Taft Summer School Catalog

2015

! e r e h e r e w u o y h s i W

SuMMEr SChOOL

June 28–August 1

TAFT SuMMEr SChOOL

Taft Summer School

TABLE OF CONTENTS 3 5 7 9 10 12 16 20 22 24 25

| Director’s Greeting | The Taft School | Daily Life | Beyond the Books | Academic Offerings | 100-Level Courses | 200-Level Courses | 2014 Summer School Faculty | Admission | How to Apply | Application Forms

irections to The Taft School and D Campus Map (inside back cover)

1 June 28–August 1

DG 2

Taft Summer School

ible experience at Taft. red inc an d ha ers ht ug da ur “O over the world and the They made friends from all rt on the school year. sta ad he t ea gr a em th ve ga classes they will always treasure.�

It was truly an experience

Director’s Greeting In today’s society we are witnessing a change in many aspects of education. One such change sees parents and young people viewing summer as more than a school vacation.

Increasingly, students now utilize summer as a period to foster their academic development and growth in the wake of increased standards at secondary schools and universities.

Wherever students’ interests may lie, there are a variety of summer programs from which families can choose. The Taft Summer School provides an academic enrichment program, designed to stimulate and encourage their intellectual curiosity and growth.

The Taft Summer School offers an individualized academic program, which enables students to further their academic progress. In either the Young Scholars or the Liberal Studies program, students tailor their course work to hone their skills and deepen their understanding. Upon examination of the choices that Taft has to offer, it becomes evident that there is a course of study for each student.

Instructors, including some of the finest from the Taft faculty, share a love of learning with their students. The strength of the faculty lies in its ability to connect with the students and help guide them, when necessary pushing pupils beyond their comfort limits. In addition, students have the unique opportunity to enjoy time with faculty outside of the classroom. These interactions, whether in the residential community, on weekend field trips and group outings, or on the playing fields, foster a personal connection that invigorates learning.

Several factors set the tone for our unique summer program. The residential setting encourages independent learning and cultivates a sense of personal responsibility. At the same time, the diverse student body lays the foundation for the success of the program. Living with and interacting daily with a wide variety of individuals from very different backgrounds provides the students with a cultural education, one which cannot be replicated. The boundaries of language and culture slowly dissipate within the five-week period, and students are afforded a richer understanding of the world and its people. Beyond the classroom walls, the summer session offers a variety of afternoon athletic activities.

These activities help to foster relationships and reinforce the idea that an active and healthy body fuels an energetic mind. Additionally, on weekends the Summer School leads

students to the metropolitan areas of New York and Boston, where they can soak in the culture and sights of these cities.

In formulating the student body of summer session, the Summer School looks for applicants who demonstrate a strong desire to improve and strengthen their academic profile. While the summer session provides the structure and framework for success, it is ultimately up to the students to take full advantage of the opportunities and cultural experience that the program provides. Those who do will find that they are not disappointed. To this end, we look for applications which show a positive school record and which include references and recommendations indicating that a student will optimize the summer school experience.

I invite and encourage you to look through the catalog and explore our website. Understand, however, that the words and pictures alone cannot capture the essence of the Taft Summer School program. We are happy to see that, each year, our students depart from the summer session more confident in their school work and achievement, more connected with people, now their friends, from other parts of the world, and eager to tackle the upcoming academic year.

We feel lucky to be able to offer our Summer School students these opportunities and hope that, after perusing our catalog and learning more about us, you will apply to be a part of it.

—Thomas W. Antonucci

3 June 28–August 1

TS 4

ople in five weeks pe t ee m to ct pe ex t no d di “I rever.” who would change my life fo

Taft Summer School

The Taft School Established in 1890 by Horace Dutton Taft, brother of President William Howard Taft, the Taft School quickly earned a reputation as a school for the education of scholars and leaders. The School’s motto, “Not to be served but to serve,” has been an important hallmark of Taft’s special niche in the development of well-rounded men and women. The School’s 6,000 living alumni are engaged in virtually every phase of the world’s work—business, industry, the professions, and public service.

“...the prog so well orgaram was all the tea nized and very resp chers are care abouonsible and t th growth and pe students’ rogress.”

Facilities j j

j

j j j j j j j j j

j

j

j

j

Horace D. Taft Residential Hall Charles Phelps Taft Residential Hall Ivy Kwok Wu Science and Mathematics Center Pinto Family Language Lab Woodward Black Box Theater Photography dark rooms Gail Wynne Art Studio 24-hour Martin Health Center State-of-the-art dining facilities Modern student union Eight squash courts McCullough Athletic facility, a fieldhouse with four indoor tennis and basketball courts and an indoor track Fully equipped cardio and weight-training room William Weaver 400-meter, all-weather track 12 all-weather tennis courts and Donaldson Family Pavillion Multiple playing fields, including baseball diamonds, softball field, and soccer fields

5 June 28–August 1

DL 6

….

mmate o o r y m h t i lly w

ps, especia i h s d n e i r f y strong em all again.” n a m e d a m “I have y, I hope to see th and one da Taft Summer School

DAILY LIFE Classes begin after breakfast and continue through the early afternoon. Twice a week, on Tuesdays and Fridays, the students gather for Assembly to hear teachers address the community. Following afternoon sports, students are free to play games in the student union, walk to town or simply relax until dinner. Outdoor athletic facilities, the library, and art studios are also available for use during this time.

Residential Life Because Taft’s buildings are all situated close together, students really do live where they learn.

Approximately 90 percent of our students live in the two dorms utilized during Summer School. Dorm faculty and interns quickly become more than just teachers and chaperones; they become mentors and role models, offering advice, extra help, or simply popcorn and a movie.

The atmosphere on the corridors is relaxed, but structured study halls in the evening and constant faculty presence in the dormitories are recognized as essential to developing an environment conducive to learning.

Single rooms are available on a first-come first-serve basis, but most students can expect to have a roommate of the same age. Rooms come equipped with basic furnishings; a list of additional items to bring is

Daily Schedule

7:00–7:45 Breakfast 8:00–9:30 First Period 9:30–10:00 Assembly or Break 10:00–11:30 Second Period 11:30–12:15 Lunch 12:30–1:10 Third Period 1:15–1:55 Fourth Period 3:15–4:30 Athletics (Wed. 1:15–2:30) 5:00–6:00 Dinner 6:00–7:30 Free Time

7:30–9:30 Supervised Evening/ Study Hall

10:15 Students in Dormitories

10:30 Lights Out

supplied several weeks prior to arrival.

Common rooms are located on each floor in the dormitories and come equipped with sofas, a television, and a refrigerator. For the convenience of our students, vending machines are located throughout campus and additional snacks and incidentals can be purchased at the school store.

Taft offers a wireless campus and laptop computers, although not mandatory, are strongly encouraged for use during study hall. Cell phone and personal audio use is permitted during free time, as outlined in the student handbook.

Conduct Experience has shown us that students who are sincerely interested in making the most of their experience at Summer School do not find it difficult to follow the rules of the School.

Students are expected to meet certain clearly defined standards of behavior as outlined in detail in the student handbook (available at www.TaftSchool.org/summer).

Matters such as personal integrity, academic honesty, the use of alcohol, drugs, or tobacco, and the fulfilling of all school responsibilities, are designed to protect the rights and, most importantly, the safety of the individual and to promote the smooth operation of the community as a whole. Smoking on campus, in Watertown, or on school trips is strictly prohibited.

The Director of the Summer School and the Dean of Students reserve the right to dismiss any student who cannot abide by the rules of the School or whose conduct is considered harmful to himself or to the school community.

Dress Code

Shorts, jeans, and t-shirts are the norm at Summer School, with good taste and neatness prevailing (frayed and patched clothing, offensive t-shirts, as well as facial and body piercing of any kind, with the exception of ear piercings, are not permitted). One or two nice outfits are required for the more formal functions at Summer School.

Medical Services The Martin Health Center is a fully equipped facility with a registered nurse on duty at all times. In addition, a physician is on call throughout the day.

