2026-2027 Course Catalogue by Roxbury Latin

Catalogue 2026–2027

L K I

The Robert P. and Salua J.A. Smith Arts Center

Admission Office

The Charles T. Bauer Science Center

The Mary Rousmaniere Gordon Great Hall

The Jarvis Refectory

The McNay Wrestling Palaistra

The Ernst Wing

The Bernstein Tea Room

Rousmaniere Hall

The Albert H. Gordon Field House

The Perry Building

Indoor Athletic Facility and Hennessy Rink

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contents The Roxbury Latin School 4 Purposes and Goals 6 Ideals and Standards 6 Guidance System and Support 8 The Academic Program 12 The Arts 14 Classical Language and Civilization 19 English 24 Modern Languages 29 History 35 Information Services 42 Mathematics 44 Science 48 Tutorials 54 Independent Senior Projects 54 Hall Program 56 Beyond the Classroom 60 Activities 60 Community Service 65 Travel 68 In accordance with the democratic tradition of The Roxbury Latin School, established by John Eliot in 1645, the school follows a policy of admitting qualified boys of varied backgrounds without regard to race, religion, or ability to pay. Similarly it adheres to this policy in all other aspects of the administration of the school, employing

Athletics 70 Admission 74 Tuition and Financial Aid 75 The Classes 76

qualified individuals without discrimination by reason

The Faculty and Administration 80

of race, religion, gender, sexual orientation, or any other

The Trustees 83

category protected by law. Through the school’s longstanding policy of need-blind admission and enrollment, Roxbury Latin is dedicated to admitting qualified boys from all backgrounds and experiences, regardless of a family’s ability to pay tuition.

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The Roxbury Latin School is the oldest school in continuous existence in North America. Founded by John Eliot in 1645, in the reign of King Charles the First, the school today seeks to offer young men the finest secondary education possible. Roxbury Latin serves about 310 boys in grades 7-12. It seeks bright and promising students of various backgrounds from all segments of the greater Boston community. The school’s 117acre campus is located in the southwestern part of the city of Boston, in West Roxbury, between Chestnut Hill and Dedham. It is accessible by public transportation. Roxbury Latin’s endowments and the generosity of its alumni, parents, and friends enable the school to maintain a distinguished faculty, to charge a relatively low tuition, and to admit and enroll boys without regard to their families’ ability to pay. The opportunities afforded by the school are therefore available to a uniquely diverse student body. 5

Purposes and Goals The school’s founders directed the schoolmaster to “use his best skill and endeavors, both by precept and example, to instruct [students] in all scholastical, moral, and theological discipline.” The school remains committed to a comprehensive philosophy of education: it seeks to help a student grow and develop not just academically but morally, aesthetically, physically, and socially. One of the school’s foremost commitments is to the development of intellectual excellence. By means of a demanding academic program, traditionally structured in the lower grades and increasingly flexible at the upper levels, Roxbury Latin seeks to instill in its students a capacity for rigorous analysis, disciplined reflection, and lucid expression. We hope our students will come to experience the excitement and joy that result from hard and deep thinking. Since virtually all our graduates go on to college, Roxbury Latin seeks to enable its students to take advantage of the most demanding university curricula. Our principal concern, however, is the end toward which a boy uses his intellectual training. We care, most of all, what kind of person a boy is. The school’s founder, The Reverend John Eliot, stated that the school’s objective was to “fit [students] for public service both in Church and Commonwealth.” Our modern goal is that our graduates will go on to lead and serve. The school seeks today to reaffirm the standards fundamental to its Judeo-Christian heritage: honesty, simplicity, humility, respect and concern for others; and it tries to practice these values in its life as a community. The school also hopes to provide an environment in which a student will become aesthetically aware, and in which he will have the opportunity, through experiences in the arts and elsewhere, to express himself creatively. Roxbury Latin adheres to the classical precept mens sana in corpore sano. We do not expect all boys to be good athletes, but we do want them to be physically fit and to experience the cooperation and competition of organized sports.

Ideals and Standards We want our students to be strong, independent individuals, and we hope they will learn to enjoy solitude and to use it resourcefully. But our students also live within communities such as their families and school. We want them to be able to function effectively in such communities, and we help them to learn to get along with others and to practice courtesy and cooperation. Above all, we want our students to become men of character: knowing right from wrong, willing to use their influence for the good of others, and having the courage to stand—alone if necessary—for what they believe is right. Our fervent hope, then, and the goal of our endeavors within and beyond the classroom, is that our graduates will be men of integrity and conviction who will do something great with their lives.

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To achieve these aims, the school sets forth clear standards. The preface to the school’s Handbook outlines the moral foundation upon which the Roxbury Latin community is built: Fundamental Standards. People cannot live and work together unless they agree on certain basic standards. The Roxbury Latin School is a community. To remain a member of the school, a person must agree to abide by certain fundamental principles: 1.

Honesty is expected in all dealings.

Members and guests of this community are to be accorded respect and courtesy at all times.

Diligent use of one’s talents is an expected commitment in all school endeavors.

Private and public property are to be treated with care and respect for the rights of others.

School appointments are firm obligations. While the school’s standards are primarily applicable to the conduct of students while they

are at school or participating in school-sponsored activities, the school expects students to live by these standards at all times. Further Expectations. The standards set out above are lowest-common-denominator standards. While society as a whole has not been able to reach consensus about its precepts, one of the strengths—and challenges—of an independent school such as ours is that we are able to aspire to laudable values. In establishing school standards we do not seek to reach a social norm; rather we seek to create a school community that aspires to the highest ideals: 1.

Commitment to something more than one’s own self, including involvement in the life and activities of the school community.

Willingness to put the best interests of the community ahead of one’s own.

Courage to face derision in standing for what is highest and best in human life and society. A boy’s presence in the school signifies his acceptance of the standards and procedures set

forth in the Parent and Student Handbook. His failure to abide by these standards and procedures can result in disciplinary action, including dismissal. In enrolling or re-enrolling their sons each year, parents sign a statement expressing their willingness fully to abide by its procedures as set forth in the Parent and Student Handbook. The school reserves the right to terminate its association with a boy if, in its considered judgment, the boy’s association with the school is no longer desirable for him or for the school. However, serious disciplinary problems at Roxbury Latin are rare.

The Formal Guidance System and Support Faculty Advisors and Assessments Perhaps the school’s most distinctive feature is its advisor program. The school promises each boy will be known and loved, and the advisor tradition most effectively ensures this laudable goal. In the school’s formal guidance system, every student has an official faculty advisor. Younger boys and boys new to the school are either assigned an advisor or choose from a list of their teachers and coaches. Older boys express their preferences from among any of the faculty. Every effort is made to honor their preferences when advisors are assigned. Students are invested in the special relationship between advisors and advisees and bear a large share of the responsibility for making it work. The faculty advisor’s role is pastoral. The advisor seeks to understand the total life-picture of his/her advisee: the boy’s goals and values, his home and family life, his relationships with others in the school community, his commitment to and involvement in the curricular and extracurricular life of the school. The advisor listens, counsels, and encourages and even rebukes in appropriate doses. Some advisor/advisee meetings are formally arranged and set; others are casual and informal. Typically, an individual advisor/advisee meeting takes place every week. In November, an advisor meets with each advisee’s parents in order to discuss a boy’s progress and to arrive at common expectations. Occasionally, older advisees are included in these conferences. In May, every advisor writes an all-encompassing letter to each advisee’s parents. This letter covers every aspect of the boy’s life at school. Advisors typically read these letters to their advisees—and discuss them with them— before sending them home. Parents are encouraged to respond, if they wish, and sometimes a letter will result in a conference with the parents. Boys receive grade reports four times each year, in October (comprehensive comments accompany these grades), December, March, and June. At the end of these four marking periods, the faculty meets for an entire day to discuss boys in every class. Teachers sometimes, at this point, send home a written comment on a boy who has improved; teachers always write such a comment for a student in academic difficulty. If the faculty has serious overall academic or other concerns about a boy, these concerns will be expressed in a letter to the boy’s parents following the meeting. In the case of serious personal, academic, or disciplinary problems, a parent conference may be convened. Parents may send an email to, write to, or call any member of the faculty whenever they find such direct communication useful, but contact with a boy’s advisor is usually the first step. Each spring, advisors of boys in Classes IV, III, and II discuss with each of their advisees his academic program for the coming years. In these discussions, a boy specifically selects his courses for the upcoming year. Both advisor and parents must approve a boy’s selection of courses.

