Deerfield Academy Viewbook 2011-12

2011-2012 d e e r f i e l d ac a d e m y 2 01 1 - 20 1 2

Admission Office Deerfield Academy P.O. Box 65 Deerfield, Massachusetts 01342 413-774-1400 E-mail: admission@deerfield.edu deerfield.edu

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A Letter from the Head of School the Deerfield experience

7 Deerfield Reflections

A Portfolio of Essays by Students and Faculty

31 spirit and tradition

“Days of Glory” 1797–2011 • A New England Place •

Customs and Community

contents

38 learning at deerfield

Faculty Who Challenge and Inspire • Diploma

Requirements • Course Programs • Academic Schedule •

Pursuit of Excellence • A World of Academic Opportunities •

The Frank L. and Helen Childs Boyden Library • Information

Technology • The David H. Koch Center for Science,

Mathematics and Technology • Course Offerings •

College Advising

75 a vibrant community

Residential Living • Advising • Daily Schedule •

Dining Hall • Co-curricular Opportunities • Athletic

Program and Facilities • Visual and Performing Arts •

Clubs and Organizations • Community Service •

Cultural and Educational Programs • Diversity and

Multicultural Affairs • Weekends • Hitchcock House •

Health Care • Religion • The Dean’s Office

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Admission, Expenses and Financial Aid Application Procedure • Late Candidates • Day Students • Postgraduate Program • Expenses • Payment • Financing a Deerfield Education • Endowed Scholarship Funds • Regional Admission Representatives

110 General Information

Trustees, Faculty and Administration • Geographical

Distribution • Academic Calendar • Campus Map •

Facilities and Residences • Finding Deerfield

Deerfield Academy Mission Statement Deerfield Academy is an independent secondary school committed to high standards of scholarship, citizenship, and personal responsibility. Through a rigorous liberal arts curriculum, extensive co-curricular program, and supportive residential environment, Deerfield encourages each student

Admission Office Deerfield Academy P.O. Box 65 Deerfield, Massachusetts 01342 413-774-1400 E-mail: admission@deerfield.edu deerfield.edu

to develop an inquisitive and creative mind, sound body, and strong moral character. Set in a historic village bounded by river, hills, and farms, Deerfield inspires reflection, study and play, abiding friendships, and a defining school spirit. A vibrant, ethical community that embraces diversity, the Academy prepares students for leadership in a rapidly changing world that requires global understanding, environmental stewardship, and dedication to service.

Deerfield Academy admits students of any race, color, creed, handicap, sexual orientation or national origin to all the rights, privileges, programs and activities generally accorded or made available to students at the Academy. The Academy does not discriminate on the basis of race, color, creed, handicap, sexual orientation or national origin in the administration of its educational policies, admission policies, scholarship or any other programs administered by the Academy.

Editing: Patricia Gimbel Writing: Lu Stone and Deerfield Faculty Principal Photography: Gabriel Amadeus Cooney Other Photography: Jeff Brown, Jerry Gabriel ’50 Woodcuts: Timothy Engelland Printing: Quality Printing Company, Inc. Product printed on FSC certified recycled paper.

a letter from the head of school As I begin my sixth year as Head of School, I’d like to tell you why leading this dynamic academic community means so much to me, and why I hope you will consider joining us at Deerfield. Deciding where to spend your high school days may very well be one of the first important decisions you are called to make.

In our caring and vibrant

community, you will be motivated to take ownership of your intellectual and moral growth, and develop the self-esteem and courage you will need to deal successfully with the challenges and opportunities that lie ahead. The frequent interaction and dialogue among our students, faculty and staff foster quality relationships based on trust and respect. It is this supportive environment that encourages inquisitiveness and continuous learning.

As the pace of change and

the volume of new knowledge and information reach bewildering proportions, we at Deerfield Academy face the future confidently anchored in the strength of our founding values.

Head of School Margarita O’Byrne Curtis and her husband Dr. Manning Curtis

After more than two hundred years, our goal of superior performance and our ethos of service prevail. We continue to pursue excellence in the development of our students’ interests, talents and character, while fulfilling our commitment to nurture the quality of caring for others.

I invite you to visit us so that you can experience the Deerfield spirit. We are delighted to learn of your

interest in our school and look forward to answering any questions you might have.

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To wrestle with ideas; to see another’s point of view; to discover something about how the world works; to live with others of different backgrounds, beliefs or interests. These are the challenges and opportunities of a fine education. n While buildings, libraries and modern laboratories are important, the human quality of education is the measure of a school. Gifted teachers who can convey both the excitement and order in learning, and able, enthusiastic students—Deerfield seeks the best of both and knows that what each will demand from the other is excellence. n At Deerfield education also concerns itself with character—a sense of responsibility to oneself and to others which comes from being a citizen of this unique community. School service is important, for citizenship at Deerfield is rooted in the awareness that one’s actions and choices create and define the standards by which a community can flourish. n Regardless of a student’s background, schoolmates respect a competent musician, a quick mind, a hard-working swimmer, or a fluent linguist. Every student at Deerfield can have an experience shaped for and by his or her abilities and interests. What each experience shares is a commitment to the values—tolerance, honesty, decency—on which responsible citizenship is founded. n A sense of place—Deerfield embodies the value of things that endure. Set in a 300-year-old village—itself a treasure of our colonial past—the Academy offers those who study here a history which can be encountered in the visible past of the 18th-century houses, the tree-lined street, the headstones of English settlers. While life at Deerfield fosters change and growth, each graduate will leave the school with memories of the space and beauty of the New England countryside and of an intellectual and moral tradition— sturdy and honest—which stands the test of time. n Deerfield prepares its students for both college and the world beyond, yet its graduates return often, remembering the Academy for the important role it played in their lives. Friendships, teachers who made a difference, perspectives broadened and refined, pride in the Academy and loyalty to its tradition: these are the hallmarks of a Deerfield education. Students come hoping to make a mark on the Academy and leave, discovering that Deerfield has made a mark on them.

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Deerfield Reflections

clowning around I noticed his jewelry first.

Silver rings and bracelets with tiny squares and triangles of indigo decorated his thin arms and fingers. He had silver hair to match, tied loosely at the nape of his neck and parted down the middle.

“I like your colors,” he said, commenting on the silky outfit I had gotten at the Salvation Army. I looked like one of those vacationers on a Caribbean cruise, but for now it was my “clowning” costume.

“Thank you,” I replied, “I’m Jackie from Deerfield Academy.” I extended my hand and he held it for a moment.

“May I sit down?” He nodded in agreement.

It was a Wednesday afternoon and I was in the oncology unit of Franklin Medical Center. There were five patients receiving treatment at the time and two of my fellow clowns were laughing and striking up conversations with the other patients.

Coming here had become part of our weekly routine in the “Clowning Around Club.” I started the club in 2006 after doctor and clown Patch Adams’ 8

visit to campus, and our hope was to spread Patch’s vision of laughter and joy to local healthcare facilities. To do this, we “clowned” each week with colorful clothes, red noses, and reassuring smiles.

This afternoon I found myself sitting with a man I did not know, while he received

There is no better way to describe what Deerfield has given me than Robert’s notion of positive energy and endless possibilities. chemo through an IV in his wrist. “I like your rings,” I said, hoping to spark conversation.

“Oh, these,” he chuckled, “Sorry, I did not even get a chance to introduce myself. My name is Robert Runningfox.”

And so it began. Robert told me his life story—how he was a Seneca Indian from upstate New York who grew up in teepees and was raised by his

grandmother. He revealed the meaning behind his various adornments and told me his grandmother was a shaman, a medicinal healer. He explained the concepts of negative and positive energy and the various centers of the body and then he extended his hands palm-up towards me. I placed my hands in his.

“I’m going to read your energy,” he said. He closed his eyes and after a moment he said, “You have a positive energy. You will do great things.” He let go of my hands and smiled.

“I wish I had a name like yours,” I laughed.

“You can,” Robert said, “what would it be?”

I thought for a second, “Jackie Dancingdeer,” I replied.

There is no better way to describe what Deerfield has given me than Robert’s notion of positive energy and endless possibilities. Deerfield Academy is a busy place, but it is busy with what you love to do.

Whether you are going from class to a sports game, a club meeting, a dance rehearsal, or

an evening in the Greer with your friends, Deerfield is alive with positive energy.

Upon one’s arrival on campus, there are some things that one notices immediately, like Robert’s silver rings—the historic brick buildings, the glowing Koch Center, the impeccably mowed quads, but if you ask the right questions, and take the time to explore, there are unforgettable stories and unlimited possibilities within.

I have read the classics, done physics labs with magnets, and struggled through math problems in the classroom, but Deerfield is as much about what you learn beyond the classroom as it is what you learn inside.

While I may not change my name to Jackie Dancingdeer, I know that I have the ability to do so. Deerfield has opened my eyes to what is possible, and now, has left it to me to decide what exactly it is I want to do.

Jaclyn Fleishman ’07 Tampico, Mexico

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Deerfield Reflections

deerfield of dreams “I’ll just take the Times and a grande coffee Frappuccino.”

When I felt particularly saucy I’d go with the venti Frappuccino.

On long days, I’d keep it good and simple: a double shot of espresso—intravenous, please.

This is how I passed my summer leisure time—that between classes and on Friday mornings when I didn’t have any, but just wanted to unwind and waste time. At Starbucks. I developed an addiction. To the coffee and the New York Times, which you can’t get on home-delivery in my neighborhood. For three months I devoured the paper ravenously and washed it down with the sturdiest stuff I could convince them to make—“A triple shot? Is that possible?”— and I loved it. For a while in the middle of working class suburban Michigan, I could let the concerns of middle-class middle America melt away from me into fivedollar-a-hit coffee and a Blue Note soundtrack, and pretend I was somewhere else. Somewhere very East coast. Somewhere where there would be someone on the other side of the table with whom I could analyze life. And day-by-day I built Deerfield in my mind, a spectacular gold-dusted 10

place where conversations meant more, people thought more, had bigger aspirations than in Charlotte.

You can’t understand Jay Gatsby until you’ve been

a Midwestern 16-year-old burdened with the urge to be someplace else. By September I lusted for Deerfield.

As is to be expected, when I left to come to DA, the

emotional void (and probably, I’ve reasoned, a physiological one, considering my summer caffeine diet) was draining.

But I learned the second week here that I could subscribe

to the Times. I did promptly. I didn’t have time to read beyond page one but I felt the happier —perhaps more at home—for it. I discovered that they carry Frappuccino at the Greer Store.

And I sipped and read a couple of free periods away.

Deerfield grew on me.

I took my first piano lesson — ever!—here in September.

I’m notoriously tone deaf and music dumb and have long regretted that music is some place I’ve never been (like Paris, Beijing and Katmandu).

So I determined to see what would happen. I walked into the campus music center, whence the most beautiful strumming, plucking and hornblowing roll out across campus all day. As I stood in the lobby of the one building on campus I’d never been in (contributing to the mystique), a middleaged, energetic woman leaned over the railing 20 feet above and said, “You must be Brett.

Come on up!”

First day of class, I practiced on a Steinway grand in an enormous room, empty, save the piano, with light-colored wood floors and floor-to-ceiling windows on three sides, over-

looking most of campus. I was the only student for 70 minutes.

Deerfield amazed me.

Convocation. “A Deerfield tradition, marking the beginning of the academic year,” Mr. Widmer had said at dinner Saturday night. “Convocation will be held in the Memorial Building auditorium at 5:30.

Class dress is required.” [groans]

You can’t understand Jay Gatsby until you’ve been a Midwestern 16-year-old burdened with the urge to be someplace else. By September I lusted for Deerfield.

It rained most of that Sunday.

A long, slow, cold rain. It was slightly foggy by evening. I had spent all day in my room studying (literally!)—I skipped breakfast and lunch, adjusting to the Deerfield workload and spending time wondering at the people and landscape around me and had only seen the rain through my window. I left DeNunzio at 5:25 and had

a long walk to the Memorial Building. There were few other stragglers. I would have to hurry. As I stepped outside I noticed how beautiful things are after a rain, and realizing I had not seen a New England rain before (everything in New England seems a little different), regretted not having stepped outside all day. The sounds of bagpipes—they “call Deerfield to convocation” by having two fully-regaled bagpipers stand out in front of the pillared Memorial Building—drifted across the quad, through the rain and fog, causing a twinge and tickle on the back of my neck. At convocation I heard the story of Frank Boyden, Deerfield headmaster and legend—who brought Deerfield from a small farm school with 14 students into the kind of place where seven U.S. presidents sent their children, and couldn’t bring himself to part with the place until he was 90. The alums who knew him appeared fiercely loyal to Deerfield. Forget Harvard and Princeton and their companies and countries—alums worship this place. I thought, maybe I will, too.

When I left the building, not alone this time, it was darker and the sensation was there again. And I knew why I had come here. I had never played the piano or talked with people the way I could here. I had never learned in the wonderful way I was learning here. Growing up different in a factory town, I had never felt I belonged anywhere.

After one day in American Studies discussing St. Jean de Crevecoeur’s Letters from an American Farmer, I knew I belonged here.

I found Deerfield on the internet one day while searching for summer programs I hoped I might attend on scholarship and stretch my legs academically for a summer in a way that I couldn’t at Charlotte High School. Deerfield came up on the screen. Folks at home, who had never known anything about prep schools, thought I was nuts, but...

Ostensibly I came to Deerfield in search of greater academic opportunities, but I wanted something else, too. I found both.

Brett Masters ’04 Charlotte, Michigan 11

Deerfield Reflections

the leap With more bounce in her brunette curls than in her tentative springs on the onemeter board, Melissa stood stiffly above the water, gathering her thoughts before leaping into a head-first dive. Sprinting the pool’s corridor, my wrestlers and I had already seen many of Melissa’s splashy jumps but now were marking laps not by the clock but by a freshman’s extended confrontation with her diving fears.

Three months earlier, Melissa had fearlessly walked onto the pool deck and introduced herself to me, announcing her eagerness to try water polo, a sport she had never seen, let alone played. Not a strong swimmer and untutored in the art of throwing and catching, she seemed unsuited for the demanding game. Nonetheless, she worked hard each day, practicing at her pace and measuring her progress stroke by stroke and catch by catch.

At the season’s end, Melissa’s

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self-discipline and desire led her to the diving well, home of the Deerfield Diving Divas.

In truth, I don’t remember how many times Melissa, buoyed by her coach’s and teammates’ encouragement, walked to the end of the board, tried to summon her confidence, and then faltered.

It may have been days, weeks even, but each afternoon, she stepped to the edge.

One late-winter day on the way to the gym, I asked Melissa, among the liveliest thinkers in my English class, about her latest challenge.

“Any good dives yet?”

“Not really,” she admitted.

“I’m not what you’d call a diver.”

“Well, are you enjoying yourself?”

“I wouldn’t say that, but Ms. Robertson and the girls are great. They believe in me.”

Trusting in our hours together at polo practice and in the classroom, I then probed further. “So just why did you try diving?”

Melissa, eyes bright and voice bold, responded, “Mr. Scandling, I promised myself that if I went to Deerfield, I’d try things I would have never done if I’d stayed at home.”

Then, she was off to the pool for a few more weeks of diving.

Although she didn’t return to the Divas in succeeding years, Melissa did continue

“I promised myself that if I went to Deerfield, I’d try things I would have never done if I’d stayed at home.” with water polo. Her swimming and ball skills improved, and despite never becoming an impact player, her influence on the team endured. Showing their respect, Melissa’s admiring teammates elected her a co-captain in her senior season—even though she had never started a contest and rarely played more than a few minutes a game.

Always undaunted, Melissa turned from the arcs and angles of diving and plunged instead into the graceful arrangement of words on paper. Having seen her first freshman poem, “Heinz 57 Varieties,” appear in Albany Road, the Academy’s literary magazine, she pursued her passion for poetry here on campus and at Bread Loaf and the University of Iowa before crafting in her senior year tiny trees and people, the first poetry collection written by a student to be published by the Deerfield Press.

She had made a leap after all and cherished the rewards that had balanced the risks.

Mark Scandling English Teacher, Varsity Water Polo Coach

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Deerfield Reflections

abc (american born chinese) A sense of belonging is a powerful feeling. Belonging in a group of friends allows for someone to have confidence in himself and to open himself up to others, giving him courage and support. Looking back on my childhood, I now realize this is the feeling that I lacked.

I took my first steps in the United States when I was three.

Back in China, I was recognized and acknowledged as a citizen.

Here I was a foreigner. But, despite the feelings that I didn’t belong here, this was where my future was going to be.

First I had to learn the language. My mother had an interesting way of learning English. Her philosophy was that if you want to learn a new language you have to listen to it as much as possible.

Thus my mother and I spent three hours each day watching soap operas. My favorite was General Hospital. Not only did I learn some vocabulary and lingo, I learned that in the American culture everyone had big issues in their lives and something tragic happened every day in America.

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With my new artillery of knowledge I was off to preschool. Preschool days were happy days. It didn’t matter that my hair was darker or that my English wasn’t as good as the other kids. Here I was accepted.

It wasn’t until elementary school that my peers began to notice the differences between me and the other students.

Aside from my hair, they commented on my slightly tanner skin color. They noticed that for snack time I didn’t bring Pringles Chips or Dunkaroos like everyone else but instead pulled from my lunch bag strange Chinese treats. Wearing glasses didn’t help my case either. My peers tagged me with the Asian stereotype. I was supposed to be good at math and science.

I must play either the piano or violin. I couldn’t be athletic.

Sadly, this was exactly how my life went from elementary to middle school. I was a nerd, one of the lowest of the childhood social classes. As a nerd, I secretly wanted to be one of the “cool” kids but my popularity was strictly limited to the classroom. Whenever

the teacher assigned projects that required partners, everyone swarmed to me like I was a rock star giving out autographs but I knew they wanted to be my partner for my knowledge, not for who I was.

I started to attend Chinese school on Friday nights. It was there that I finally felt a sense of belonging. The other kids that attended these classes

It seems like my entire life has been an endless search for my place in the community and the world. Well, the search finally came to an end when I arrived at Deerfield. with me were from similar backgrounds. These kids gave me confidence and support so I could be myself. I was no longer a nerd, nor was I shy.

To my surprise, I was, in fact, very much a gregarious person with excellent social skills. Now I led two lives; one as the nerdy introvert and the other as the courageous extrovert.

During the winter of eighth grade I learned that my family was returning to China for the lunar New Year. I was ecstatic.

This would be my first time back in China since I left at three. I imagined that in China I wouldn’t feel like such a foreigner anymore. I would fit in with everyone else. How wrong I turned out to be.

One day my uncle took my brother and me out to lunch.

Since the menu was in Chinese, I thought this would be the perfect opportunity to use what I had learned all those Friday nights at Chinese school. I said to my uncle, “Wo yao shoa long bao.” (I want dumplings). After completing this phrase, I overheard a lady sitting not far from our table snicker and say in Chinese, “That boy speaks like a foreigner!” That did it. The wall had finally crumbled.

I realized that I had no place here. Instead of the comfort I expected, I felt more foreign here than I did back in the States. In China, I wasn’t Chinese. I was what they called an ABC (American born Chinese).

It seems like my entire life has been an endless search for my place in the community and the world. Well, the search finally came to an end when I arrived at Deerfield. This school provided me all the belonging I ever longed for. Here, diversity was accepted and not shunned. I became friends with Caucasians, Hispanics, Blacks and other Asians as well. Despite our ethnic differences we found that we all shared some common ground. The strength I gained from these bonds allowed me to explore myself outside of my stereotypical limitations.

At Deerfield I lost my interest in violin and piano and began to express more fascination with sports. Deerfield filled a huge void of my childhood. I understand that I am different from many of my peers. But differences don’t matter; it’s the things we have in common that are important. Sharing brings everyone together and leaves everyone with a sense of belonging.

Charley Lu ’05 Hollis, New Hampshire

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Deerfield Reflections

the gift The green Academy van headed south on Route 91, carrying a collection of teachers and students toward Brooklyn, New York, to the wake of a student’s mother. The mood was pretty solemn and thoughtful. Each of us sat quietly—oddly isolated on our journey. I found myself seated in front of a girl I had taught when she was a sophomore.

I remembered how fond I had been of her but how shy she was then, and not wanting to push too hard, I would let her keep her distance. I recalled that she had come to my study one evening late in the spring of that year with a draft of a story she had been working on. We looked it over together and I encouraged her to “keep after it” and to bring it back to me when she returned in the autumn.

But as things often seem to go even between the closest of teachers and students, I

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found that other sophomores had arrived to fill her place in my class. She, in turn, had moved ahead to become a superstar in her own right.

Talents hinted at when she was a sophomore had turned into accomplishments: class officer, captain of varsity athletic teams, dormitory proctor, early decision at an Ivy League university. I realized sitting there in the van that I was pretty much in awe of her. It had been a long time since that night in May when I read her story.

“Ms. Hannay, would you still have a copy of what you said at Mr. Widmer’s installation that I could have?” she asked, breaking in on my reverie.

“Why­—ah—sure. I probably have about 500 extra copies,” I joked. “I’d be honored.”

We started to talk about the old sophomore class, the other students in that class,

the funny thing someone had said, the day of the vocabulary quiz revolt—lots of things that I couldn’t imagine anyone remembering.

“We had a great class,” she said and in the same breath, laughed nervously. Then we

Talents hinted at when she was a sophomore had turned into accomplishments: class officer, captain of varsity athletic teams, dormitory proctor, early decision at an Ivy League university.

with a note to say how much I had enjoyed our conversation and that I had missed her all these months.

A few days later, I found a packet of papers under my door. It was a short story.

With it was a note: “I had an overwhelming desire to give something back to you, just a little something to let you know I appreciate you, but I didn’t own anything of worth. Later, I realized I did. I give you this with shaking hands because I am not a confident writer yet.

I hope you enjoy it.”

I thought, she will never know how much.

Suzanne Hannay English Teacher

talked more about her senior year and what she looked forward to in the months before she left Deerfield. The journey was all the shorter for this.

The next day, I sent her my thin little piece of writing

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Deerfield Reflections

a spirit of community The summer before I came to Deerfield was filled with uncertainty for me. Basking in the warm Mumbai sun during my last few weeks at home, I couldn’t help but be ambivalent about my future.

I had never visited America before, let alone Deerfield.

And yet here I was, ready to leave my family, my home, and the warm tropical climate to head out 10,000 miles away to a New England boarding school. I could only rely on my imagination to know what Deerfield would be like.

It was at this time that I received a little note in my mail. The note was postmarked in Nahant, Massachusetts. The first line read, “Dear Rahul— Greetings and welcome to the Deerfield community!” I read on. The note was from Goran, who was assigned to be my “Green Key.” In his own scrawl he said that he would be around to address any concerns I had throughout the summer and into the school year. I set his note down on my table with mixed feelings. I felt a sense of relief at having established

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a link at Deerfield, but at the same time I wondered what might have gone through Goran’s mind while writing this note to me. Besides my address and name, he knew little about me but was still offering me his help, support, and friendship.

A month after receiving the note, I arrived at Deerfield.

For me it was a new culture,

It is this supportive and spirited community that sets Deerfield apart from other academic institutions. The friendships I have forged with this community will stay with me for a lifetime. a new climate, a new society —a whole new experience. On the second day of orientation, I was exploring the campus.

I strolled from building to building, walking in and out of doors, soaking in the soft New England sun. I was strolling

aimlessly on the path toward the Dining Hall. My growling stomach and the good food was beckoning me.

“Hey, aren’t you Rahul? I recognize your face from your photograph. Anyway, I’m Goran, your Green Key,” a boy said exuberantly. That was my first introduction to Goran.

“You wanna play Frisbee?” he asked.

I said, “I’m not quite sure how to play—I’ve never played it before.”

“I’ll teach you,” he quickly replied. Over the course of the next half hour Goran taught me the basics of Frisbee. I left my flip-flops aside on the lush green grass and we played until the autumn sun went down behind the Berkshire Hills.

Frisbee—I thought excitedly as I put on my flip-flops— another new experience.

In the days and weeks that ensued, I met more people— faculty, staff, and students. All of them offered their help and advice to enable me to settle in at Deerfield. Reflecting back on those crucial weeks, I realize the way in which each member of this community helped me

in their own ways. Whether it was lugging my over-sized suitcase upstairs to my dorm or showing me the way to Classroom 28, there was always someone there to help.

It is this supportive and spirited community that sets Deerfield apart from other academic institutions. For a new junior from halfway around the globe, faculty and students like Goran all contributed to helping me adjust to the new environment.

The friendships I have forged with this community will stay with me for a lifetime, though we all part ways. Goran will move on to college in Connecticut; I will go back home to India. The spirit and pride of the community, and the memories of the days spent in a New England village will remain with both of us as with all the members of this privileged community.

Not quite the New England boarding school I had imagined.

Rahul Mehra ’03 Mumbai, India

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Deerfield Reflections

every little thing...

When the Pocumtuck hills blaze with color in the fall, tiny snowflakes twirl and tumble to a white-blanketed ground, or the morning mist lifts off the quad, I wonder if I dreamed up Deerfield.

I close my eyes and remember how I became a Deerfield student long before I first stepped foot on the brick pathways. As I looked outside my bedroom window to the hills that cling to the Ohio River, the idea of boarding school seemed far away on the pages of novels I read growing up. Letting my fingers drag across the glossy pages of every pamphlet, paper, and picture I got caught up in a world foreign to my own. I let the images piece together Deerfield, and I imagined myself in a different valley studying under the shade of blossoming trees, or discussing issues around a wooden table.

Sitting at home, I never imagined that my Deerfield experience would be defined, not just by time spent in the

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classroom, but by moments in the dining hall, at the river, or in a friend’s room.

The first time Deerfield felt like home was late one night my junior year. I had just spent the past few hours with friends sharing a batch of brownies my mom had sent, and as we ate, our conversation weaved through different cultural ideas and political views. As I lay down to sleep, my mind buzzed with fresh notions of the world.

I watched the luminous moon gleaming down through my window, and I stayed awake a few hours longer, just thinking.