Emergency medical service is available at St. Mary’s Hospital, which is a ten minute drive from campus.

Spiritual Life Taft is a nondenominational school with no single religious affiliation, and students are encouraged to attend the church of their choice. Catholic, Congregational, Episcopal and Methodist churches are within walking distance of campus.

June 28–August 1

7

On The Weekends

Beyond the classroom and the athletic field, a multitude of exciting opportunities await our students!

Fun on-campus activities, as well as enjoyable and entertaining day trips are offered each weekend.

Around town, several small stores, restaurants, and a movie theater are located within walking distance from Taft. To maximize the overall experience, students are strongly encouraged to remain on campus for the weekends in order to fully participate in these social activities.

BB 8

Sample Trips and Activities

Boston New York City/Broadway j Six Flags New England Amusement Park j Yale University j Connecticut Science Center j Movies j Shopping Trips j On-campus DJ Dances j Bowling j Faculty/Student Soccer Games j Arts Festival j Fourth of July Celebration j Optional Community Service Trips j j

h fun c u m o s d a h nd I iss a m s o d t n e g i n r i f o g y am “M I ! … k e e w nk t i during spir Taf t soooooo much. Tha d everything at g us such a wonderful ans is you for givin summer. I must say thi unforgettable er I have ever had!” the best summ The Arts at Taft

Relax at the Jig!

Our recently renovated Student Union (or as we call it at Taft, the “Jig”) comes equipped with pool and ping pong tables, a digital video jukebox with touchscreen music selection, a multi-zone sound system, and a flat panel television with a surround sound theater.

Taft Summer School

From hesitant novice to confident advanced art student, there is a class for everyone!

Offerings include theater, photography, pottery, studio art, and video. All students will submit works to the end of the term art show, and in addition, advanced students will have the opportunity to assemble portfolios, building for future interests in the field.

Music rooms are available to interested students who wish to practice during free time.

BEYOND ThE BOOKS Athletics

In addition to the obvious physical benefit, sports are an important social part of Summer School!

The program is entirely recreational and students may choose a different activity each week, based on personal interest.

Typical offerings include soccer, basketball, volleyball, weight training, tennis, squash, running, aerobics, and ultimate frisbee.

Instructional tennis and squash lessons are available at an additional cost on a first-come, first-serve basis.

“L oved my tim Thank you fore at Taf t! memorable exp the erience.”

Great Food

Our newly renovated dining facilities are proud to serve a daily variety of fresh and healthy menu options!

9 June 28–August 1

Academic offerings Young Scholars Program Whether the goal is to test drive the boarding school experience or gain confidence for the upcoming school year, the Young Scholars program is designed for 7th, 8th and 9th graders who intend to take on the challenges of rigorous public and private secondary schools. The program focuses on building essential skills, increasing independence and self-confidence, and improving time management, as students look further down the road to the demands of a college preparatory program.

AC 10

The Program

Each student takes two 100-level (major) courses, and two 200-level (minor) courses.

We suggest that those entering seventh and eighth grade take Literature and Composition I, Pre-Algebra or Introduction to Algebra, the Testing, Reading, and Study Skills course, as well as another elective of their choosing.

Students entering ninth grade generally take Literature and Composition II, Introduction to Algebra, and the Testing, Reading, and Study Skills course.

Of course, students with specific academic needs can select any appropriate course from the selection listed below.

Young Scholars Course Offerings 100-Level Courses

200-Level Courses

English Department

English Department

110. Literature and Composition I 111. Literature and Composition II

210. Creative Writing 211. Journalism

Mathematics Department

Language Department

Science Department

Science Department

120. Pre-Algebra 121. Introduction to Algebra 130. Biology 131. Physical Science 134. Introductory Environmental Science Language Department

140. Introduction to French 141. Intermediate French 142. Introduction to Spanish 143. Intermediate Spanish 144. English as a Second Language 145. Introduction to Latin - New! 146. Intermediate Latin - New! History Department

150. Early American History – New! 151. Modern United States History 152. Modern United States History – ESL Arts Department

160. Studio Art 161. Photography 162. Clay Workshop

Taft Summer School

220. Young Scholars Spanish 221. Conversational English 225. Contemporary Environment Issues 226. Introduction to Organic Farming Arts Department

231. Introduction to Photography 233. Acting 234. Introduction to Studio Art 236. Digital Video Production 237. Explorations in Clay History Department

243. Current Events 250. Research Paper Special Electives

239. Testing, Reading and Study Skills – ESL 240. Testing, Reading and Study Skills 247. Introduction to Psychology 248. Preparing for the SSAT Exam: Verbal 249. Preparing for the SSAT Exam: Math 252. Public Speaking

talking “My son is still at about all the gre t was a people he met. I r him!” great summer fo Extracurricular and Athletic Offerings

Outside the classroom, Young Scholars students take advantage of all the cultural, athletic, and recreational opportunities of the Summer School. Their daily schedule follows the same pattern as that of the Liberal Studies student.

Residential Life

As the residential units are organized according to age, the younger students do live with one another and not with the older students.

Academic Counseling

During the summer, the Young Scholars students are encouraged to meet with their advisors, their veteran teachers, and a Taft admission officer to help them anticipate the hurdles ahead of them. It is hoped that these conversations will lead to specific strategies for successfully meeting the demands of a college preparatory curriculum. By taking advantage of these resources, students can gain a clearer sense of what will be expected of them and of how to meet these expectations in an organized and systematic fashion.

For those students who are considering attending a private secondary school, the resources available at Taft can also be used to address a variety of issues germane to applying to and attending private schools.

The Liberal Studies Program Designed for young men and women in grades 10, 11 and 12, the Liberal Studies program offers high school students the opportunity to study a variety of liberal arts courses in an independent school environment. Students will be able to sharpen their academic and test-taking skills, increase their independence, improve time management, as well as broaden their cultural and global awareness as they prepare for college and beyond.

students credit or administer their own examinations at the end of the summer to determine the extent of a student’s progress. Students who must make up a deficiency should discuss with their own schools what allowances

LIBERAL STUDIES course offerings The Program

Each student is required to take two 100-level courses and two 200-level electives. Courses on both levels are structured so that students will begin working on their homework in class, allowing them to ask questions and confer with the teacher as problems arise. Nevertheless, students should expect approximately two hours of work during the evening study hall.

If a course is filled by the date an applicant is accepted, or if enrollment in a particular course is not sufficient, then the next available course choice will be honored. When possible, students will be notified prior to registration if a change must be made.

It is essential that applicants list courses in order of preference, including alternate course choices, on the application form.

100-Level Courses

200-Level Courses

English Department

English Department

111. Literature and Composition II 112. Literature and Composition III Mathematics Department

210. Creative Writing 211. Journalism 215. Writing the College Essay – New!

122. Introduction to Geometry 123. Introduction to Algebra II 124. Introduction to Precalculus

Language Department

Science Department

225. Contemporary Environment Issues 226. Introduction to Organic Farming

130. Biology 132. Chemistry 133. Physics – New! 136. Introduction to Forensic Science – New! Language Department

140. Introduction to French 141. Intermediate French 142. Introduction to Spanish 143. Intermediate Spanish 144. English as a Second Language 145. Introduction to Latin – New! 146. Intermediate Latin – New! History Department

150. Early American History 151. Modern United States History 152. Modern United States History – ESL Arts Department

160. Studio Art 161. Photography 162. Clay Workshop

Academic Credit

Taft does not offer academic credit for courses taken during the summer.

We will be glad to forward a syllabus of work covered and final reports to a student’s school if requested.

Some institutions may wish to give

221. Conversational English Science Department

Arts Department

231. Introduction to Photography 233. Acting 234. Introduction to Studio Art 236. Digital Video Production 237. Explorations in Clay History Department

241. International Affairs 242. Introduction to American Government 244. American Public Policy 250. The Research Paper Special Electives

245. Preparing for the SAT Exam: Verbal 246. Preparing for the SAT Exam: Math 247. Introduction to Psychology 251. Time Management, Organizational, and Test-Taking Strategies 252. Public Speaking 260. Preparing for the (NEW) SAT Exam: Verbal 261. Preparing for the (NEW) SAT Exam: Math

will be made for certification of work completed at Taft. Only in rare instances can a student complete the work required to pass a course failed during the school year, as Taft’s summer courses are not designed to review an individual student’s yearlong course.