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Health and Wellness Boys have important resources–both in people and program–in addition to their faculty advisors. The school offers all-school programs, the purpose of which is to keep both students and faculty current on some of the fundamental issues facing adolescents today, such as alcohol and drug abuse, stress and depression, and forging healthy relationships. Boys in Class VI, V, and IV participate in weekly health and wellness classes. The full-year Class VI Health & Wellness course helps boys build the practical skills for a healthy life. Students explore their own values and character strengths, develop digital wellbeing habits, and build a foundational, emotional toolkit by learning to identify their emotions, manage stress, and navigate difficult feelings. The course addresses kindness and empathy, healthy relationships, personal boundaries and consent, and effective communication strategies alongside body literacy, puberty, sleep, and nutrition. A substance use prevention unit helps the boys to make informed decisions about caffeine, nicotine, and peer pressure. Throughout this course, students practice these skills through discussion, scenario-based learning, and hands-on activities. The full-year Class V Health & Wellness course builds on the foundation from Class VI by deepening students’ skills for navigating adolescence. Students extend their emotional toolkit with more complex and real-world applications and explore relationships, communication, and conflict management. The course examines healthy versus unhealthy relationship dynamics and builds assertive communication skills for socially complex situations. Units on body literacy, sleep and nutrition, and substance use prevention equip the boys with accurate information and decisionmaking tools. Throughout the course, the boys are challenged to apply what they’ve learned to reallife situations. The one-semester Class IV Health and Wellness course equips the boys with a toolkit for making decisions, a skillset that is foundational to long-term wellbeing. The students learn to recognize and resist common cognitive biases, think carefully about risk and uncertainty, and apply a structured process for working through complex decisions. The students apply these skills directly to situations they will likely face, such as self-advocacy and help-seeking for others, substance use, social conflict and peer pressure, risk-taking, and academic courses. The course utilizes realistic scenarios for hands-on practice throughout the semester. A boy may turn to any adult, not just his advisor, for advice or counsel. The Head of School, Assistant Head of School for Program, Dean of Students, and Director of Counseling are especially well positioned to help him. Boys in need of special academic help have the opportunity to meet regularly on campus with the school’s learning specialist. Both faculty members and older students (through our in-house tutoring program) are available to help students with their academic work during free periods, as well.

Informal Relationships The structures above are designed as a “safety net” to ensure that at least minimal relationships are formed between the adult and adolescent members of the community. What we hope for—and what almost always happens—is that each boy will form close, informal relationships with a number of faculty members. Many of the school’s graduates speak of such friendships (which often persist well beyond a boy’s school days), along with relationships forged with classmates, as their most important and valuable experience at Roxbury Latin. College Counseling Roxbury Latin has always resisted defining itself as a “college preparatory school” since the school views its purpose in a far broader way: preparing boys for life. Part of preparing boys for life in this era, however, entails preparing them for college. The key first step (and perhaps the most important aspect) in the college search process begins with the boy embracing the Delphic admonition: “Know thyself.” During the Class II year, the college counselors meet with parents and boys—in separate groups—to discuss the admission process, followed by individual conferences with boys and counselors to review prospective colleges. The counselors also make themselves available for family meetings during the winter and spring of the Class II year. In addition to these meetings, a series of informal Q&As for parents of seniors are offered during the fall. The counselors work closely with boys as they narrow their respective lists of colleges and provide insight and feedback on questions pertaining to the application and financial aid processes. Every facet of the college guidance program is geared toward helping individual students identify colleges that are great matches for them. Over the past five years, RL’s graduates have matriculated at the following colleges and universities:

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Babson College (2) Bates College (1)

George Washington University (1)

Trinity College (8) Tufts University (19)

Baylor University (1)

Georgetown University (18)

Tulane University (4)

Boston College (11)

Harvard College (29)

Union College (3)

Boston University (3)

Haverford College (1)

University of California,

Bowdoin College (3)

Howard University (1)

Brandeis University (1)

Johns Hopkins University (2)

University of Chicago (4)

Brown University (18)

Marist College (1)

University of Massachusetts,

Case Western Reserve

Marquette University (1)

University (1)

McGill University (1)

Claremont McKenna College (1) Middlebury College (2)

Berkeley (1)

Amherst (10) University of North Carolina, Chapel Hill (1)

Clemson University (1)

MIT (3)

University of Notre Dame (2)

Colby College (7)

New York University (3)

University of Pennsylvania (4)

Colgate University (2)

Northeastern University (4)

University of Southern California (2)

College of the Holy Cross (7)

Northwestern University (2)

University of Vermont (1)

College of William and Mary (1)

Oberlin College (2)

University of Virginia (1)

Columbia University (2)

Ohio State University (1)

University of Wisconsin (2)

Connecticut College (2)

Olin College of Engineering (1)

Vanderbilt University (3)

Cornell University (6)

Pitzer College (1)

Wake Forest University (5)

Dartmouth College (12)

Princeton University (3)

Washington University

Davidson College (1)

Providence College (1)

Denison University (1)

Purdue University (1)

Wesleyan University (3)

Dickinson College (1)

Rensselaer Polytechnic

Wheaton College (MA) (1)

Durham University (1)

Institute (1)

in St. Louis (2)

Williams College (1)

Elon University (1)

Rutgers University (1)

Worcester Polytechnic Institute (2)

Emory University (3)

Saint Anselm College (2)

Yale University (7)

Fairfield University (1)

Salve Regina University (1) As of July 27, 2026

The Academic Program For younger boys, Roxbury Latin emphasizes the basic skills in the major disciplines: the arts, English, history, classical and modern languages, computer science and technology, mathematics, science, and engineering. In the later years, after students have acquired fundamental skills, the academic program becomes increasingly flexible; boys may choose, from a variety of electives, those subjects which interest them most. The school also offers significant independent study opportunities both on- and off-campus.

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The Arts The Arts program offers a rich texture of experiences—classes, concerts, plays, exhibits, and field trips—to deepen boys’ awareness of art, to nurture their appreciation of it, and to inspire their own creative impulses. Our goal is for students to experience the enrichment and delight that arise from the study of arts and from creative involvement and participation. Through hands-on individual and group endeavors, students develop the capacity to express themselves in a variety of physical, visual, and aural media. They develop facility with techniques and technologies both traditional and modern. Through instruction and discussion, they are challenged to sharpen their critical, analytical, and perceptual skills and to develop standards for appreciating and evaluating both the world immediately around them and the aesthetic achievements of eras past. The Robert P. and Salua J.A. Smith Arts Center and the Evans Choral Room provide the school with a multi-functional theater and excellent facilities for studio art and music. Digital equipment and computers are available for photography, video, and design. Professional artists appear regularly to share their expertise with the school community.