When I went home to West Virginia that Christmas, I asked my dad to drive me past my old high school. I was once again reminded of its enormous beauty—it’s a large historical building, with a brick façade and long horseshoe driveway—but as we circled the school, I felt empty. There were no students laughing happily as they walked to class with friends and teachers, and the looming football stadium cast its gray shadow on the

back of the school. I missed my new campus—the one laced with flowered walkways and adorned with majestic trees.

As my dad and I drove away, I felt lucky, incredibly lucky.

Sitting at home, I never imagined that my Deerfield experience would be defined, not just by time spent in the classroom, but by moments in the dining hall, at the river, or in a friend's room.

I still try to explain Deerfield to friends at home, but no story, no picture, could ever describe the feeling as bagpipers march down Albany Road, “Sweet Caroline” blares at a hockey game or the school sings the Evensong. Even as I celebrate the holidays with family, there is still a part of me that yearns to return to the classrooms, the Greer Store, and the beautiful homes of Main Street.

Now, as I prepare to graduate, I find myself envious of the underclassmen girls on my hall, who have a few more years to enjoy this place and every little thing it offers.

During school meetings or at sit-down meals, I find myself in awe of the students sitting around me and realize that I may never again live in a place with such a concentration of talented and remarkable people. I am privileged to have been taught by some of the best teachers in the country, but regardless of what I learned seated in the classroom, what I prize the most are my relationships with friends, teachers, proctees, advisors and coaches. Those treasured bonds will last forever.

My two years in this home will always seem too short.

Meridith McGraw ’08 Vienna, West Virginia

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Deerfield Reflections

finding yourself Coming to Deerfield Academy is one of the bravest things I’ve ever had to do. I remember leaving home on a Sunday evening. As is our culture, a ceremony had been organized at my home and everybody I knew had been invited. Amidst the feasting and sharing of fond memories, there was a subtle tension that had pervaded the afternoon. My parents were happy that I was getting a chance to study abroad but were also very apprehensive about my departure and imminent loneliness in a far away country —a country to which they had never been. My three sisters and two brothers were all over me wishing me the best, beside themselves with pride and telling me that they hoped I would invite them to join me in that cool place that I was going to. “All alone?

How awesome is that?”

Coming to Deerfield, I was faced with the challenge of having only one year, when most of my classmates had had three or four years, to take advantage of all that Deerfield has to offer and to make my mark on the 22

Academy. Upon arrival, I was almost immediately struck by the talent possessed by the wonderful student community.

Whether it was someone getting up to speak at school meeting, or to dance at the showcase, or to perform in the black box theater, everybody seemed to possess immense passion and drive.

Having come from a totally different culture and system of education, I faced a number of challenges but I never once felt lonely or afraid or that I wanted to leave. The Deerfield community took me in as one of its own and from the first day, when I stood and announced my name to my fellow new students in the Memorial Building lobby, to today that I think about what my Deerfield career has meant to me, I have felt loved, wanted, and that I belonged. The best thing about the Deerfield community is that it’s big enough to provide one with a wide variety of experiences and encounters with students from all over

the world and at the same time small enough that we all know and care for each other.

Some of my fondest memories are of being on the cross country team which

The Deerfield community is big enough to provide one with a wide variety of experiences and encounters with students from all over the world and at the same time small enough that we all know and care for each other. allowed me to explore the surrounding woods and get to know the valley in its splendor.

Whether it was on warm fall days, with the sun rays filtering through the leaves and forming patterns as unique as the leaves themselves or on wet, rainy days with the droplets dripping from the canopies and making small puddles underneath, I learned to appreciate nature

and its beauty. Many are the days when after running as hard as we could, blazing the leaf spattered trails, we would stop and slowly walk taking in the cool, calm, quiet surroundings. Running with my training partner, who was not only my roommate but also my best friend, we would run long and hard and only stop when both of us were completely worn out, when we would either fall down laughing at a wise crack or just lie down on our backs and simply relish the joy that is cross country running. We both came from countries that were both distance-running power houses and so the rivalry, even though not aggressive, was always there. Whenever we ran a race, it was never between me and Melaku. It was always between Kenya and Ethiopia.

On a cool spring Sunday afternoon, as I sit on the second floor of the library looking out the window, I think about all these things.

In the course of the past year, Deerfield has taught me that

it’s neither the books nor the grades nor the achievements attained while at this school that matter the most. It’s the friendships forged, the experiences shared, the life lessons learned, and the people who meant something— people who made a difference for me. As I move on to Stanford University, this is what I shall treasure most about my experience here in the Deerfield valley, and I now know that I am not sad that my stay was too short, I’m just happy and thankful that it happened.

At Deerfield, I became “The kid who is going to become the president of Kenya” and even though I do not have a clear plan as to how I am going to get there, Deerfield has laid the foundation for my goal, and I shall strive to always be worthy of my heritage.

Peter Kariuki ’05 Nairobi, Kenya

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Deerfield Reflections

“let the heart hold memory bright...”

I crunch across the ice-coated snow under the arching branches of bare, twiglike trees lining the path to “Shipping and Receiving.” The leather laces on my Bean boots come untied and swing around my bare ankles­­—cold, hard and wet. As I skip down the hard, barren flight of stairs to pick up my package, I’m smiling and thinking to myself—as I stare at my wet boots and splashed, salt-stained cuffs of my pumpkin-colored corduroys— “I’ll remember every detail of this moment forever.” I’m probably thinking more poetically than usual, having just come from seventh period sophomore English with Ms. Hannay. But I’m right—this seemingly insignificant, couple of seconds in a frosty, burnt-coffee smelling, cement stairwell, will stand out as a common, Deerfield memory— just like all the rest.

Reflecting on my three years here, my days have been characterized by so much more than classes, sports, homework, and the green quads that I

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looked forward to on my first day sophomore year. I have learned more in the classroom than I could ever have dreamed.

I have figured out by this point that even though I’m not athletic, there is a place for me on an athletic team

The smells, the seasons, the tears, the stress, the smiles, the hugs, the three a.m. conversations, begin to mesh into an endless scrapbook of memories. I know that Deerfield is now in my blood— that this place and the people here have shaped me and helped me become who I am.

(I’m a coxswain on the crew team). I have spent hours in the library and have laughed and sunbathed on the lush grass of the quads.

But I wonder what I will really remember of my “Deerfield Days of Glory” in

20 years. Sometimes I try to categorize in seasons, but, the seasons only matter because of the people. People-watching was my favorite activity fall of my junior year, and still is.

Some days, in the late afternoon, I would just sit at one of the dark green, metal picnic tables with the little benches attached on the quad outside the dining hall until someone would come and sit beside me and watch with me, while we smiled and talked.

Senior winter was filled with tension, and then sudden relief after the dreaded college process finally came to an end —or really, to a beginning.

Sophomore spring evokes the smell of wet pavement and grass and lilacs after a misty spring rain—the smell of falling in love, and laughing.

But the smells, the seasons, the tears, the stress, the smiles, the hugs, the three a.m. conversations, begin to mesh into an endless scrapbook of memories.

At the end of May of my senior year, each moment begins to look like a memory,

and I search for a way to make the most of my last days at a place that I have come to call home. I don’t know what part I will remember most vividly. I don’t know what my life will look like once I have left here. But I know that Deerfield is now in my blood —that this place and the people here have shaped me and helped me become who I am. Perhaps that sounds clichéd, but the thing about clichés is that they would not have ever become clichés if they weren’t usually true.

Each time I hear a Bruce Springsteen song, eat a chicken cutlet, glance down at the adventure-produced scar on the inside of my leg, or meet someone new, I will forever be reminded of my time at Deerfield and the people I met there whom I have come to call my family.

Emma Greenberg ’05 Sagaponack, New York “Let the heart hold memory bright…”

—from the Deerfield Evensong

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Deerfield Reflections

to a prospective student You may have already had an official tour at Deerfield.

Or, perhaps, you’ve gained a sense of Deerfield on our website. May I invite you on another stroll on our pathways, encompassing a few moments in time with people and places that make them special: It is early October and Deerfield is gloriously ablaze in color. To gain a birds-eye view of the school I’d have you venture up the winding path to the Rock on Pocumtuck Ridge. When you arrive at the Rock, you will be awed there by the patchwork landscape of the valley floor, and you’ll undoubtedly make out a landmark on the campus… a steeple, a goalpost, perhaps a man on a giant lawn mower.

You’ll come to understand the meaning of the valley.

If it happens to be a Saturday, after your descent you may run into security officers Tom, Tammy or Sandy standing next to the buttonball tree or whisking past you on their golf cart. Pretend to be lost, so you have an excuse to engage them. You won’t regret the time. Making your 26

way down Albany Road, you’ll begin to hear cheers from the Lower Level, and your pace will quicken—there could be several games that day, each with its own atmosphere, narratives, heroes and memories. If you come through the gym on your way back, stop to see if Dottie and Norm are in the Stockroom. They are DA’s incarnation of the oracle of Apollo, and you will have a Delphic understanding of the place when you’ve spent some time at their windows.

Though we acknowledge winter’s arrival far sooner on the calendar, snow seems to come later to our village than in years past. Mother Nature holds us in a tease, for often we think we’ve escaped her clutches by early February, only to awaken the next morning to an overnight delivery from the sky. The campus holds a few passages where you will pay homage to winter: the turn west between Arms and the Main School Building where the prevailing wind hits home, or the walkway towards the Dining Hall between Dewey and Denunzio. If your trek

requires a winter warmer, go see Roger, Shirley or Adrian in the kitchen and have your ears bent and your chill extinguished. Keep an eye out for the raspberry filled cookies on the glass counter!

It is early May. The river at the western edge of the campus has crested and receded, finding its best depth for the months to come. You may encounter Denise on

A feature of any good stay at Deerfield is that philosophy abounds here, whether delivered in a Sophist text or from a perch on a tractor seat.

“The Millennium Falcon,” yet another of Deerfield’s golf carts not used for golf. Her thumbs are greener than the colors of the school she fortifies. In addition, the man you spotted from the Rock is now at close hand, traversing the outfield grass on his mower. He may want to shut the machine down for a few minutes to ask you

about your visit, your plans for the summer, or your favorite topping on a bagel. A feature of any good stay at Deerfield is that philosophy abounds here, whether delivered in a Sophist text or from a perch on a tractor seat. Before you depart Albany Road, turn and look west at day’s end to savor the golden light that befalls this valley in the spring.

By June the students have ventured away and the school is, for a moment, at rest. In late afternoon, were you to come upon the river, you’d likely find a jovial collection of swimmers, some of the canine kind, in a playful frolic. Intrepid children are exhilarated as they ride the river’s current. This may be a day where a rumble of thunder and a darkening sky moves over the adjoining pastures and vows to chase you up the hill as the skies open for a few minutes of force. “I’ll be back,” you may think to yourself, undaunted by this fleeting tempest. “So will I,” answers the river.

Charles F. Davis, Jr. Economics Teacher and Athletic Director (pictured with his family) 27

Deerfield Reflections

a moment of clarity “So where are you going next year?”

“Deerfield Academy.”

“Where?”

“Deerfield Academy. It’s a prep school.”

“What’s a prep school?”

“It’s basically a high school you live at.”

“Oh, wait, I thought you graduated?”

“I did. I’m doing a postgraduate year.”

“A what?”

“A postgraduate year. It’s like a fifth year of high school. I want to play football in college and even if I can’t, I’ll be able to go to a better college than I got into this year.”

The sun shined through the windshield as I reclined my seat and closed my eyes. I could only remember a handful of times I had ridden on the Mass Pike. Should I be excited to be moving onto another stage of my life? Embarrassed to be going back to high school?

Sad to be leaving my family, friends, and my hometown, the only things I have ever truly

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known? Before I knew it, my father and I were approaching Deerfield’s campus.

“I think we go there,” I said to my father, pointing toward the Academy Building.

A massive flock of people was converging on the door. Adults were chatting. Girls hugged each other. Boys patted each other on the back. Tears swelled up in the eyes of a girl walking by me. These weren’t tears of sadness. These were tears of joy.

Tears of joy on the first day of school? That’s when I started to realize that maybe I wasn’t just going back to high school.

I began to feel comfortable in my first football practices, but when classes began the next week, I faced new challenges.

After coming from a public high school where some students would literally complete their homework in a few minutes before class started, “rigorous” seemed like too gentle a term for Deerfield.

There were no more rows of desks. No more white boards.

No more slackers. I took a seat on the side of the seminar table that was farthest away from the chalkboard hoping to hide

in the back of the class, but there was nowhere to hide.

Ms. McConnell took a seat right next to me and began to explain the expectations of the class.

This was my first European History class. In front of me there was a stack of books and a syllabus which told me I was going to read all these books by Thanksgiving. Staring blankly at the stack, I realized it was greater in number than all the books I read last year combined. Normally, when a student is faced with a challenge this great, a lot of them would simply decide not to do the work. However, I quickly knew this was not an option. Quizzes would follow every reading and an intense discussion of the novel would be the cornerstone of the class.

Every class would be just as demanding, even dance.

When I was younger, I used to mimic the dance moves to music videos. So, dancing has always been one of my hidden hobbies. The opportunity arose to take a dance class and after months of practicing, I was asked to perform in the Winter Showcase.

The hours of rehearsal, the will and determination to create an outstanding piece, and exhibit composure and confidence while performing in front of hundreds of people, gave me a newfound respect for all the artists at Deerfield.

All my life I was the kid who knew the answer, but never raised his hand. Who could make the shot, but was afraid to shoot. Who had an opinion that was never heard. The lesson I learned is not to be afraid of my own light, but to be myself to my full potential.

I understand that they take the arts just as seriously as I take athletics and as others take academics. If hard work were a song, there would be many different ways to dance to it.

My overall academic experience at Deerfield has made a serious impression

on me. My writing is more descriptive and sound. I know how to show, not tell in an essay. I read with the purpose of getting something from a story, not just to finish it.

I can apply the concepts of theories formed in the past to contemporary situations.

I have a better understanding of how the world works. And, I can dance.

All these things, however, pale in comparison to the most significant lesson I have learned from my postgraduate year, a lesson I learned from the students at Deerfield: All my life I was the kid who knew the answer, but never raised his hand. Who could make the shot, but was afraid to shoot. Who knew the lyrics, but was afraid to sing. Who had an opinion that was never heard.

The lesson I learned is not to be afraid of my own light, but to be myself to my full potential and be proud of what I can do.

For this, I thank them.

John Murphy ’06 Walpole, Massachusetts

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the

d e e r f i e l d

spirit and tradition In 1997, Deerfield Academy celebrated the 200th anniversary of its founding. A banner hanging high on the Academy Building proclaimed the theme of the bicentennial, “Days of Glory,� a phrase from the Deerfield Evensong. Generations of Deerfield students have sung these words by firelight, in the dining hall, at school meeting and commencement, and at countless other occasions. For the Academy, the anniversary presented a time for both reflection and renewal, to draw strength from its cherished heritage and to reaffirm, as it does at the beginning of each new school year, its promise to offer an extraordinary education to a remarkable group of girls and boys.

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the academy “Days of Glory” 1797–2011 The sycamore tree now towering in front of the Academy Building still bore the bare branches of a New England winter on March 1, 1797, when Governor Samuel Adams signed a bill granting a charter for the founding of an Academy in Deerfield. The school’s trustees pledged the Academy to “the instruction of youth, and the promotion of piety, religion, and morality.”

The arrival of Frank L. Boyden, a recent Amherst College graduate, in 1902 marks the beginning of the second significant phase of the Academy’s history. Mr. Boyden’s legendary tenure at the Academy has been immortalized in the book, The Headmaster, by alumnus John McPhee (Class of 1949), the noted author and a recipient of the Academy’s Heritage Award. This award is given to alumni who have excelled at their profession and public service.

In 1968, after 66 years of leadership, Mr. Boyden retired as Headmaster. He was succeeded by David M. Pynchon under whose leadership the size of the faculty was increased and the curriculum greatly strengthened and expanded. Mr. Pynchon also continued his predecessor’s efforts to strengthen the Academy’s economic support, and today Deerfield’s endowment ranks among the very highest for American secondary schools.

Mr. Pynchon left Deerfield in May 1980, and Robert E. Kaufmann, then Associate Dean for Finance and Administration for Harvard’s Faculty of Arts and Sciences, was appointed Headmaster. Mr. Kaufmann had been a teacher at Deerfield during the 1960s

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under Mr. Boyden. In his 14-year tenure as Headmaster, his

A New England Place

priorities included overseeing the transition from an all-boys to a coeducational institution and completing a major building

Deerfield lies in a setting which John Quincy Adams described as “not excelled by

and renovation program. Mr. Kaufmann retired as Headmaster

anything I have ever seen, not excepting the Bay of Naples.” First settled in 1669, the

in 1994.

historic village of Deerfield, Massachusetts, occupies a rich meadow valley bordered by the hills of the Pocumtuck Range to the east and the Deerfield River, a tributary of the

Eric Widmer, a graduate of Deerfield’s Class of 1957, was

Connecticut, to the west. Today the main street of Deerfield is much the same lovely mile

appointed Headmaster in July of 1994. During his 12 years of

of arching trees and 18th-century houses as when the Academy was founded over 200

leadership, Eric Widmer remained true to the principles of ex-

years ago. The school is settled seamlessly within the town and in the midst of Historic

cellence set by his predecessors. He strengthened the Academy’s

Deerfield, a restored and preserved portion of the village operated as a museum.

commitment to financial aid which has made a Deerfield educa-

On Deerfield’s 280-acre campus, one is never far from a meadow of grazing cows,

tion increasingly accessible to a diverse student population; he

a field growing feed corn and a generous woodlot. The changing of seasons in this grace-

initiated exciting international learning opportunities which

ful corner of New England, from the brilliant colors of autumn to winter snows to the

educate Deerfield students for global citizenship and leader-

sudden green of spring, enriches the lives of the Academy’s students and faculty.

ship; he strengthened faculty recruitment, compensation and

In the Connecticut River Valley of western Massachusetts, education is as

benefits; and he enhanced the physical environment for both

dominant an enterprise as farming. Two fine pre-preparatory schools are located in

living and learning by introducing state-of-the-art technology

the immediate area: Bement School on Main Street in Old Deerfield, and Eaglebrook

throughout the campus, creating an environment conducive to

School, at the foot of nearby Pocumtuck Mountain. Only 20 minutes south is the

innovative learning. In addition, he spearheaded major renova-

Five College area of Amherst, Smith, Hampshire, Mount Holyoke, and the University

tions and building projects including the new Koch Center for science, mathematics and technology. Mr. Widmer retired in June of 2006, leaving a legacy of intellectual curiosity, kind-

leadership, character and intellect. She is a rare scholar/educa-

ness and wise leadership. He went on to serve as the founding

tor with the skills to inspire, to lead, and to manage Deerfield’s

Headmaster of King’s Academy in Madaba, Jordan.

global educational community. Mrs. Curtis’s educational

Margarita O’Byrne Curtis was appointed Deerfield’s 55th

philosophy is centered around the welfare of the students; she

Head of School in July of 2006. Mrs. Curtis had been a member

genuinely enjoys, understands, and respects young people and

of the faculty at Phillips Academy Andover for 16 years, most

inspires them with insight, a sense of humor, and a high level

recently serving as Dean of Studies. Mrs. Curtis graduated

of energy. She believes that Deerfield, because of its traditions,

from Tulane University and earned her doctorate in Romance

close-knit community, and dedicated faculty, is uniquely

Languages and Literature from Harvard University. Before

positioned to provide a superior education of the whole child,

joining the Andover faculty, she taught at Harvard where, for

building character along with a commitment to educational

four consecutive years, she won the Certificate of Distinction in

excellence. She engages the skills and talents of a devoted and

Teaching from the Derek Bok Center for Teaching and Learning.

caring faculty and staff as she collaboratively develops a bold

Margarita Curtis brings to Deerfield the highest qualities of

vision that will carry Deerfield into this third century.

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of Massachusetts, a rich cultural and intellectual resource.

The nearest town, Greenfield, is only five minutes north and is available for shopping, movies, and a weekend meal. The lively college towns of Amherst and Northampton, to the south, offer galleries, bookstores, a wide variety of restaurants, coffee houses, movie theaters, and a unique collection of shops.

Students and faculty may also take advantage of collegiate athletic events, cultural programs, and concerts.

Customs and Community Tradition is a living process at Deerfield. The style, tone, and character of the Academy are shaped in large part by its traditions. Certain habits of community—songs, cheers, stories of the village and the school, family-style meals, school meetings—are important reminders of the value of things that have been passed on to each new generation of students.

Equally, traditions serve to instill an immediacy of community, a sharing of customs that forges a Deerfield identity for students from many different backgrounds, states, and countries, and with a multitude of interests and talents. Still, the importance of balancing tradition with the Academy’s central task is recognized: addressing the collective and individual needs of young people at a critical period in their development and growth.

Deerfield is a school where the sound values, courtesy, and work ethic of New England guide school life. The Academy’s 630 students live and learn in an atmosphere of warmth, caring and support. The spirit of mutual respect and caring, which pervades virtually every activity at Deerfield, is to a great degree derived from the friendships among students and with mentors on the faculty—in the classrooms, the dormitories and dining hall, and on the playing fields. It is the tradition of this spirit that Deerfield feels is worth preserving, and what is treasured by the 10,000 alumni of the Academy.

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learning at

d e e r f i e l d

Deerfield students pursue a rigorous college preparatory curriculum, distinguished by a devotion to excellence and a richness of intellectual and creative opportunity. Stimulated by supportive teaching, students share an enthusiasm for learning and a propensity for working hard and taking an active role in their education. Small classes—12 is the average size—encourage a lively exchange of ideas and the exhilaration of being part of an exciting academic enterprise. The depth and breadth of the Academy’s course offerings enable students to enroll in classes appropriate to their abilities and interests and engage in sophisticated advanced work. Throughout the school year, the public sharing of work— in class, at school meetings, in literary journals, and through artistic performances and exhibitions—is a revered school tradition, both for the student writer, speaker or performer and the appreciative audience of peers and teachers.

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academics Faculty Who Challenge and Inspire Since the time of the Agora in Greece, teaching has been recognized as a noble calling. More than any other measures of a school, the quality and commitment of its faculty are paramount. The Deerfield faculty is exceptional in its intellectual breadth and depth, its dedication to the education of young people and its belief in the values encapsulated in the Academy’s motto “Be Worthy of Your Heritage.”

The faculty live in dormitories on campus or in Academy houses in Historic Deerfield. They work with students in many

A student in good standing shall be eligible for a Deerfield diploma upon

ways—academic, co-curricular, residential, and in every informal

successful completion of all courses. Under normal circumstances, a

interaction a boarding school experience allows. They teach, coach

student’s academic program will include the following requirements:

and counsel students. They supervise dormitory life, oversee tables in the dining hall for family-style meals and advise the full range of student publications, club activities, performing arts groups, and science project teams. The Academy community is well served by this extraordinary group of 119 men and women.

The intellectual caliber of the Deerfield faculty can be gauged in many ways. Their contributions extend well beyond the campus

• Four years of English • Three years of mathematics • Three years of one foreign language (The Academic Dean, in consultation

with the Department Chair, will consider petitions to satisfy the three-year requirement with two years in each of two foreign languages.)

• Two years of history (one year of non-U.S. History taken in either freshman or sophomore year and one year of U.S. History usually taken in the junior year)

and include service to their profession. Twenty-two have doctorates

• Two years of science

or professional degrees, 67 have their master’s degree, and many

• Two terms of fine arts (three- and four-year students only)

are actively involved in advanced study. Faculty members have

• One term of philosophy or religious studies (three- and four-year students only)

served as writers of Advanced Placement examinations and as

• One term of Health Issues (taken as a sixth course required of all sophomores)

national readers of those exams. Their number includes a Rhodes Scholar, four Klingenstein Fellows and Fulbright Fellowship holders, and numerous recipients of the prestigious National Endowment for the Humanities Fellowships. Independent projects for faculty advancement are supported by the Academy’s professional development fund.

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Diploma Requirements

While students who enter Deerfield as juniors or seniors are not strictly held to these requirements, the school believes they offer appropriate guidelines and expects all students to fulfill them as best they can.

In addition to completing the academic requirements listed above, participation in athletics, theatre, community service or some significant afternoon activity or program each term is required of all students.

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Course Programs Normally all students carry five graded courses each term. Both philosophically and practically, we believe that this pattern is best suited to students’ sound educational development during their secondary school years. Listed on this page is the usual schedule of courses for each class at Deerfield. Except for the English placement, no entering student is required to adhere strictly to this sequence. Other factors, such as the student’s previous academic program and preparation, are considered in planning a course program at the Academy.

Academic Schedule The academic year is divided into three terms: fall, winter, and spring. Classes are held Monday through Friday: there are no Saturday classes. Each course meets four times per week:

Usual program of Courses

three 45-minute, single periods; and one 70-minute extended period. Between Wednesday and Thursday, each course meets once for an extended period. On Monday, Tuesday, and Friday, the academic day begins at 8:30 a.m. and ends at 3:05 p.m. On Wednesday, classes run from 8:15 to 12:45; on Thursday, from 8:30 to 3:30.

During the 2008 winter term, persuaded by compelling scientific research proving the health benefits of sleep, and the deleterious effects of stress, we decided to run a schedule experiment. We started classes at 8:30 and we reduced all of our time commitments by 10 percent. We secured an extra hour of sleep by beginning our day a half-hour later, and by having students check in a half-hour earlier. The results of the experiment were dramatic. Students did, indeed, gain an extra hour of sleep, and they: earned higher grades; ate more breakfasts; visited the health center far less frequently; and performed better in athletics. Teachers reported that first-period discussion classes were uncharacteristically vibrant from the beginning bell.

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Freshman

Sophomore

Junior

Senior

English I

English II

English III

English IV

Mathematics

Mathematics

Mathematics

Foreign Language

Foreign Language

Foreign Language

An elective

History or Humanities*

History or Humanities*

U.S. History

An elective

Science or Humanities*

Science or Humanities*

Science or an elective

An elective

Mathematics

Health Issues

* Humanities here refers to courses offered by Visual and Performing Arts and the Philosophy and Religious Studies Departments.

Convinced of the efficacy of the later start, the faculty voted resoundingly to continue beginning classes at 8:30 every term.