June 28–August 1

11

100-Level courses English Department

L1 12

While several courses of varying levels of complexity are offered, the primary goals of the summer school English program are to teach students to write and speak clearly and to help them to analyze and understand what they read. Small classes allow teachers to evaluate student writing regularly and thus enable each individual to develop the ability to communicate ideas more effectively. The content of the readings is of secondary importance as the aim of our program is the development of techniques that will enable students to better deal with the tasks of writing and analysis in future courses in their schools.

* International Students: Placement in the appropriate English program is determined by the scores on a placement test and through a writing sample provided by each student on the first day of classes.

expository paragraphs, and during the last week, they compose a complete essay.

Significant time is spent approaching systematically the various steps of the writing process, including brainstorming to generate ideas, selecting appropriate organizational strategies, outlining, and revising and editing a rough draft in order to produce a polished expression.

Students read a selection of short stories and either a short novel or a play. Seminarstyle class discussions stress the critical approach to literature; in these discussions students learn about the elements of fiction as they learn to read closely and carefully.

To complement this endeavor, students regularly write short paragraphs in which they closely analyze passages from the reading. Those who take this course can expect to enter the seventh or eighth grade having become more disciplined and more confident readers and writers.

110. Literature and

111. Literature and

Intended for students entering the seventh and eighth grade, this course focuses on building fundamental reading and writing skills. Most classes combine a consideration of the principles of clear written expression with the close, critical reading of narrative and dramatic fiction. A review of grammatical principles lays the foundation for studying expression at the level of the sentence, and particular attention is paid to effective use of coordination and subordination and to correcting common sentence faults. Concurrently, students learn to write focused, purposefully developed

Designed for students entering the ninth and tenth grades this course strives to make students more disciplined, effective writers and more careful, thoughtful readers.

Students devote half of their time in and out of class to mastering the skills necessary to write clearly and purposefully; they spend the remainder of their time learning to read and analyze challenging literature.

The writing instruction is designed to enhance students’ command of written expression. They learn to compose grammatically sound, controlled sentences by reviewing the principles of grammar, paying particular attention to common sentence faults and to effective coordination and subordination. Concurrently, students are instructed in the fundamentals of paragraph construction: they learn to compose effective topic sentences and to

Composition I

Composition II

employ a variety of strategies to develop those topic sentences in a unified and coherent fashion. Finally, as they write papers on specific topics, students are systematically exposed to the various stages of the writing process. The course reviews the techniques of brainstorming, organization (outlining and “mapping”), and editing, and it stresses the importance of detail to clear expression. Throughout the session, students prepare a number of papers—paragraphs at the outset and complete essays in the last two weeks—on topics ranging from personal narratives to literary analysis.

Students become more skilled readers by considering a selection of short stories and a novel. Class discussions, focused on the close reading of specific passages, teach the students to read carefully and critically.

Their analytical skills become more finely tuned as they learn about the elements of fiction and about specific literary devices.

This critical approach is complemented by regular short written exercises in which students learn to express clearly their reactions to what they read.

112. Literature and Composition III

This course, designed for students entering the eleventh and twelfth grades, resembles Literature and Composition II in that it also stresses the development of students’ abilities to write clearly and to read critically.

However, it is much more ambitious and sophisticated in its approach to both goals.

The course resembles a college seminar in that its focal point is reading and writing about literature. The first two weeks are devoted to a study of the elements of fiction—character, conflict, setting, and theme—as they are developed in several short stories. During the final three weeks, students study a play and a novel. In order to appreciate more fully the possibilities

mer. Taf t sparked an “My daughter truly loved Taf t this sum my husband and I.” intellectual curiosity in her, impressing both Taft Summer School

of language, students spend one class per week systematically considering a selection of poems. As they consider this variety of literature, students study various literary devices and are introduced to a variety of critical terms.

Students write in or out of class almost every day. Generally, writing assignments are of two types: short, detailed analyses of passages from the work being studied, and longer paragraphs and essays analyzing a broader idea or element in the work. As students undertake the longer papers, they review such fundamentals of composition as effective topic sentences and thesis statements, unity of expression, and logical transitions between sentences and ideas. And although the course does not include a formal review of grammar, students do discuss common grammatical errors in class and in conferences with their teachers. Evaluation of students’ written work is based on its precision of expression, the logic and effectiveness of its organization, and the originality, validity and documentation of its ideas.

Mathematics Department 120. Pre-Algebra

The Pre-Algebra course is designed to prepare students for an elementary algebra course by reinforcing the skills necessary for success in secondary school mathematics. In addition to an intensive review, the course previews topics from Algebra I, including operations

with numbers and variables, powers and exponents, order of operation and solutions of first degree equations. Other topics will be included as time permits.

121. Introduction to Algebra

This course is designed for those who need to strengthen their command of numerical techniques, arithmetic, and number systems before beginning a formal study of algebra.

Some of the most important topics from a first course in algebra are also introduced to give the student a firm foundation for later work. Linear equations and word problems are studied to give training in the skills needed for a thorough understanding of algebra.

122. Introduction to Geometry

This course prepares students to take a course in geometry by introducing the more important aspects of the studies of shape and logic. Many of the important properties of geometric figures are studied so that they will be better understood when encountered in the more formal structure of Euclidean proof. These topics include symmetry, angle, length, proportion, and parallelism. The fundamentals of logic and proof are presented to give a foundation in the skills of writing proofs.

123. Introduction to Algebra II

The first half of this course reviews many of the topics of a first course in algebra, including graphing, solution of equations, word problems, fractional expressions, and radicals. The second half of the course expands on these topics and presents some of the

new topics of the early chapters of a course in second year algebra. This course is designed to give students greater facility in the skills of algebra by requiring them to work on those techniques which improve with practice.

124. Introduction to Precalculus

Designed for students who have already completed Geometry and Algebra II, this course affords an opportunity to explore many of the functions important to the continued study of mathematics leading up to the calculus. Topics for study may include, but are not limited to, linear, quadratic and polynomial functions; rational functions; exponential and logarithmic functions, and trigonometric functions. There will be an emphasis on in-depth study of the selected topics through applications and models. To that end, students enrolled in this course are required to have a graphing calculator. The Mathematics Department at Taft currently uses the TI-83Plus.

Science Department 130. Biology

This course is an introduction to the study of modern biology, centering on concepts of evolution, genetics, and cell theory crucial to understanding the development of life and science of biology. This course aims to provide the student with some comprehension of the visible world, with an appreciation of the connections and interrelatedness of all scientific learning.

Readings are chosen from a variety of sources; laboratory work, films, and occasional field work are features of the course.

June 28–August 1

13

100-Level courses 131. Physical Science

L1 14

The Physical Science program is designed to integrate both introductory chemistry and physics fundamentals into a fiveweek class that will enable the student to have a solid grasp of beginning topics.

The material covered will include a crash course into math basics such as scientific notation, significant figures, and the use of exponents. Other topics are Atomic Theory and Structure, Thermodynamics, Electrostatics, Enthalphy changes in Chemical Reactions, Nomenclature, and Reaction Types. The course will stress the interaction of matter on the atomic and molecular levels and as we look into the structure of the atom and how the subatomic particles interact within the atom and between molecules.

132. Chemistry

This introductory course offers the student the fundamentals of chemistry and an opportunity to analyze modern environmental and biological problems from a chemical perspective. A conceptual understanding of chemistry is taught through lectures, demonstrations, laboratory experiments, and seminar discussions.

Students are introduced to the lab reporting process and practice the skill. Readings are chosen from a variety of sources; laboratory work, films, and occasional field work are features of the course.

Note: Open to Liberal Studies only 133. Physics – New!