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Required courses in Classes VI through IV expose students to a variety of artistic disciplines. The first three years of the arts curriculum at Roxbury Latin introduce students to the manual, visual, and performing arts. Through three courses taken in rotation within each of the three years, boys are exposed to offerings in dance, theater, music, sculpture, architecture, drawing, painting, photography, and digital art. In the first year, seventh graders explore Digital Design, Visual Art I, and Dance. Eighth graders take courses in Technical Theater, Visual Art II, and Drama. Finally, as ninth graders, students experience Architecture, Music, and Visual Art III. The common vocabulary of the arts is at the root of each rotation, with the school’s motto, Mortui Vivos Docent (“the dead teach the living”), as an underlying theme. In contemporary parlance, the term is “remix”: How do artists look at past works to then reimagine them in the present? Our hope is to instill an appreciation for and understanding of all art forms to allow each boy to become artistically competent—a confident creator, informed critic, and literate student excited by the arts, knowledgeable about them, and an informed advocate, as well. Such rich exposure will lead the boys to become life-long learners and lovers of art. In Class III boys choose two half-year electives from the following choices: Acting, Music, Watercolor, Woodworking, Portraits and People, Songwriting, Playwriting, and Mixed Media and 3D Design. Students in Classes II and I may choose full-credit courses in Applied Art and Honors Music Theory.

Art

their desire to control the medium with the

Watercolor (one-semester, Class III elective).

need to take advantage of the fluid and often

Watercolor is the oldest painting method.

unpredictable nature of water. They will study

Therefore, this is the fundamental nature of

formal concepts of design and composition,

painting as we know it. This course offers an

as well as dry and wet brush techniques. They

opportunity to explore watercolor as a means

also will have an opportunity to paint en plein

of artistic expression. The elusive nature of

air and will be led step by step through the

combining water and pigment makes this an

creation of several paintings, exploring subjects

alluring and challenging medium in which

of landscape and still life. No prior experience

to work. The goals of the course are: first, to

with watercolor is required and materials will be

help students develop an understanding of the

provided.

medium of watercolor; second, to foster in

Mixed Media and 3D Design

them an appreciation of watercolor as an artistic

(one-semester, Class III elective). Many

expression; and third, to help students express

contemporary artists work to combine art

themselves artistically and competently through

materials in new and exciting ways, pushing

the medium. Students will learn to balance

the boundaries of form and function. In this

course, students will explore how artists activate

why artists are fascinated with the human form

3-dimensional space and utilize both traditional

and face and the role of portraiture throughout

and non-traditional materials to engage with

history. Applied Art is a full-year elective

the viewer. We will create both functional and sculptural art objects through a variety of

open to boys in Classes I and II. It is a studio-

approaches to art-making, including ceramics,

based art course emphasizing the process

mixed media, and more.

of discovery and development of the artist.

Woodworking (one-semester, Class

Students will explore a range of media and

III elective). Woodworking is a craft that

approaches to art-making as they develop their

produces pieces both beautiful and functional,

technical skills and individual artistic voice.

requiring an eye for design as well as a

Both process and product are emphasized as

consideration of structure and engineering. As

students work through the various units of

woodworking success is hugely dependent on

artistic study. In addition to polished art pieces,

a knowledge and understanding of the natural

a series of open ended sketchbook assignments

properties of the media, this elective will focus

help students develop their own style and voice

both on the theory of woodcraft as well as

as an artist. Through guided critiques and the

its practice. Traditional tools and techniques

study of notable artists from art history and

will be covered, as well as more contemporary

contemporary art, students deepen their artistic

machine woodworking practices. Students will

analysis skills and understanding of the role of

have opportunities to build guided projects,

art in communities. Topics in Art is a yearlong half-

and they will be encouraged to customize their pieces based on their own preferences,

credit course open to boys in Class I who have

skills, and creativity. No prior knowledge of

received approval from a faculty member in

woodworking tools or techniques is required.

the arts department. A boy may take Topics in

Portraits and People (one-semester,

Art in addition to his five major courses. Topics

Class III elective). The portrait is one of the

in Art is an independently-driven study in a

most enduring subject matters in art. In this

specific area of artistic passion for a student. The

course, we demystify the process of drawing

topic is chosen by the student and then worked

and painting the face and figure from direct

on throughout the year with the appropriate

observation. A variety of skill building exercises

faculty member. Though not an all-inclusive list,

along with short- and long-term studies will

potential topics include woodworking; digital

build confidence while rendering images of

arts; studio arts; music composition and song-

people. Students will also explore a variety

writing, production, or performance; technical

of portrait artists from the historical to the

theater arts; and theater arts. This course is

contemporary to deepen their understanding of

designed for boys of varying experience with a

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desire to advance in a particular area within the

course of the semester. Along the way, students

arts, however, students are encouraged to take

will read great modern and contemporary

art electives in their junior year in preparation.

drama and discuss how to mine, borrow from,

Students are expected to reach out to faculty

and adapt these works. They will frequently

members with a proposed topic prior to signing

critique each other’s work, too. Especially strong

up for the course.

work over the course of the semester may

Dramatics

be adapted and produced in Roxbury Latin’s spring Night of Scenes. At every step of the

Acting (one-semester, Class III elective). Acting

way, Playwriting aims to cultivate in students

is a hands-on, project-based course that is best

a greater appreciation for good writing and

suited to students already comfortable with the

good theatre through giving them a window

idea of performance but also suitable for those

into writing for performance. All reading and

looking to gain or develop their presentational

writing will take place in class.

skills—and the significant real-world benefits that come with them. After a short

Music

improvisation unit, where students will act out

Music (one-semester, Class III elective). The

comedic scenes of their own devising, students

Class III Music elective explores a variety of

will learn the fundamentals of stage combat—

ways in which music impacts our lives. Students

from hand-to-hand combat to sword-fighting—

begin by researching an artist of their choice

as they rehearse famous Shakespearean battle

in preparation for in-class presentations. The

scenes with a partner. Following that project,

relationship between music and images is

students are invited to select a scene from a

explored in units on music videos and movie

contemporary TV show, movie, or play of their

soundtracks. The course also provides students

choosing and then work together to act in or

of all levels of musical ability with opportunities

direct their peers in that scene. At every step

to compose and perform their own works.

of the way, Acting aims to cultivate in students

Songwriting (one-semester, Class III

a heightened appreciation for theatre through

elective). Whether through Spotify, concerts,

their active participation in the art form.

YouTube, or the radio, music and songs are

Playwriting (one-semester, Class

constantly in our daily lives. In this course, we

III elective). Playwriting is a workshop-style

will learn about what it takes to create a song,

creative writing course that invites students

beginning with the music and lyrics and seeing

to compose original work, both comedic

through the production, recording, publishing,

and dramatic. Students will experiment with

and marketing. This course will explore and

drafting monologues, stand-up comedy, short

analyze current and past hits, as well as some

scenes, and potentially a one-act play over the

lesser-known tunes, in various genres, tempos,

styles, and platforms while students learn the

placed within the context of the development

different roles attributed to a “songwriter.” Along

of Western musical thought from the Middle

with smaller unit assignments throughout the

Ages to the present day. Individual as well

semester, the course will culminate in students

as group projects are aimed at exploring the

creating some works of their own. No prior

relationships among music theory, composition,

experience with songwriting and/or personal

and performance. To this end, students compose

instruments are required.

a number of pieces, including a major work

Honors Music Theory is an elective

at the end of the year. In addition to forming

course in composition, analysis, and history

sound analytical and compositional techniques,

offered to Classes I and II. Harmony and

students are expected to develop keen aural

counterpoint, the principal elements of Western

perception, sight singing, and score reading

music theory, are explored in depth, and also

skills.