Course work is rigorous and involves approximately 20 hours of outside preparation each week. From 7:45 p.m. until 8:30 a.m., a quiet campus exists to provide an environment conducive to study and sleep. Dormitories are supervised by faculty for study between 7:45 and 9:45 p.m. Sunday through Thursday.

Spring Term Elective Program

The three-term academic calendar provides the structure needed to offer enriching elective opportunities to juniors and seniors. The great benefit of the one-term courses is that it gives teachers and students alike a chance to work in areas of special interest or expertise. In the English, History, Visual and Performing Arts, and Philosophy and Religious Studies Departments, where many upper-level courses run for two terms rather than three, a wide range of spring electives is

Pursuit of Excellence Deerfield Academy believes that attendance in class is essential to individual academic success and community health. However, when appropriate opportunities to pursue excellence arise, Deerfield allows for students to miss up to five class days a year. Exceptions may be granted at the discretion of the Curriculum Committee.

available to students. A complete catalogue of spring term electives is published each January.

The Alternate Studies Program

During their final spring term at Deerfield, seniors enjoy the opportunity to pursue an Alternate Studies project that allows them to determine their own direction and pursue a special interest. Each senior is invited to submit a proposal outlining an individualized program that can take place on or off campus.

A World of Academic Opportunities

An alternate study program is intended to complement a student’s prescribed and elected senior coursework. Projects

Honors and Advanced Placement

range from the equivalent of one to five courses of normal study.

The Deerfield curriculum offers accelerated course sequences

A senior alternate study program is supervised by a faculty

in most academic departments to encourage and challenge

advisor selected by the student, and each student must present a

students to pursue advanced scholastic work and to prepare

report at the completion of the project. Recent projects include

them for the College Board Advanced Placement exams in

work in music, art and creative writing; volunteer work at hos-

May. Advanced Placement credit may exempt a student from

pitals and schools, Historic Deerfield and local service agencies;

introductory-level courses in college or may be applied toward

and internships with businesses, law firms, research facilities,

the college degree, depending on the regulations of the college or

and surgical and veterinary practices.

university. Last year 330 Deerfield students wrote 823 Advanced Placement examinations in 18 different subject areas. Students with a deep interest and gift in a field and who exhaust the curricular offerings in that field, be it mathematics, the visual and performing arts, science, writing or the humanities, may enroll in an advanced tutorial or arrange to work with a teacher on an individual basis.

Off-Campus Academic Programs and International Studies

Deerfield has taken a leadership role in emphasizing the importance of international education by creating formal and informal relationships to consider the implications of globalization for secondary school education, which includes the sharing of ideas, students, and faculty. Deerfield endorses 43

and participates in off-campus and exchange programs located in Europe, Africa, Asia, Australia, Latin America, the Middle East, and in the U.S., rural and coastal New England, and the Rocky Mountains. These programs offer exciting and valuable educational opportunities, while at the same time maintaining academic programs of high quality. Whether living with a host family and attending school in France or Japan, helping maintain a working farm in central Vermont, or becoming immersed in Chinese culture in Beijing, students are challenged, stimulated and inspired to grow in new ways. Students receive regular academic and college counseling, as appropriate, while participating in these programs.

Round Square

student in Kenya; in 2011 activities included supporting a

Deerfield is one of four U.S. members of Round Square, an

health clinic, founded by the brother of two of our graduates,

organization of 85 schools from around the world who share

in Burundi; supporting The Red Cross in Japan; sponsoring

the ambitious goal of developing every student into a whole,

a portion of the opening days program for freshmen; and

internationally aware person through academic, service and

throughout the year, sponsoring events highlighting issues of

adventure experiences. Through Round Square, both students

international concern.

and teachers have opportunities to exchange, to participate in international service projects and to attend an annual conference.

In September 2004 Deerfield welcomed 450 visitors to campus as we hosted the annual conference with the theme “Crossing Our Frontiers.” In the fall of 2009 we welcomed another group of visitors as we hosted an international debate tournament. Our delegation of five students and two faculty members will travel to England in October for the annual Round Square conference at The Wellington School. During the 2010-2011 school year, students participated in Deerfield-sponsored service projects in Peru and the Dominican Republic. We welcomed visiting students from Chile, Hong Kong, Germany, Jordan, Peru, India, Japan, and Uruguay, and a visiting teacher from New Zealand.

Round Square activities at Deerfield are managed by a Steering Committee composed of twelve students and two faculty members. Their ongoing duties include selecting conference delegates and raising funds to provide school fees for a needy 44

Programs Abroad Directed by Deerfield Faculty

France An annual three- to four-week summer program in Tours and Paris is chaperoned by French teachers from our Language Department. The program offers a language study component, daily activities geared to the cultural offerings of the area, weekend excursions, and a homestay with a French family.

Another exciting opportunity for summer study in France is DArt in Paris. This program is offered in alternate years to advanced visual art students to develop figure drawing skills in Paris at the historic atelier – la Grande Chaumiere – and sculpture techniques in Versailles at a private studio. Daily trips to museums, and a weekend excursion to various sites of the Impressionists, sketching in the Louvre, and plein air painting in Monet’s gardens in Giverny round out this fun, educational

study of French culture. Homestays featuring bilingual families

Jordan

provide accommodations for our students in this wonderful

Students in our Arabic program explored one aspect of the

“city of lights.”

Middle East by spending ten days in June of 2011 based at

Spain and Uruguay Faculty members who teach Spanish organize and supervise summer study abroad trips each year. In alternate summers, the Spanish trip goes to Spain or Montevideo, Uruguay. Students spend one month living with host families, attending language classes in the mornings and exploring the city, as well as taking

King’s Academy, Jordan. Students also have the opportunity to spend a term or a full year on exchange at King’s Academy; in 2010 - 2011, two students participated in an exchange, and Deerfield welcomed a student from King’s Academy. There are also positions available at King’s Academy during the summer or for a “gap year.”

cooking, traditional dance, and pottery classes in the afternoons.

Great Britain

These programs offer our students of Spanish a wonderful

Members of the English Department offer a course with an in-

opportunity to immerse themselves in a new culture and

ternational component. Seniors may elect Cambridge Seminar:

become more proficient in Spanish.

The Shape of What Returns, which includes a two-week-long

China In alternate summers, students of Chinese and two Deerfield

series of seminars over spring break at the University of Cambridge, England.

faculty members travel throughout China for a month. Students

Dominican Republic

spend 20 days in Beijing living with host families, studying the

Two faculty members initiated a house building project in

language, interacting with Chinese students at Beijing Shi Yan

conjunction with a local organization, Cambiando Vidas.

High School, learning much of China’s history and culture, and

Students participate during their March vacation and during the

seeing the Great Wall; they then travel to Xian, Yunnan (Dali and

summer.

Lijiang), and Shanghai for 12 days.

Italy and Greece Students enjoy an opportunity to explore the rich cultural heritage of Athens and Rome, supplemented by an itinerary that includes tours of Delphi, Myceanae, Epidaurus, Pompeii, Herculaneum, and Naples. Under the auspices of Classics faculty at Deerfield, students stay in hotels throughout the trip and visit sites and museums along the way. Highlights include the Acropolis and its museum, the sanctuary of Apollo at Delphi, the palace complex at Mycenae, the theatre at Epidaurus, the excavations at Pompeii and Herculaneum, the National Archaeological Museum in Naples, the Forum, and the Palatine, Capitoline, and Vatican Museums.

Other International Opportunities

Costa Rica A Deerfield alumna, Caroline Grew ’99, has opened her family ranch on the Nicoya Peninsula to students and faculty interested in environmental science. Five faculty members traveled to Costa Rica in June 2011 to participate in a curriculum design project.

Swiss Semester in Zermatt Developed specifically for sophomores, this program affords the opportunity to live in a foreign country while continuing a strong college-preparatory curriculum. Located in the idyllic village of Zermatt at the foot of the Matterhorn, the Swiss 45

The Deerfield English Department’s Cambridge Seminar, University of Cambridge, England

Semester program takes full advantage of its setting by offering courses in geology, European history, and foreign language.

Non-academic activities include skiing, climbing, and hiking.

The normal class load is five full-credit courses, with four to ten students in a class. This small, close-knit community helps foster sharing and concern for others and provides insight into other cultures.

Exchange Programs in Africa Deerfield students have opportunities to study in Botswana,

Toin International Exchange Program

Kenya, and South Africa. We welcomed our 16th Maru a Pula

Students interested in studying Japanese language and culture

student to Deerfield in September of 2011 and our eleventh

have the opportunity to do so during the summer months. They

student from Starehe. We have often hosted a student from

attend Toin High School in Yokohama, Japan while living with

Durban Girls’ College for the spring term, and sent one of our

a host family. In the spring term, a Japanese student from Toin

students to South Africa in exchange. Opportunities to work

High School often lives and studies at Deerfield Academy.

as a gap-year student are also available for Deerfield Academy

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graduates at Mara a Pula, Starehe Boys' Centre, and Tiger Kloof

and history of the host country, while continuing the academic

Educational Institution.

work of independent secondary schools. Students live with host

Geelong Exchange Program Deerfield Academy is associated with Geelong Grammar School, a leading independent school in Victoria, Australia. The opportunity for exchange between the schools is available during spring term, or possibly at other times. We have sent 12 alumni to work as gap-year assistants at Geelong’s Timbertop campus in the Australian Alps.

Hong Kong In 2007 we introduced an opportunity for Deerfield Academy

families and attend school with their SYA group. The academic curriculum parallels what is normally offered at Deerfield, with the exceptions of U.S. history and laboratory science, which students complete at Deerfield. In each program except Vietnam and Japan, all courses in the program are taught in the language of the host country by native teachers, with the exception of English and mathematics, which are taught by experienced members of the faculties of the sponsoring or associate schools.

Programs in the United States

students to spend their spring vacation in Hong Kong at St. Paul’s

The Mountain School of Milton Academy

Co-educational College. One or two students from St. Paul’s

Located in Vershire, Vermont, a half hour north of Hanover,

spend three weeks at Deerfield in February.

The Island School Students spend a fall or spring semester living and learning on beautiful Cape Eleuthera, Bahamas. While certain disciplines are taught using a traditional classroom setting, the Island School takes full advantage of its locale in setting up the educational experience. With an emphasis on environmental science and field research, students study the ecology of a tropical island. Similarly, the study of literature and history draws upon the rich Caribbean heritage. Students also engage in an outdoor education component

New Hampshire, The Mountain School is home to 40 boys and girls from 20 participating independent schools who spend one half of their junior year running a farm while attending classes. The school offers a rigorous academic program of study comparable to Deerfield’s, while fostering a sense of stewardship of the environment through ecological studies and farming responsibilities. In addition to acquiring life-long skills in practical crafts and outdoor activities, students learn the value of personal and group responsibility in a close-knit, cooperative farm community.

as well as a community outreach program which allows students to

Chewonki Semester

contribute to the wider community of Eleuthera.

This half-year program provides a small number of students

School Year Abroad Deerfield is an associate member of the School Year Abroad Program. A student who has completed two years of language study may apply to spend the junior or senior year in Beijing, China; Rennes, France; Viterbo, Italy; Zaragoza, Spain; Hanoi, Vietnam; or Ichinomiya, Japan. The program in China is open to beginners in Mandarin Chinese. The SYA program offers

with the opportunity to live on a spectacular 400-acre coastal peninsula in Maine. Developed for the junior year, the semester combines a rigorous college-preparatory curriculum with studies of environmental issues of particular concern to people in Maine.

Surrounded by salt marsh, tidal inlets and bays, and several miles of shoreline, the setting is ideal for academic study in the morning and work on the farm or woodlot in the afternoon.

students intensive study and immersion in the language, culture

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Rocky Mountain Semester Located at the High Mountain Institute in Leadville, Colorado, the Rocky Mountain Semester is an outdoor-oriented program for 38 students in their junior year, focusing on environmental, experiential and traditional educational traditions. An honorsand AP- level curriculum is offered, designed to match the pace and rigor of Deerfield so that students will not feel out of step academically upon their return. Spending time in the wilderness is emphasized, offering both physical and intellectual challenges and enhancing work done in the classroom throughout the semester. Leadership skills are fostered in this small community in a spectacular setting.

The Frank L. and Helen Childs Boyden Library The Boyden Library supports the intellectual growth, personal exploration and creative opportunities offered to Deerfield Academy students by providing comfortable spaces for individual or group study, a broad-based collection of more than 52,000 titles, access to online resources, and a staff eager to assist students.

The library is committed to facilitating student access to information by increasing their understanding of information resources and research strategies. Online research guides in all subjects steer students through the research and document citation process and provide recommendations for the best print and online resources.

Librarians provide reference service and formal library instruction, working extensively with individual students in cooperation with academic departments. The goal of the library instruction program is to provide students with research skills necessary to attain their academic goals and prepare them for lifelong learning in a society in which information is organized in increasingly complex ways.

The collection of books, periodicals, CDs, audio books, and DVDs meets the diverse curriculum and leisure needs of students and faculty. Using the library website from their rooms and from 48

49

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off campus, students may access the library’s catalog, area college catalogs, the Library of Congress and worldwide catalogs, as well as many electronic resources, including JSTOR, Lexis-Nexis, American Periodicals and Historical Newspapers, EBSCOhost databases, and the Oxford English Dictionary, as well as many history, science, biography, arts, and literature databases. Interlibrary loans with public and college libraries augment the library’s resources.

The library also houses the Academy Archives, a rare book collection, and the Deerfield Authors and Publications collection.

Staff are available during all open hours to assist students with their research and to provide instruction on the use of library materials and electronic resources. Library programs encourage each student to develop an inquisitive and creative mind through habits of independent inquiry. The library is open from 7:45 a.m. to 9:45 p.m. Monday through Thursday, until 5:00 p.m. Friday, 9:00 a.m. to 4:30 p.m. Saturday, and 12:00 p.m. to 9:45 p.m. Sunday. Visit the library website at library.deerfield.edu.

to connect students with authors and other subject experts, data

Information Technology

capture and recording devices used in physics and math classes

Deerfield Academy supports the important role that technology

use of blogs to promote communication skills, and video and

plays in education by providing ubiquitous access to a variety of technologies and the knowledge to use these tools appropriately and effectively. Deerfield launched its first student and faculty laptop programs in the summer of 1998. These initiatives, while voluntary, served to firmly establish our commitment to the support of academic computing. Today every faculty member and all students have laptops; every academic building and many dorm rooms and public spaces have wireless networking available; and student rooms are wired with high-speed network ports.

Our faculty laptop program has encouraged teachers to discover new ways to integrate technology into their teaching.

In addition, professional development grants support sum-

that allow students to capture and analyze real-world data, the audio recordings to enhance learning of foreign languages.

All entering students receive an Apple MacBook. The Academy believes that providing a standard laptop to every student guarantees compatibility and reliability and provides access to our rich technology resources from the first day of school.

Our laptop requirement ensures that teachers can anticipate every student having appropriate and equal technology both in and out of class. Teachers are incorporating the advantages of mobile computing into the curriculum in valuable ways, using the new technologies as an extension of our traditional classroom tools to support active thinking, collaboration, communication and inspiration. Teaching and learning have truly become “anywhere, anytime.”

mer study of the pedagogical uses of information technology.

Noteworthy examples are the use of Skype and web conferencing 51

The David H. Koch Center for Science, Mathematics and Technology The Koch Center, dedicated in the spring of 2007, is a stateof-the-art 80,000 square foot Leadership in Energy and Environmental Design Gold rated center for the study of science, mathematics and technology. The center includes a planetarium, 30 classrooms and laboratory spaces, including dedicated spaces for independent research, a 225-seat auditorium, an astronomy viewing terrace, and a central atrium, all three levels of which are unified by the stars of the northern and southern hemispheres embedded in the ceiling and in the floor of the Starfield Commons below. The Koch Center’s Louis Cafe is a gathering space for students and faculty.

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The inspiring design of the Koch Center embraces its Deerfield Valley environment and practices stewardship of that environment by incorporating some of the latest innovations in green architecture. Throughout construction, respect for the environment dictated choices in methods and materials. Recycled materials were chosen when possible. The bricks (more than a million) came from a local supplier. Double insulated windows save heat. A vegetative roof limits storm water run off. All the interior surfaces are made from lowemitting materials that do not contain formaldehyde or other harmful chemicals.

Planning for the Koch Center spanned a number of years and included the installation of several prototype spaces from which inspiration was drawn for building classrooms for the 21st century. Koch Center classrooms are enhanced by state-of-the-art technology that serves as an adjunct to teaching and learning rather than the focus, and encourages interaction and collaboration among teachers and students. The technology is ubiquitous, consistent, and easy to use. A key component is the “teacher station,â€? at the heart of which is a touch panel providing control over all the technology in the room, including lights and shades. Teachers have access to an array of modern tools including a digital whiteboard (Sympodium ™ by SMART Technologies) that allows them to annotate and display any type of material with digital ink and still be face to face with the students.

Digital document cameras, virtual calculators, data collection devices, wireless projection, and DVD/VCR capability offer a rich environment in which to teach and learn and teachers can expand the classroom experience beyond the walls by storing important content online for use anytime and from anywhere.

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The Tanoto Planetarium and Digital Theater makes use of a sophisticated computer projection system to display the heavens on a 33-foot dome. This same technology allows presentation of full-dome IMAX-type programs.

In addition, it generates a blank digital canvas that offers creative opportunities for imaginative students and faculty, across the entire curriculum. Directly outside the Tanoto Planetarium is a 50-inch plasma screen monitor that continuously displays NASA Viewspace, a direct and continuous link to the Hubble Space Telescope Science Institute.

This dynamic building, which uniquely merges the indefinable inspirations of art and architecture with the exactness of science, mathematics, and technology, fosters discovery, innovation, and learning, and will support an atmosphere of intellectual excitement for generations of Deerfield students and faculty.

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D e e r f i e l d

a c a d e m y

c o u r s e

o f f e r i n g s

2 0 1 1 – 2 0 1 2

Complete course descriptions are listed in the Deerfield Academy Course of Study, 2011-2012, which is sent to all applicants.

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english

In the richness of its course offerings, its

spring is an important Deerfield tradition.

small classes typically conducted in a

Numerous opportunities to publish

seminar format, and its emphasis on

work exist in such student publications as

writing and discussion, the department

Albany Road , Deerfield’s literary maga-

of English exemplifies the academic

zine. In addition, the department pub-

rigor and standards of excellence found

lishes its own volume of prizewinning and

across the Deerfield curriculum. English

exemplary student writing, Little Brown

classes at Deerfield develop a student’s

House Review. The department occasion-

ability to use and appreciate the English

ally hosts an actor or writer-in-residence

language. All courses stress careful

and offers special study opportunities

reading, insightful thinking, and clear,

abroad, most recently during spring break

precise expression of ideas. Students

at Cambridge University for seniors in the

study works representing a broad range

department’s Cambridge Seminar.

of historical and cultural perspectives,

Believing that reading remains one

with a particular emphasis during the

of life’s great pleasures and an important

sophomore and junior years on British

means of broadening students’ horizons

and American literature.

of knowledge and experience, the faculty

Students also share their talents

assigns summer reading books, paving

and develop their poise in required de-

the way for the themes and coursework

clamatory experiences. As freshmen,

the students will encounter in the up-

students orally interpret a short story in

coming year.

a prepared reading. Sophomores present a memorized excerpt from any work of literary merit. Juniors write essays on American experiences or themes of their own choosing and then speak the piece from memory. Seniors construct longer essays called meditations, reflections linking personal experience to something larger in the world. The reading of selected meditations at school meetings in the

56

Courses English I: Introduction to Literature English II: British Literature English III: Topics and Themes in American Literature American Dreams (focus on cultural history) American Frontiers (focus on the environment) American Identities (focus on self-definition) American Ideas (focus on societal values) American Psyche (focus on cultural definitions) American Spaces (focus on art history) American Studies (combines literature and history) American Voices (focus on short fiction and novels) English IV: Selected Topics in Literature Cambridge Seminar: The Shape of What Returns Creative Writing Workshop Creative Nonfiction Desire and the Marketplace Future Shock: Apocalypse and Dystopia in Contemporary Literature Fifty/Fifty: Literature and Culture of the 1950s Honors Literature: Choice and Consequence Post-Colonials: New Zealand, Australian, and British Writers in Context Reading Insanity: “Am I Crazy?”

The Jazz Age and the Lost Generation: 1920s America The Walking Shadows: Shakespeare’s Plays and Players English as a Second Language Recent spring term electives for seniors

Contemporary Fiction Existentialism: Live Dangerously Getting Absurd: Drama in the 20th Century No Small Parts Public Speaking Romantic Poetry: The Writing on the Subway Wall Styron’s Sophie’s Choice The Craft of Poetry The Literature of 9/11 Wandering in Arabic Fiction 57

history

History

The study of history at Deerfield encour-

and interpretive essays, and by engaging in

ages students to become informed, per-

original research. The Academy’s location

ceptive and engag ed citizens of the

in the town of Deerfield, described by one

world both during their time at the Aca-

historian as the “best-documented village

demy and after they have graduated.

in America,� presents a unique opportunity

Through a variety of courses, the History

for research.

Department introduces students to the

The History Department seeks to

challenges and rewards of studying the past.

show students that thinking historically

In all courses, teachers urge students

about the world is a source of fascination,

to become more knowledgeable about the

wisdom, and joy. In exposing students to

many peoples, cultures, events, contro-

the moral and ethical issues that have faced

versies, and ideas that have shaped hu-

other people in other times, in studying the

man history. The department also teaches

struggles and triumphs that have marked

students to read, write, speak, and think

human history and in understanding the

more clearly and precisely. Students hone

purposes that have divided people as well

these skills and gain practical experience

as those that have united them, the History

as historians by reading a range of sources,

Department believes that the study of

participating in discussion-oriented semi-

history is a crucial part of a fulfilling liberal

nar classes, preparing a variety of analytical

arts education.

Courses Africa and Latin America Asian Civilizations The West, Ancient to Medieval The West in the Modern World United States History American Studies Honors United States History Modern Times: 20th Century World History

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Selected Topics in Asian History Ordinary People, Extraordinary Times Honors European History: Great Books Honors Economics Advanced Placement Art History

Recent spring term electives

Understanding the Holocaust The Court and the Constitution The History of Opium Directing History: Griffith-Cameron New Americans: Voices Then and Now

59

languages Classical Languages

connections during their academic careers. Four levels of Latin (including

Through the program of courses in Greek

taking the Advanced Placement Virgil

and Latin at Deerfield, students learn to

Exam) and one year of ancient Greek

read and interpret classical literature

provide the foundation of the program.

in its original form. Encounters with

In addition, students are also required

timeless words, personalities, stories,

to take either the West in the Ancient and

historical events, customs, ideas, and

Medieval World or Advanced Placement

ideals provide students with a unique

Art History. The program culminates in

opportunity to understand and appre-

a researched-based Classics Seminar,

ciate ancient Greek and Roman society

taken during the spring term of senior

and culture, which form the basis of

year, and covering topics such as the epic

both the liberal arts and studies in the

tradition, ancient drama, Roman and

humanities. Beginning students develop

Greek mythology, and Greek and Roman

basic language skills and read simplified

philosophy. Candidates who successfully

or contrived stories in Latin. Later they

complete the curriculum will receive

focus on the actual works of specific

recognition from the Classics faculty and

authors or kinds of literature, starting

will become eligible to be considered for

out by mastering the characteristic

the John B. Dicklow Award for Excellence

vocabulary, syntax, and elements of style that are needed for a full understanding of the written word. Advanced students venture beyond the simple senses of what Greek or Roman authors say to consider how they express their thoughts and what they mean. Throughout the sequence, the curriculum pays attention to people, places, and events, placing them in both human and historical contexts.

While the study of classical languages offers a challenge, amusement and satisfaction all its own, it also makes students aware of how much classical literature influences the literature of modern languages.

Such study also sharpens their insights into their reading and equips them with greater precision in writing and speaking their own language.

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in Classics.

Classical Studies Program The Classical Studies Program at Deerfield affords students rigorous engagement with the language, history, and art of the the Classical world. The interdisciplinary nature of the program enriches each course individually and invites students to make meaningful

Courses Latin I Latin II Latin III Latin IV: Vergil’s Aeneid Latin V: Roman Elegy and Lyric Advanced Tutorial Greek I Greek II

61

Modern Languages While the study of one or more languages has always been an important component of a Deerfield education, such study has become increasingly vital in today ’s rapidly changing world. Deerfield offers instruction in four modern languages: Arabic, Chinese, French, and Spanish.

In the modern language courses at Deerfield, oral proficiency, competency in written expression, and cultural literacy are equally important. The beginning levels stress rapid acquisition of vocabulary, fundamental grammatical skills, and cultural awareness. Thirdyear courses provide a comprehensive review of grammatical structures and an introduction to reading and composition.

Fourth-year courses are usually devoted to the development of oral proficiency and literary skills.

Each year several Deerfield juniors and seniors live with host families and attend school in France, Spain, or China through the Academy’s association with the School Year Abroad Program.

The Language Department also offers summer study-travel programs, which are organized and chaperoned by Deerfield faculty members. These programs take students to China, Jordan, France, Italy, Spain, and Uruguay.

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Courses Arabic I Arabic II Arabic III Arabic IV Chinese I Chinese II Chinese III Chinese IV Chinese V Chinese Tutorial French I French II French II Honors French III French III Honors French IV French IV Honors French V French V Honors French VI Honors Spanish I Spanish II Spanish III Spanish III Honors Spanish IV Spanish IV—Community Service Spanish V—Language Spanish VI—Contemporary Latin American Literature Spanish VII—Advanced Seminar in Spanish

63

mathematics In the Mathematics Department, the

department offers a variety of courses

faculty encourages students to develop the

and places its students into a level of

ideas, skills, and attitudes which will en-

mathematics that will provide appropriate

able them to function with confidence and

challenges and successes. For example,

intelligence in a swiftly changing world.

the department teaches three levels of

In pursuing this goal, teachers strive

Geometry and Algebra II, and at the higher

to instill a sense of excitement for the

end of the spectrum, outstanding students

concepts and aesthetic qualities of math-

may study college-level mathematics in

ematics. Deerfield students will learn

tutorial classes.

how to solve mathematical problems

Technology is widely used in Deer-

with a variety of strategies, how to

field mathematics classrooms. All students

communicate their solutions clearly, how

are required to have a graphing calculator.

to work effectively on projects with their

In some courses students will frequently

peers, and how to use technology. The

use their laptop computers as well.

