aid Office 609 895-2199 Head Master 609 896-0408

Admission: 609-895-2030 Toll-free Number: 800-735-2030 Admission Fax: 609-895-2217 www.lawrenceville.org

Health and Wellness Center 609 896-0391 Information Technology Services 609 896-3996 Kirby Arts Center 609 896-0779 Library 609 896-0076 Music Center 609 896-0779 Office of Student Services 609 896-0402 Parent Programs 609 620-6001 Post Office (School) 609 620-6970 Public Safety 609 896-0509 Registrar 609 895-2075

Lawrenceville is accredited by the Middle States Association of Colleges and Schools and is a member of the Secondary School Admission Test Board, the National Association of Independent Schools, and the New Jersey Association of Independent Schools.

Copyright 2015. All rights reserved.

Photography provided by: Michael Branscom, Nick Kelsh, Paloma Torres, and Tom Kates This year’s Viewbook is dedicated to Jean Stephens H ’50 ’59 ’61 ’64 ’68 ’89 P’78 GP’06, in honor of her more than five decades of service to The Lawrenceville School.

79

Directions to Lawrenceville The town of Lawrenceville is located midway between Princeton and Trenton,

80

New Jersey, 55 miles from New York and 40 miles from Philadelphia. It is convenient to the New Jersey and Pennsylvania Turnpikes and Interstate 95.

Driving Distances (miles) Princeton Trenton Philadelphia New York City Baltimore New Haven Atlanta Boston

5 5 40 55 140 136 814 230

GPS Address • 2500 Main Street • Lawrence Township, NJ • Mercer County

By Automobile From the North/New York City: Take the New Jersey Turnpike south to Exit 9 (New Brunswick). After the toll booths, take the first right turn onto the ramp for Route 18 North. Soon after you enter Route 18, take the left side of a fork in the road, staying in the right lane.

Immediately bear right for an exit to US Route 1 South/Trenton.

Drive south on Route 1 for about 18 miles to the Washington Road exit, which is a traffic circle. Take the first right off the circle (between the gas stations) toward Princeton. Continue on Washington Road until you meet Nassau Street at the traffic light and make a left. Follow Nassau Street until you meet the 206 intersection and turn left onto 206 South at the traffic light.

Continue on 206 South for approximately five miles. Turn left onto campus at the second light and drive through the right hand entrance of the Class of 1891 gate and follow the signs to the Admission Office.

From the South via the New Jersey Turnpike: Take the New Jersey Turnpike North to Exit 7A. Take I-195 west toward Trenton approximately 6 miles to the point where it ends and becomes NJ 29.

Take Exit 60B I-295 North (toward Princeton). At the junction with US 1, I-295 North becomes re-designated I-95 South. Continue on I-95 South approximately 9.5 miles to Exit 7B (Route 206N). Follow Route 206N through one traffic light (Mobil station on left) and turn right on to the campus at the second traffic light. Drive through the right hand entrance of the Class of 1891 gate and follow the signs to the Admission Office.

From the Pennsylvania Turnpike: Take the Pennsylvania Turnpike to Exit 351. Take US 1 North about 6 miles to I-95. Take I-95 North into New Jersey and take Exit 7B, US 206 North. Refer to the first directions above from Exit 7B.

From the West: Drive east on Interstate 78 into New Jersey. Exit onto southbound Interstate 287 (toward Somerville). Follow signs for Routes 202/206 South. Go south on 202 for a short distance and then follow signs to 206 South, which will take you around a traffic circle. Go south on 206 for about 18 miles to Nassau Street (Route 27) in the center of Princeton. Turn right at the traffic light following the signs for 206 South. Continue on 206 South for approximately five miles. Turn left onto campus at the second light and drive through the right hand entrance of the Class of 1891 gate and follow the signs to the Admission Office.

By Air Philadelphia and Newark airports are within a 50-mile radius of the School. Automobile rental is available at all airports; in addition, transportation is available to and from the Newark Airport via limousine service.

By Rail Trains for Trenton and Hamilton frequently leave Penn Station in New York and 30th Street Station in Philadelphia, with most express trains stopping at Trenton. Taxis are available at Trenton and Hamilton stations; the ride to the School from either is approximately 8 miles.

By Bus The Suburban Transit Company has regular bus service from Manhattan’s Port Authority Terminal at 42nd Street and 8th Avenue to Princeton where you can connect to a #606 New Jersey Transit bus to Trenton which stops in Lawrenceville. In Trenton, at the New Jersey Transit train and bus station on South Clinton Avenue, you can get a #606 New Jersey Transit bus to Princeton which stops in Lawrenceville.

hotels CHAUNCEY CENTER PRINCETON Rosedale Road and Carter Road, Princeton 609 921-3600 www.ahl-chauncey.com

a

a EWR

LGA

• NEW YORK CITY

a

JFK

PRINCETON • • LAWRENCEVILLE TRENTON •

a

TTN

• PHILADELPHIA

a

PHL

BALTIMORE

•

• WASHINGTON D.C.