This is an introductory course in physics that emphasizes conceptual understanding and laboratory experience. Topics covered will include motion, Newton’s laws of mechanics, energy and momentum, thermodynamics and the description of gases, and if time permits electricity and magnetism. While conceptual understanding is emphasized, students will also be introduced to a precise, quantitative description of nature with a problem solving approach that uses elementary math skills.

Taft Summer School

134. Introductory

Environmental Science

This course is an introduction to the environmental science through exploration of Ecology and physical elements of the world around us. Centered through the investigation of the planet and its ecosystems, this course will provide a window for students into the laboratory sciences of the high school and scientific inquiry and methods. Rather than a standardized text, readings will be taken from a variety of sources. Laboratory work, field trips, and use of Taft property are prominent features of this course.

136. Forensic Science – New!

This course introduces students to the principles and practices found in the field of forensic science, which draws from the biological and physical sciences. The course begins by examining the theories and concepts necessary to effectively examine, analyze, and reconstruct a major crime scene. Specifically, the legal issues related to the search and seizure of physical evidence, crime scene documentation techniques, and basic crime scene reconstruction methods will be studied. Students will also study trace evidence and how it is analyzed, compared, interpreted, and used in criminal investigations. Types of trace evidence to be discussed will include glass, paint, hair, fiber, and fingerprints. Case studies of actual crimes and trials will be discussed to illustrate how the science and techniques may be used in the real world.

Language Department 140. Introduction to French

This course is designed for a student with little or no experience in French who intends to pursue French at the secondary level. The basic skills of listening, reading, writing and speaking are taught. The students work in the Language Learning Center, a state-of-the-art audio, video, and computer facility.

141. Intermediate French

This course is an intensive review offered to students who have completed one or two years of French, but is flexible in structure and is easily adaptable to the specific needs of those enrolled. The course is designed to improve each student’s ability to read, write and converse in French. Depending upon the needs of the student, a first or second year text is used with a variety of supplementary materials.

142. Introduction to Spanish

This course is designed for a student with little or no experience in Spanish who intends to pursue Spanish at the secondary level.

The basic skills of listening, reading, writing and speaking are taught. The students work in the Language Learning Center, a state-ofthe-art audio, video, and computer facility.

143. Intermediate Spanish

This course is an intensive review of Spanish offered to students who have completed one or two years of the language, but is flexible in structure and is easily adaptable to the specific needs of those enrolled. The course is designed to improve each student’s ability to read, write and converse in Spanish.

Depending upon the needs of the student, a first or second year text is used with a variety of supplementary materials.

144. English as a Second Language

The ESL Program is divided into different levels. Each student is enrolled in the level most appropriate to his or her abilities.

Placement is determined by the SLEP

(Secondary Level English Proficiency) test which is administered the first day of the session. Students determined to need more instruction in ESL are placed in a tutorial in addition to the ESL class.

Writing assignments stress organization and grammar. Students write compositions frequently, and they are expected to develop a clear and organized writing style, free of slang and awkward construction.

During the course, students read from a variety of sources. They are exposed to unedited journalistic prose, and at each level students read short stories and a novel. A grammar and vocabulary book supplement the readings. In class, students are required to speak only English.

All ESL students have the option to take the Institutional Test of English as a Foreign Language (TOEFL), an unofficial test designed to familiarize the students with the TOEFL exam. Prior to the test, students take practice exercises in class.

Enrollment in the ESL Program is limited. Early application and enrollment are advisable.

145. Introduction to Latin – New!

This course is designed for a student with little or no experience in Latin who intends to pursue Latin at the secondary level.

This course provides a foundation in the forms, grammar, and vocabulary of the Latin language and it works so that student can read original passages of Latin prose and poetry. Because the class stresses Latin’s influence on English, students gain a heightened understanding of English vocabulary and grammar.

146. Intermediate Latin – New!

This course is an intensive review of Latin offered to students who have completed one or two years of the language, but is flexible in structure and is easily adaptable to the specific needs of those enrolled.

After a thorough review of grammatical concepts and vocabulary introduced in first year Latin, students transition to studying increasingly difficult grammatical concepts. Memorization of vocabulary, derivatives, and verb synopses are emphasized as students work to expand their grammatical foundations.

History Department 150. Early American History

This course examines the colonization of North America and the foundation of the United States. Students will examine the formation of the thirteen colonies, the American Revolution, the creation of the republic and its formative years.

Daily reading assignments are given and emphasis is placed on a collaborative examination of material. Students engage in daily discussions but formal debates and other teaching methods are utilized.

Quizzes and tests are some of the evaluation methods, but an emphasis is placed upon construction of historical persuasive essays.

animation. There is an emphasis on the development of personal style through the exploration of both traditional and nontraditional media and a variety of subject matter. Art history forms the base of many assignments and students are asked to conduct independent research as well. The course includes instruction in framing and matting in preparation for a gallery exhibit at the end of the term.

161. Photography

This course reviews American political, social, and cultural history since the end of World War II. Students will examine specific topics such as the Cold War and the Vietnam War. Students will also develop historians’ skills. Critical reading, evidencebased essay writing, and primary source analysis are emphasized. At the end of term, evidence from research is included in the writing process and students compose a research paper as a final project.

(Traditional and Digital) This course combines traditional darkroom ‘wet’ practices with the digital ‘dry’ process.

Open for enrollment to both beginner and advanced students, this course will address technical and aesthetic aspects of photography. Students will learn to develop black-and-white film and print from negatives. In addition, they will learn the fundamentals of digital image adjustment, including matching the printed output to the image. Picture making values and ideas will be discussed throughout the course.

At the end of the summer term, students will have the opportunity to showcase their final product at the student art show.

This course requires both, a 35mm camera and a digital camera. Enrollment is limited to eight participants.

152. Modern United States

162. Clay Workshop

151. Modern United States History

History – ESL

This course is identical to History 150, but reading and writing assignments are designed for students for whom English is a second language.

Arts Department 160. Studio Art

This course focuses on exploration in the studio. Students with limited experience are welcome, but should expect to be challenged.

Students enrolled in the studio art course assemble portfolios through a series of projects that require creative thinking, problem solving, and attention to aesthetics.

Innovative studio art projects concentrate on the elements of art and principles of design through drawing, painting, printmaking, assemblage, installation, and even flipbook

Explore the exciting versatility of clay.

Use the power of hands and imagination to create sculptures and pottery. Devoted to personal attention, this course is for the student with no previous experience or for those seeking further development of hand building, throwing and glazing skills. Many hand-building methods will be explored; slab, coil, dowel, mold, pinch, trapped air and the use of textures. Basic throwing, as well as more advanced techniques, will also be taught. Students work at their own pace and experimentation and personal goals will be encouraged. Students will be able to combine throwing and hand building techniques to enhance their ability to build more individualized pieces. Various artists will be introduced to inspire creative thinking. Students will have an opportunity to display their work at a gallery exhibit at the end of the term.

June 28–August 1

15

200-Level courses English Department 210. Creative Writing

L2 16

Creative Writing provides a variety of opportunities for those students with a special interest in and a flair for writing poems, scenes, and stories—that is, for using language for effect. The assignments are technical and sequential, designed to develop talents in both writing and editing.

The students write in class as well as outside.

Three major creative pieces are polished to be evaluated by the instructor and the class in group editing sessions. The instructor also holds individual conferences with each participant to help the student form experiences and observations into patterns of images and dialogue. Particular attention is given to vivid characterization, varieties of narrative techniques, and principles of “affective” writing, such as appeal to the senses, objectivity, understatement, ellipses, and pace. This course is open to any student who is reasonably confident with and interested in writing. It will be offered in two sections; one section for younger students and the other for older students.

211. Journalism

Journalism provides a variety of opportunities for those students with an interest in constructing and creating news stories. The assignments are designed to develop talents in both writing and editing, and the students write both in and out of the classroom. The culminating project of a school newspaper will be preceded by a variety of smaller assignments, designed to build confidence and refine technique. The instructor also holds individual conferences with each participant to help the student build clarity of expression. Particular attention is paid to exploring the methods of investigative journalism, including conducting of interviews and research.