Courses Algebra I Geometry Honors Geometry Algebra II Honors Algebra II Functions, Statistics and Trigonometry Precalculus Honors Precalculus Discrete Mathematics and Precalculus Calculus Advanced Placement Statistics Advanced Placement Calculus AB Advanced Placement Calculus BC Advanced Calculus, Differential Equations and Computation Advanced Mathematics Tutorial Independent Study in Mathematics

64

philosophy and religious studies Courses in philosophy and religion en-

Courses at the freshman and sophomore

gage Deerfield students with the sources,

levels address the foundations of ethical

principles, and applications of those

decision-making and the place of

ideas that influence our actions and

religion in both Eastern and Western

assign meaning to human experience.

cultures. Junior- and senior-level cours-

Deerfield believes that as part of their

es give the student an opportunity to

education, students should examine

explore philosophical and religious ideas

their own values, and to do so properly

in greater depth and to see their connec-

it is helpful to be aware of some of the

tion to Eastern and Western cultures

historical, philosophical, and theological

and political issues.

foundations underlying their assumptions and beliefs.

The department’s courses prompt students to examine their knowledge and insights from other disciplines. At the same time students are introduced to philosophical and religious ideas that demand careful reading and a distinct type of thinking unique to philosophy. By stressing critical thinking, deep inquiry, written expression, and class discussions, students develop intellectual skills.

Courses Ethics Eastern Philosophy Political Philosophy Judeo Christian Traditions Religions of the World Recent spring term electives

Introduction to Psychology Existentialism* Understanding the Holocaust Clashes of Cultures Science, Religion, Ethics and Evil

The Meaning of Life History of Human Rights Eden: Botany and the Bible* Faith in Film and Scripture: Judas * denotes an interdisciplinary course 65

science For the Science Department at Deerfield

Academy, science stands out as a major cross-cultural and unifying discipline in the liberal arts, a structure of ideas created by some of history’s greatest thinkers.

The educated person will be conversant with these ideas; the aesthetic person will appreciate the beauty they reveal in the world; the practical person will enjoy knowing how things work.

The department’s courses spring from several disciplines, but are unified by the philosophy expressed above and by common techniques, procedures, and ideas. From these arise the faculty’s aims to provide students with the basis for understanding the scientific and technological aspects of our society. These aims are: • the development of scientific literacy; • an understanding of the methods, the potential, and the limitations of science and technology; • an understanding of how to gather information, test it for reliability, reach valid conclusions, and apply them to new situations; • an understanding of logical and causal relationships; • the development of skills and ingenuity in the laboratory; and 66

• the development of a base of infor-

available in biology, chemistry, physics,

mation and skills from which further

and astronomy. Given the mathematical

work may be accomplished.

methods often required in chemistry and

Most Deerfield students take more than the two full years of science required for graduation. In physics, chemistry, and biology, courses are available at varying degrees of difficulty, from a basic, introductory experience to an advanced, in-depth study of the subject. Advanced research, project-based courses are

physics, students should pay attention to their progress in mathematics.

Courses Advanced Biology Advanced Placement Biology Advanced Placement Environmental Science Biomedical Research Anatomy and Physiology Chemistry I Chemistry I Accelerated Advanced Placement Chemistry Chemistry Research Physics I

Physics I Accelerated Physics I (Jr/Sr) Physics I Accelerated (Jr/Sr) Physics II Advanced Placement C Electric Vehicle Engineering Physics Projects Astronomy Experimental and Observational Astronomy Geology

computer science health The computer science curriculum is designed for students

This one-term course in Health Issues is required

who are interested in learning effective programming

o f all sophomores and must be successfully

methods, algorithm development, data structures, and

completed in order to graduate. Students examine

advanced use of various software applications. The main

topics related to human sexuality, alcohol and other

course offered prepares students for the Advanced Placement

drugs, stress management, general adolescent

exam in computer science. The advanced course offering

development, and other issues of school life.

allows students the opportunity to explore areas of particular

Through classroom presentations, guest speakers,

interest, with topics varying from year to year.

and discussions, students study a variety of issues that are especially pertinent to their own personal

Courses

awareness and development.

Advanced Placement Computer Science Advanced Topics in Computer Science 67

visual and performing arts The faculty of the Visual and Performing Arts Department at Deerfield are inspired by the words of Dan Hodermarsky, who taught art at the Academy for many years: “Young people are awakened by the unique and universal power of the creative arts and discover that the fine arts offer freedoms and powers unlike any other in today’s world.”

Visual Arts courses offered at Deerfield include architecture, drawing, calligraphy, digital photography, and videography. Performing Arts courses at Deerfield include a range of dance classes, music theory and composition, acting tutorials and more. (See the full selection of courses with descriptions in the Academy’s Course of Study.)

The arts play a significant role in the life of the school, both through academic courses and co-curricular activities. Theater productions, dance and music concerts, and art exhibitions by students and faculty, as well as by visiting artists, help shape each student’s cultural awareness and aesthetic sensitivity. Deerfield takes pride in the fact that each faculty member within the Fine Arts Department is a practicing professional artist.

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The Performing Arts Dance Deerfield’s comprehensive dance program provides training in modern, jazz, ballet, pointe, hip-hop, and contemporary dance techniques as well as instruction in the craft of choreography and improvisation. Classes are tailored to meet the needs of all experience levels from beginners to pre-professional dancers. There are opportunities to perform in, and choreograph for, dance concerts that are presented each of the three trimesters. Dance is offered as both an academic and co-curricular option at Deerfield. All students may study dance during the academic day either as a credit or pass/fail option on a term-by-term basis in order to accommodate the requirements of their academic schedules. Opportunities within Deerfield’s dance program are supplemented by an extensive series of performances and master classes by such outstanding dance companies as Alvin Ailey, Momix, Ballet Chicago, and David Parsons. Additionally, each year the works of distinguished guest choreographers are commissioned for dancers in the program. There is also a ballet coaching program that provides private and semiprivate instruction for dancers of all experience levels.

Music Deerfield supports a vibrant music program consisting of various instrumental ensembles. In a typical year more than two hundred students are involved in music. Our two main instrumental ensemble classes, Bands: Wind/Rock/Jazz and Chamber Music Ensemble, meet during the class day. This allows students freedom to pursue other co-curricular interests such as athletics or community service without diminishing their level of involvement in music. Other smaller groups, such as jazz ensembles and wind chamber groups, meet in the evening prior to study hours. A support staff of sixteen applied music teachers offers private instruction on all ensemble instruments as well as piano, guitar, and voice. Opportunities in vocal music include Academy Chorus and the a cappella Chamber Singers.

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Theater Deerfield is proud of its exciting, active theater program. In a typical year, more than 100 students participate as actors and technicians and more than 4000 patrons attend these presentations in the Academy’s Black Box Theater. Recent productions include: The Elephant Man, The Complete Works of William Shakespeare (abridged), columbinus, Little Mary Sunshine, The Crucible, Arsenic and Old Lace, Amadeus, Equus, Steel Magnolias, and more. Since 2002 Deerfield has been selected three times to represent the United States in the American High School Theatre Festival at the worldrenowned Edinburgh International Fringe Festival in Scotland. We also offer a variety of popular courses: Introduction to Performing Arts, Beginning and Advanced Acting, Directing, and a variety of tutorials for specialized study. Student written and directed productions are strongly encouraged, and new students are always welcome as performers and technicians; no previous experience is ever required to work on any production. Since rehearsals are conducted in the afternoon, students choose to participate in theater in lieu of community service or athletics.

In addition to our student productions, we have had several guest artists in residence who have attended classes and presented workshops and individual performances, including the National Theatre of the Deaf, the cast of The Buddy Holly Story, the David Parsons Dance Company, and the multi-talented English director/ scholar, Jonathan Miller.

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Visual Arts

Courses

The visual arts play a significant role in the life of the school.

Introduction to Studio Art Visual Design Calligraphy Graphics Three-Dimensional Design Drawing Architecture I Architecture II Advanced Placement Art History Digital Photography Video Advanced Video *Advanced Placement Studio Art (Photography) *Advanced Placement Drawing *Advanced Placement Studio Art *Topics: Post Advanced Placement Studio Art

Vibrant academic courses, unique co-curricular options, and substantive exhibitions captivate our students and inspire the community. Our course offerings provide an essential creative outlet and a means by which students can apply their artistic scholarship to real-world applications. Our curriculum is designed to meet the needs of beginning and advanced students, those looking for a single-term elective or those who may pursue their interest in the arts beyond graduation.

Our program is grounded in the formal principles of design while being a fertile hive of creative invention. We use a variety of media, styles, and techniques to communicate deeply felt work that is rich with narrative content. All courses draw upon art history and reference contemporary work, and each project allows for personal expression, with each unit of study culminating in an interactive group critique. Our more ambitious students submit portfolios to

Art

the College Board and include art supplements with their applica-

Dance

tions to college.

*Introduction to Dance *Dance I *Dance II *Dance III *Advanced Dance Ensemble

Members of the visual arts faculty are practicing artists who regularly show their work in professional galleries and annually mount exhibitions in the Academy’s Russell Gallery. The Russell also showcases other local and international artists’ work throughout the school year. Additional inspiration may come through

Music

visits to nearby venues, such as the Massachusetts Museum of

Introduction to Music *Chorus I: Beginning Chorus *Chorus II: Advanced Chorus Fundamentals of Music *Bands: Wind/Rock/Jazz *Chamber Music Ensemble (Strings) Studio/Production Theory and Composition Applied Music—Individual instruction

Contemporary Art, the Clark Museum, and the outstanding collections of the museums at Williams College, Smith College, UMass (Amherst), and Amherst College.

in various musical instruments and voice Independent Study in Music Theatre

Introduction to Performing Arts *Acting *Directing for the Theatre *Advanced Tutorial in Acting Recent spring term electives Topics in Architecture Advanced Video Art Graphic Design * denotes a course that may be elected as a sixth course pass/fail.

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College Advising The Academy’s program of study and activities provides an excellent opportunity for its students to meet the admission requirements of the country’s most demanding colleges and universities. Deerfield graduates are consistently accepted to Ivy League institutions and to other highly selective liberal arts colleges. Students must realize that by itself, however, attendance at Deerfield does not guarantee college admission to these or any other institution of higher learning.

A systematic program of college counseling, coordinated by four college advisors, begins in the winter term of the junior year. Information sessions, small group discussions, and workshops help each junior initiate plans for higher education. Each junior is assigned to an individual college advisor who further develops, with parental consultation, a list of prospective colleges. In the fall of the senior year, the college advisors assist students in narrowing their college choices and in making the most effective presentation of their candidacies. Students are responsible for college research, summer interviews and visits, and the applications. College advisors assist by offering appropriate counsel, application review, coordinating the Deerfield visits of over 175 college representatives, and by compiling the Academy’s summary report on each senior applicant. Parents of younger students are invited to general sessions sponsored by the College Advising Office on Parents’ Weekend in the spring and fall.

Additionally, as a test center for The College Entrance Examination Board, Deerfield offers most of the appropriate examinations for college admission and placement. Normally, sophomores and juniors take the PSAT in October, juniors take the SAT I in January or March, SAT II Subject Tests in December, May and June, and appropriate Advanced Placement (AP) examinations in May. Seniors, whenever advisable, take the SAT I and SAT II Subject Tests again in the fall, and additional Advanced Placement tests in May. Some students may prefer to take the ACT, which is administered at Deerfield in December and April. International students may take the Test of English as a Foreign Language (TOEFL) by appointment.

Within one year of graduation, 100 percent of each class over the past five years has entered accredited colleges and universities. Several students each year decide to pursue alternate educational opportunities before attending college.

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College matriculations

During the period from 2007 to 2011, ten or more Deerfield students have been accepted at each of these colleges and universities.

College/University

American University Amherst College Barnard College Bates College Boston College Boston University Bowdoin College Brown University Bucknell University University of California - Berkeley University of California - Los Angeles University of California - San Diego University of California - Santa Barbara Carnegie Mellon University University of Chicago Claremont McKenna College Colby College Colgate University Colorado College Columbia University Connecticut College Cornell University Dartmouth College Davidson College University of Denver Dickinson College Drexel University Duke University Emory University Fairfield University Fordham University Franklin & Marshall College George Washington University Georgetown University Gettysburg College Hamilton College Harvard University Hobart & William Smith Colleges Johns Hopkins University Lafayette College Lake Forest College Lehigh University Massachusetts Institute of Technology University of Massachusetts - Amherst McGill University

Accepted 19 16 18 28 58 65 50 41 61 15 12 11 15 19 13 11 61 38 16 19 39 40 49 16 12 16 12 38 13 11 13 19 40 93 11 60 43 36 25 26 13 17 17 27 19

Enrolled 2 7 5 9 14 5 24 27 24 7 1 0 2 3 5 7 22 20 9 8 10 16 29 8 3 1 0 17 2 2 0 2 7 48 2 23 37 9 3 3 1 5 12 0 4

College/University

Accepted

University of Miami University of Michigan Middlebury College Mount Holyoke College New York University University of North Carolina - Chapel Hill Northeastern University Northwestern University Occidental College University of Pennsylvania Pomona College Princeton University Rensselaer Polytechnic University of Richmond University of Rochester University of St. Andrews St. Lawrence University Santa Clara University Skidmore College Smith College University of the South - Sewanee University of Southern California Southern Methodist University Stanford University Syracuse University Trinity College Tufts University Tulane University Union College Vanderbilt University Vassar College University of Vermont Villanova University University of Virginia Washington & Lee University Washington University - St Louis Wellesley College Wesleyan University Wheaton College - MA Whitman College College of William & Mary Williams College University of Wisconsin - Madison Yale University

13 34 57 16 35 23 15 26 12 38 10 41 10 26 12 30 23 16 17 14 17 32 30 27 42 88 62 35 15 28 12 53 10 42 13 12 29 24 10 10 11 41 12 51

Enrolled 3 3 31 2 8 6 2 6 3 24 4 19 1 9 4 7 2 2 0 2 8 7 6 17 6 23 19 7 4 14 3 6 4 21 6 3 10 9 2 2 5 18 0 39

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a

v i b r a n t

communi ty For each Deerfield student, life beyond the classroom and lab is filled with opportunities for personal discovery and community involvement: the chance to live with friends from all over the United States and the world, to captain a team or debate in an international competition, to act or sing or dance and applaud the performance of others, to learn from and receive the support of enthusiastic teachers and coaches, to experience the thrill and the pride of being a Deerfield girl or boy.

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student life

Residential Living Perhaps the most distinguishing feature of boarding school life at Deerfield is the amount of thought and attention given to creating a warm and supportive community within each dormitory. The Academy believes its responsibility to students and parents is to make every effort to ensure that this school is a healthy and stimulating place to live and learn, where the spirit of openness, honesty, and concern for others prevails.

Many prospective families are surprised by the Deerfield faculty’s high level of involvement in the non-academic lives of students, and nowhere is this more telling than in the Deerfield dormitory. Within a dorm, the corridor is the focus of life for Deerfield’s 553 boarding students. Typically, 12 students live on a corridor with a faculty resident. The campus-wide student/faculty ratio of 5/1 ensures personal attention and support. Teachers who do not reside in a dormitory supplement the work of the corridor’s faculty residents as faculty associates. Workshops and training sessions assist faculty residents and associates with the management of their corridors. The faculty’s deep belief in what they do day to day, along with their good humor and ability to deal with diverse demands on their time, shape, in no small part, the positive and wholesome atmosphere found across the Deerfield campus.

It is in their daily lives on their corridor that students begin to achieve a sense of community. Learning to live with others—to balance a need for privacy with a growing sense of the needs and rights of others—is key to the success of each student’s Deerfield experience. On the corridor, students make their first friends and develop productive study habits. Through living with others of different backgrounds and interests, they discover that learning at a boarding school is a continuous and lively adventure.

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daily schedule

Students live in 18 dormitories which range in size from John Williams, housing 16 students and two faculty members,

7:30 a.m.

Dining Hall opens for breakfast.

to Johnson-Doubleday, a modern complex, housing 78 students

8:30 a.m.

Classes begin. The class day is divided into seven periods ranging in length from 45 to 70 minutes.

11:00 a.m.

All School Meeting (Wednesdays)

and six faculty members and their families. Most Deerfield students—over 80 percent—live in single rooms. The classes are housed by gender in dorms comprised of freshmen and sophomores or juniors and seniors. Returning students register their housing preferences each spring.

Advising Although teachers and coaches are actively involved in the daily life of a student, each student also has his or her own advisor.

In addition to acting as an informal counselor, guiding and supporting students through the inevitable triumphs and trials

12:00 noon Lunch in Dining Hall (On Mondays, Tuesdays, Thursdays, and Fridays, family-style lunches with faculty are served.)

12:40 p.m.

3:45-5:30 p.m. Athletic practices, theatre or dance rehearsals, community service activities 6:15 p.m.

of boarding school life, an advisor attends to the academic needs of the student. Together with the student and his or her parents, an advisor examines the student’s educational and personal goals in relation to special interests, strengths, and weaknesses. An

Classes resume.

Dinner in Dining Hall (On Tuesdays, Thursdays, and Sundays, family-style dinners with faculty are served.)

7:00-7:45 p.m. Extracurricular organizations meet.

academic program is then chosen to fulfill these goals. Students

7:45-9:45 p.m. Quiet study hours

ultimately assume responsibility for their course selections

7:45 p.m.

and academic performance, but advisors guide and support them through the process. For first-year students, the advisor is typically the faculty resident on their corridor.

In addition to the support students receive from their faculty advisor, corridors housing freshmen and sophomores have proctors. Proctors, chosen from the senior class, are not disciplinarians, but rather act as role models and student mentors to the younger students. They are chosen for their maturity, their interest in helping others, and their ability to relate to people of different backgrounds and personalities.

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9:45 p.m.

Dorm sign-in for all freshmen and sophomores on weeknights (Sign-in is 10:30 p.m. on Friday and 11:00 p.m. on Saturday.

Lights-out for freshmen only is 10:30 p.m. Sunday through Thursday.)

Dorm sign-in for all juniors and seniors on weeknights (Sign-in is 11:00 p.m. on Friday and 11:30 p.m. on Saturday.)

Athletics and activities are scheduled four afternoons a week. On Wednesday and Saturday afternoons, varsity and sub-varsity teams participate in interscholastic competitions.

Extracurricular organizations generally hold meetings between dinner and study hours or on weekends.

Dining Hall The Academy believes that mealtimes provide an important opportunity for strengthening friendships, exchanging ideas, and enhancing community spirit. For this reason, family-style meals are served seven times per week. Boarding students are required to attend all “sit-down” meals. Day students must attend all sitdown lunches and are encouraged to stay for the evening meal.

Each student is assigned to a different faculty member’s table every three weeks, which not only allows students to become better acquainted with various school mates, but also lets them get to know faculty members in a relaxed situation. All students take turns waiting on tables and performing kitchen duties. Food is prepared in the legendary Deerfield kitchen. By tradition it is always good and there is always plenty of it.

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Co-curricular Opportunities Athletic Programs

Deerfield’s commitment to excellence extends beyond the classroom to the playing fields, where the school has a long and proud tradition in athletics. The special school spirit of Deerfield is derived in part from the pride, sportsmanship, and enthusiasm on the playing fields of the Academy.

The classical ideal of the sound mind in the sound body remains very much the guiding principle of athletics at Deerfield. Each student’s physical development is an important element of the curriculum, not only because a sound physical condition is necessary for mental and spiritual well-being, but also because an awareness of the importance of exercise for life-long health should be developed in adolescence. Finally, sports provide a unique opportunity for molding character and building lasting friendships, and for the great but simple pleasure of play.

The Athletic Department and its programs do not exist apart from the Academy’s academic program. Athletics and physical development are an integral part of the total learning environment, where the teacher is seen as coach, the coach as teacher. About 70 percent of the faculty coach at least one sport. The ability of the faculty to serve in a variety of roles and to engage students in a common endeavor outside the classroom contributes to the uniqueness and special quality of the Deerfield experience.

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Athletic facilities

Deerfield’s outstanding athletic facilities include the Dewey Squash Center featuring ten championship international squash courts; two gymnasiums housing three basketball courts and a spacious wrestling room; an indoor hockey rink; and the David H. Koch Natatorium, with an eight-lane pool and separate diving well. In the fall of 2010, Deerfield opened a 5000+ square-foot fitness center with state-ofthe-art cardiovascular and weightlifting equipment. For outdoor programs there are 90 acres of athletic fields, including two Sportexe synthetic turf fields; 21 All-Weather Ultracushion Surface tennis courts, two paddle tennis courts, a distinctive boathouse and crew facility; and an eight-lane, 10mm full pour track surface with high and long jump, pole vault, shot put, and discus areas. interscholastic competition

Deerfield maintains a strong and varied athletic program that provides students the opportunity to participate in interscholastic competition, from the top level of New England athletics to first learning experiences.

interscholastic sports

recreational offerings

Deerfield offers 34 varsity sports and fields over 65

Fall Winter Spring

For students who choose not to participate

Girls Girls Girls

in a competitive team sport, Deerfield offers

interscholastic teams ranging from the Frosh- Soph to Varsity level. Our varsity teams provide studentathletes the opportunity to pursue excellence in their respective fields and have achieved a notable record of accomplishment in New England competition. At the subvarsity level, students have the opportunity to enhance their skills and experience the fun and camaraderie of team sports. Every Deerfield student has the chance

Cross Country Alpine Skiing Field Hockey Basketball Soccer Hockey Volleyball Squash

Swimming

Crew Cycling Golf Lacrosse Softball Tennis Track Water Polo

to participate in an interscholastic sport at his/ her

Boys Boys Boys

level of ability. Teams at all levels play a full schedule of

Cross Country Alpine Skiing Baseball Football Basketball Crew Soccer Hockey Cycling Water Polo Squash Golf

Swimming Lacrosse

Wrestling Tennis

Track

interscholastic games against such schools as Andover, Choate Rosemary Hall, Exeter, Hotchkiss, LoomisChaffee, Northfield Mount Hermon, and Taft.

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supervised club and recreational programs.

Fall

Winter

Dance Alpine Skiing Elements (outdoor Dance Fitness/Aerobics program) Squash Fitness Step Team Soccer Tennis

Spring Dance Elements (outdoor program)

Fitness Soccer Swimming Instruction Tennis Ultimate Frisbee

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visual and performing arts

Deerfield Academy students and faculty are extraordinarily productive in the performing and visual arts. Numerous exhibitions and performances enliven the school calendar, drawing enthusiastic audiences and providing showcases for individual talents as well as group efforts. Art exhibitions in the Academy’s Hilson Gallery, Russell Gallery, and the student gallery provide recognition for promising young artists and photographers, while numerous dramatic productions provide the stage for Deerfield actors and enlist the expertise of student technicians. Student musicians and dancers have the opportunity to share their talents at various times throughout the year as well. Recent highlights include participation in the American

85

High School Theatre Festival in Edinburgh, Scotland; concerts by the Wind, Rock, and Jazz bands; and Academy Chorus and dance concerts featuring original student compositions; and theatre productions of Amadeus, The Complete Works of William Shakespeare (abridged), and columbinus.

Musical groups include the Chamber Music Ensemble, Jazz, Wind and Rock Ensembles, Academy Chorus, Madrigal Choir, and a cappella groups. Many opportunities exist for acting as well. In addition to the three major theatre productions each year, plays and scenes are also performed by advanced acting classes. Students interested in dance may explore modern, jazz, hip-hop, ballet, and choreography, with the opportunity to perform all three terms. All Deerfield students are encouraged to participate in the visual or performing arts regardless of their level 86

of experience.

Africa Club Archery Club Asian Student Alliance Backstage Black Box Drama Club Ballroom Club Black Student Alliance Business Management Group Camericans (Canadian & American cultures) Chess Club Chick Flick Appreciation Club of Deerfield China Care Club Chinese Current Affairs Club Cinema Club Classics Club Community Service Student Board Cooking Club Current Events Club Deerfield for a Cure Deerfield Diversity Alliance Feeding America Footsteps to Freedom Gay Straight Alliance Gluten Free Club Hand Reach Club Hip Hop Dance Club International Student Alliance Investment Club Jewish Student Alliance Juggling Club Latin American Alliance Locks of Love M.E.A.T. Club (Men eating animals together) Mock Investment Alliance Model United Nations Multicultural Alliance Paddle Tennis Photography Club Picture Book Studio Political Club Rocketry Club Room to Read Round Square Science Olympiad Club TOMS Shoes for Tomorrow Trap & Skeet Club Ultimate Alliance Vegetarian Club Young Democrats Young Republicans

clubs and organizations

Participation in extracurricular activities enriches the Deerfield experience for all students. Aspiring writers, journalists, and designers work on the staff of the yearbook, Pocumtuck; produce an award-winning campus newspaper, The Deerfield Scroll; and contribute to and edit magazines, including Albany Road, a literary journal, and the Language Department’s literary magazine Lingua Franca Deerfield. Future politicians and diplomats form debate teams and political clubs.

Clubs and organizations play a major role in life at Deerfield Academy. These clubs host weekend events during the school year.

The Deerfield Black Student Alliance (DBSA) sponsors the annual Jammy Jam, a hip-hop dance, to which all students wear their pajamas. The International Student Alliance sponsors the Luau, complete with hula dancers. The French Club organizes a Mardi Gras Festival and the Ballroom Dancing Club learns the cha-cha, tango, and salsa. No matter how diverse a student’s interests, there are always students and faculty eager to get involved in new clubs and activities. In early October there is a club fair where students learn about the many established clubs on campus and sign up for new ones. Some of the clubs and organizations offered at Deerfield are listed at left.