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We believe that the precision and discipline students must acquire in order to master Latin enable them to read English more analytically and critically and to write it more concisely and fluently.

Classical Language and Civilization The principal aim of the Classics program is to enable a student to read in Greek and Latin what the great authors of the classical period wrote. These seminal works—universally admired for over 2000 years—give students a perspective on their own lives and times by addressing the timeless questions: Does human existence have meaning and value? Why and how is life both comic and tragic? What does it mean to be human? Why and how are humans both selfish and altruistic? Is there anything worth dying—or living—for? The authors of classical antiquity have endured because of the way they frame these questions and because of the answers they offer to them. Students studying a language that is over 2000 years old quickly realize that certain human insights and values abide through all the ages. All humans must grapple with the reality of death; all must find something that gives their lives meaning. Greed and selfishness exist, even thrive—some would say—in every generation, but it is courage and self-sacrifice that ultimately change and win the hearts and minds of others. We believe that students are better prepared for life by joining with Vergil and Homer, in their own tongues, as these authors wrestle with life’s difficult, but defining, questions. The school requires three years of Latin and, from the first day, students begin profiting from

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the study of Latin vocabulary. Since over half of English words derive from Latin roots, students improve their English vocabulary as they learn Latin. Recent studies show that Latin students consistently scored higher on the verbal section of the SAT than students studying any other foreign language. Likewise, students often come to understand and learn English grammar for the first time when they come to grips with Latin grammar. We believe that the precision and discipline students must acquire in order to master Latin enable them to read English more analytically and critically and to write it more concisely and fluently. The main reason we want a boy to learn Latin, however, is so that he can read the great Roman authors in their own tongue. No English translation can convey the succinct, deliberate, and even ruthless excitement of Caesar, the inexorable logic and rhetorical cadence of Cicero, or the spiritual grandeur and gripping drama of Vergil. The past few years, Classics teachers have sponsored trips to Rome in order to experience in situ the language, history, and art studied so fervently. The rationale for studying Greek is the same as that for studying Latin. Arguably, Greek is even richer in vocabulary and nuance than Latin. And, of course, the Greek authors were giants to the Romans before they were giants to us. Because our boys begin Greek when they are older (in Class III), they have had three years of Latin and are thus at home in a highly inflected language. They can progress quickly to the great authors of Greece: much of the second year of Greek is devoted to The Republic (Book I) and other Platonic writings, and third year students study The Iliad of Homer. In summer 2026, students took a trip to Greece. One of the great annual schoolwide celebrations of declaimed Latin and Greek is Exelauno Day.

Latin

of the mechanics of both languages. The course

Latin 1, the Class VI course, focuses on having

also attempts to recreate the Romans as real

students understand the fundamentals of the

people by means of class discussion and reports

Latin language. English and Latin grammatical

assigned on topics of individual interest.

usages are extensively compared as mutual

Readings from Ancient Rome: An Introductory

reinforcements. First Year Latin, by Jenney, a

History and Classical Mythology & More

traditional text, is thoroughly covered. With

supplement the basic text.

emphasis on English derivations from Latin

Latin 2, the Class V course, strives

roots, the course stresses forms, syntax, and

for the mastery of fundamentals. Jenney, First

vocabulary. Extensive comparison of English

Year Latin is completed. When the necessary

and Latin grammar reinforces the understanding

forms, vocabulary, and grammar are mastered,

Latin 5, primarily an exploration of

the course turns to Latin readings. Review of grammar and the study of English derivatives

the Aeneid, aims to deepen students’ appreciation

from Latin roots continue. Ancient Rome: An

of epic poetry and Roman values during the

Introductory History and Classical Mythology &

age of Augustus. The Aeneid recounts how

More are further utilized.

Aeneas, a refugee called upon by the gods, led

Latin 3, the Class IV course, assumes

his followers west to establish a new empire in

a familiarity with the fundamentals of grammar

Italy after the sack of Troy. It is the story of how

and concentrates on the literary contributions

a determined hero overcomes the destructive

of a range of Roman authors. The primary

forces all around and within him. Through daily

texts are College Caesar (Steadman) and Ovid’s

translation exercises, students will improve their

Metamorphoses (Steadman). Required vocabulary

ability to read Latin fluently and understand its

is drawn from the College Entrance Examination

contextual nuances. Close examination of the

Board Word List, Levels I and II. John Colby,

Aeneid will highlight the interplay between cosmic

Review Latin Grammar, is used for weekly

fate and human agency, as well as the balancing

composition exercises.

act between duty and desire. The course will

Latin 4, a Class III elective, is a

emphasize analyzing imagery, metrical techniques,

literature course (with appropriate grammar

character development, and identifying recurring

review), emphasizing Latin’s “translation

motifs and overarching themes within the text. The fall course of Latin 6, an elective

defying” beauty, intricacy, and majesty of expression (both in prose and poetry), as found

offered to Class I students, focuses on the topic

in a varied group of authors including Caesar,

of satire primarily through a close reading of

Cicero, Pliny, and Sallust. The course stresses the

The Satyricon of Petronius. The course also

learning of literary devices, the analysis of “real”

samples other examples of satire ranging from

Latin literature, and the appreciation of Latin in

Jonathan Swift to The Three Stooges, from Jon

its various manifestations. The primary texts are

Stewart to Saturday Night Live. In the spring,

Cicero’s First Catilinarian Oration (Steadman),

selections from Rome’s most emotional lyric

Sallust’s Bellum Catilanae (Steadman), and

poet, Catullus, are read from Garrison, The

College Caesar (Steadman). Vergil, Aeneid II

Student’s Catullus.

(edited by Pharr), the classicus locus for the Trojan Horse story and the centerpiece of the spring semester, serves both as a vehicle for literary analysis and as the quintessential readable tale. Required vocabulary is drawn from the College Entrance Examination Board Word List, Levels I-IV.

Greek Greek 1 aims not only at gaining control of the language but also at comprehending some of the ideas of the Hellenistic world which have decisively contributed to Western Civilization. The text is Alpha to

22 | The Roxbury Latin School Catalogue 2026-2027

Omega (Groton), supplemented by materials

In Greek 3, the fall term is devoted

prepared by the department. Mastery of form

to a study of Homer’s Iliad. Emphasis is

recognition, vocabulary (including English

placed on understanding the history of

derivations), and grammar is stressed, with

the epic, the heroic image in literature,

major emphasis placed on reading and

and the values of Mycenaean society. The

interpreting original Greek.

text is Benner, Selections from the Iliad. In

After a review of the basic

the spring semester, Aristophanes’ Frogs

grammar and paradigms, Greek 2 spends

serves as the basis for a study of politics

the remainder of the fall term finishing

in late 5th-century Athens. Dependent

Alpha to Omega and crossing the bridge to

upon student interest, the spring course

original Greek with materials prepared by the

also includes readings from Greek tragedy:

department. Reading from the work of Lysias

either Euripides, Medea (edited by Elliott) or

is the focus of the winter term. In the spring,

Sophocles, Antigone (edited by Brown).

the major topic is Socrates (man, teacher, philosopher), as depicted in Aristophanes’ Clouds and Plato’s Apology.