This course is open to any student who is reasonably confident with and interested in writing. It will be offered in two sections; one section for younger students and the other for older students.

Taft Summer School

215. Writing the College Essay – New!

Your college essay is one of the most important pieces of your application, and it’s also the one part that you control completely.

Begin the writing process through the construction of a few essays over the summer.

The course will offer constructive feedback while providing tips of do’s and don’ts in answering those essay prompts of previous college essays.

Language Department 220. Young Scholars Spanish

This course is for the young scholar who will be taking Spanish in the fall and who seeks a less intensive course than Spanish 142 or 143. A major component of the course is basic conversation, and students are introduced to grammatical topics at the elementary level. Any young scholar who will be enrolled in Spanish in the fall should consider taking this course.

221. Conversational English

This course is for the student whose first language is not English and who wishes to continue practicing his/her English in a more informal, relaxed setting. Emphasis will be on natural expression and the assimilation of useful vocabulary and idioms.

Science Department 215. Contemporary

Environment Issues

This elective introduces students to the scientific issues of the day. Students will examine issues such as global warming, alternative energy sources, and water management. The course will alternate

between courses of exploration and research, and debate and discussion of possible solutions. Oral skills, specifically debate or presentations, will be emphasized, as well as researching skills.

226. Introduction to Organic Farming

This course will assist students in understanding the growth and field of agriculture and horticulture. In addition to the class work, students will help with the management of the School’s organic vegetable garden.

Arts Department 231. Introduction to Photography

(limited enrollment) Introductory Photography is offered for those students who have little or no experience with a 35mm camera and darkroom procedure. This course will address basic darkroom practices, including the proper operation of a 35mm SLR camera, film developing, making prints, and a special project producing pictograms. Students enrolled in this introductory course will create a personal portfolio and exhibit their work at the end of school art show. A 35mm camera is required for this course.

233. Acting

This is a course for students interested in beginning acting. Topics covered include movement, voice, characterization, and analysis of text. Further, production aspects of make-up, costume and scene making are considered. Students will have the opportunity to perform sat the Arts Festival at the end of the term.

er “Our son had a great summ iends.” and made some new, good fr

234. Introduction to Studio Art

This course focuses on exploration in the studio. Students enrolled in the 200-level studio art course assemble portfolios through a series of projects that require creative thinking, problem solving, and attention to aesthetics. Innovative studio art projects concentrate on the elements and principles of art through a variety of 2 and 3-dimensional art forms. There is an emphasis on the development of personal style through the exploration of both traditional and non-traditional media and a variety of subject matter. The course includes instruction in preparing for a gallery exhibit.

236. Digital Video Production

(limited enrollment) In this class, students will learn to operate a digital video camera, including how to transfer video to a computer for editing and back to the camera, tape or CD. Students will also learn about different types of shots and angles, and how they can help to convey a story. They will write and storyboard short thematic projects, which they will then shoot, download to a computer, and edit using iMovie. With the iMovie software, they will also add titles, music, voice over and special effects.

Finally, students will learn to save their projects in a variety of media formats. This course is designed for students entering grades 9 through 12. A digital video camera is required for this course.

237. Explorations in Clay

Designed for both, beginners and advanced students, this course teaches a variety of hand building techniques, including pinch, coil, and slab work. In addition to hand building, students will be able to spend time working on the potter’s wheel to develop techniques

with centering, throwing cylinders, and then proceeding into more advanced varieties of bowls and vases. Students will learn how to decorate and glaze their ceramic pieces. The class will be devoted to personal attention and exploration, and personal goals will be encouraged. Students will have an opportunity to display their work at a gallery exhibit at the end of the term.

243. Current Events

In this course, students will have the opportunity to discuss, read and write about current events. These issues will stimulate interest and enhance awareness of the world around us. Students will be required to study newspapers and periodicals and to participate in all class discussions.

244. American Public Policy

History Department 241. International Affairs

This course is designed to stimulate students’ interest in international relations and foreign policy. As a result of their experiences in the class, they become more astute observers of the international scene and better understand the problems facing the world. Strong emphasis is placed on both the historical background and the realities of the modern world scene. Students are assigned readings and gain considerable experience in utilizing library sources emphasizing a variety of viewpoints. Much attention is given to the development of critical thinking, and a large portion of the course is devoted to activities that promote student involvement.

242. Introduction to American Government

This course is designed to introduce students to the principles that define American government. Students will examine the development of political thought and the creation of the Constitution. Understanding the three branches of government and their relationship to the rights of American citizens will be a primary focus. Additional time is spent on understanding how government evolves as culture and the needs of its people change.

This course provides an overview of the policy making process and of major public policy issues that face the United States today. Students will study policies and political challenges in areas such as economic and tax policy, health care, education, environment and energy, foreign policy, national security, and homeland security. Students will utilize newspapers, magazines and internet sources to further their understanding of the topic and participate in daily discussions.

250. The Research Paper

This course is designed to familiarize students with techniques of research in a modern library. After successful completion of this course, students will be able to select and narrow a research topic. They will be able to find and use a variety of resources including reference materials, books, journals, online databases, and the World Wide Web. Students will learn how to evaluate information, particularly information found on the Web. They will also learn strategies for searching the Web to find authoritative information.

Lessons will cover how to document sources using an appropriate citation style. These skills will not be developed in isolation; rather through interesting historical and current events topics. The skills learned throughout the course will be applied in a final short research paper.

June 28–August 1

17

200-Level courses Special Electives 239. Testing, Reading, and Study Skills: ESL

This course is similar to 240, with the difference that it is designed to meet the needs of students in the ESL program.

L2 18

240. Testing, Reading and Study Skills

This course is designed for students who wish to develop greater reading comprehension, improve their reading speed, and increase their vocabulary.

Techniques which can help students use their study time more effectively are also taught. Vocabulary development is accomplished by the study of prefixes, roots, and suffixes and by teaching students how to use context clues. Students are also taught how to develop greater skill in writing coherent paragraphs. There is training in the art of taking college board SAT’s and achievement tests, and there is also frequent practice in reading articles for development of both speed and comprehension. Students with a wide range of abilities can benefit from the course.

245. Preparing for the SAT

246. Preparing for the SAT

This course, taught by Summit Educational Group’s expert Critical Reading and Writing instructors, will focus on the academic skills and testtaking strategies required to succeed on the SAT. Summit will provide students with a program of instruction customized to meet their individual needs and maximize their scoring potential. Each student receives an SAT course book, practice tests, and vocabulary flashcards, as well as free access to Summit’s online SAT preparation supplement. The online program is available 24/7 and provides audible and text-based lesson reviews, as well as unlimited SAT practice problems and quizzes. Parents and students will receive access to Summit’s online portal, which can be used to monitor student attendance and homework completion, obtain homework assignments, and review detailed practice test score reports.

Taught by expert instructors, Summit Educational Group’s SAT Math preparation balances fundamental academic skills in algebra and geometry with essential test-taking strategies to offer a comprehensive and effective preparation program for all students.

Each student receives an SAT course book, practice tests, and math flashcards, as well as free access to Summit’s online SAT preparation supplement. The online program is available 24/7 and provides audible and text-based lesson reviews, as well as unlimited SAT practice problems and quizzes. Parents and students will receive access to Summit’s online portal, which can be used to monitor student attendance and homework completion, obtain homework assignments, and review detailed practice test score reports.

Exam: Verbal

Exam: Mathematics

r ecision to send ou d r ou h it w y p p a ry h e to She had a chanc “W e have been ve l. oo ch S er m m u aft S e with lots of new daughter to the T om h ck ba e m co lish and improve her Eng .” around the world friends from all

2014 Taft Summer School Class

Taft Summer School

249. Preparing for the

SSAT Exam: Mathematics

247. Introduction to Psychology

This course is designed as an introduction to psychology. Topics to be covered include the history of psychology, the mind, brain and biological bases of behavior, personality, learning and motivation, psychopathology, and psychotherapy.