EWR – Newark Liberty International Airport JFK – John F. Kennedy International Airport LGA – LaGuardia Airport PHL – Philadelphia International Airport TTN – Trenton-Mercer Airport

Note: If you arrive on campus before 9 a.m., the Class of 1891 Gate will be

closed. Continue on Route 206N to the next traffic light and turn right on to the campus. Bear right after the guard booth until you arrive on The Circle. Then turn left on to The Circle and follow signs to the Admission Office.

ELEMENT EWING HOPEWELL 1000 Sam Weinroth Road, East Ewing 609 671-0050 www.elementhotels.com/ewing HYATT PLACE 3565 US Route 1, Princeton 609 720-0200 princeton.place.hyatt.com/ HYATT REGENCY PRINCETON 102 Carnegie Center, Route 1, Princeton 609 987-1234 princeton.hyatt.com/ INN AT GLENCAIRN 3301 Lawrenceville Road, Princeton 609 497-1737 www.innatglencairn.com MARRIOTT RESIDENCE INN PRINCETON/ CARNEGIE CENTER Located next to MarketFair Mall 3563 US Route 1, Princeton 609 799-0550 www.marriott.com/hotels/travel/ttnwwresidence-inn-princeton-at-carnegie-center/ NASSAU INN 10 Palmer Square, Princeton 609 921-7500 www.nassauinn.com/press/index/html Peacock Inn 20 Bayard Lane, Princeton 609 924-1707 www.peacockinn.com/ SPRINGHILL SUITES BY MARRIOT AT EWING PRINCETON SOUTH 1000 Charles Ewing Boulevard, Ewing 609 530-0900 cwp.marriott.com/ttnsh/thelawrencevilleschool/

81

Lawrenceville at a Glance 82

Head Master: Stephen S. Murray, M.A., Ed.M. Location: Located in central New Jersey in the town of Lawrenceville, five miles south of Princeton, 55 miles south of New York City, and 40 miles north of Philadelphia.

Academic Programs: English, History, Interdisciplinary Studies, Languages, Mathematics, Music, Performing Arts, Religion and Philosophy, Science, and Visual Arts.

Off-campus study opportunities include International Programs and The Island School.

Grades: Second Form through Fifth Form (grades 9-12) and a post-graduate year.

College Counseling: SAT Reasoning Test (median): 690 critical reading, 700 math, 700 writing.

Enrollment: 817. Students come from 30 states and 40 countries.

Colleges Attended by Five or More Graduates of the Classes 2013, 2014 and 2015: Princeton University (39), Georgetown University (30), New York University (29), Columbia University (20), Cornell University (19), University of Pennsylvania (19), Brown University (18), Yale University (18), Duke University (16), University of Virginia (16), Stanford University (15), Colgate University (14), Davidson College (14), Dartmouth College (13), Trinity College (13), Williams College (13), University of Chicago (12), Bucknell University (12), Johns Hopkins University (12), Boston College (11), University of Michigan (10), Washington University in St. Louis (10), Northwestern University (9), Carnegie Mellon University (9), Harvard University (9), Middlebury College (8), Northeastern University (8), The George Washington University (8), Wake Forest University (8), Vanderbilt University (7), Hamilton College - NY (7), Bowdoin College (7), Massachusetts Institute of Technology (7), College of William and Mary (7), Wesleyan University (6), Southern Methodist University (6), University of Notre Dame (5), Hobart and William Smith Colleges (5), Amherst College (5), Smith College (5), Tufts University (5), University of California, Berkeley (5), University of Richmond (5), The University of North Carolina at Chapel Hill (5), Washington and Lee University (5)

Boarding: Day:

561 256

Male: 427 Female: 390

Admission (800 735-2030): Selection is based on all-around qualifications without regard to race, creed, or national origin.

Students applied: Enrolled: Public schools: Private schools: International schools: Church related schools: Tuition: Boarding: Day:

2,068 252 39 percent 46 percent 10 percent 5 percent

$57,840 $47,840

Financial Aid: Average financial aid package for boarding students is $48,550; average for day students is $35,900. Thirty-three percent of the student body receives assistance. Total aid for 2015-2016 is $11.7 million.

Faculty: Full Time 102; Part Time: 2; Teaching Fellows, 8 (1 Master’s, 7 Bachelor’s); Degrees: Doctorates, 15 (13 Ph.D., 2 J.D.); Masters, 70; Bachelors, 17 The following is based on 2014-2015 data: Student/Faculty Ratio: 8:1 Average Class Size: 12 students Average Total Students Per Master Per Term: 41

Web Site: www.lawrenceville.org Campus and Facilities: The Lawrenceville School has 18 dormitories known as Houses, 10 classroom buildings, and 7 other support buildings on 700 acres in a rural setting.