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community service

Cultural and Educational Programs

An ethic of service permeates life at Deerfield Academy. All

The intellectual and cultural environment at Deerfield is

students and faculty members participate in a wide range of

enhanced every year when distinguished artists, authors,

service projects on campus and throughout Franklin County, as

performers, and scholars visit campus. Last year, the entire

well as at national and international sites. Deerfield believes that

school community enjoyed a performance of "ZooZoo" by the

establishing habits of empathy and active commitment prepares

Imago Theater, which was sponsored by the Academy Events

one for responsible citizenship and a life of enhanced meaning.

Committee. The Academy Events Committee has also sponsored

The Community Service Program assumes many forms.

the inspirational singing, dancing, and drumming troupe of

Students engage in service work as part of an athletic team or other

National Heritage Fellow Sidiki Conde, who led master classes

co-curricular group; they may also elect community service as a

for students in addition to an evening performance for the

co-curricular activity. Students mentor and tutor at nearby public

community. In past years, the Alvin Ailey American Dance

schools; assist at social service agencies, the local animal shelter,

Theater, Irish tenor Ronan Tynan, Grammy Award-winning

food banks, and organic farms; visit nursing home residents; teach computer skills to adults in the community; or clear and maintain trails on Pocumtuck Ridge. Additionally, more than one hundred Deerfield juniors and seniors serve as Big Brothers and Big Sisters to Franklin County children. Every Monday the school provides food for “Second Helpings,” our local community meal; students help prepare, transport, and serve the warm meal. Our service learning courses enhance academic curricula with hands-on work.

The Community Service Student Board organizes various weekend projects, ranging from environmental clean-ups, yard work for senior citizens, and musical performances at assisted living facilities, to Habitat For Humanity. The Board also organizes fundraisers to benefit local and national organizations like Franklin County Community Meals and UNICEF. Every March, a group of Deerfield students and faculty travel to the Dominican Republic to help Cambiando Vidas build a home for a family.

Each year, more than a dozen students receive annual grants for self-initiated summer community service projects in their home communities or participate in Round Square International projects, thus extending Deerfield’s commitment to service beyond the school year and across the globe.

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Turtle Island String Quartet, and National Geographic “Explorer in Residence” Wade Davis, among others, have been brought to campus through the auspices of the Academy Events Committee.

to campus in 2010 as the Academy’s Lambert Fellow. In addition

Deerfield welcomes numerous visiting professors and authors

to his writing novels, Mr. Smith works as a ghostwriter, most

to campus each year, including: Professor Timothy Shannon of

recently for Paco Underhill, and is a contributing editor at O, The

Gettysburg College; Faces of Homelessness, a five-person panel of

Oprah Magazine. Deerfield graduate and Federal Communications

speakers from the National Coalition for the Homeless; philosopher

Commissioner Robert McDowell attended classes and addressed the

and writer Jack Bowen, who serves as Senior Lecturer for the Great

entire school as the year’s Wilson Fellow. Deerfield’s concert series,

Books Program at Stanford University; and poet, songwriter, and

named in honor of beloved, longtime music teacher J. Clement

novelist Naomi Shihab Nye, who was named one of PeaceByPeace.

Schuler, continued in 2010 with a performance by The Jeff Holmes

com’s first peace heros in 2009.

Big Band. Additional events are often sponsored by student-led clubs

Several annual programs, events, and awards also bring

and organizations. The Academy’s chapter of Amnesty International

notable figures to campus; in 2009 Ambassador Ralph Earle II

hosted a video conference with former political prisoner Maher Arar

’46 was the recipient of the Academy’s Heritage Award. Mr. Earle

in the spring of 2010.

was the chief negotiator of the SALT II treaty, and is recognized

These presentations supplement student performances in

as a primary architect of the United States’ nuclear disarmament

dance, theater and music, art shows, film festivals, and The Widdies,

strategy; he served under six U.S. Presidents and was involved with

Deerfield’s award show for student films. Students also have easy

nearly every major arms control treaty of the 20th century. As the

access to performances and events at the nearby Five Colleges:

keynote speaker for the Wick Huffard Visiting Architect Program,

Amherst, Hampshire, Mount Holyoke, Smith, and the University of

Gary Hilderbrand, a landscape architect, explained his firm’s belief

Massachusetts at Amherst.

that “the designed landscape is among the most potent and durable instruments of cultural expression.” Novelist Peter J. Smith came 89

provide leadership opportunities for members and help to run workshops that address issues of social justice, socio-economic diversity, religious tolerance, sexual orientation, and age/gender and ability stereotypes.

Our dedication to community building begins with orientation and opening day activities where students and adults gather to engage in activities about our seen and unseen identities.

To increase the dialogue on topics of social justice, diversity, community, and identity, we welcome speakers to campus such as historian Howard Zinn, advocate for non-violent civil action Jim Lucas, antiracism educator Tim Wise, community builder Clifton Taulbert, and art professor and slam poet Kip Fulbeck.

We also open our doors to public and private schools by hosting the Deerfield Academy Diversity Leadership Seminar in combination with our Martin Luther King Jr. Day celebration to teach the leaders of tomorrow about inclusion and social justice.

As we invite others to come to Deerfield and learn with us, Diversity and Multicultural affairs

we also collaborate with other schools and attend outside events with our peers and at local colleges and universities. In addition,

At Deerfield, the fostering and nurturing of an educational

we provide opportunities for all community members to attend

community that embraces diversity is much more than a

national conferences such as the People of Color Conference, the

comforting phrase, it is a way of life that is imbued in the

Student Diversity Leadership Conference, the White Privilege

ethos of the institution. In living our mission, the Office of

Conference, and the Gay, Lesbian, Straight Education Network

Diversity and Multicultural Affairs provides support and

Conference. Our programs in Diversity and Multicultural Affairs

services to all members of the Deerfield Community, including

cut across all aspects of Deerfield. We weave themes of inclusion

supervising seven student groups (the Deerfield Black Student

and support through academics, athletics, and residential life.

Alliance, the Latin American Alliance, the Jewish Student

All members of the Deerfield community contribute to our

Alliance, the Asian Student Alliance, International Student

diversity. We do not see diversity as simply race or ethnicity. We

Alliance, Deerfield Multicultural Alliance and the Deerfield

view diversity in its broadest sense and include race/ethnicity,

Gay Straight Alliance) that meet biweekly. Student words

socio-economics, geography, age, occupation, sexual orientation,

and images are published in our annual journal Kaleidoscope.

(dis)ability, family structure, and gender. We believe this is the

The Deerfield Diversity Alliance meets to discuss issues of

only way to truly live the goal of fostering an educational com-

diversity and inclusion throughout life at Deerfield. These clubs

munity that embraces and celebrates diversity.

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weekends

Because there are no Saturday classes, weekends bring a change of pace to life at Deerfield. Students relax with friends in their dormitory or at the Greer Store, participate in or attend interscholastic games, hike up Pocumtuck Mountain, canoe on the Deerfield River, and take excursions to nearby towns for pizza, shopping, and movies.

Members of SPAM (Student Programs and More) plan and sponsor social and recreational events throughout the school year. On-campus activities include video dance parties, live concerts, lectures, films, an A Cappella Fest, comedians, pool parties, hypnotists, karaoke, and more. Special events, held annually, include the DeNunzio Disco, Casino Night, the Luau, Spring Day (an outdoor concert and carnival), the Semiformal, and the Prom.

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values and traditions of different faiths. The school encourages

Hitchcock House

reflection, supports spirituality and religious curiosity, and assists each student in the pursuit and practice of his or her own beliefs.

Hitchcock House, the red wooden building on Albany Road, is the

Programs organized and coordinated by the Dean of Spiritual and

primary campus store for Deerfield Academy. Items for sale include

Ethical Life offer students the opportunity to engage in questions

a broad range of school supplies, computer accessories, toiletries,

of meaning and existence in an open and safe environment.

and Deerfield clothing and logo merchandise of nearly every type.

Logistical support such as transportation to services at nearby

Books available include classic and contemporary literature, non-

places of worship is provided when requested by students and

fiction, poetry, dictionaries, and other reference books, as well as

their families. Ecumenical services are held in the historic First

a selection of books for children. (Please note that textbooks are

Church of Deerfield adjacent to our campus.

supplied by the Academy and need not be purchased.) Greeting cards, note cards, small gifts, stationery, wrapping paper, and a

The Dean’s Office

limited selection of art supplies are also available.

Associated with Hitchcock House, the Athletic Store is located downstairs in the West Gym and is open every afternoon except

Deerfield’s commitment to the quality and structure of the

Sunday (during the school year). The Athletic Store sells additional

student’s non-academic life is led by the Dean of Students. The

performance and athletic apparel not found in the main store.

Dean’s Office acts as a liaison between students, parents, and faculty, develops programs in response to student needs, and is responsible for dormitory life, counseling, and discipline.

Health Care Comprehensive health care services are available at Dewey House, the Academy’s Health Center. The Health Center is open round-the-clock when school is in session, and is staffed by a full-time physician, a nurse practitioner, and registered nurses.

With both inpatient and outpatient facilities, Dewey House is well equipped to care for the illnesses and injuries common to Deerfield students. The closest hospital, Baystate Franklin Medical Center, is located in Greenfield, five miles to the north.

The Health Center provides transportation for off-campus

In all communities, a healthy tension exists between the need for individuality and the need for common values and

emotional growth, or boarding school life. Members of the health care team (school physician, nursing staff, and psychologists) are always available to students in need of personal support. A consulting psychiatrist is also available to the Health Center. Should a student have needs beyond our resources, the Health Center works with a referral network of professional consultants outside the Deerfield Academy community.

appointments. Three professional athletic trainers also work closely with medical staff in providing preventive care as well as appropriate rehabilitative therapy after injuries.

Religion at Deerfield Academy

standards. A community’s shared values define the place, giving it a distinct sense of itself. Deerfield Academy is a residential community in which students learn to conduct themselves according to high standards of citizenship. In all facets of school life, Deerfield strives to teach that honesty, tolerance, compassion, and responsibility are essential to the well-being of the individual, the school, and society. Expectations are clear, and the response to misbehavior is timely and as supportive as possible of the student involved. In responding to a major rule infraction by a student, a Dean of Students relies on the advice of an ad hoc committee composed of a class dean who serves as committee chair, four seniors, three faculty members, and the student’s advisor. A Dean

Two full-time psychologists are a vital part of the Dewey

While Deerfield is non-sectarian and does not require partici-

of Students then recommends to the Head of School constructive

House staff. They are available for individual counseling as

pation in religious activity, members of the Academy’s diverse

action in keeping with the Academy’s concern for the student’s

well as for consultation on issues relating to social adjustment,

community share a commitment to respect and celebrate the

welfare as well as the health of the school community.

92

93

admission e x p e n s e s

and

f i n a n c i a l

a i d

The admission process at Deerfield is designed to give candidates and the Admission Committee as much information about each other as possible. To this end, we encourage students and their families to visit our campus for a tour and an interview. A visit to the school gives candidates and their families the opportunity to see our facilities, meet students and faculty, and learn about the Deerfield community. At the same time, the Admission Committee can begin to get to know the candidate.

The application to Deerfield includes the Candidate Profile, two essays, school and

teacher evaluations, and standardized test results, usually the SSAT. Each application is read by at least three members of the Admission Committee before it is discussed by the entire Committee, comprised of teachers and admission officers. Although strong academic credentials are the most important criteria, the Committee also looks for qualities of character and maturity as well as the ability and willingness to contribute to the life of the school community. Differences in background, circumstance, and educational opportunity are valued and weigh in our decisions. Above all, we strive to bring a bright, interesting and diverse group of motivated students to Deerfield, students who are eager to take advantage of the many opportunities the school has to offer.

We understand that applying to schools can be a time-consuming, and sometimes

intimidating, process. Please understand that we are eager to assist families and students in answering questions and resolving difficulties that arise during the application process. We hope that visiting and applying to Deerfield is a positive personal experience.

95

applying to deerfield Application Procedure Candidate Profile and the application to Deerfield

Upon receiving a request for information about Deerfield, families are sent the Academy’s Viewbook and Course of Study.

students for whom English is not their first language. Information regarding the TOEFL will also be sent upon request.

Candidates who do not have access to the SSAT or have questions about using other tests should contact the Admission Office.

To begin the application process, the Candidate Profile and the

interview

$60 application fee should be submitted to Deerfield as soon as

Interviews are required for all admission candidates. Those who

possible. (The application fee for candidates who live outside the

live within a 350-mile radius of Deerfield must visit Deerfield for

United States and Canada is $125.) The Candidate Profile is found

an on-campus interview. Personal interview appointments should

on our website, deerfield.edu, and can be completed online and

be scheduled well in advance. Weekday appointments are preferred

submitted electronically. The Application to Deerfield, consisting

because they provide candidates with the opportunity to see the

of short answers and essays, should be completed and submitted

school on a class day. Appointments are also available, however, on

on or before January 13, 2012. For detailed instructions on

Saturday mornings from September through January. Interviews

applying to Deerfield, including the electronic submission of your

must be completed by February 1, 2012.

required teacher recommendations, please consult the Admission section of our website, deerfield.edu.

Although visiting Deerfield and talking to students and faculty is most helpful in getting to know the Academy, we are fortunate to have Regional Representatives throughout the United

testing

States and the world who help bring Deerfield closer to those

All candidates are required to submit standardized testing taken

who cannot visit our campus. In addition to serving as a general

during the school year prior to entrance.

Candidates for grades 9 and 10 should take the Secondary School Admission Test (SSAT), preferably in the fall. Although most students take the SSAT, the Independent School Entrance Examination (ISEE), administered by the Educational Records Bureau, is also acceptable. The student guide and registration form for either test will be sent upon request.

Candidates applying for grade 11 should take the SSAT, Preliminary Scholastic Aptitude Test (PSAT) or the ISEE. Candidates applying for grade 12, or for a postgraduate year, should take the PSAT, SAT Reasoning Test or ACT.

resource for prospective families, our Regional Representatives are available to conduct interviews. An interview conducted by a Regional Representative will be both informational and evaluative, and must be completed by February 1. A complete listing of Regional Representatives begins on page 100.

If you are unable to visit Deerfield for an interview and a Regional Representative does not reside in your area, please contact the Admission Office to arrange a telephone or Skype interview. application deadline

The Test of English as a Foreign Language (TOEFL) may

Candidates should submit their final application forms by the

be taken in place of any of the aforementioned tests by foreign

January 13 deadline. NOTE: Although the application deadline

96

Deerfield has, throughout its history, enjoyed a tradition of day student contribution to its academic and co-curricular life. Day students add significantly to the school and they are encouraged to integrate themselves in Academy life, for their benefit and the benefit of the school community. Senior proctors are available to new day students to help them in this process and as they adjust to the academic and social life of the school.

Day students are welcome at all meals and weekend activities, and may be an overnight guest of a boarding student by obtaining prior permission of the on-duty faculty member in the is January 13, the Admission Committee will make every effort to give full consideration to completed applications (including testing) received between January 13 and February 10. If the application cannot be completed by January 13, please notify the Admission Office. By agreement with other independent schools, our admission decision notification date is March 10. Families are, in turn, required to confirm enrollment by April 10.

dormitory. Day students also have their own space on campus, a centrally located lounge, that is mainly used for social gatherings but also as a place of independent study or group projects.

Postgraduate Program The postgraduate program is designed for qualified students who wish to spend a transition year enhancing their academic and extracurricular profiles between high school graduation

Late Candidates

and college entrance. (A student entering in grades 9–12 is not

Candidates who do not begin the application process until

between 18–22 postgraduate applicants who have achieved a

February 10 or later are considered late applicants, and their chances for admission are limited by the number of spaces available after April 10. Late candidates should file their applications as soon as possible. The Admission Committee meets periodically throughout the spring to make decisions on this group of candidates.

eligible for the postgraduate year.) Deerfield typically enrolls considerable measure of success in the classroom and in their extracurricular endeavors.

Postgraduates are considered members of the senior class, reside in upperclass dormitories and are eligible to participate in all school programs. A postgraduate course of study normally includes an English elective, a mathematics course, and three other elective courses. Because of the breadth of course offerings

Day Students

at the senior level, postgraduates have considerable flexibility in

Each year, 78 of Deerfield’s 630 students come from the sur-

best meets their needs, interests and college aspirations.

their course selection and may elect an academic program that

rounding area and live at home. For some families, the boarding versus day choice is a complicated one, but the only students who must attend Deerfield as day students are those who reside

Expenses

in Franklin County. For more information on day student

The tuition for 2011–2012 for boarding students is $45,450 and

admission policies, please call the Admission Office.

for day students is $32,575. Tuition, however, provides only part 97

of the cost of educating a student at Deerfield, which at present

designed to bridge the gap between what a family can afford and

amounts to over $75,000 per student annually. The difference is

what it actually costs to attend Deerfield Academy.

made up through the Academy’s endowment funds along with annual contributions from alumni, parents, and friends.

It is important to note that all applicants are evaluated with no distinction made between applicants who are applying

Tuition covers instruction, room, board, use of laboratory

for financial aid and applicants who are not applying for financial

equipment and material, physical training and athletic privileges,

aid. Decisions regarding admission to the school and eligibility

studio art supplies, band and chamber music instruction, admis-

for financial aid are made independently by the Admission and

sion to all athletic contests, and almost all weekend campus

Financial Aid Committees respectively. Since admission is a

entertainment. International programs may be offered at ad-

separate process, all families who are interested in financial aid

ditional expense. The only mandatory fees beyond tuition are a

are encouraged to apply. For approximately 50 percent of our

$940 Textbook and Academic Services fee, a $700 Technology fee,

families, applying for financial aid is just another step in the

and $405 ($170 for day students) for the infirmary and health care.

process of applying to independent schools.

When a student is accepted at Deerfield, parents will be

Financial aid at Deerfield comes in the form of scholar-

asked to confirm the acceptance and forward a $2,500 deposit

ships. A scholarship is an award that does not need to be repaid

within four weeks. (The required deposit for students receiving

and may range from $7,500 to full tuition. All financial aid

financial aid may be less.) This deposit is non-refundable and

awards are based solely upon the family’s need as determined

will be credited to the tuition bill.

by the Financial Aid Committee. No aid is awarded based on the academic, athletic, or other talents of the applicant.

Payment Tuition is payable in two installments on August 1 and December 1. Alternatively, parents may subscribe to an installment payment plan through Educational Data Systems, Inc. Information concerning this plan is available from the Admission Office and will be sent to all parents.

To apply for financial aid: 1. Check “yes” for financial aid on the Candidate Profile.

2. You must complete a Parent Financial Statement (PFS) online at www.sss.nais.org or submit a paper version of the PFS to School and Student Service (SSS) by NAIS in Randolph, MA by January 20, 2012. You will be required to submit signed copies of your 2010 and 2011 1040s (with all schedules) and W-2s by February 10, 2012. All tax information

Financing a Deerfield Education Deerfield is committed to enrolling a talented and diverse student body. We believe that the cost of an independent school education should not be a deterrent to prospective families.

The Academy will seek to meet the full demonstrated need of all admitted students who qualify for aid. For the 2011–2012 school year, the Academy awarded over $7,000,000 in financial aid to 35 percent of its students. Our financial aid program is 98

must be sent to SSS by NAIS in Randolph, MA. Do not send any income tax information directly to Deerfield Academy.

Financial aid award letters are sent at the same time as admission decisions, on March 10. For additional information, assistance in completing forms or questions about financial aid in general, please write: Richard Bonanno, Director of Financial Aid, Deerfield Academy, Deerfield, Massachusetts 01342, or call Mr. Bonanno at 413-774-1448. Mr. Bonanno can also be reached at rbonanno@deerfield.edu.

endowed scholarship funds Following is a partial list of endowed scholarship funds that support the financial aid program at Deerfield: Annie Laurie Aitken Scholarship Arnold Family Financial Aid Fund Tom Ashley '11 Fund Babson Scholarship Fund Michael Bailey ’73 Scholarship Fund Ball Family Fund Stuart M. Barclay Memorial Fund Robert N. Bass Family Scholarship Fund Beidler Family Scholarship Fund Bent Family Scholarship Fund Ernesto F. Blohm Memorial Scholarship John T. Booth ’47 Scholarship Peter and Monette Booth St. Croix Scholarship Fund Theodore and William Wood Booth Memorial Thomas G. Brown Jr. ’42 Financial Aid Fund Brill Family Scholarship Fund Arthur S. Brinkley, Jr. Memorial Scholarship Fund William N. Brockway ’39 Scholarship Fund Mr. and Mrs. James G. Brooks ’28 Scholarship Fund W. Creighton Brown Fund Robert M. Buddington ’35 Scholarship Frederic L. A. Cady, Jr. Scholarship Fund Robyne and Herbert L. Camp Endowed Scholarship Canty-Woodhouse Family Scholarship Fund Cashin Family Financial Aid Fund Leslie Cheek P’64 Scholarship Fund D. Wheeler Clark Scholarship Clarkeson Family Fund The Classes of 1947, 1948, 1949, 1950, 1951, 1955, 1956, 1957, 1964, 1983, 1984, 1985, 1986 Memorial Scholarship Funds Cohen Family Financial Aid Fund Delbert W. Coleman Family Fund

Collester Endowed Scholarship Fund Stephen and Georgea Cushman Fund Aaron M. Daniels ’53 Financial Aid Fund Robert and Barbara Day Scholarship Fund Deerfield Club of Hong Kong Financial Aid Fund Ralph DeNunzio Scholarship Fund Jacques and Mari de Saint Phalle Scholarship Fund Doubleday Scholarship Fund Dunning Family Fund Walter A. Forbush Jr. Scholarship Fund Brooke Emmens Gonzalez ’97 Memorial Scholarship David Gregg III ’51 Financial Aid Fund Hale Family Financial Aid Fund Hardman Fund James A. and Sarah Buffum Hardman Fund Samuel C. Harned ’48 Scholarship Fund Alan G. Hassenfeld Scholarship Fund Gates and Mary Ellen Hawn Financial Aid Fund Gordon T. Heald ’54 Scholarship Henry T. Heald II Memorial Scholarship Fund Edwin I. Hilson Memorial Scholarship Fund Jameson Financial Aid Fund Timothy Jenkins ’79 Scholarship Kahle Family Scholarship Fund Anna Goldblatt Katz Fund Edwin Augustus Keeble, Jr. Scholarship Fund Kempner Family Scholarship Fund Clarence D. Kerr III Fund Malcolm Kerr ’49 Scholarship Kirmse Financial Aid Fund Klingenstein Family Scholarship Fund William W. Knight Scholarship Fund Kurt Koegler ’58 Scholarship Richard Lamb Fund

Esther E. and John C. Leggat Scholarship Loening Grant Fund John J. Louis ’43 Scholarship Fund Michael W. Louis ’49 Financial Aid Fund Denham C. and Helen C. Lunt Memorial Scholarship Anne Carolyn Lynch Financial Aid Fund Dean and William Machmer Memorial Fund Macleod Family Scholarship Fund Lydia Buhl Mann Scholarship Fund J. Paull Marshall ’30 Scholarship Fund Louis Marx Financial Aid Fund McCabe Scholarship Fund McEniry Family Scholarship Fund In Memory of Michael J. Meek Charles E. Merrill, Jr. Fund Edward M. Miller III Scholarship Fund Russ Miller Memorial Scholarship John Broten Morton Scholarship Murphy Family Fund Murphy Scholars Martha Forrer Oelman Memorial Music Scholarship Fund Peierls Family Scholarship R. Thomas B. Pierce, Jr. Memorial Fund Pescosolido Scholarship Fund Paul W. Polk Memorial Scholarship Charles Samuel Potee Memorial Fund Bernard and Sylvia Raymond Memorial Scholarship Naomi and Gordon Reed Fund Richardson Rock Fund Mark and Nelson Rockefeller Scholarship Fund Marjorie Doyle Rockwell P’51 Scholarship Fund Rocky Mountain Scholarship Fund Rosenwald Family Scholarship Fund Thomas L. Rourke Scholarship Fund Rubin Family Scholarship Fund Rutledge Family Scholarship Paul G. Sanderson, Jr. Int’l.

Scholarship Fund

James S. Schoff Fund John Carroll Schultz Memorial Scholarship Fund Walter Scoville P’50 Scholarship Fund Sherman N. Shumway Scholarship Frank H. Sincerbeaux Scholarship Ellery Snyder Financial Aid Fund James P. Soper Jr. Prize and Scholarship Robert L. Stone Scholarship Fund Suhl-Kalemjian Scholarship Fund Suitor Scholars Fund George Ellis Summers Scholarship J. Eric Flippin Sweet Scholarship Fund James Irvine Swinden Scholarship Fund Joseph T. “Brud” Talbot Memorial Scholarship Fund Kenyon & Mary Taylor Scholarship Fund Rupert C. Thompson Jr. Financial Aid Fund Charles and Ellen Tooke Family Scholarship Fund Harry A. Trautmann, Sr. Fund Turko Family Scholarship Fund David F. Upton Scholarship Richard C. Van Dusen Scholarship Fund Viswanathan/Hassenfeld Scholarship Fund Vernon Scholarship Wareck Financial Aid Fund Wean Financial Aid Fund Weinberg Family Financial Aid Fund Weinberg Family Scholarship Mark C. Wheeler Scholarship Fund Whitney Family Fund F. Earl Williams ’19 Scholarship Fund Robert Whitelaw Wilson Fund

99

Regional Admission Representatives Deerfield’s Regional Admission Representatives are current and past parents and alumni who have volunteered to answer questions about Deerfield and to interview prospective students. Please feel free to contact these representatives at any time during the admission process, whether prior to visiting Deerfield, while completing the application or after the candidate has been admitted.

Regional Admission Representatives are listed in alphabetical order within their state/country.