We seek to foster a respect for language and, in time, a love of it—its capacity to define and describe and transform experience, its power to make the strange familiar and comprehensible, the commonplace mysterious and beautiful.

English The teaching of English at Roxbury Latin is founded upon the classical concept of the “examined life”—upon the belief that a lifelong commitment to intellectual, aesthetic, and moral exploration and growth gives existence meaning and character. The English program provides a sequence of study designed to develop skills and attitudes essential to such a commitment: the ability to read and observe with discrimination, sensitivity, and pleasure; the ability to communicate information and ideas clearly, persuasively, and gracefully; the inclination to temper reason with understanding, to balance intellectual rigor and compassionate humanity; the urge to pursue the meaning of life but the perspective to recognize and relish life’s complexity and ambiguity. Throughout the program, assignments and classroom activities encourage disciplined, thoughtful approaches to reading, writing, listening, and speaking. Work in language emphasizes the development of a rich, flexible vocabulary and a confident grasp of mature syntax; it also seeks to foster a respect for language and, in time, a love of it—its capacity to define and describe and transform experience, its power to make the strange familiar and comprehensible, the commonplace mysterious

24 | The Roxbury Latin School Catalogue 2026-2027

and beautiful. Work in composition aims to build a concern for clarity, precision, and style. While the program emphasizes the mastery of conventional organizational patterns for analytical and persuasive writing, it encourages students to recognize the creativity inherent in the best critical writing. It also provides opportunities for first-hand experiments in poetry, fiction, and creative nonfiction—for a more personal rendering of individual experiences and ideas—opportunities that permit students to feel within themselves the interplay of experience, imagination, and language that animates the great literature they study. That study of literature stresses the close observation of specific words and details and the development of an actively questioning approach. At the same time, it encourages students to pursue an equally active personal, empathic involvement with literary characters and events. Through close study of a relatively few classic and modern works, students address increasingly subtle moral and philosophical questions, confront diverse and often ambiguous conclusions about the nature and meaning of human existence, and, ideally, come to a passionate appreciation of the power of literature to expand, deepen, and illuminate “real” life—to lift us beyond our daily lives toward some transcendent vision of “the good, the true, and the beautiful.”

Class VI English places major emphasis on the

fiction, and personal reflection. Assigned readings

mastery of fundamental verbal and study skills:

represent a variety of literary situations, from the

sentence and paragraph construction, vocabulary

realistic to the fantastic, and a variety of human

development, concise summarizing, precise

behavior, from the heroic to the ridiculous.

reading, systematic thinking, and disciplined

Although students do encounter important critical

listening. Analytical work in grammar, the first

concepts and terms, the work in literature seeks less

stage of a two-year program, introduces parts of

to introduce techniques of literary criticism than to

speech, the components of phrases and clauses, and

foster precise observation, accurate recall, and

the basic patterns of English sentences. A similar

simple vicarious appreciation of human behavior

early concern for language takes shape through a

imaginatively recreated. Unifying themes include

yearlong sequence of individualized vocabulary

friendship, courage, justice, and service to others.

practice and an attentiveness to effective word

The following books are studied in the course: Lee

choice in the literature studied. Instruction in

et al., Grammar for Writing; Angelou, I Know Why

composition focuses primarily on paragraph

the Caged Bird Sings; Gibson, The Miracle Worker;

organization and development—on precise topic

Lee, To Kill a Mockingbird; Shakespeare, A

sentences, relevant supporting details, and effective

Midsummer Night’s Dream.

concluding statements—but students have opportunities, as well, to experiment with poetry,

Class V English provides continued instruction and practice in verbal and analytical

skills. Units in grammar review principles and

form of the short expository or analytical essay.

procedures taught in Class VI and extend them to

Instruction in composition—and considerable

analysis of verbal phrases and subordinate clauses;

practice with both literary and non-literary

additional time is devoted to the rules and patterns

topics—emphasizes the selection and statement of

of standard formal usage and mechanics. In

a unifying thesis, the presentation of relevant

composition, expository and descriptive essays

supporting detail, the fluid use of transitions, and

supplement the continuing concentration on

the employment of active diction and syntax. The

paragraph structure, with written work expanding

course also includes a formal unit in public

to include analytical essays of multiple paragraphs

speaking, with each student researching,

as well as fuller examples of student fiction, poetry,

composing, and delivering in class an informative

and personal reflection. Emphasis on vocabulary

speech on a topic of choice. Regular work in

development continues through individualized

vocabulary complements the focus on both written

drilling and a consistent concern with diction in

and spoken expression. In literature, work in poetry

required reading and writing. Reading assignments

and short fiction continues to build the critical

encompass a range of literary periods, styles, and

attitudes and approaches necessary for a mature

genres, but most works explore the relationship

exploration of artistic method and meaning; key

between an individual and his or her social

concerns include narrative structure,

environment. Work in critical analysis concentrates

characterization, imagery and image pattern,

most heavily on narrative structure, techniques of

symbolism, juxtaposition, and theme. In general,

characterization, and the influence of setting on

reading assignments serve to examine a number

action and character. All students prepare and

of quite distinct visions of heroic thought and

deliver a speech in essay form on a topic of

action, models often at the center of stories

personal significance. Major themes of the course

about growing up in a complicated world.

include growing up, personal identity, societal

Among the works studied are the following:

oppositions, and consequential decision making.

Cisneros, The House on Mango Street; Homer,

Among the works considered are the following: Lee

The Odyssey; Shakespeare, Romeo and Juliet;

et al., Grammar for Writing; Gaines, A Gathering of

Wilson, Fences. Class III English aims to consolidate

Old Men; Golding, Lord of the Flies; Hansberry, A Raisin in the Sun; Hemingway, The Old Man and

and hone the logical and technical skills essential to

the Sea; Shakespeare, Julius Caesar; Gene Luen

college-level reading and writing. Composition

Yang, American Born Chinese.

assignments include critical, expository, and

Class IV English lays the foundation for

personal essays, as well as a persuasive speech, with

advanced work in composition and literature. The

some additional opportunity to create original

program in writing provides a review of paragraph

poetry and fiction. Work on the essay emphasizes

structure and extends those principles to the basic

effective introductory and concluding paragraphs,

26 | The Roxbury Latin School Catalogue 2026-2027

the development of an authentic voice, and control

serve to illuminate each other. Through the

of tone and style. Continued emphasis on diction

reading and through both critical and creative

and sentence structure seeks to foster more precise,

writing assignments, students consider some of the

direct, and forceful expression. In literature,

abiding myths of the American experience (the

students examine a considerable range of artistic

Frontier Hero, the American Dream, the Melting

styles and philosophical perspectives, with

Pot) and some of the abiding tensions

particular attention to the inseparable relationship

(individualism and democracy, freedom and

of form and meaning. Assigned works serve to

bondage, nature and civilization, simplicity and

illustrate the precision of structure and language

sophistication). Among the works studied are the

that informs great literature, as well as the tensions

following: Akhtar, Disgraced; Conarroe, Six

of human nature and human aspirations. Among

American Poets; Douglass, Narrative of the Life of

the issues raised by a number of works are the

Frederick Douglass; Moliken, Transcendentalism:

nature of tragedy, the search for identity, and such

Essential Essays of Emerson and Thoreau;

opposing forces as innocence and experience,

Fitzgerald, The Great Gatsby; Morrison, Song of

dreams and reality, idealism and cynicism,

Solomon; Shakespeare, Hamlet; Twain, Adventures

self-indulgence and self-sacrifice. Works

of Huckleberry Finn.