248. Preparing for the SSAT Exam: Verbal

This course, taught by Summit Educational Group’s expert SSAT Verbal instructors, will focus on test-taking strategies and academic skills in reading, synonyms, analogies, and essay writing.

Summit will provide each student with a program of instruction customized to meet their individual needs and maximize their scoring potential. As part of the course, each student receives an SSAT course book, practice tests, and vocabulary flashcards.

Parents and students will receive access to Summit’s online portal, which can be used to monitor student attendance and homework completion, obtain homework assignments, and review detailed practice test score reports.

Staffed by an SSAT Math expert from Summit Educational Group, this course will focus on the test-taking and academic skills necessary to maximize scores on the SSAT. Because each student truly learns differently, Summit customizes instruction to meet the needs of individual students. As part of the course, each student receives an SSAT course book and practice tests. Parents and students will receive access to Summit’s online portal, which can be used to monitor student attendance and homework completion, obtain homework assignments, and review detailed practice test score reports.

251. Time Management, Organizational, and

Test-Taking Strategies

The primary focus of this course is to increase students’ academic performance by teaching effective time management, organizational, and test-taking skills.

Students will learn how to set goals, make choices, and establish priorities. The course focuses on organizing work space, binders and notebooks, and how to effectively use a daily planner. Training will be provided in the art of taking College Board and achievement tests, including development of speed and reading comprehension. The course will also discuss strategies to minimize social media distractions. Students who are not currently maximizing their academic potential can benefit from this course.

252. Public Speaking

This course is designed to introduce students to the basic techniques of effective speaking in public.

260. Preparing for the

(NEW) SAT Exam: Verbal

This course, taught by Summit Educational Group’s expert SAT Verbal instructors, will focus on the academic skills and test-taking strategies required to succeed on the NEW SAT. Summit will provide students with a program of instruction customized to meet their individual needs and maximize their scoring potential. Each student receives a NEW SAT course book, and practice tests, as well as free access to Summit’s online SAT preparation supplement. The online program is available 24/7 and provides audible and text-based lesson reviews, as well as unlimited SAT practice problems and quizzes.

Parents and students will receive access to Summit’s online portal, which can be used to monitor student attendance and homework completion, obtain homework assignments, and review detailed practice test score reports.

Note: This class will be in preparation for the NEW SAT, which will be administered beginning March 2016.

261. Preparing for

the (NEW) SAT Exam: Mathematics

This course, taught by Summit Educational Group’s expert SAT Math instructors, will focus on the academic skills and test-taking strategies required to succeed on the NEW SAT. Summit will provide students with a program of instruction customized to meet their individual needs and maximize their scoring potential.

Each student receives a NEW SAT course book, and practice tests, as well as free access to Summit’s online SAT preparation supplement.

The online program is available 24/7 and provides audible and text-based lesson reviews, as well as unlimited SAT practice problems and quizzes. Parents and students will receive access to Summit’s online portal, which can be used to monitor student attendance and homework completion, obtain homework assignments, and review detailed practice test score reports.

Note: This class will be in preparation for the NEW SAT, which will be administered beginning March 2016.

June 28–August 1

19

2014 Summer School FACULTY FA 20

Faculty members at Taft are selected on the basis of their excellence in teaching, their commitment to young people, and their desire to instill enthusiasm for learning. The Summer School faculty is chosen primarily from the regular school-year faculty and from other independent schools; in addition, several teachers from public schools join our staff for the summer.

Advisors A close, supportive relationship with an adult is an important ingredient in a student’s summer. Each student will be assigned a faculty advisor at the end of the first week of classes. The advisor will help monitor the progress of each student throughout the remainder of the session. Advisors will report to parents in writing at the end of the summer, but should parents have questions about the school during the course of the summer, they should feel free to contact their son’s or daughter’s advisor.

Taft Summer School

Secondary School Counseling The Summer School offers any interested student an informational session and interview with an admissions officer at Taft. Arrangements for these meetings can be made through the Summer School director.

“We were very pleased with the comprehensive report back from his advisor and instructors…”

Interns Each summer, Taft selects several outstanding college upper classmen or recent graduates who are interested in education to assist the faculty.

Interns work in the classroom with a senior teacher, live in the dormitories, assist in the afternoon sports, and serve as advisors to Summer School students. They are an essential part of the Summer experience, and Summer School students often form lasting friendships with these young adults.

“Our son had a fa ntastic stay at th e Taft Summer and he was espec School ially impressed by the skilled instru ctors.”

2014 Faculty Thomas W. Antonucci* M.A.T., University of New Hampshire Director Craig Badger M.A. Wesleyan University History Shavar Bernier* B.A. Connecticut College Director of Athletics Debi Bender B.F.A., Temple University Advanced Studio Art Carly Borken* M.E.M., Duke University; University of Hawaii Head of Environmental Science Program Greg Chase B.A., Yale University English/Journalism/Dorm Head Patrick Clare** B.A., Tufts University History Jake Dellorco B.A. Tufts University Mathematics Chime Dolma B.A. Middlebury College ESL Coordinator/ Conversational English Eileen Fenn* M.A., Boston College; St. Lawrence University Head of English Department/ Intern Coordinator Elizabeth A. Goldman B.A., Georgetown University Mathematics/Dorm Head

Shannon Lenz Guidotti* M.S., University of Maryland, Mount Holyoke Head of Science Department/ Biology

Martha Pascoe** B.S., St. Lawrence University Science/Dorm Head

Theresa Hardcastle B.A., Kenyon College English

Kathryn Rigley M.S., New York Institute of Technology; University of Dayton English/TRS Coordinator

Susan A. Keown M.A., Goddard College; Skidmore College Studio Art/Ceramics

Nathaniel Southard M.A., University of Connecticut Mathematics

Phillip Koshi* M.A., Arizona State University; St. Lawrence University Spanish/Dorm Head

Yee-Fun Yin* M.F.A., Hartford Art School, University of Hartford; Yale Photography

Sarah Koshi* B.A., Arizona State University English

Benjamin H. Zucker** B.S., John Hopkins University Mathematics/Acting

Amber LaPointe M.A., University of Hartford English/Journalism

2014 Interns

Stephen LaRochelle B.A. Hamilton College Creative Writing Michelle Lawson B.A., Bowdoin College Science/Dorm Head Kara McCabe** M.A., University of Vermont; Colby College English/Public Speaking

Sarah Freeman Bowdoin College Kristin Glasheen Colby College Glenn Marie Hartman-Mattson Wesleyan University Emily Jones Georgetown University Matthew MacDonald Hamilton College Nick Manfreda** Bucknell University Kate Moreau** Middlebury College Elizabeth Perkins Washington University in St. Louis

James Albrecht Wesleyan University

Catherine Ruland State University of New York at Oswego

Lauren Bly** Boston College

Johnna St. Cyr Colby College

Kathryn Foley Marist College

James Wendt, Jr. University of Connecticut

* Current or former Taft School Faculty | ** Taft School Graduate

Donald Padgett* M.S.T., Rutgers; University of New Hampshire Head of Mathematics Department Ozzie Parente* B.S. Wesleyan University Co-Dean of Students

21 June 28–August 1

Admission AD 22

The Taft Summer School seeks students interested in striving for excellence.

Students should be willing to conduct themselves maturely, both inside and outside the classroom, or they will not be able to take advantage of the challenging academic program. The atmosphere of the Summer School is informal, but the program is designed with the expectation that each student will be willing to work hard to enhance his/her academic profile. Experience has shown that students who are unwilling to make a commitment to their work should not consider spending a summer at Taft.

Applicants will be evaluated on the basis of their academic record, the personal recommendation of their school head or principal, and the recommendation of two classroom teachers. The admissions committee is particularly interested in students whose enthusiasm will allow them to take full advantage of our summer program. Applications will be acted upon within two weeks of receipt of the application form, recommendations, and the application fee. A waiting list will be established when the programs being offered become full. While an interview is not required, students and their parents may visit the school by appointment.