A = Alumni P = Parent F = Former Faculty

ALABAMA

CALIFORNIA

Dr. & Mrs. John S. Keebler P’04

5820 Fairfax Road South Mobile, AL 36608 H/ 251-343-9633 B/ 251-414-3160 E-Mail/ jkeebler@crosspointeinc.com

Hilary McInerney P’10,’13 3222 Jackson Street San Francisco, CA 94118 H/ 415-292-5538 E-Mail/ McInerneyh@aol.com

ALASKA

Marco Quazzo A’80, P’13

Ken & Laurie Kadow P’13

3400 Knik Avenue Anchorage, AK 99517 H/ 907-243-6583 E-Mail/ kadow49@gmail.com

ARIZONA

Jon & Carrie Hulburd P’05,’07,’10,’14

4935 East Lafayette Boulevard Phoenix, AZ 85018 H/ 602-840-5712 E-Mail/ jon@hulburd.com E-Mail/ carrie@hulburd.com

ARKANSAS

Dr. & Mrs. George A. Norton P’98 One Longfellow Square Little Rock, AR 72207 H/ 501-661-1044 E-Mail/ ganorton@aol.com

100

Barg, Coffin, Lewis and Trapp, LLP 350 California Street, 22nd floor San Francisco, CA 94104 B/ 415-228-5400 E-Mail/ mlq@BCLTLAW.com

Jack & Brook Scott A’78, P’10,’11 25 Circle Road San Rafael, CA 94903 H/ 415-472-5390 E-Mail/ jscott@fflpartners.com E-Mail/ brook@pacbell.net

Pamela Tom Swarts P’10

215 Glorietta Blvd Orinda, CA 94563 H/ 925-250-8802 E-Mail/ deerfieldrep@gmail.com

Mr. & Mrs. Joseph Sweet P’07

67 Rolling Ridge Drive Phillips Ranch, CA 91766 Cell/ 909-816-2230 Cell/ 909-282-0544 E-Mail/ fragileheartsfoundation@yahoo.com

Barbara J. Thomson P’05

40 Gladys Street San Francisco, CA 94110 H/ 415-821-4182 E-Mail/ BarbaraJThomson@comcast.net

Alexandra S. Toth A’03

3236 Clay Street San Francisco, CA 94115 H/ 415-810-5466 E-Mail/ aswitzert@gmail.com

Sarah Vaughan P’06

945 Vista de Lejos Santa Barbara, CA 93110 H/ 805-964-6230 E-Mail/ svaughan@kitp.ucsb.edu

Syam & Raji Vunnamadala P’12 10 Via Giada Newport Coast, CA 92657 H/ 949-494-4994 E-Mail/ vunnamadala@aol.com

Linda & Hank Wetzel A’69, P’97,’99,’02 8644 Highway 128 Healdsburg, CA 95448 H/ 707-433-9320 E-Mail/ hw@avvwine.com

COLORADO

Dr. William & Jennifer Griffis P’08,’11 18755 St. Andrews Drive Monument, CO 80132 H/ 719-481-2408 E-Mail/ willgriffis@comcast.net

Douglas & Joan Hansen P’13,’15 P.O. Box 458 Telluride, CO 81435 H/ 970-708-7079 E-Mail/ caltex57@yahoo.com

Sarah Pember P’11

1655 Silverking Drive Aspen, CO 81611 H/ 970-544-2044 E-Mail/ spember@comcast.net

Mr. & Mrs. Jack Rand A’65, P’09,’13 10 Meadow Lane Englewood, CO 80113 H/ 303-781-6660 E-Mail/ pennrand@aol.com

Mr. & Mrs. Robert Swindell P’08,’11,’14

269 Old Church Road Greenwich, CT 06830 H/ 203-625-2614 E-Mail/ rhswindell@gmail.com

CONNECTICUT

DELAWARE

John M. Allen & Christina B. Wagner P’14

Ted & Penny Ashford A’82, P’14

7 Cozier Hill Road Sherman, CT 06784 H/ 860-355-3290 E-Mail/ johnmallen@aol.com

Mr. & Mrs. Hank Ashforth A’76, P’05,’07 22 Spectacle Lane Ridgefield, CT 06877 H/ 203-430-3835 E-Mail/ ashport@comcast.net

Mr. & Mrs. Rob Bridges A’82, P’12 48 Druid Lane Riverside, CT 06878-1834 H/ 203-637-8792 E-Mail/ robkelly@aol.com

Mr. & Mrs. Marc Johnson A’74, P’08,’11,’14

12 Laurel Lane Greenwich, CT 06830 H/ 203-869-7337 E-Mail/ juliejohnson@optonline.net

Liz & Scott Logie P’10,’13 107 Dunning Road New Canaan, CT 06840 H/ 203-966-6279 E-Mail/ slogie1@aol.com

Murry & Dawn Stegelmann P’09,’11 31 Briar Brae Road Darien, CT 06820 H/ 203-324-4962 E-Mail/ dariendawn@aol.com

909 Stuart Road Wilmington, DE 19807 H/ 302-655-8322 E-Mail/ pmashford@comcast.net

DISTRICT OF COLUMBIA

Mr. & Mrs. David DeCamp A’76, P’13,’15

4500 Dexter Street NW Washington, DC 20007 H/ 202-298-0409 E-Mail/ missy.decamp@comcast.net

Randy Plummer P’98

Sheridan School 4400 36th Street NW Washington, D.C. 20008 B/ 202-895-0250 x107 E-Mail/ kayakedu@aol.com

Susie Trees P’11

2900 K Street NW, Apt. 606 Washington, DC 20007 H/ 202-333-7522 E-Mail/ setrees@aol.com

FLORIDA

Rebecca & James Byrne P’06,’08,’12

320 Glenbrook Drive Atlantis, FL 33462 H/ 561-310-8848 E-Mail/ becky@jbyrneco.com

Chris & Leigh Larmoyeux P’07,’11,’15

217 Tangier Avenue Palm Beach, FL 33480 H/ 561-863-9409 E-Mail/ leighlarmoyeux@aol.com

Chris & Jayne Malfitano P’11 2323 Areca Palm Road Boca Raton, FL 33432 H/ 561-347-0940 E-Mail/ ckmalfitan@aol.com

Mr. & Mrs. Leverett S. Miller P’96,’99 324 Barton Avenue Palm Beach, FL 33480 H/ 561-832-6269 E-Mail/ SoJonesie@aol.com

John & Kathleen Rhodes A’71, P’12 700 SW 17th Street Boca Raton, FL 33486 H/ 561-338-0540 E-Mail/ rhodesjk@aol.com

Mr. Howard R. Rosser, Jr. P’02 6611 Summer Blossom Lane Bradenton, FL 34202 H/ 941-752-6456 E-Mail/ rosserhr@yahoo.com

GEORGIA

Mrs. Wanda Lavely P’00,’02 718 Cumberland Circle NE Atlanta, GA 30306 H/ 407-595-2390 E-Mail/ wrlavely@aol.com

Alan LeBlanc A’80, P’06

4830 Rebel Trail Atlanta, GA 30327 H/ 404-256-7006 Cell/ 404-259-2226 E-Mail/ alanleblanc@bellsouth.net

Stephen & Michelle Sullivan P’12 3612 Tuxedo Road Atlanta, GA 30305 H/ 404-842-9492 E-Mail/ michelle.h.sullivan@wellsfargo.com

HAWAII

Geoffrey Lewis A’83

3927 Old Pali Road Honolulu, HI 96817 B/ 808-595-6046 E-Mail/ glai@hawaii.rr.com

IDAHO

Helen Morgus P’12

201 Sweetbriar Road Hailey, ID 83333 Cell/ 208-720-3598 Cell/ 208-720-2937 E-Mail/ helemor58@gmail.com

Peter F. Palmedo A’73, P’99,’03

P. O. Box 2173 Ketchum, ID 83340 H/ 208-622-4422 B/ 208-726-2327 E-Mail/ peter@svgold.com

Latham & Suzanne Williams P’06,’08

P.O. Box 301 57 Lane Ranch Road Sun Valley, ID 83353 H/ 208-622-7000 E-Mail/ lathamwilliams@yahoo.com

David & Sarah Woodward P’04’09 P.O. Box 7680 Ketchum, ID 83340 H/ 415-922-9181 E-Mail/ drawdoow5@aol.com

James & Judith Horn P’10

108 N. Clay Street Hinsdale, IL 60521 H/ 630-789-2925 E-Mail/ jjshorn@comcast.net E-Mail/ jjshorn.hinsdale@att.net

Jeff & Shari Kvam P’11

307 Cumberland Avenue Kenilworth, IL 60043 H/ 847-251-4294 E-Mail/ kvam@comcast.net

Mr. Roger S. McEniry A’74, P’07,’10

Dolan McEniry Capital Mgmt., Suite 1510 120 North LaSalle Street Chicago, IL 60602 B/ 312-345-4800 E-Mail/ RMcEniry@dolancapital.com

Stephen & Deborah Quazzo A’78, P’08 1500 N. Lake Shore Drive, Apt. 21C Chicago, IL 60610 H/ 312-642-4068 E-Mail/ Stephen_Quazzo@transwestern.net

Mr. & Mrs. Joseph Scott P’07,’10 212 Sheridan Road Kenilworth, IL 60043 H/ 847-251-6953 E-Mail/ scottfam6@comcast.net

INDIANA ILLINOIS

Ms. Karyn Collymore-Chalmers P’13

4957 South Michigan Avenue, Apt. 1N Chicago, IL 60615 H/ 773-616-3970 E-Mail/ karyncc1016@aol.com

Jack & Charmaine Comerford P’10 443 West Deerpath Road Lake Forest, IL 60045 H/ 847-295-6528 E-Mail/ jcomerf@us.ibm.com

Mark Ewing A’69, P’99,’07

3890 E. Johnson Farm Road Vincennes, IN 47591 H/ 812-882-8935 E-Mail/ mewing@hartbell.com

Grace Hemaida P’11

5600 Ashley Drive Newburgh, IN 47630 H/ 812-490-7646 E-Mail/ hemaida@aol.com

101

Mr. & Mrs. Todd Schurz P’08,’10

2810 Marine Street South Bend, IN 46614 H/ 574-288-1005 E-Mail/ tsacschurz@aol.com

J. Courtney Wilson P’99 169 Beverly Drive Metairie, LA 70001 H/ 504-525-4361 E-Mail/ cabral2@aol.com

KANSAS

MAINE

Dr. & Mrs. Charles D. Donohoe P’98

Jeffrey & Kristy Douglas P’12

5501 Mission Drive Mission Hills, KS 66208 H/ 913-362-7054 E-Mail/ charles.d.donohoe@gmail.com

Dr. & Mrs. William Schaetzel P’06,’07 2008 Palmer Court Lawrence, KS 66047 H/ 785-842-3111 E-Mail/ wschaetzel@aol.com

KENTUCKY

Mr. & Mrs. Warner Brown P’13 1800 Halls Hill Road Crestwood, KY 40014 H/ 502-376-5812 E-Mail/ mccallbranch@aol.com

Jon & Andrea Shastid P’07

1010 Anchorage Woods Circle Anchorage, KY 40223 H/ 502-245-3236 E-Mail/ jgs@bluegrass.net

LOUISIANA

Ms. Marta Bordeaux P’10

402 Audubon Street New Orleans, LA 70118 H/ 504-861-9281 Cell/ 504-583-2410 E-Mail/ mkb70118@gmail.com

Bert & Danni Jones P’04

P.O. Box 248 Simsboro, LA 71275 H/ 318-247-3741 E-Mail/ haysj71275@yahoo.com

102

7 Bryce Court Kennebunk, ME 04043 Cell/ 207-251-3837 E-Mail/ jeffreyandkristy@gmail.com

Margaret & David Nichols P’09 571 York Street P.O. Box 1288 York Harbor, ME 03911 H/ 207-363-2714 E-Mail/ oldpaint1543@aol.com

Mr. Thomas Reed & Dr. Kathleen Reed A’82, P’10,’13

53 The Narrows Road Woolwich, ME 04579 H/ 207-443-4001 E-Mail/ 4reed28@suscom-maine.net

MARYLAND

Alan & Louie Hoblitzell P’06

P.O. Box 1131 Brooklandville, MD 21022 H/ 410-296-0064 E-Mail/ louiehobb@comcast.net

Gil & Annie Keech, Jr. P’06,’08 7004 Beechwood Drive Chevy Chase, MD 20815 H/ 301-656-7756 E-Mail/ acksun@aol.com

Mr. & Mrs. Steven Quamme P’11 9119 Belmart Road Potomac, MD 20854 H/ 301-983-8218 E-Mail/ SJQuamme@aol.com

Mr. Andrew Wagman & Dr. Robin Conwit P’12 18 Selsed Garth Lutherville, MD 21093 H/ 410-825-7587 E-Mail/ rc296d@nih.gov E-Mail/ Andrew.Wagman@rich.frb.org

MASSACHUSETTS

John Clementi A’68, P’98,’01,’05 31-B Bullard Road Princeton, MA 01541 B/ 978-424-5554 E-Mail/ jclementi@plastican.com

Mr. Inho Alex Kim A’81, P’08,’11,’14

10 Alexandra Way Acton, MA 01720 H/ 978-264-1853 E-Mail/ alexkim5@gmail.com

Ned Philie & Phyllis Powers-Philie P’09,’10,’13 6 Lisa Lane East Sandwich, MA 02537 H/ 508-888-4107 E-Mail/ nedphyl@aol.com

Paige & J. Hilary Rockett P’11

4 Anchorage Lane Marblehead, MA 01945 H/ 781-631-3782 E-Mail/ paige.rockett@verizon.net

Gil & Sue Roddy P’14

101 Barnes Hill Road Concord, MA 01742 H/ 978-369-5004 E-Mail/ susanroddy@earthlink.net

Ann & Andrew Wardwell P’09,’12 247 Stearns Road Marlborough, MA 01752 H/ 508-251-1241 E-Mail/ andrewrwardwell@yahoo.com

Mr. & Mrs. William F. Tyler F, G’02 7 Dolphin Way, P.O. Box 279 Dennis, MA 02638 H/ 508-385-3344

MICHIGAN

Charles & Beth Mott P’12

582 Lincoln Road Grosse Pointe, MI 48230 H/ 313-885-9933 E-Mail/ emottfamily@aol.com

MINNESOTA

Mrs. Shea Johnson P’09

5301 Dominick Drive Minnetonka, MN 55343 H/ 952-941-1983 E-Mail/ Shea345@comcast.net

MISSISSIPPI

Lamar Burrow P’02

3030 Park Drive Ext. McComb, MS 39648 H/ 601-684-3735 E-Mail/ rlburrow@telapex.com

MONTANA

Debby & Jim Bangs P’03

89 Centennial Trail Bozeman, MT 59715 H/ 406-587-5624 E-Mail/ dgb52@hotmail.com

NEW HAMPSHIRE

Walter & Christine Chapin P’11 4 Palomino Court Concord, NH 03301 H/ 603-224-0347 E-Mail/ wchapin@companyc.com E-Mail/ cchapin@companyc.com

Heidi & Cam Eldred P’05,’08,’11 37 Rope Ferry Road Hanover, NH 03755 H/ 603-643-9876 E-Mail/ ropeferry@yahoo.com

Louisa & Keith Erf P’10,’11,’14 P.O. Box 338 Weare, NH 03281 H/ 603-529-7107 E-Mail/ louisaerf@gmail.com

Mrs. Cari Lovejoy P’03,’07,’10 MISSOURI

Dan Cranshaw A’86

1210 Romany Road Kansas City, MO 64113 H/ 816-822-9421 E-Mail/ cranshaw@yahoo.com

Maria & Jim Emanuel P’05,’08 3 Pebble Creek Road St. Louis, MO 63124-1248 H/ 314-623-5790 E-Mail/ jpemd@msn.com

Dr. & Mrs. James E. Miller P’97,’01,’02,’09,’12 835 West 55th Street Kansas City, MO 64113 H/ 816-523-7282 E-Mail/ jesbmiller@aol.com

NH Route 10 Orford, NH 03777 H/ 603-353-4547 E-Mail/ weeskate2@googlemail.com

Eric & Teresa Rosenberger P’98,’03 29 Auburn Street Concord, NH 03301 H/ 603-224-7018 E-Mail/ edfirst@aol.com

Mr. & Mrs. Louis J.C. Cusano P’12 P.O. Box 427 Far Hills, NJ 07931 Cell/ 212-935-2727 E-Mail/ louiscusano@aol.com

Chris & Kristin Doyle P’10

15 East 91st Street, Apt. 7B New York, NY 10128 H/ 212-369-0856 E-Mail/ nickimcd@msn.com

106 Oxford Place Glen Rock, NJ 07452 H/ 201-445-7815 E-Mail/ cdoyle@b-stone.com E-Mail/ kmd@winningsolution.com

Mrs. David Meachin P’00,’03

Paul & Sally Morris P’09,’14

Amanda & Chip Nisbet P’11,’13

84 Ridge Road Ridgewood, NJ 07450 H/ 201-447-2947 E-Mail/ morrisfoursons@aol.com

Steve & Liz Parker P’08,’11

78 Dryden Road Bernardsville, NJ 07924 H/ 908-766-5599 E-Mail/ lizparker@speakeasy.net E-Mail/ sparker@recordernewspapers.com

NEW YORK

Tom & Arlene Bloomer A’49, P’79,’84,’98

P.O. Box 170 1190 Greenfield Lane Skaneateles, NY 13152 H/ 315-685-0815 E-Mail/ TwoBloomers@prodigy.net

William Coakley P’98

NEW JERSEY

18 Pleasant Street Canton, NY 13617 H/ 315-379-0803 E-Mail/ coakleys@coakleys.net

Jenny Beimfohr P’09

Kathy Gahagan P’12, ‘13

20 Pine Terrace East Short Hills, NJ 07078 H/ 973-564-7671 E-Mail/ fourdaughters1@yahoo.com

Mr. & Mrs. David McDonald P’07,’13

84 Highland Road Glen Cove, NY 11542 H/ 516-674-4955 E-Mail/ kathyg5k@gmail.com

351 East 84th Street, Apt. 29E New York, NY 10028 H/ 212-717-5495 E-Mail/ bmeachin@gmail.com

1326 Madison Avenue, Apt. 64 New York, NY 10128 H/ 212-860-7610 E-Mail/ amanda@amandanisbetdesign.com E-Mail/ cnisbet@lionsgatecap.com

Mr. & Mrs. Louis M. Reycroft III A’68, P’92,’94,’96

541 Warren Road Ithaca, NY 14850 H/ 607-257-3764 E-Mail/ reycroft@newjerseydevils.com

Mr. & Mrs. Bryant W. Seaman III P’11 Summer Fox Farm 67 Robinson Road Salt Point, NY 12578 H/ 845-266-4129 E-Mail/ bwseaman3@aol.com E-Mail/ rebofsff@aol.com

Libby & Lee Buck A’81, P’11,’13 713 Greenwood Road Chapel Hill, NC 27514 H/ 919-967-0461 E-Mail/ egraybuck@me.com

Mr. Thad Toomer P’04

269 Red Fox Run Drive Wallace, NC 28466 H/ 910-285-4469 Cell/ 910-284-7685 E-Mail/ LToom900@aol.com

William & Megan Ziglar A’82, P’13 201 Sierra Drive Chapel Hill, NC 27514 H/ 919-240-5687 E-Mail/ mwziglar@aol.com

OHIO

Mr. & Mrs. Byron Anderson P’06 135 Farwood Drive Moreland Hills, OH 44022 H/ 440-247-8254 E-Mail/ anneb52@roadrunner.com

Josie & Chace Anderson P’07 2341 Roxboro Road Cleveland Heights, OH 44106 H/ 216-397-7554 E-Mail/ josieand@aol.com

Mr. & Mrs. Jean-Luc Moreau P’11,’14

NORTH CAROLINA

2905 Loudon Street Granville, OH 43023 H/ 740-587-2207 E-Mail/ zazoo2905@roadrunner.com

John & Donna Black P’09

OKLAHOMA

1911 Harris Road Charlotte, NC 28211 H/ 704-364-0364 E-Mail/ djblack@carolina.rr.com

Dr. & Mrs. Peter Bradshaw A’74, P’06

629 2nd Avenue NW Hickory, NC 28601 H/ 828-327-9122 E-Mail/ PeterBradshaw@HickorySurgical.com

Mrs. Katherine Walker Buxton A’92 1709 Elmhurst Avenue Oklahoma City, OK 73120 H/ 405-826-3360 E-Mail/ kbuxton@thewinstongrouplc.com

103

OREGON

Mr. & Mrs. Henry H. Blagden P’02 Wolf Creek Ranch P.O. Box 368 Prairie City, OR 97869 H/ 541-820-4422

Mac & Lynn Jackson A’79, P’11,’14 1341 Sunset Road Hood River, OR 97031 H/ 541-380-1789 E-Mail/ jackstones@gorge.net

PENNSYLVANIA

James & Julie Alexandre P’06,’08,’11,’13

108 Avon Road Haverford, PA 19041 H/ 917-595-0263 E-Mail/ jalexandre1957@yahoo.com

Mr. Michael Aroesty A’99

1320 Macon Avenue Pittsburgh, PA 15218 H/ 203-560-9068 E-Mail/ mjaroesty@gmail.com

Jeff & Shauna Binswanger A’74, P’09,’11 701 St. George Road Philadelphia, PA 19119 H/ 215-242-9489 E-Mail/ sbins@comcast.net

Richard & Denise Easton P’10

P.O. Box 926 Mendenhall, PA 19357 H/ 610-388-8424 E-Mail/ deaston@uliveandlearn.com

Steve & Kathy Kolarik P’00,’05 308 Turnberry Lane Hazelton, PA 18202 H/ 215-884-7549 E-Mail/ hockeysuns@aol.com

Mr. & Mrs. John Kramer P’08 120 N. Merion Avenue Bryn Mawr, PA 19010 H/ 610-520-9158 E-Mail/ juneauk@aol.com

Bill & Alison Thompson P’09

7126 Sheaff Lane Fort Washington, PA 19034 H/ 215-643-7572 E-Mail/ almthompson@comcast.net

RHODE ISLAND

Tom Davin & Mary Kesler P’12 233B Carolina Back Road Charleston, RI 02813 Cell/ 401-375-1598 E-Mail/ davkes@verizon.net

Peter & Amy Fuller P’12

44 Orchard Avenue Providence, RI 02906 H/ 401-521-7828 E-Mail/ amyfuller@cox.net

Henry & Julia Sharpe P’13

471 Carpenter Lane Saunderstown, RI 02874 H/ 401-294-7295 E-Mail/ hsharpe@verizon.net

Rob & Catherine Taylor P’08,’13 130 Lloyd Avenue Providence, RI 02906 H/ 401-453-2575 E-Mail/ cterrytaylor@verizon.net

SOUTH CAROLINA

Mr. William F. Adams A’77, P’09 304 Ladykirk Lane Greer, SC 29650 H/ 336-314-2414 E-Mail/ adamsb@ccl.org

Mr. & Mrs. Martin Cornelson P’09 329 Connecticut Avenue Spartanburg, SC 29302 H/ 864-542-9910 E-Mail/ martincorn@aol.com E-Mail/ kgcdesigns@aol.com

104

Mr. & Mrs. J. Donald Dial, Jr. P’95 16 Mill Pond Columbia, SC 29204 H/ 803-771-6655 E-Mail/ ddial16@gmail.com

TENNESSEE

Mr. Joshua Lipman A’90

Guardsmark LLC 22 South Second Street Memphis, TN 38103 B/ 800-238-5878 E-Mail/ LipmanJoshuaS@guardsmark.com

TEXAS

Ivan & Ana Cruz P’06

4700-6 River Place Blvd.