considered include the following: O’Brien, The

Class I English negotiates a transition

Things They Carried; Salinger, The Catcher in the

between high school and college approaches to

Rye; Shakespeare, Macbeth; Sophocles, The

literature and composition. In the first semester,

Oedipus Cycle; Whitehead, The Nickel Boys.

students examine a common curriculum through

Class II English begins with a review of

both college-style lectures, delivered by one of the

the techniques and attitudes essential to mature

course’s teachers every week or two to the gathered

critical reading and writing. Class discussions of

senior class, and seminar-style discussions in their

short fiction, poetry, and drama raise questions and

assigned sections. This semester-long course

issues that students then set out to explore and

studies a core set of works that spans a range of

resolve in substantial critical essays, with significant

genres, styles, and voices, each text—and the course

progress in writing taking place individually, as an

itself, like Class I as a group unto itself—a practice

outgrowth of comments on submitted papers,

in polyphony, a gathering of distinct voices that

private conferences, and required revisions. Aside

makes up a larger multifaceted whole. Major works

from an intensive study of a Shakespearean tragedy,

read include Geoffery Chaucer’s The Canterbury

the course focuses on a yearlong exploration of

Tales, William Faulkner’s As I Lay Dying, and

significant thematic currents in American literature

Sidik Fofana’s contemporary collection Stories

and culture. Even without formal coordination,

from the Tenants Downstairs. Additional works

the literary perspectives explored in English and

may include personal essays, poetry, and film. The

the political and social issues raised in U.S. History

semester ends with the preparation and

presentation of a final “wisdom speech,” a

writing); “Monsters in Literature and Film” (which

valedictory address from manuscript offering a

investigates in medieval and modern literature

unifying insight, or collection of insights, gained

vivid representations of societal fears); “Fathers and

from or reflected in one or more of the texts

Sons in Literature, Life, and Film” (which focuses

studied over a student’s time in the English

on a range of compelling father-son narratives

classroom. In the second semester, students choose

across genres); and “Stories Told and Untold”

from electives designed with college courses in

(which studies narratives in literature and film

mind. Past offerings include “Creative Writing”

often overlooked by conventional storytelling and

(which studies a variety of literary and non-literary

social norms).

genres as it asks students to generate ample original

28 | The Roxbury Latin School Catalogue 2026-2027

Learning a foreign language is instrumental in the formation of more empathetic, more responsible, more critical, and more sophisticated global citizens.

Modern Languages At Roxbury Latin we believe that learning a modern foreign language opens the widest window to understanding different cultures, different ways of living and perceiving the world. It allows students to go beyond their native preconceptions and to master new ways of expressing themselves. It also puts them in the position of others, which entails appreciating their complex social and historical perspectives, their values, their plights, their dreams, and their unique contributions to human civilization. Learning a foreign language is therefore instrumental in the formation of more empathetic, more responsible, more critical, and more sophisticated global citizens. To this end we have designed introductory, intermediate, and advanced courses in French and Spanish that have three aims: to develop students’ speaking, listening, reading, and writing skills; to have them explore various modes of expression (describing, narrating, explaining, hypothesizing, analyzing, interpreting, criticizing, and persuading); and to immerse them in the histories, societies, and cultures of the French- and Spanish-speaking world. All classes are conducted in the target language. Important complements to the intensive study of both languages, between the student’s third and fourth years of study, are optional, but strongly encouraged, month-long immersion programs in Cádiz, Spain, and Caen, France.

French

cultural and social life and he is given every

French 1 initiates the student into speaking and

opportunity to express himself in the language.

understanding the language. From simple and

In addition to the customary “dialogue”—an

convenient structures and expressions, the

oral acting-out of a situation in French—the

student is introduced to more complex and

student is called upon to memorize French

sophisticated words and phrases. He learns to

poems and songs and he is required to present

use the present tense, the imperative, the future,

oral reports at several points in the year. He is

the “passé récent,” and the simple past, as well as

still graded on both his oral and written work.

a number of common irregular verbs. His

We continue to use D’Accord, and supplement

vocabulary is increased weekly until he is able to

that material with a grammar review book,

express many of the common daily experiences

Deuxième Livre (Amsco). During the year we

of his life in French. We strive to make the

read selected stories from Les Aventures du Petit

vocabulary and structural lessons as immediate

Nicolas and, in the spring, we read the

and “relevant” as possible. To that end we use

wonderful novel, Le Petit Prince. French 3 caps off the third year of

the audio-visual program D’Accord from Vista Higher Learning. This program gives the

French study, transforming students into

student the advantages of an immersion method

proficient, confident communicators. The

by presenting native speakers in vivid situations,

curriculum “spirals” foundational grammar

in real settings. At the same time, this course is

from previous levels with new high-

structured so that the student can learn

intermediate structures and vocabulary,

fundamental linguistic principles efficiently. We

prioritizing active learning reinforcement

also use Premier Livre (an introductory

through encounters with film, essays, literature

grammar book published by Amsco) to

and graphic novels. Students explore themes of

supplement students’ understanding of

friendship, family, travel, and civics while

grammar and syntax.

honing their skills in the arts of debate,

French 2 continues in the same

composition, and conversation. The year is

manner as first-year French, gradually

anchored by two major projects: a first-semester

increasing the sophistication of the grammar

performance of a chosen work of art (such as

and syntax until the student has mastered all

song, theater, or persuasive speech) and a

common structural and grammatical usages

capstone interview with a native Francophone at

from the subjunctive to the relative pronoun.

the end of the year. Grammar proficiency is

His vocabulary is expanded to include typical

supported by Contextual French Grammar, a

French idioms and expressions and common

reference which decodes the trickiest aspects of

vocabulary words in daily use in France. The

the target language specifically for English

student continues his initiation into French

mother tongue learners. Students who

30 | The Roxbury Latin School Catalogue 2026-2027

successfully complete the course are invited to

in the French language. Emphasis is placed on

participate in the transformative month-long

listening, speaking, reading, and writing at an

Immersion Program in Normandy, France.

advanced level. All classes are conducted in

Honors French 3 prepares eloquent

French. We focus on literary, cultural, and social

and fluent advanced-intermediate masters of the

aspects of French life and thought, and le monde

French language in a full range of expressive

francophone. The course addresses themes such

modes. Selected historical, literary, and

as cinema, literary perspectives, men and

sociological touchstones initiate the boys’

women, modern politics, and social attitudes.

exposure to the interdisciplinary complexities of

Readings include works by Voltaire, Sartre,

cultural studies, and prepare their

Ionesco, and Laye. The student necessarily

understanding of and overview of French

deepens his understanding of the people as he

history. Boys are expected to engage creatively

learns the language; he is also forced to question

and analytically across a range of expressive

his own notions and preconceptions as he

forms, from the arts of composition to oration,

considers the issues raised. Students are graded

to conversation and debate. Composed of a rich

on both their oral and written work. Cours

corpus of film, literature, journalism, landscape,

Supérieur (Amsco) serves as the grammar text.