The Summer School admits students of any race to all rights, privileges, and programs, and does not discriminate on the basis of race, color, creed, sex, or national origin in the administration of its policies or program.

had a r e t h g ” ! u t a f d a T t a “My r mme u s s u o l e v r ma

“I want to tha nk you for your help with the admission process. I kno w that I had a lot of questi ons, and I appreciate you r patience...”

Summer School Facts Enrollment

Total: 151 Boys: 79 Girls: 72 Boarding: 132 Day: 19 Geographic Distribution

17 states 23 countries

Faculty-to-student Ratio:

4:1

Average Class Size:

10

Volumes in Library:

59,500

Campus Size:

224 acres

Taft Summer School

Tuition and Fees Tuition and Fees Boarding Students: $6,900

This amount covers tuition, room and board, airport transfers, and all schoolwide trips and activities.

Additional cost: In addition to the tuition fee we ask each boarding student to deposit at least $450 to cover books, supplies, incidentals, and personal spending money. Students may access money for supplies and personal spending through their student bank account.

Any money remaining in the bank will be refunded to the parents after all summer charges have been reconciled.

International students are required to deposit an additional amount to be determined for mandatory health insurance coverage.

Financial Aid

Limited need based assistance is available to full-time students. The deadline to apply for financial assistance is March 1. Application forms are available at www.TaftSchool.org/summer.

Full-time Day Students: $3,950

This amount for full-time day students living in Watertown or the immediate vicinity covers tuition and lunches on Mondays through Saturdays. Full-time day students, with the permission of the Director, are invited to participate in some of the weekend trips at an additional cost.

In addition to the above charges, we ask each day student to deposit at least $300 to cover books, supplies, and incidentals. This money will be placed in the student’s account at registration, and the student may access his account in the School store.

Any money remaining in the bank will be refunded to the parents after all summer charges have been reconciled.

Note: Day students who wish to attend only part-time may do so with permission of the Director. The cost is $1,200 per course.

Application Fee

A nonrefundable application fee of $50 is due with each application.

Tuition Due Date

Within two weeks of official notification of acceptance to the program, a nonrefundable deposit of $1000 is required to hold a student’s place in the program. The remainder of the tuition is due by June 1st.

As the School must honor financial commitments that are made based on expected enrollment, the tuition of any student who voluntarily withdraws or is dismissed from the program after June 28th will not be refunded.

Payment Methods

The Taft Summer School accepts checks, Visa, Mastercard and wire transfers.

Reports

At the conclusion of the summer session, parents will receive a description of the work covered in each course, a report on the student’s progress, and an achievement grade and an effort grade.

The student’s advisor will send a report on the student’s overall record. If copies of reports are to be sent to anyone in addition to parents, please indicate this on the application.

International Student Arrival and Departure

Because of the complexity of international flight schedules and the fatigue often associated with jet lag, we ask that international students arrive on Saturday, June 27th. For students traveling without a parent or guardian, Taft will provide transportation, free of charge, from JFK Airport in New York.

Please note: This service, offered at no additional charge to our students, is only available on June 27th and 28th, and on August 1st. Students planning to arrive or depart on days other than those outlined above are required to make their own transportation arrangements. Recommendations for local car services are available upon request. Additional fees will be charged to escort unaccompanied minors.

Immigration

Due to the nature of our summer program, the Immigration and Naturalization Service (INS) has confirmed that an I-20 form and an F1 student visa are not required to enter the U.S. for attendance at the Summer School. Visitors to the Taft summer session may continue to enter the U.S. in Visa Waiver or B-2 status (depending on the country of origin) as they have in the past.

A letter, detailing the purpose for the visit to the U.S., will be mailed to the student after enrollment in the program.

If you have questions regarding your immigration status, please contact your local U.S. Embassy.

23 June 28–August 1

how to Apply AP 24

Instructions to the Applicant 1.

Carefully fill out application Form A (do not forget to select your courses.) Next, ask your parents or guardians to sign the back of the form and mail it to the Summer School office, or fax the form to 860-945-7859.

Enclose a $50 application fee payable to Taft Summer School, or ask your parents or guardians to provide a credit card number and expiration date.

2.

Give Forms B, C and D to the appropriate educator. Provide a stamped and addressed envelope with each form and ask your school to mail the completed forms to the Summer School office, along with a copy of your transcript.

Note: If you applied to the Taft School for the 2015–2016 academic year, you need not send the additional transcripts and recommendations to the Summer School. Simply fill out Form A and indicate in the appropriate space that you have applied.

We will obtain your records from the Admissions office.

Taft Summer School

ADDiTiONAL iNFOrMATiON For more information conTacT

Thomas W. Antonucci or Kristina Kulikauskas email

SummerSchool@TaftSchool.org Phone

fax

860-945-7859

heriTage inn

marrioTT courTyard

Heritage Village Southbury, CT 203-264-8200

Waterbury, CT 203-596-1000

crowne Plaza souThbury

Waterbury, CT 203-753-1777

Southbury, CT 203-598-7600 holiday inn exPress

The hamPTon inn

liTchfield inn

June 28–August 1

860-945-7961

Lodging

Litchfield, CT 860-567-4503

Waterbury, CT 203-575-1500

Best routes to Watertown by car from bosTon (120 miles)

from new york ciTy

West via Massachusetts Turnpike to Sturbridge, Exit 9; west on Interstate 84 to Exit 20; north on Route 8 (3.9 miles) to Exit 37; turn left at bottom of exit ramp (Route 262 west) for 1.7 miles. At second light, turn right (still on Route 262). After approximately 2 miles, turn left at 2nd light onto Route 6 west. Taft appears after approximately 1 mile on Route 6.

By Air, Train, Limo, or Bus

North via Hutchinson River Parkway to White Plains; north on Interstate 684 to Exit 9 east; east on Interstate 84 to Southbury, Exit 15. At bottom of exit ramp, turn left onto Route 6 east through Woodbury to Watertown (12 miles from Exit 15).

Bradley International Airport, near Hartford/Springfield, is 50 miles, an hour and five minutes from the school.

Connecticut Limo 800-472-5466 runs regular service from Bradley, LaGuardia, and JFK airports.

from bradley inTernaTional airPorT (55 miles)

South via Interstate 91 to Hartford; west on Interstate 84 to Exit 20; north on Route 8 (3.9 miles) to Exit 37; turn left at bottom of exit ramp (Route 262 west) for 1.7 miles. At second light, turn right (still on Route 262). After approximately 2 miles, turn left at 2nd light onto Route 6 west. Taft appears after approximately 1 mile on Route 6.

(90 miles)

j

from albany (105 miles)

East via NY State Thruway (I-90) which becomes Mass Pike, exit at Exit 2.

Head east on Route 20, then South on Route 8. At Exit 38 (Thomaston), go straight at the bottom of the exit ramp onto Route 6 west. Taft is on the right in approximately 7 minutes.

j j

j j

j

Amtrak 800-872-7245 Bonanza Bus Lines 203-755-2700 Greyhound Bus (Hartford) 860-522-9267 Metro North Train 800-638-7646 Travel Center (Waterbury) 203-756-8941 Yellow Cab (Waterbury) 203-754-5151

There are daily trains and buses from New York City to nearby Waterbury and regular bus service from Hartford and New Haven.

The Taft School actively seeks and admits students of any race to all its rights, privileges, programs and activities and does not discriminate on the basis of race, color, creed, sex, sexual orientation, or national origin in the administration of its policies and programs.