Admission Receptions: See the web page for a list of upcoming receptions.

The House System at Lawrenceville is unique among independent schools and one of the School’s greatest strengths. The system offers a special social environment, a small unit within a large school where there is, ideally, respect for the individual, intense pride in academic and athletic achievements, a keen awareness of self and others, and a strong sense of responsibility.

The Allan P. Kirby Arts Center is an 865-seat proscenium theater with computerized lighting and sound systems, two acting studios, a dance studio, and a design lab with scene and costume shops. The Center plays host to the Parents’ Weekend Musical, December Black Box show, student-directed Winterfest, Spring Dance Concert, and the Spring Black Box show, as well as several all-School lectures and the weekly School meeting.

The Al Rashid Health and Wellness Center offers inpatient and outpatient medical care, including psychological counseling services, a consulting staff that includes gynecological care, orthopedic/sports medicine, and nutrition. Certified athletic trainers provide rehabilitation services for major injuries on an as-needed basis. The Center’s health professionals seek to educate students about their health and encourage students to develop the knowledge and skills needed to sustain a lifetime of healthy function.

The Bunn Library is designed by Graham Gund Architects.

Capacity for 100,000 volumes, small group study rooms and individual carrels, electronic classroom equipped with computers and a projection system for teaching and interactive learning.

Features an ever-increasing collection of 63,000 volumes, 200 current periodicals, an extensive CD collection, online catalog, and wireless web access to over 45 specialized databases.

Professional librarians provide curriculum integrated library/ research instruction.

The Edith Memorial Chapel seats 750 and is the center of religious life in our community. Faith traditions include regular worship in the Buddhist, Catholic, Hindu, Jewish, Muslim, and Protestant traditions. The Chapel is also the site for many concerts and musical celebrations.

The F.M. Kirby Science Center is a 56,000 square-foot, state-ofthe-art facility that includes 12 individual labs, 8 combination lab/classrooms, 15 stand-alone classrooms, 2 computer labs, a greenhouse, and an audiovisual center. Labs can accommodate experiments in biology, physics, chemistry, and interdisciplinary combinations.

The Gruss Center of Visual Arts includes studios for painting, photography, drawing, design, ceramics, printmaking, woodworking, and an art gallery with permanent collection and rotating exhibits.

The Juliet Lyell Staunton Clark Music Center has 2 recital halls, 3 classrooms, an electronic music lab, a piano lab, 6 private teaching studios, 6 practice rooms, and 15 grand pianos.

The Noyes History Center has an 80-seat lecture hall and 15 classrooms with audio visual capabilities.

Fathers Building (Pop Hall) features 22 newly refurbished classrooms, 2 language labs, and a state-of-the-art multi-media facility in the lower level, featuring 2 fully-equipped computer labs (Mac and Windows) along with flexible spaces designed to encourage and enhance collaborative work. Student publications, graphic design, digital music composition, and video production all find their home here. Student projects are carried out with both teaching faculty and the creative professionals of the communications staff also housed in the lower level. Studio space includes a green screen facility and HD video cameras are available to be checked out. In addition there is an IT help desk.

Athletic Facilities include The Al Rashid Strength and Conditioning Center and the Lavino Field House (three basketball, tennis and volleyball courts in the arena, 200-meter banked indoor track, indoor ice hockey rink, wrestling room, and community fitness center, indoor competition pool, and 10 international squash courts), a nine-hole golf course, 1/4 mile outdoor track, 12 tennis courts, a state-of-the-art ropes course (built by an expert in outdoor experiential education, and is considered one of the best of its kind on the East Coast), 2 softball and 2 baseball diamonds, 2 Fieldturf artificial playing surfaces with lights, 14 other natural grass athletic fields, and a crew boathouse.

83

Index 84

50 Academic Options

14 Harkness Teaching

28 Academic Disciplines

6 History of Lawrenceville

22 Academic Requirements

10 House System

58 Athletics

78 How to Apply

74 Campus Map

19 In Loco Parentis

54 College Counseling

52 International Programs

24 Community Service

8 2 Lawrenceville at a Glance

79 Contact Information

73 Lexicon

70 Day in the Life

5 Mission Statement

8 0 Directions to Lawrenceville

64 Performing Arts

68 Diversity (at Lawrenceville)

26 Residential Curriculum

16 Faculty

53 Sustainability Efforts

78 Financial Aid

8 2 Tuition and Fees

23 Graduation Requirements

4 Welcome to Lawrenceville

53 Green Campus Initiative

Lawr enceville School

S

Diversity Mission Alumni

House English

Math

Commitment Standards

Tradition

The

Values Olla Pod

2015 - 2016

Harkness Inspire

The L awrenceville School

Citizenship Community Service Goals Discipline Athletics History Pride Academics Leadership Mentor Periwig Purpose Honor Science The Bowl

Integrity