and the visual arts, the syllabus engages the

Honors French 5 (open to boys in

expressive life of the social individual in the

Class I). This course focuses on readings that

French context through five foundational

span the four hundred years of French artistic

themes: legacy and inheritance, friendship and

and cultural ascendancy, ranging from Molière’s

personal relations, travel and discovery, art and

L’Ecole des Femmes to Camus’ L’Etranger. Other

performance, and government and rights. The

important writers that we study in this course

year concludes with a capstone research project

are Ronsard, La Fontaine, Corneille, Rostand,

co-created with the students, requiring direct

Baudelaire, Maupassant, and Ndiaye. Classes are

engagement with a Francophone community.

conducted in French, and there are frequent

The course is supported by the textbook

opportunities for grammar review and

Face-à-Face and the grammar reference, Une

vocabulary building. This is a discussion-based

Fois pour toutes. Students who successfully

course, so students are expected to express

complete the course are invited to participate in

themselves orally and in writing at an advanced

the transformative month-long Immersion

level. Although much of the course focuses on

Program in Normandy, France.

the formal investigation of literary trends and

Honors French 4: Language and

themes, students refine their language skills

Culture (open to boys in Classes II and I). This

through class discussions, creative projects, oral

course works to strengthen and expand the

presentations, and by writing textual analysis

student’s ability to understand and communicate

and comparative essays.

Spanish

Colombia, Venezuela, Bolivia, Nicaragua,

Spanish 1 initiates students into understanding,

Dominican Republic, El Salvador, Honduras,

speaking, reading, and writing Spanish through

Paraguay, and Uruguay. By the end of the year

a variety of communicative activities that

they have learned how to use familiar and

encourage students to use Spanish in an

formal commands and all the tenses of the

authentic and effective way. To this end we use

indicative and subjunctive moods. They are also

Vista Higher Learning’s Descubre program.

able to share many of their common experiences

Through its engaging texts, exercises and videos,

and perceptions about topics such as the

this program nicely integrates the learning of

workplace, health, technology, urban life, arts,

Spanish grammar and vocabulary with relevant

and current events. Classroom activities include

Spanish and Spanish-American social and

oral presentations, debates, and short plays. Spanish 3 builds upon previous years

cultural themes. As the year progresses, students are gradually exposed to more complex and

to strengthen students’ command of grammar

sophisticated vocabulary and sentence

and vocabulary through a vibrant exploration of

structures, and are introduced to the following

contemporary Spain. The course begins by

Spanish-speaking countries: Spain, Ecuador,

completing the Descubre series, focusing on

Mexico, Puerto Rico, Cuba, Peru, Guatemala

practical topics such as the arts, the economy,

and Chile. By the end of the year they have

and current events. Students will explore Spain’s

learned how to use the present, the preterit and

history and its modern identity as a global

the imperfect of regular, irregular and stem-

cultural hub, investigating what makes it one of

changing verbs, and are able to express many of

the most visited countries in the world. Special

their common daily experiences in areas such as

emphasis is placed on developing

school and family life, foreign travel, shopping

communicative confidence. Students will engage

and dining.

with a variety of authentic materials—including

Spanish 2 builds on students’

music, podcasts, short stories, and film—to

knowledge of vocabulary, grammar, and syntax

improve their listening and reading

until they have mastered all common structures

comprehension. Classroom activities are

and verb tenses. We continue to use the

designed to be interactive and collaborative,

Descubre program supplemented by

featuring creative projects, cultural

increasingly sophisticated poems, short plays

presentations, and role-playing scenarios that

and short narratives. The students continue

mirror real-world interactions.

their initiation into Spanish and Spanish-

Honors Spanish 3 deepens students’

American cultural and social life, and are

knowledge of grammar, syntax, and vocabulary

introduced to the following Spanish-speaking

through a panoramic view of Spain’s history and

countries: Costa Rica, Argentina, Panama,

culture. We will give special attention to

32 | The Roxbury Latin School Catalogue 2026-2027

Medieval Spain, the Spanish Empire, the

than viewing Latin America as a single, uniform

Spanish Civil War, the Franco regime, and the

story. Throughout the year, students improve

subsequent transition to democracy. Special

their skills in analyzing complex sources,

emphasis is placed upon the acquisition of the

participating in structured discussions and

linguistic skills necessary to understand,

debates, and writing analytical and

analyze, and critique a variety of textual, visual,

argumentative essays. In the final marking

and audiovisual expressions (poems, short

period, students complete a detailed research

fiction, plays, essays, newspaper articles, films,

project on a specific Latin American country

documentaries, media advertisements,

and deliver a seminar-style presentation to teach

architecture, painting, and sculpture).

their peers about its unique history. By the end

Classroom activities include formal oral

of the course, students can articulate nuanced

presentations, creative projects, dramatic

perspectives on Latin American history and

performances, social and political debates, and

communicate their ideas clearly, precisely, and

creative and expository writing. Readings

confidently in Spanish.

include Cantar de Mio Cid, El Lazarillo de

Honors Spanish 5 (open to boys in

Tormes, Don Quijote (select chapters), Las

Class I). This course focuses on readings by

bicicletas son para el verano.

some of the greatest Spanish and Latin-

Honors Spanish 4: Latin America

American writers, including Cervantes, Sor

- History, Power, and Identity develops

Juana, Neruda, García Márquez, Rulfo, Borges,

advanced skills in speaking, reading, and

and Isabel Allende. We survey the major literary

writing Spanish through the study of Latin

and artistic movements, their association with

American history and culture. The course

history, and their importance in the shaping and

adopts a thematic and chronological approach,

understanding of modern Spanish and Latin

beginning with colonialism and independence,

American culture. Students refine their language

then tracing the region’s development through

skills through class discussions, creative

liberalism, neocolonialism, nationalism,

projects, oral presentations, and by writing

revolution, and neoliberalism. Students engage

textual analysis and comparative essays.

with a range of materials—such as historical texts, political discourse, films, art, and literature—to examine how power, inequality, and identity have been shaped and challenged across different countries. The course also includes economic analysis, emphasizing the importance of understanding each country’s development within its historical context, rather

Because human nature is revealed and defined by humanity’s past deeds, a knowledge of these deeds is indispensable to a person’s understanding of his or her own nature and potential. 34 | The Roxbury Latin School Catalogue 2026-2027

History History is a mirror in which students can examine their lives. We believe self-knowledge is the prerequisite of wisdom and that only the examined life is worth living. We hope that the study of history here will be a source of wisdom and worth in our students’ lives, now and in the future. Roxbury Latin boys study history in order to know themselves as moral persons, as participants in the human story, and as members of the human family. If they are to know themselves, young people need to come to terms with the convergence of their individual stories and the great epic of humankind. They need to understand that the institutional and material world (which they perhaps take for granted) is the product of the thought, toil, and sacrifice of people who have gone before them. Similarly, because human nature is revealed and defined by humanity’s past deeds, a knowledge of these deeds is indispensable to a person’s understanding of his or her own nature and potential. Finally, knowledge of the variety of human experiences and conditions should awaken students’ awareness of the duties