Photography: Genevieve Bleidner, Kathryn Foley, Peter Frew, Good Design, Susan Keown, Panfoto, Yee-Fun Yin Design: Good Design, LLC—gooddesignusa.com Printing: Service Press

June 28–August 1, 2015

The Taft School 110 Woodbury Road

Watertown, CT 06795-2100 860-945-7961 SummerSchool@TaftSchool.org TaftSchool.org/summer

TAFT SuMMEr SChOOL

TAFTSChOOL.OrG/SuMMEr

FACILITIES Academic Facilities

Residential Halls

3 4 9 9 15 19

2 Horace D. Taft Hall 4 Charles Phelps Taft Hall 6 John L. Vogelstein ’52 Dormitory 13 Cruikshank House 17 Congdon House 24 MacIntosh House 25 Centennial Dormitory 26 Upper School Girls Dormitory

19 20 21 22 40

Woolworth Faculty Room Pinto Family Language Lab Arts and Humanities Center Digital Design Computer Lab Moorhead Academic Center Lady Ivy Kwok Wu Science and Mathematics Center Wu Computer Lab Laube Auditorium Hulbert Taft Jr. Library Nancy and Ben Belcher Learning Center Mortara Family Academic Wing

Arts Facilities 4 5 7 9 9 9 9 9 10 14 >

Choral Room Bingham Auditorium Pailey Dance Studio Electronic Music Studio Photography Dark Rooms Music Practice Rooms Woodward Black Box Theater Gail Wynne Studio Mark W. Potter ’48 Art Gallery Tremaine Art Studio Walker Hall

Athletic Facilities 28 29 30 31 32 33 34 35 36 37 38 39 41 42 A G C

McCullogh Athletic Facility Mays Rink Logan Field House Paul and Edith Cruikshank Athletic Center Odden Hockey Arena Snyder Field Rockefeller Field William Weaver Track Parents’ Association Field House Geoffrey C. Camp Field Lawrence H. Stone Baseball Pavilion at Rockwell Field Softball Field Donaldson Family Pavilion Katie Jackson Morrison ’92 Soccer Field Athletics Fields Golf Course

Dining Facilities 8 Oscarson Jigger Shop 12 Moorhead Wing j East Dining Hall

j Laube Dining Hall

j Prentice Dining Hall

Spiritual 5 Bingham Auditorium > Walker Hall > Woodward Chapel

Student Union 8 Oscarson Jigger Shop

Other 1 Main Entrance 4 School Store 11 Potter’s Pond 18 Martin Health Center 23 Centennial Quadrangle 27 Wade House P Parking A D Admissions

Off-Campus Facilities > Alumni Development Office

25 The Green > Business Office 39 The Green > Walker Hall 50 DeForest Street > Woodward Chapel 25 The Green

June 28–August 1, 2015

FACILITIES Academic Facilities

Residential Halls

3 4 9 9 15 19

2 Horace D. Taft Hall 4 Charles Phelps Taft Hall 6 John L. Vogelstein ’52 Dormitory 13 Cruikshank House 17 Congdon House 24 MacIntosh House 25 Centennial Dormitory 26 Upper School Girls Dormitory

19 20 21 22 40

Woolworth Faculty Room Pinto Family Language Lab Arts and Humanities Center Digital Design Computer Lab Moorhead Academic Center Lady Ivy Kwok Wu Science and Mathematics Center Wu Computer Lab Laube Auditorium Hulbert Taft Jr. Library Nancy and Ben Belcher Learning Center Mortara Family Academic Wing

Arts Facilities 4 5 7 9 9 9 9 9 10 14 >

Choral Room Bingham Auditorium Pailey Dance Studio Electronic Music Studio Photography Dark Rooms Music Practice Rooms Woodward Black Box Theater Gail Wynne Studio Mark W. Potter ’48 Art Gallery Tremaine Art Studio Walker Hall

Athletic Facilities 28 29 30 31 32 33 34 35 36 37 38 39 41 42 A G C

McCullogh Athletic Facility Mays Rink Logan Field House Paul and Edith Cruikshank Athletic Center Odden Hockey Arena Snyder Field Rockefeller Field William Weaver Track Parents’ Association Field House Geoffrey C. Camp Field Lawrence H. Stone Baseball Pavilion at Rockwell Field Softball Field Donaldson Family Pavilion Katie Jackson Morrison ’92 Soccer Field Athletics Fields Golf Course

Dining Facilities 8 Oscarson Jigger Shop 12 Moorhead Wing j East Dining Hall

j Laube Dining Hall

j Prentice Dining Hall

Spiritual 5 Bingham Auditorium > Walker Hall > Woodward Chapel

Student Union 8 Oscarson Jigger Shop

Other 1 Main Entrance 4 School Store 11 Potter’s Pond 18 Martin Health Center 23 Centennial Quadrangle 27 Wade House P Parking A D Admissions

Off-Campus Facilities > Alumni Development Office

25 The Green > Business Office 39 The Green > Walker Hall 50 DeForest Street > Woodward Chapel 25 The Green

June 28–August 1, 2015

ADDiTiONAL iNFOrMATiON For more information conTacT

Thomas W. Antonucci or Kristina Kulikauskas email

SummerSchool@TaftSchool.org Phone

fax

860-945-7859

heriTage inn

marrioTT courTyard

Heritage Village Southbury, CT 203-264-8200

Waterbury, CT 203-596-1000

crowne Plaza souThbury

Waterbury, CT 203-753-1777

Southbury, CT 203-598-7600 holiday inn exPress

The hamPTon inn

liTchfield inn

June 28–August 1

860-945-7961

Lodging

Litchfield, CT 860-567-4503

Waterbury, CT 203-575-1500

Best routes to Watertown by car from bosTon (120 miles)

from new york ciTy

West via Massachusetts Turnpike to Sturbridge, Exit 9; west on Interstate 84 to Exit 20; north on Route 8 (3.9 miles) to Exit 37; turn left at bottom of exit ramp (Route 262 west) for 1.7 miles. At second light, turn right (still on Route 262). After approximately 2 miles, turn left at 2nd light onto Route 6 west. Taft appears after approximately 1 mile on Route 6.

By Air, Train, Limo, or Bus

North via Hutchinson River Parkway to White Plains; north on Interstate 684 to Exit 9 east; east on Interstate 84 to Southbury, Exit 15. At bottom of exit ramp, turn left onto Route 6 east through Woodbury to Watertown (12 miles from Exit 15).

Bradley International Airport, near Hartford/Springfield, is 50 miles, an hour and five minutes from the school.

Connecticut Limo 800-472-5466 runs regular service from Bradley, LaGuardia, and JFK airports.

from bradley inTernaTional airPorT (55 miles)

South via Interstate 91 to Hartford; west on Interstate 84 to Exit 20; north on Route 8 (3.9 miles) to Exit 37; turn left at bottom of exit ramp (Route 262 west) for 1.7 miles. At second light, turn right (still on Route 262). After approximately 2 miles, turn left at 2nd light onto Route 6 west. Taft appears after approximately 1 mile on Route 6.

(90 miles)

j

from albany (105 miles)

East via NY State Thruway (I-90) which becomes Mass Pike, exit at Exit 2.

Head east on Route 20, then South on Route 8. At Exit 38 (Thomaston), go straight at the bottom of the exit ramp onto Route 6 west. Taft is on the right in approximately 7 minutes.

j j

j j

j

Amtrak 800-872-7245 Bonanza Bus Lines 203-755-2700 Greyhound Bus (Hartford) 860-522-9267 Metro North Train 800-638-7646 Travel Center (Waterbury) 203-756-8941 Yellow Cab (Waterbury) 203-754-5151

There are daily trains and buses from New York City to nearby Waterbury and regular bus service from Hartford and New Haven.

The Taft School actively seeks and admits students of any race to all its rights, privileges, programs and activities and does not discriminate on the basis of race, color, creed, sex, sexual orientation, or national origin in the administration of its policies and programs.

Photography: Genevieve Bleidner, Kathryn Foley, Peter Frew, Good Design, Susan Keown, Panfoto, Yee-Fun Yin Design: Good Design, LLC—gooddesignusa.com Printing: Service Press

June 28–August 1, 2015

The Taft School 110 Woodbury Road

Watertown, CT 06795-2100 860-945-7961 SummerSchool@TaftSchool.org TaftSchool.org/summer

TAFT SuMMEr SChOOL

TAFTSChOOL.OrG/SuMMEr