Austin, TX 78730 Cell/ 512-947-3175 E-Mail/ cruzct@yahoo.com

Debbie & Randy Fein P’05,’07 3505 Winding Creek Drive Austin, TX 78735 H/ 512-422-7761 E-Mail/ rjfjk@aol.com

T. Mike & Jayne Field P’95

Mr. Jeffrey McDowell A’92 2700 Wooldridge Drive Austin, TX 78703 H/ 512-585-8303 E-Mail/ mcd@me.com

Mr. Geoffrey Newton A’80, P’12 10334 Lennox Lane Dallas, TX 75229 H/ 214-363-8007 E-Mail/ newchg@sbcglobal.net

UTAH

Wendy Cryan-Saffir P’98

3945 Voelker Court Park City, UT 84098 H/ 435-640-6847 E-Mail/ wendymcryan@gmail.com

Kevin & Donna Gruneich P’13 12 White Pine Canyon Road Park City, UT 84060 H/ 435-647-0178 E-Mail/ kgruneich@msn.com E-Mail/ dgruneich@msn.com

VERMONT

Bradley & Ashley Dewey P’11,’14

1916 Aberdeen Lubbock, TX 79407 H/ 806-795-3470

455 Ruffed Grousse Road Vergennes, VT 05491 H/ 802-475-3075 E-Mail/ bradleymdewey@aol.com

Katy & Ted Flato A’73, P’10,’12

Graham Goldsmith A'01

210 Encino Avenue San Antonio, TX 78209 H/ 210-822-9390 E-Mail/ katy@texas.net

Mr. & Mrs. Robert Fleishman P’07,’11,’13

1000 Uptown Park Blvd, No. 214 Houston, TX 77056 H/ 713-975-8888 E-Mail/ swfleishman@gmail.com

Robert & Susan Gallaway P’11 122 Candelaria Helotes, TX 78023 H/ 210-695-4953 E-Mail/ sbgallaway@aol.com

401 South Prospect Street Burlington, VT 05401 H/ 802-922-7534 E-Mail/ graham@whitecapventuresllc.com

Ed & Karen Larson P’04,’07,’11 P.O. Box 598 Stowe, VT 05672 H/ 802-253-6355 E-Mail/ klars284@gmail.com

Mrs. Laura O’Connell P’13

1076 Williston Road South Burlington, VT 05403 H/ 802-651-0637 E-Mail/ laura@Windjammergroup.com

Norman Ward & Patricia King P’11 832 South Prospect Street Burlington, VT 05401 H/ 802-862-7705 E-Mail/ norman.ward@vtmednet.org E-Mail/ patricia.king@vtmednet.org

Mr. & Mrs. Scott Reisfield A’75, P’09 P.O. Box 130 Merrifield, VA 22116 H/ 703-992-9739 E-Mail/ catreisfield@msn.com E-Mail/ sreisfieldhome@msn.com

Robin & Robert Seabolt P’10

104 Banbury Road Richmond, VA 23221 H/ 804-358-3806 E-Mail/ robinl.seabolt@gmail.com

WYOMING

BELGIUM

Bill Simpson A’76

Donald Sheehan A’74, P’12

1298 Road 18 Dutcher Springs Farm Powell, WY 82435 H/ 307-527-7891 E-Mail/ wlsatty@wavecom.net

BERMUDA

International ARGENTINA

VIRGINIA

WEST VIRGINIA

Mr. Blaine Aaron A’75, P’12

Dr. Daniel McGraw & Dr. D’Ann Duesterhoeft P’08,’13,’15

927 Constellation Drive Great Falls, VA 22066 H/ 703-757-2816 E-Mail/ Blaine.Aaron@verizon.net

Frank J. & Barbara J. Baltz P’99,’01 P.O. Box 46 10219 Jacksontown Road Delaplane, VA 20144 H/ 540-364-3696 E-Mail/ fbaltz@aol.com

Mr. & Mrs. Jan W. Baran P’00,’08 Eagle Nest P.O. Box 162 Middleburg, VA 20118 H/ 703-823-5955 E-Mail/ jbaran@wrf.com E-Mail/ kbaran@skadden.com

Meg & Noel Clinard P’09

6010 York Road Richmond, VA 23226 H/ 804-285-0299 E-Mail/ mnclinard@comcast.net

Mr. J Hunter Reichert P’14

Mangrove Equity Partners Charlottesville, VA 22901 B/ 813-868-4500 Ext. 3 E-Mail/ jhr@mangroveequity.com

5227 Glenbrook Drive Vienna, WV 26105 H/ 304-295-9657 E-Mail/ d.ann.mcgraw@me.com

WISCONSIN

Mr. & Mrs. Hugo C. Maldonado P’05 Calle 21 No. 800 Barrio Parque Golf Club Resistencia Chaco CP 3500 ARGENTINA H/ 54-3722-432235 E-Mail/ hm@maldonadoasociados.com.ar

Mr. & Mrs. James Cone P’10

W5361 Island Way Elkhorn, WI 53121 H/ 262-745-4287 E-Mail/ sucden321@hotmail.com

BAHAMAS

John & Daphne Delaney P’13

1425 West Calumet Court River Hills, WI 53217 Cell/ 414-405-8626 E-Mail/ Susie.donovan@gmail.com

Royal Palm Way, Lyford Cay P.O. Box CB12168 New Providence BAHAMAS H/ 242-362-4707 E-Mail/ ddelaney.13@gmail.com E-Mail/ jkfdelaney@gmail.com

Jenner & Eric McLeod P’13

Sean & Kara Nottage A’83

Susan & Bill Donovan P’02,’04,’07

146 Lakewood Blvd Madison, WI 53704 H/ 608-244-1371 E-Mail/ jennerwmcleod@me.com E-Mail/ emmcleod@michaelbest.com

Lawrence & Cristina Pizzitola P’07,’08,’09

8325 North Santa Monica Boulevard Fox Point, WI 53217 H/ 414-352-2975 E-Mail/ oneforall@wi.rr.com

Avenue du Belier 20 Waterloo 1410 BELGIUM H/ 32-2353-1647 E-Mail/ dazzler91@yahoo.com

P.O. Box N-4822 Nassau BAHAMAS H/ 242-327-7934 B/ 242-356-0955 E-Mail/ dsn@coralwave.com

BARBADOS

Michael & Kimberley Burns P’07

4 Fairmont Drive Southampton SN03 BERMUDA H/ 441-238-4920 E-Mail/ kburns@transact.bm E-Mail/ mburns@applebyglobal.com

Stephen S. Outerbridge P’00,’04 "On the Land" 5 Timber Lane Pembroke HM06 BERMUDA H/ 441-296-0260 E-Mail/ sso@ibl.bm

BOLIVIA

Roland & Valerie Kyllmann P’12 Casilla 1267 La Paz 00001 BOLIVIA H/ 591 3354 4716 E-Mail/ vkyllmann@acelerate.com

BOSNIA and HERZEGOVINA

Mr. & Mrs. Mladen Dragicevic P’09 Kralja Aleksandra 96B BB Doboj 74000 BOSNIA and HERZEGOVINA H/ 38753-205-751 E-Mail/ mladendr@yahoo.com E-Mail/ vanjadrag@yahoo.com

Ms. Leiza Munn Blakeley P’11

13 Western Avenue Fort George Heights St. Michael BARBADOS Cell/ 246-233-6347 E-Mail/ leizamunn@hotmail.com

105

BOTSWANA

Mr. & Mrs. Edward Fashole-Luke II P’11 Luke & Associates P.O. Box 301097 Tlokweng, Gaborone BOTSWANA H/ 267-397-5162 E-Mail/ luke@info.bw

BRAZIL

Mr. & Mrs. George Palmgren P’89

Alameda Lorena 1151, Apt. 161 Sao Paulo 01424-001 BRAZIL H/ 5511-3064-4628 E-Mail/ georgepalmgren@uol.com.br

Tania Sih P’00

727 Higienopolis Avenue, Apt.111 Sao Paulo SP, CEP: 01238-001 BRAZIL Fax/ 5511-3826-9652 or 5511-283-0794

BULGARIA

Mr. & Mrs. Peter Stefanova P’93 P.O. Box 129 36 Nikola Petkov Blvd Sofia 1618 BULGARIA H/ 359-2-9555558 Fax/ 359-2-9557633 E-Mail/ eva@freckles.bg

Steve & Guylaine Hebert P’09

338 Second Street West, Suite 100 Cornwall, ON K6J 1G9 CANADA H/ 613-935-5561 E-Mail/ shebert@dundeewealth.com

Julian & Debby Hecht P’09

155 Kindersley Avenue Montreal, QC H3R 1R3 CANADA H/ 514-733-4143 E-Mail/ hechtic@videotron.ca

Janet Crosby Laganiere P’09 85 Chemin de L’Ile Ile Cadieux Quebec, QC J7V 8P3 CANADA H/ 450-455-6648 E-Mail/ casteleau@yahoo.com

Mr. & Mrs. Blair D. Mackasey P’03,’10

188 Centennial Avenue Beaconsfield, QC H9W 2J7 CANADA H/ 514-694-2066 E-Mail/ mackasey@videotron.ca E-Mail/ bmackasey@wild.com

Mr. & Mrs. Cecil Snow P’08

73 Lancaster Drive Herring Cove, NS B3V 1J1 CANADA H/ 902-475-1668 E-Mail/ cecilsnow@eastlink.ca

Mr. Alan Victor P’11,’14 CANADA

Mr. & Mrs. Michael G. Butler P’04,’05 55 Marlin Drive St. John, NB E2K 2J6 CANADA H/ 506-648-0286 E-Mail/ mrbutler@nbnet.nb.ca

106

67 Sunnyside Avenue Westmount, QC H3Y 1C3 CANADA H/ 514-481-6161 E-Mail/ avictor@jackvictor.com

CHINA and HONG KONG

COSTA RICA

ENGLAND

JAMAICA

JORDAN

NIGERIA

Seventeen Regional Admission Representatives are available to interview prospective students in Hong Kong and China. To schedule an admission interview with one of our Regional Admission Representatives, please contact:

Tomas M. Gilmore A’84

Philip Adkins P’11

Florence S. Hugh-Sam P’03

Alena Bartoli A’97

Mr. Aditya Chellaram P’01

Monique Ng

Dr. Nathaniel (DVM) & Rosamond Grew P’98,’99

Ms. Mutzy Probyn A’01

Mr. & Mrs. Brian Jardim P’06,’08,’12

Dr. Yahia & Mrs. Bridget Khalayleh P’09

NORWAY

19-31 Ma Tau Pa Road Tsuen Wan, N.T. Hong Kong, P.R.C. B/ 852-2942-3419 Fax/ 852-2279-0319 E-Mail/ Monique.Ng@gunzetal.com Supported by the following regional representatives in China and Hong Kong.

Bernard Auyang A’87 Winnie Chu P’11,’13 Dai Feng A’93 Stanford Kuo A’78, P’13 Brian Lee A’91 Danny Lee A’84 Junwoo Lee A’88 Marcus Lim A’04 Janice S.M. Lin A’92 Eddy Lui A’91 Darryl Pong A’87 Hamilton Tang A’81 Raymond Tang P’04 Evan Todd A’85 Susanna Wong P’07,’10 Fred Yau A’93 Ada Yu P’12 COLOMBIA

Mariana Baptiste P’08,’13

Calle 77 Numero 1-17 Este, Apt. 601 Bogota COLOMBIA H/ 571-2482665 E-Mail/ marianabaptiste@hotmail.com

Sardimar S.A. Apartado 8-4430 San Jose 1000 COSTA RICA H/ 506-2282-1603 E-Mail/ tmgilmore@sardimar.com

Shortwood Manor Apethorpe Road Nassington Peterborough PE8 6QT ENGLAND H/ 44-779-668-1414 E-Mail/ padkins@cadenzagroup.com

Los Guayabos Apdo 10 Santa Barbara de Heredia 3009 COSTA RICA H/ 506-269-9225 Fax/ 506-269-7290 E-Mail/ rosamond@ice.co.cr

3 Thane Mansions Thane Villas London N7 7PE ENGLAND H/ 44-207-609-9931 E-Mail/ mprobyn@gmail.com

CROATIA

GERMANY

Mr. & Mrs. Zelijko Jurin P’04

Mathias J. Doerr A’81

1 Ferencica 49 10000 Zagreb CROATIA H/ 385-198-298-776 E-Mail/ jurin@vitao.hr

Lefevrestrasse 10 Berlin 12161 GERMANY H/ 49-30-88769646 E-Mail/ mathias.doerr@gmx.net

DOMINICA

INDIA

Mr. & Mrs. Dexter Francis P’04,’07

Rahul R. Mehra A’03

P.O. Box 882 Byack DOMINICA H/ 767-448-8782 E-Mail/ mcfrancis@cwdom.dm

DOMINICAN REPUBLIC

Margarita & Manuel Tavares P’11 Lope de Vega 19, Suite 302 Santo Domingo DOMINICAN REPUBLIC H/ 809-732-3847 E-Mail/ tavaresmanuel@mac.com

Olivier Townhouses #9 2A Olivier Road Kingston 8 JAMAICA, W.I. H/ 876-969-5783 E-Mail/ suiginhs@gmail.com

36 Townhouse, Lagoon 5 Freeport, Montego Bay JAMAICA, W.I. H/ 876-953-6602 Fax/ 876-979-8541 E-Mail/ sheeleebee@yahoo.com

Mrs. Carolyn Terrier P’06

14 Norbrook Way Kingston 8 JAMAICA, W.I. H/ 876-925-7981 Cell/ 876-564-4785 E-Mail/ carolyn-t@cwjamaica.com

JAPAN

Mark Haven, Ground Floor 22 Ramchandani Marg Apollo Bunder Mumbai 400001 INDIA H/ 91-99309-25558 E-mail/ rrmehra@gmail.com

IRELAND

Mr. Peter Fallon F

The Garden Lodge Loughcrew Old Castle Co. Meath IRELAND H/ 353-494-1164 Fax/ 353-494-1779 E-Mail/ gallery@indigo.ie

Mr. & Mrs. Nobuo Funabashi P’08 2-21-16-200 Uehara Shibuya-ku Tokyo 151-0064 JAPAN H/ 813-5465-2332 E-Mail/ n-funa@ops.dti.ne.jp

Mrs. Kazuyo Masutani P’00,’04 1522 Gotenyama Trust Court Kitashinagawa 4-7-37 Shinagawa-ku Tokyo 140-0001 JAPAN H/ 813-6661-4507 Cell/ 8180-3531-7306 E-Mail/ masutani@gmail.com

P.O. Box 3 Disi Village Aqaba Governorate 77110 JORDAN H/ 962-776-209328 E-Mail/ bean@aya.yale.edu

P.O. Box 771 Russiefa 13710 JORDAN H/ 00962-5-3755012 E-Mail/ khalaylehy@yahoo.com

KAZAKHSTAN

Mr. Salavat Cheryazdanov P’12

3 Rimskiy-Korsakov Street, Room 2 Almaty 050013 KAZAKHSTAN H/ 7727-292-5638 E-Mail/ chsalavat@mail.ru E-Mail/ maksat@hotmail.com

MEXICO

Mr. & Mrs. Jose Castello P’10

Oriana Tickell de Castello Alpes 940 Mexico City 11000 DF MEXICO H/ 52 555 520 1985 E-Mail/ orianat@corpxcoach.com

MONACO

Donald Manasse P’98,’00

15 Boulevard Princess Charlotte Monte Carlo 98000 MONACO H/ 377-9350-2921 Fax/ 377-9350-8208 E-Mail/ dmanasse@monaco.mc

26 Cameron Road, IKOY1 Lagos NIGERIA H/ 234803 775 9775 E-Mail/ achellaram@dynamicnigeria.com

Helge & Else-Cathrine Lund P’10 Hamborgveien 22 Oslo 0860 NORWAY H/ 47-97704882 E-Mail/ else_cathrine_lund@hotmail.com E-Mail/ helu@statoil.com

PANAMA

Mr. & Mrs. Roberto de la Guardia P’06,’08 Edificio Paseo del Mar, Piso 11 Costa del Este Panama City PANAMA Cell/ 507-6618-9392 E-Mail/ guardro@cableonda.net

PERU

Ms. Deborah Martinez Woolcott P’08 Av. Nicolas de Ribera 610 San Isidro Lima PERU H/ 511-422-1365 E-Mail/ Debora.martinez@nextel.com.pe

107

PHILIPPINES

Dr. & Mrs. Jose deAsis-Benitez P’02,’03

1532 Caballero Street Dasmarinas Village Makati, Metro Manila PHILIPPINES H/ 632-843-1788 B/ 632-811-6103 Fax/ 632-811-5889 E-Mail/ jdeasis@aol.com

PORTUGAL

Julie Wolf Deffense A’91

Vila do Moinho, Biscaia Alcabideche 2755-093 PORTUGAL H/ 351-93-333-8048 Fax/ 351-21-322-5729 E-Mail/ jrmint13@gmail.com

SAUDI ARABIA

Mr. & Mrs. Mohammad Abdul Al Tobaishi P’97 Deputy Chief of Royal Protocol Riyadh 11614 SAUDI ARABIA H/ 966-1-488-2526 B/ 966-1-488-2040 Fax/ 966-1-488-5778 E-Mail/ samarmalak@cs.com

Mr. Ahmed M. Alkhereiji P’89 P.O. Box 8311 Jeddah 21482 SAUDI ARABIA H/ 966-2-660-9651/54 Fax/ 966-2-660-8819

Dr. Dennis Cai P’11,’14

P.O. Box 9768 Saudi Aramco Dhahran 31311 SAUDI ARABIA H/ 966-3-878-6229 E-Mail/ dennis_cai@yahoo.com E-Mail/ caixd@aramco.com.sa

108

SINGAPORE

Mr. Wissanggeni Lauw & Ms. Evi Tjandinegara P’10,’11,’14 SINGAPORE 249484 H/ 65-64766107 E-Mail/ wisanggeni@frabiny.com E-Mail/ evi_lauw@yahoo.com

Mr. Anderson Tanoto A’07

80 Raffles Place, #50-01 UOB Plaza 1 SINGAPORE 048624 H/ 65-6216-9275 E-Mail/ Anderson.tanoto@gmail.com

SOUTH KOREA

Mr. Kunho Cho P’03,’05

330-417 Sungbuk Dong Sungbuk Ku Seoul 136-823 SOUTH KOREA H/ 822-765-0155 Cell/ 82-10-3885-0288 E-Mail/ kunhocho@gmail.com

Mr. Yong Hyun Kim A’85

E-Pyunhanseisang 3-Cha No. 105-403 Bangbae-Dong 797-30, Seocho-ku Seoul SOUTH KOREA Cell/ 82-10-5233-1483 E-Mail/ yhk8@yahoo.com

Mr. Terry T. Lee A’84

Park Tower Apt. 104-Dong, Unit 2602 Yongsan Dong 5-Ga, 24-1 Bunji, Yongsan-Ku Seoul 140-025 SOUTH KOREA B/ 822-2010-4040 Cell/ 82-10-7102-9908 E-Mail/ terry.t.lee@citi.com

Mr. Jae Park & Ms. Kang Hee Song P’13 Seo Cho Gu, Bang Bae Bon Dong Dae Lim 3 Cha 104 Seoul 1401 SOUTH KOREA H/ 010-7487-0150 E-Mail/ jaepark@sampotop.co.kr

Mr. Sang Hyuk Park A’86

Yongsan City Park, No. 201-1703 Hangana-Ro, 3-Ga 63-387 Yongsan-ku Seoul SOUTH KOREA B/ 822-3703-1783 Cell/ 82-10-9394-1783 E-Mail/ sang.park@kimchang.com E-Mail/ sangpark0605@gmail.com

Dr. EunJew Kim Yang P’12

107-2002 Hangang Daewoo Apt. Ichon-Dong, Yong San-Gu Seoul 140-713 SOUTH KOREA H/ 8210-9242-9782 E-Mail/ eunjewkim@gmail.com

SPAIN

Mrs. Patricia Aresti P’11

Manuel Glez Longoria 7 Madrid 28010 SPAIN H/ 670-764660 E-Mail/ patlopezgranados@gmail.com

Mrs. Anne Tracy Mut P’92 Fernando Agullo 22 Atico 2A Barcelona 08021 SPAIN H/ 34-93-2002195

Mr. Antonio Velasco & Dr. Monica Tamames P’11

Ronda Buganvilla del Rey 29 Madrid 28023 SPAIN Cell/ 34-686-627-104 E-Mail/ monica.tamames@gmail.com E-Mail/ anton.velasco@gmail.com

SWEDEN

Inger Ohlsson P’93

Luneburgska v.9 S-239 40 Falsterbo SWEDEN H/ 46 707 986 185 E-Mail/ inger@ohlsson.com

SWITZERLAND

Louise E. Turner P’08,’13

Junkerngasse 37 3011 Bern SWITZERLAND H/ 41-31-3188470 Cell/ 41-79-8121564 E-Mail/ louise.evans.turner@gmail.com

TAIWAN

Paul & Jade Chien P’10

6 Ren Min Road Yangmingshan Taipei 111 TAIWAN H/ 8662-2861-4921 E-Mail/ jade_chien@yahoo.com

THAILAND

Somsook & Malee Sertthin P’13 2416/31 Charoenkrung 86 Road Bangkholaem, Bangkok 10120 THAILAND Cell/ 66-818-081508 E-Mail/ somsook@sunmerry.co.th E-Mail/ malee@sunmerry.co.th

Mr. & Mrs. Paiboon Sutuntivorakoon P’05,’08,’14 217/85 Crystal Garden Condominiums Sukhumvit Soi 4 Klongtoey, Bangkok 10110 THAILAND H/ 662-254-9597 E-Mail/ dennie@pbslaw.com

UNITED ARAB EMIRATES

Pargol & Mohamad Sotoudeh P’10 P.O. Box 32676 Dubai UNITED ARAB EMIRATES H/ 971-5045-6842 E-Mail/ sotoudeh@aol.com

Ms. Anne Van Gheluwe P’13 c/o McKinsey P.O. Box 33538 Dubai UNITED ARAB EMIRATES H/ 971-4430-1295 E-Mail/ zafanne@live.com

URUGUAY

Ms. Cristina Castro P’06

Cebollati 1744 Apartment 606 Montevideo 11200 URUGUAY H/ 598-24-195708 E-Mail/ christinecastrob@gmail.com

VENEZUELA

Eduardo Blohm A’83, P’13 Apartado 69 Caracas 1010A VENEZUELA H/ 58-414-429-4400 E-Mail/ e1blohm@aol.com

VIRGIN ISLANDS

Ms. Laurie Barnwell P’12

9033 Catherines Rest Christiansted, VI 00820 H/ 340-332-5810 E-Mail/ lauriebarnwell@gmail.com

Mr. Jon Asberg & Ms. Alexandra Montgomery P’13 97 Karlavagen, Apt. 4 Stockholm 11522 SWEDEN H/ 4670-662-6451 E-Mail/ jon.asberg@afv.se

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g e n e r a l

informati on • Trustees, Faculty, and Administration • Geographical Distribution • Academic Calendar • Campus Map • Facilities and Residences • Finding Deerfield

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trustees, faculty and administration board of trustees Jeffrey L. Bewkes ’70 P’15 New York, New York Elected May 2011 Carrie Freeman Braddock ’92 Old Greenwich, Connecticut Elected October 2002 Sam Bronfman ’71 Atherton, California Elected May 2005 Elizabeth Cashin P’03, ’07 New York, New York Elected October 2002 Tay Yun Cho P’03, ’05 Seoul, South Korea Elected April 2006 Rodgin Cohen ’61 P’99 Irvington, New York Elected April 2006 Rory J. Cowan ’71 P’07, ’08, ’13 Concord, Massachusetts Elected April 2004 Margarita O’Byrne Curtis, H ’57 Head of School Deerfield, Massachusetts Appointed July 2006 David A. DeNunzio ’74 P’12 Greenwich, Connecticut Elected April 2009 Sidney Evans ’73 P’09, ’12 Washington, D.C. Elected May 2005

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Katherine Textor Farmer ’92 New York, New York Elected April 2009

J. Spencer Robertson ’93 Brooklyn, New York Elected April 2008

Philip Greer ’53 P’94 G’13 San Francisco, California Greenwich, Connecticut Elected April 2003

Brian P. Simmons P’12, ’14 Chicago, Illinois Elected April 2010

Matthew Grossman ’94 New York, New York Elected April 2008 Robin Grossman P’03, ’06 Greenwich, Connecticut Elected May 2005 John Havens P’02, ’10 Locust Valley, New York Elected April 2008 John B. Hess P’05, ’07, ’12 New York, New York Elected April 2004 Diana E. E. Kleiner P’04 Woodbridge, Connecticut Elected April 2004

Diana S. Strandberg P’10, ’12 San Francisco, California Elected May 2007 Wendy Strothman P’03 Charlestown, Massachusetts Elected April 2003 Luther L. Terry, Jr. ’63 Bedford Hills, New York Elected May 2007 Susan Wallach New York, New York Elected April 2008 Philip B. Weymouth III ’83 New York, New York Elected January 2007

Gordon Knight ’54 G’03 San Diego, California Elected April 2006

Linda Foster Whitton P’01, ’04, ’09, ’12 Wilton, Connecticut Elected April 2008

David Koch '58 New York, New York Elected January 2010

Victor L. Wright '84 Los Angeles, California Elected May 2011

Robert H. Mattoon, Jr. ’59 Sharon, Connecticut Elected April 2009 Roger S. McEniry ’74 P’07, ’10 Chicago, Illinois Elected May 2007

faculty and administration Margarita O’Byrne Curtis (2006) B.A., Tulane; B.S., Mankato State; A.L.M., Ph.D., Harvard Head of School Joseph J. Morsman, III (1960) B.A., Yale; M.A., Massachusetts Director of Dining Hall, Director of Sports Facilities and Information David C. Howell (1969) A.B., Amherst; M.A., Wisconsin Physics, Astronomy, Planetarium Director, S. Truman Olin, Jr. Science Chair Robert K. Moorhead (1976) B.F.A., M.F.A., Carnegie-Mellon Design, Architecture, J. Clement Schuler Distinguished Chair Andrea Moorhead (1977) B.A., Chatham French, Poet in Residence, Murphy Senior Faculty Chair Frank C. Henry, Jr. (1977) B.A., Princeton; Ed.M., Harvard English, John J. Louis Chair in English, The 2003 Greer Chair Patricia M. Kelly (1978) B.A., Massachusetts; M.L.S., Hawaii, M.A.L.S. Dartmouth Associate Director of the Boyden Library Nicholas W. Albertson (1978) A.B., Brown; M.A.L.S., Dartmouth History, College Advisor, Garret Schenck Mentor’s Chair Andrew B. Harcourt (1978) B.A., Vermont; M.Ed., Massachusetts Chemistry, Biology, The 2000 Greer Chair, Robert B. Crow Schoolmaster’s Chair Claudia A. Lyons (1978) B.A., Albertus Magnus; M.A., Tufts French, Associate Director of Admission, Independence Founda- tion Chair, The 2001 Greer Chair

Pamela A. Bonanno (1979) B.A., College of Mt. St. Vincent (N.Y.); M.A., Columbia Mathematics, Helen Childs Boyden Chair in Science and Mathematics, The 2010 Greer Chair

Thomas A. Heise (1988) B.A. Dartmouth; M.A., Wisconsin, M.S., Indiana History, Mary and Robert Merriam Distinguished Chair in American Studies, The 2004 Greer Chair,

Richard A. Bonanno (1979) B.S., Manhattan College; M.S., Massachusetts Mathematics, Director of Financial Aid

Sheryl Ann Cabral (1989) B.A., St. Olaf; M.A., SUNY at Albany Mathematics, Chair of the Mathematics Department

David G. Pond (1981) A.B., Tufts; M.A.L.S., Dartmouth Associate Head of School for Alumni Affairs and Development

Jennifer Whitcomb (1989) B.A., Sarah Lawrence Dance, Chair of the Visual and Performing Arts Department

Stephen F. Taft (1984) B.A., Williams; M.A., Virginia Spanish, John J. Louis Chair in Languages and Literature

Thomas C. Hagamen (1989) B.A., Oberlin; M.D., Dartmouth Medical School School Physician, Dewey Chair for Adolescent Health

R. Stuart Bicknell (1985) A.B., Middlebury; M.Ed., Ed.D., Massachusetts Counseling Psychologist Mark W. Scandling (1987) B.A., Davidson; M.A., North Carolina; M.A. Columbia English, Rupert C. Thompson, Jr. Chair, The 2007 Greer Chair David A. Dickinson (1987) B.F.A., Tufts, Boston Museum School Art, Louis Chair in the Humanities, John S. Hilson Chair in Fine Arts, The 2009 Greer Chair Joel N. Thomas-Adams (1988) B.A., Indiana; M.S., Montana English, Louise Chair in the Humanities Martha C. Lyman (1988) A.B., Mount Holyoke; Ed.M., Harvard Associate Head of School and Director of College Advising, English Karinne T. Heise (1988) B.A. Bowdoin; M.A.L.S., Dartmouth English, Deerfield Chair in the Humanities, Assistant Dean of the Faculty

Marc J. Dancer (1990) B.S., St. Lawrence; Sc.M., Brown Mathematics Patricia L. Gimbel (1990) B.A., Finch College Dean of Admission and Financial Aid Suzanne Hannay (1990) B.A., Albertus Magnus College; M.A., Michigan English, Deerfield Chair in the Humanities, The 2006 Greer Chair Heidi J. Valk (1991) B.A., Mount Holyoke Science Conrad B. Pitcher (1992) A.B., Princeton History, Robert W. McGlynn Chair in the Humanities Sean D. Keller (1993) B.A., Harvard Mathematics John F. Palmer (1993) B.A., Duke; M.A., University of Chicago; B.S., Wisconsin; M.F.A., Massachusetts English, Deerfield Chair in the Humanities

Charles F. Davis, Jr. (1993) A.B., Bowdoin; M.S., Massachusetts Athletic Director, Economics Virginia Invernizzi (1994) B.A., M.A., Ph.D., Virginia Spanish, William B. Stem Chair, Chair of the Language Department Julie L. Cullen (1995) B.S., Ph.D., Tufts Science Mary Ellen Friends (1995) B.A., Brown; M.A., M.Phil., Yale History, The Deerfield Schoolmaster’s Chair (On Sabbatical 2011 - 2012) Lydia G. Hemphill (1995) B.A., Amherst; M.A., Williams Associate Academic Dean and Registrar, Fine Arts, Curator of the Russell Collection, Class of 1989 Junior Faculty Chair (On Sabbatical 2011 - 2012) Michael S. Silipo (1996) B.A., Hobart History, Robert B. Crow Chair in History Jose J. Briones III (1996) B.A., Boston College; M.B.A. Boston University Associate Director of Admission Kristin P. Loftus (1996) B.S., Vermont; M.S., Massachusetts Health Issues, Robert E. Kaufmann Distinguished Young Faculty Chair Kimberly J. Wright (1996) B.A., Massachusetts; M.A., Georgetown; Ph.D., Maryland English Laura D. Morsman (1996) A.B., Smith Director of Alumni Relations Nils Ahbel (1997) B.S., Cincinnati; M.B.A., Chicago Mathematics, Peter G. Hindle ’52 Distinguished Chair

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Ben E. Bakker (1997) B.S., Worcester Polytechnic Institute; M.S., Massachusetts Physics, Chair of the Science Department Brendan Creagh (1997) B.S., Vermont Science Jeffrey R. Armes (1998) B.A., University of New Haven; M.A., Suffolk University Associate Dean of Admission Bernard Baker (1998) B.A., Miami University; M.A., University of Rochester; Ph.D., Case Western Reserve History, Community Service Coordinator

Francoise Ellis (2000) B.A., Mount Holyoke; M.A.T., Smith French, Murphy Senior Faculty Chair Debra D. Dohrmann (2001) B.A., Stanford Senior Associate Director of Admission Jeffrey Tobin Emerson (2001) B.A., Colby; M.S., Boston College Dean of Students, Chemistry Andrew Freda (2001) B.A., St. John’s; M.A., Columbia Mathematics Gregg Meier (2001) B.S., Vermont Mathematics

Karen L. McConnell (1998) B.A., Lewis and Clark; M.A., University of London History, Philosophy, Deerfield Chair in the Social Sciences

Michael T. O’Donnell (2001) B.A., Boston College; J.D., University of Richmond; M.Ed., Columbia Philosophy, Chair of the Philosophy and Religious Studies Department

Wendy A. Shepherd (1999) A.B., Smith Director of Information Technology

John W. Burke (2002) B.A., Cincinnati; M.A., Ph.D., Wisconsin-Madison Latin, Greek

Cheri L. Karbon (1999) B.A., Northern Michigan Spanish Amie W. Creagh (1999) B.A., Haverford Assistant Dean of Students, Spanish Xiaofeng Kelly (2000) B.A., Ning Xia University; M.A., Beijing Language Institute Chinese Sonja K. O’Donnell (2000) B.A., Boston College; M.A., Delaware English, Class of 1989 Junior Faculty Chair Wayne S. Marge (2000) B.A., Haverford; M.F.A., Oregon Mathematics, The 2008 Greer Chair

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Jan R. Flaska (2005) B.A., Bowdoin, M.A., Boston College Religious Studies, Science, Assistant Dean of Students, Robertson Distinguished Chair in the Teaching of Religion John D. Taylor (2005) B.A., Dartmouth; M.A., Columbia Dean of the Faculty, Associate Head of School, Spanish Timothy M. Trelease (2005) B.F.A., Rhode Island School of Design; M.F.A., Cranbrook Academy of Art Fine Arts Ramesh John Rajballie (2006) A.B., Harvard; M.A., Toronto; A.B.D., Balliol College, Oxford History Samar Moushabeck (2006) B.A., Massachusetts Arabic Darnel E. Barnes (2007) B.S.. Morehouse; B.S., M.S., Georgia Institute of Technology Mathematics

Elizabeth M. Bishop (2002) B.A., Mount Holyoke College, College Advisor

Kate Bishop Calhoun (2007) B.A., Williams; M.S.T., New Hampshire Mathematics

Dana K. Emerson (2002) B.A., Emmanuel Associate Director of Admission

Eric R. Calhoun, Jr. (2007) B.A., Bowdoin; MSSE, Montana Science

Robert C. Graves (2002) B.S., Bridgewater; M.S., Springfield College Head Athletic Trainer

Ada M. Fan (2007) A.B., Harvard; M.S., Boston University School of Communication; M.A., Ph.D., Rochester English

Lynne C. Robbins (2003) B.A., Pennsylvania; M.S., Simmons Academy Librarian and Director of the Boyden Library, International Student Advisor Dennis M. Cullinane (2005) B.Sc., Maryland; Ph.D., Cornell Science

Mark P. Ott (2007) B.A., Wisconsin; M.A., Wyoming; Ph.D., University of Hawaii-Manoa English, Chair of the English Department Mark Teutsch (2007) B.S., M.S., Ph.D., Illinois Science

Peter C. Warsaw (2007) A.B., Harvard D.M.A., M.M., Eastman School of Music Academic Dean

Peter B. Nilsson (2009) B..A., Middlebury; M.A., Columbia Assistant Academic Dean, Academic Skills Coordinator, English

Daniel Kevin Roihl (2010) B.A., Harvard; M.M., Yale; D.M.A., University of Southern California Director of Music

Cindy Feng (2007) B.S. Xi’an Jiao Tong University M.S., Wayne State University Chinese

Sam Savage (2009) B.A., Columbia Latin, Spanish

Danielle Chagnon (2011) B.A., Bowdoin Mathematics

Kristen K. Viega (2009) A..B., Bowdoin Mathematics

Keith C. Finan (2011) B.A. Miami University (Ohio); M.A. State University of New York at Binghamton Chief Financial Officer

Sheila Fritz (2008) B.A., Kentucky; M.Ed., Louisville; Ed.D., Northern Illinois School Counselor Joseph C. Lyons (2008) A.B., Harvard; J.D., Pennsylvania History, Chair of the History Department Mercedes Taylor (2008) A. B., Smith Spanish John Van Eps (2008) M.Mus., New England Conservatory Music Timothy McVaugh (2008) A.B., Bowdoin History, SPAM Director

Michael P. Schloat (2008) B.A., Williams; M.A., Columbia English

Gina Apostol (2010) A.B., University of the Philippines; M.A., Johns Hopkins English Wayne M. Berger (2010) B.A., Cornell; M.Ed., Harvard College Advisor Samuel Bicknell (2010) B.S., Union Spanish Michael S. Cary (2010) A.B., Bowdoin; M.A.T., Brown; M.A., Yale English Allison A. DiNardo (2010) B.A., Amherst; M.Ed., Harvard Associate Director of Admission

Genevieve Triganne (2008) B.A., Colby Assistant Director of Admission

Brian Fry (2010) B.A., Bowdoin Science

David A. Thiel (2008) B.A., M.B.A., University of Rochester Director of Communications

Tarah K. Greenidge (2010) B.A., Bard College Associate Director of Admission, Director of Multicultural Programs

Kate L. Bergeron (2009) B.S., Springfield; M.S., Middle Tennesee State Assistant Athletic Trainer

A. Heather Liske (2010) B.A., Haverford; M.A., Middlebury English

Sarah S. Latham (2009) A.B., Bowdoin; Ed.M., Harvard Mathematics

Jennifer M. Marino (2010) B.S., Bates Science

Rebecca Melvoin (2009) A.B., Bowdoin; M.A., Brown; M.A., Boston College History

Julia Rivellino-Lyons (2010) B.A., Bryn Mawr; M.A., New York University; M.A., University of Maine History

Pannapa Herabat (2011 – Fall Term) B.S., M.S., Ph.D., Carnegie Mellon Mathematics Ivory D. Hills (2011) B.S., North Carolina; Ph.D., Massachusetts Institute of Technology David H. Irwin (2011) B.A., Middlebury; Ed.M., Harvard Associate Director of Admissions Jeffrey T. Jewett (2011) B.A., Northwestern; M.S., Montana Sustainability Coordinator Science Louise Rowland Kinder (2011) B.A., California English Teaching Fellow Mandy Lane (2011) B.A., Colorado; M.Ed., Boston College Science James W. Laughner (2011) B.S., M.Ed., Ph.D., Pennsylvania Wilson Visiting Fellow Science Catriona Macphie-Hynds (2011) B.A., St. Denis and Cranley School; M.A., Glasgow University, Scotland Director of Theatre Visual and Performing Arts Carmel Schettino (2011) B.A., Manhattanville; M.A., Boston; Ph.D., SUNY at Albany Mathematics; Data Coordinator

Julianne M. Schloat (2011) B.A., Middlebury; M.A., Middlebury Assistant Academic Skills Coordinator

Elan Sicroff (2001) B.A., Oberlin Conservatory Piano

adjunct faculty

Dorota Wilhelmi-Kol (2001) M.A., F. Chopin Academy Warsaw Violin

Kristopher Wiemer (2005) B.S., M.Ed., Massachusetts Academic Technology Coordinator

John Pandolfi (2002) B.Mus., New England Conservatory Clarinet, Saxophone

Robin Lempicki (2006) B.S., Massachusetts Laboratory and Research Supervisor

Thomas Bergeron (2003) B.Mus., Massachusetts; M.Mus., Yale Trumpet, Faculty Brass Quintet

Sigrid T. Howell (2007) B.A., Muskingham; M.Ed., Massachusetts Admission Officer

John VanEps (2004) M.Mus., New England Conservatory Percussion, Jazz, Music Technology

Yanik Kerr Nichols (2011) B.A., Vermont; M.A., Rochester French

applied instructors for the performing arts Barbara Lipstadt (1992) M.Mus., Washington University Piano, Chorus Accompanist Eric Goodchild (1994) Bagpipes Gary Sienkiewicz (1995) M.Mus., Yale School of Music Tuba, Faculty Brass Quintet

Anthony Berner (2005) A.B., Harvard Violin, Viola, Chamber Music Rebecca Eldredge (2005) M.A., New Hampshire Bassoon, Faculty Wind Quintet Kirsten Lipkens (2005) M.Mus., Yale School of Music Oboe, Faculty Wind Quintet Thomas Pousont (2005) M.Mus., Massachusetts Organ, Voice, Piano Ellen Redman (2005) M.Mus., Manhattan School of Music Flute, Faculty Wind Quintet

Boris Kogan (1996) M.Mus., Leningrad Conservatory Violoncello

Brenda Miller (2006) M.Mus., New England Conservatory of Music Piano

Scott Pemrick (1998) M.Mus., New England Conservatory Trombone, Faculty Brass Quintet

Jim Matus (2007) B.M., Berklee College of Music Guitar

Lynn Sussman (1999) M.Mus., Manhattan School of Music Clarinet, Asst. Director, Wind Ensemble, Faculty Wind Quintet

Crystal Nilsson (2007) Ball State University, M.F.A. Smith College, Integrated Movement Studies, Certified Laban/Bartenieff Movement Analyst Dance

Carrie Towle (2000) B.A., Hunter College; M.A., University of New Mexico Ballet, Choreography

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Janine Parker (2007) Boston Ballet School, Walnut Hill School of the Performing Arts, Pioneer Valley Ballet Dance

Jean Jeffries (2010) M.A. Massachusetts French Horn

Robert P. Hammond, B.A., M.A.T. Instructor of Mathematics New Smyrna Beach, Florida

John H. Reese, B.A., M.A., M.F.A. Director of Theater Greenfield, Massachusetts

Robert Phelps (2008) M.A., Yale School of Music Classical/Jazz Guitar

emeritii

Henrianne Hammond, B.A., M.A.T. Instructor of Mathematics New Smyrna Beach, Florida

Raymond A. Rousseau, B.S., M.S., Ph.D. Instructor of Chemistry Pittsfield, Massachusetts

Peter G. Hindle, A.B. Instructor of Mathematics South Dartmouth, Massachusetts

C. Michael Sheridan, B.A., J.D. Assistant Treasurer and Business Manager Chatham, Massachusetts

Eileen Ruby (2008) M.Mus., University of Massachusetts Voice Stephanie Shumway (2008) New England Dance Quarter, East Street Ballet Dance Meg Van Dyck (2008) Smith College, Physical Mind Institute Dance Xiao Lan Wang (2008) B.Mus., The Curtis Institute Violoncello/Chamber Margery Heins (2009) M.Mus. Temple University Voice Aaron Lakota (2009) M.Mus, Pending, Massachusetts Oboe Ariel Parkington (2009) M.Mus University of Arizona, M.Mus University of South Florida Viola, Violin Gary Rzab (2009) Massachusetts Drums Yasu Suzuki (2009) M.Mus Massachusetts Bass

Peter C. Brush, B.A., M.A., Ph.D. Instructor of Latin and Greek Greenfield, Massachusetts Priscilla G. Butterworth Bursar Greenfield, Massachusetts Susan G. Carlson, B.A., M.Ed., M.S.W. Instructor of Health Issues, Coordinator of Counseling Leyden, Massachusetts Corning Chisholm, A.B., Ph.D. Instructor of German and English Bratenahl, Ohio Charles E. Danielski, A.B., M.A.T. Instructor of Biology and Geology Shelburne, Massachusetts Charles O. Demers, B.S. Athletic Trainer Sunderland, Massachusetts Roberta J. Dorey, B.A., M.L.S. Periodicals and Public Services Librarian Greenfield, Massachusetts Charles Erar, B.A., M.A., M.A., Ed.D. Instructor of French Middletown, Rhode Island John F. Graney, Jr., B.A., M.Ed., M.S. Instructor of Mathematics Grantham, New Hampshire

Day Lee, A.B., M.A. Instructor of History Deerfield, Massachusetts Karen T. Lord, B.A., M.S.W. Counseling Greenfield, Massachusetts James H. Marksbury, A.B., M.A. Instructor of English, Alumni Secretary Durham, North Carolina Alexander G. Medlicott, Jr., B.A., M.A., Ph.D. Instructor of English Haverhill, New Hampshire John F. Milne, B.S., M.Ed., Instructor of Physics Greenfield, Massachusestts John C. O’Brien, A.B., M.A., M.Lit. Instructor of English Waterford, Maine Ann H. Quinn, B.A., Ed.M. Assistant Academic Dean Northampton, Massachusetts Edwin G. Reade, Jr., A.B. Instructor of Spanish Vineyard Haven, Massachusetts

James S. Smith, B.S., M.S. Dining Hall Director, Head Football Coach Charlemont, Massachusetts Gabor I. Temesvari, B.S., M.A. Instructor of French and Spanish South Deerfield, Massachusetts William F. Tyler, B.A., M.S.Ed. Director of Admission Dennis, Massachusetts Beverley A. von Kries, B.A., M.A., M.L.S. Academy Librarian Montague, Massachusetts Douglas T. Waddell, B.S., M.A.L.S. Instructor of Astronomy and Chemistry Wyomissing, Pennsylvania Roland W. Young, B.S., M.A. Instructor of Mathematics Dennis, Massachusetts

geographical distribution states

countries

538 students from 38 states, the District of Columbia and the U.S. Virgin Islands

92 students from 31 countries*

Alaska 2 Arizona

3 California

36 Colorado 10 Connecticut

75 Delaware 1 District of Columbia 3 Florida

10 Georgia 2 Hawaii 1 Idaho 2 Illinois 18 Indiana 2 Kentucky 3 Maine 8 Maryland 2 Massachusetts 143

(76 day students) Michigan 1 Minnesota 2 Missouri 2 Montana 1 New Hampshire 8 New Jersey 21 New York 118 North Carolina 6 Ohio 2 Oklahoma 1 Oregon 1 Pennsylvania 6 Rhode Island 7 South Carolina 2 Tennessee 2 Texas 8 U.S. Virgin Islands 3 Utah 1 Vermont 12

(1 day student) Virginia 7 West Virginia 2 Wisconsin 3 Wyoming 1

Afghanistan 2 Argentina 1 Bahamas 2 Belgium 2 Bolivia 1 Botswana 1 Canada 12 China 22 Colombia 1 India 1 Italy 1 Jamaica 3 Japan 1 Kazakhstan 1 Kenya 1 Korea 14 Lithuania 1 Malaysia 1 Mexico 1 Mozambique 1 Nigeria 1 Saudi Arabia 1 Singapore 3 Sweden 1 Switzerland 2 Taiwan 3 Thailand 5 Ukraine 1 United Arab Emirates 2 United Kingdom 2 Venezuela 1 * Based on place of current residence, not necessarily citizenship.

Girls Boys Total

Seniors 91 108 199 Juniors 94 86 180 Sophomores 77 73 150 Freshmen 49 52 101

311 319 630

Total Boarding Students Total Day Students

553 77

TOTAL 630 116

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academic calendar 2011

Thursday, September 8 Old students return, 10:00 – 5:00 p.m.

Friday, September 9 New students arrive, 10:00 – 3:00 p.m.

Monday, September 12 First day of classes Sunday, September 18 Convocation, 5:00 p.m.

Saturday, October 1 College Entrance Examination Board tests (SAT I and SAT II) given on campus Saturday, October 15 PSAT/NMSQT exams given Friday, October 21- Sunday, October 23 Parents’ Fall Weekend Monday, October 24 Fall Term Holiday, return by 7:30 p.m.

Saturday, November 5 SAT I and SAT II tests given on campus Friday, November 18 Thanksgiving vacation begins at 12:30 p.m.

Dormitories will be closed during vacation.

Sunday, November 28 Students return from vacation by 7:30 p.m.

Saturday, December 3 SAT I and SAT II tests given on campus Thursday, December 15 Winter vacation begins at 12:30 p.m.

Dormitories will be closed during vacation.

2012

Monday, January 2 Students return from winter vacation, 7:30 p.m.

Saturday, January 28 SAT I and SAT II tests given on campus Thursday, February 2 Winter Term Long Weekend begins at 12:30 p.m.

Dormitories will be closed during vacation.

Monday, February 6 Students return from vacation by 7:30 p.m.

Friday, March 9 Spring vacation begins at 12:30 p.m.

Dormitories will be closed during vacation.

Sunday, March 25 Students return from spring vacation, 7:30 p.m.

Friday, May 4 – Saturday, May 5 Parents’ Spring Weekend Saturday, May 5 SAT I and SAT II tests given on campus Monday, May 7 – Friday, May 18 Advanced Placement exams Saturday, May 26 – Sunday, May 27 Commencement Weekend Friday, June 1 Summer vacation begins at 12:30 p.m.

Saturday, June 2 SAT I and SAT II tests given on campus

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Deerfield academy

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campus map

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8

23 13 34

14

32 15 35

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17 24 5 18 1 4 2 31

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33 28

academic, athletic and administrative facilities

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27

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26 map: victor a. lazzaro

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1 2 3 4

5

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7 8 9 10 11

Academy Building Arms Building Kendall Classroom Building Memorial Building—Reed Center for the Arts Frank L. and Helen Childs Boyden Library David H. Koch Center for Science, Mathematics and Technology Hockey Rink Gymnasium and Fitness Center Koch Pool Dewey Squash Center Athletic Fields

12 13 14 15 16

17 18

19

20 21

Tennis Courts Dining Hall Little Brown House Hitchcock House (School Store) Dewey House (Health Center and Student Residence) Service Building Ephraim Williams Alumni/ Faculty House Bewkes House (Student Residence) The Manse The First Church of Deerfield

student residences 22 Chapin Hall 23 Barton 24 DeNunzio 25 Field 26 Johnson-Doubleday 27 John Louis 28 Louis Marx 29 Mather 30 McAlister 31 Pocumtuck 32 Rosenwald-Shumway 33 Scaife 34 Harold Webster Smith 35 John Williams 121

academic, athletic, and Administrative facilities Academy Building 10 classrooms and the Academy’s administrative offices, including the Admission Office, Offices of the Head of School, Dean of Students, Student Activities, Community Service, and Finance Arms Building History/English office, 12 class­rooms, and Multicultural Programs Athletic Fields 90 acres of well­-groomed fields for soccer, football, field hockey, cross country, track, softball, baseball, lacrosse, and 21 tennis courts.

Two synthetic turf fields include a Sportexe Victory Turf surface primarily for field hockey and a Sportexe Powerblade monofilament surface that is multipurpose.

The Boathouse 5900 square-foot rowing facility located on the Connecticut River housing 20 rowing shells, ranging from singles to eights. Two team

rooms are equipped with rowing ergometers, free weights, and exercise and video equipment.

Frank L. and Helen Childs Boyden Library A collection of approximately 85,000 books, periodicals and films; seating for 450 including conference rooms for group study, carrels for individual study, and Archives Dewey House Inpatient area for 15, nurses’ station, living quarters for 14 students, 4 counseling offices, Health Issues classroom, and coin laundry area Dining Hall Seating for 640 upstairs and 125 downstairs in the Parker Room Gymnasium, Pool, and Fitness Center 3 basketball courts, student and athletic stores, Greer School Store, student mailroom, new 5000+ square-foot fitness center with state-of-

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the-art cardiovascular and weightlifting equipment, trainer’s room, Deerfield and visitor locker rooms. This facility also includes the largest prep school natatorium in New England; an 8-lane, 25-yard pool with separate diving well.

Hitchcock House Academy store Hockey Rink Deerfield and visitor locker rooms, bleachers, and lobby Kendall Classroom Building 19 classrooms, language lab, an audi­torium seating 160, and the Day Student Room David H. Koch Center The 80,000 square-foot building houses a new planetarium, 30 state-of-the-art classrooms and laboratory spaces, including dedicated spaces for independent research, a 225-seat auditorium, a Star Terrace, and a central atrium, all three levels of which are unified by the stars of the northern and southern hemispheres embedded in the ceiling, and the Louis Cafe and Starfield Commons below, a gathering space for students and faculty.

The Manse Head of School’s house Memorial Building—Reed Center for the Arts Architecture studio, art studios, photography studio, Hilson and Russell Galleries, Memorial Auditorium, woodshop, choral recital room, instrument room, 8 practice rooms, 175-seat black box Reid Theater, dance studio, and security office Service Building Offices for the physical plant staff, carpentry and paint shops, grounds office and shop, Shipping and Receiving, van garages and key shop, Environmental Management Office, HVAC office, and E.M.S. computer Dewey Squash Center A new 16,000 square-foot facility which includes ten international squash courts, tournament seating and a soaring multi-purpose lounge overlooking the south athletic fields

finding deerfield

Track 8-lane, 10mm full pour track surface with high and long jump, pole vault, shot put, and discus areas Ephraim Williams Alumni and Development Offices

Deerfield Academy is located in western Massachusetts, 30 miles north of Springfield and 5 miles south of Greenfield in “Historic Deerfield.”

residences

Driving to the Academy from the south, take I-91 North to

Barton (38 students, 7 student proctors, 3 faculty residents)

Massachusetts exit 24 and turn right at the end of the exit

Bewkes House (8 students, 2 student proctors, 2 faculty residents)

ramp. Head north on Routes 5 and 10 for five miles, turning left at the “Historic Deerfield” sign onto Main Street.

Chapin Hall (18 students, 2 student proctors, 3 faculty residents)

Proceed about a half mile to the Academy.

DeNunzio (32 students, 2 faculty residents) Dewey House (12 students, 2 student proctors, 1 faculty resident)

Driving from the north, take I-91 South to exit 25 and turn left at the end of the exit ramp. At the traffic light, turn left

Doubleday (41 students, 3 faculty residents)

onto Routes 5 and 10 and proceed north for approximately

Field (35 students, 6 student proctors, 3 faculty residents)

four miles. Turn left at the “Historic Deerfield” sign onto Main Street and proceed about a half mile to the Academy.

Johnson (41 students, 3 faculty residents) John Louis (42 students, 4 faculty residents) Louis Marx (36 students, 4 faculty residents)

Driving from the east, take I-90 West (the Massachusetts

Mather (26 students, 4 student proctors, 2 faculty residents)

Turnpike) to exit 4. Head north on I-91 and follow “from the

McAlister (31 students, 6 student proctors, 3 faculty residents)

and follow “from the north” directions above.

south” directions above. Or take Route 2 west to I-91 South

Pocumtuck (43 students, 7 student proctors, 4 faculty residents) Rosenwald (26 students, 2 faculty residents) Scaife (24 students, 4 student proctors, 2 faculty residents) Shumway (34 students, 3 faculty residents) Harold Webster Smith (16 students, 4 student proctors, 2 faculty residents) John Williams (13 students, 3 student proctors, 2 faculty residents)

Driving from the west, take I-90 East (the Massachusetts physical address

Deerfield Academy 1 Albany Road Deerfield, Massachusetts 01342

Turnpike) to exit 4. Head north on I-91 and follow “from the south” directions above. Or take Route 2 east to I-91 South and follow “from the north” directions above.

Airline service to the area is through Bradley International

mailing address

Deerfield Academy 7 Boyden Lane, P.O. Box 65 Deerfield, Massachusetts 01342

Airport, which is outside Hartford, Connecticut, 55 miles south of Deerfield on I-91.

The Admission Office telephone number is 413-774-1400.

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Admission Office Deerfield Academy P.O. Box 65 Deerfield, Massachusetts 01342 413-774-1400 E-mail: admission@deerfield.edu deerfield.edu