which their privileges impose upon them. In these ways, history defines paths by which students may find meaning and purpose for their lives. The study of history allows students to see the greatness and fragility of human nature. On the one hand, the past is a record of aspiration and achievement. On the other hand, history records an almost unbroken sequence of crimes and calamities. Familiarity with humanity’s high and low moments and its noble and wicked individuals is essential to a realistic understanding of oneself and a balanced perspective on the world. To recognize that individuals can make a difference, that “success” is ephemeral while justice, compassion, and beauty endure, is to be both humbled and liberated. If students are led thereby to examine their own lives and enabled to live them more consciously, uprightly, and responsibly, our program has achieved its principal purpose. Roxbury Latin seeks to prepare its students for full citizenship in the human community. The deliberate and committed participation that such citizenship entails is possible today only with a broad and deep awareness of the variety and complexity of cultures and institutions past and present. This awareness requires, first, a knowledge of the traditions and values of the particular community, society, and culture in which all of us live—a microcosm of humanity. Second, it requires some understanding of other communities, societies, and cultures which constitute the human enterprise. Third, it demands an analytical understanding of the political and economic systems which establish the conditions of much of contemporary human activity. We believe that historical consciousness thus understood is essential for the creative engagement with their world which we hope all our students will seek and achieve. The history curriculum seeks to fulfill these purposes through a sequence of required courses plus a limited assortment of electives for upperclassmen. The content of these courses comes from a number of historical fields and from social sciences allied with history. History courses employ a variety of materials in addition to traditional textbooks: primary source documents, fiction, and works of art. While most history courses examine material in chronological order, none deals with all topics relevant to its subject. Rather than attempt to cover as much ground as possible, teachers select topics they judge to be most important or instructive. In general, our students study a limited amount of material thoroughly, and we intentionally expose our youngest students to the sweep of human history in Class VI to lay a foundation for their future learning, both in the classroom and beyond.

36 | The Roxbury Latin School Catalogue 2026-2027

Boston’s Place in Human History, informally

all boys in Class IV, begins in the 1500s, focusing

called “Roots & Shoots,” is required of all boys

first on the interaction between the peoples of

in Class VI. Students develop a global

the Atlantic World (comprising Africa, the

perspective on Boston’s historical roots by

Americas, and Europe); secondly on the peoples

examining how events of world history have

of the Indo-Pacific World (comprising East

shaped who we are and how we live. Students

Asia, Southeast Asia and the Indian

also explore the shoots that have sprouted from

Subcontinent, the Middle East, East Africa, and

Boston’s history to have an impact beyond the

Oceania); and finally on the global interaction

city limits—sometimes even globally. By

of all areas in the late-19th, 20th and 21st

emphasizing the interactions of geography,

centuries. The course seeks to provide students

technology, and religion in influencing various

with an awareness of the uniqueness of cultures

human systems (political, economic, and

in different parts of the world while

social), students have an opportunity to

understanding the interactions and

examine the movement of people and their ways

interconnectedness of different civilizations

through time toward better understanding

across hemispheres and the globe. For each

Boston’s place in human history. Emphasis is

region, students will focus on how regions are

placed on developing the skills of the historian,

politically organized, major religions,

an understanding of the evolution of

intellectual developments, and the visual arts

governance in historic Boston, and an

and architecture. In addition to skills

appreciation for Boston as a cosmopolitan city

development in crafting essays, documented

in a land of immigrants.

papers, and oral presentations, students

During the month of May, a unit on

research, produce, and orally defend a model or

Civics for Class V expands upon the foundation

reproduction of a building (or group of

in governance laid in the Class VI history

buildings), historical scene, work of art or

curriculum. This unit is designed to strengthen

artifact from anywhere in the world (or

students’ understanding of how government

compose an original piece of music), making

works and to explore ways in which individuals

deep and explicit connections to historical

can, and do, make a difference through

themes or ideas from the course, analyzing

participating in, and interacting with,

artistic principles and concepts, and applying

government. Emphasis is placed on the electoral

rhetorical skills.

process, jury duty, military service, being

The following Class III elective is

informed, and the path to citizenship. This

being taught in the 2026-2027 school year:

course is team-taught and benefits from presentations by guest experts. Forces of Global Change, required of

Honors World Religions, Philosophies, and Multigenerational Histories is an honors elective open only to members of

Class III. As complex features of history,

change in economic and social realities; 2)

religions and philosophies deal with life’s big

watershed changes in American political life and

questions and can inform people’s sense of

interpretations of government’s role in

morality in positive ways, but they can also

protecting life, liberty, and property; and 3)

interact with changing social systems and

America’s place in the world. Students conduct

political ideologies to produce harrowing

research for a major paper, selecting from topics

historical consequences. In this course,

relevant to one of the course units (as

documentary videos provide a 30,000 foot view

determined by the instructor). Core readings

of the modern history of China, apartheid in

are supplemented with numerous primary

South Africa, the plight of refugees in war-torn

source documents. The following upper-level electives

Iraq, and the dislocation of indigenous people in North America. This sets the stage for reading

are being taught in the 2026–2027 school year: Economics, offered to members of

multigenerational, family histories that make the period accessible and observable as different

Class I, is a non-honors course which explores

generations of the same family respond to

the study of choices that individuals, firms, and

historical change across time. The study of

societies must make as they use finite resources

Buddhism, Confucianism, Taoism, Islam,

to provide for material well-being. This course

Christianity, and Native American spirituality

presents the tools of micro- and macroeconomic

exposes students to the richness of religions and

analysis. Macro topics include the market

philosophies as a subject of study, and the family

system of economic organization, economic

histories of 21st-century authors Scott Tong,

growth, productivity, the role of government,

Trevor Noah, Thaer Abdallah, and Richard

the financial system, inflation, and

Wagamese make the lived experience of their

unemployment. Micro topics include

families relatable, and the history itself

applications of supply and demand analysis,

unforgettable. Methods for exploring one’s own

elasticity, the organization of industry

family history receive particular emphasis in

(including monopoly and oligopoly), labor

this course, including a capstone podcast project

markets, income inequality, externalities,

in lieu of a final exam.

poverty, and trade. Students are asked to gain an

U.S. History, required of all boys and

understanding of introductory economic theory

taken in either Class I or Class II, is designed to

and analyze economic issues. Students are also

develop historically literate citizens with an

expected to be familiar with current economic

empathetic understanding of the complexity of

events as presented in The Wall Street Journal,

the American experience as well as a love for the

The New York Times, or The Economist. The

critical study of our nation’s past. The course

course will also ask students to develop and

focuses on three core themes: 1) constancy and

demonstrate skills through a variety of

38 | The Roxbury Latin School Catalogue 2026-2027

assessments and modalities, including but not

familiar with current economic events as

limited to essays, tests, projects, debates,

presented in The Wall Street Journal, The New

problem sets, and in-class conversations. Later

York Times, or The Economist. A major objective

in the year the course will focus increasingly on

of the course is to introduce basic economic

the real-world applications of economics, and

principles and the kinds of questions and

on the research and analysis that are required to

techniques used by economists in their analysis.

explore this effectively. Placement in either

The course will also ask students to develop and

Economics or Honors Economics is at the

demonstrate skills through a variety of

discretion of the History Department.

assessments and modalities, including but not

Honors Economics, offered to

limited to essays, tests, projects, debates,

members of Class I, is an honors course which

problem sets, and in-class conversations. Later

explores the study of choices that individuals,

in the year the course will focus increasingly on

firms, and societies must make as they use finite

the real-world applications of economics, and

resources to provide for material well-being.

on the research and analysis that are required to

This course presents the tools of micro- and

explore this effectively. Placement in either

macroeconomic analysis. Macro topics include

Economics or Honors Economics is at the

the market system of economic organization,

discretion of the History Department.

economic growth, productivity, the role of

Honors American Religious History,

government, the financial system, inflation,

a full-year elective open to boys in Class I who

unemployment, short-term economic

have taken U.S. History as a prerequisite in

fluctuations, exchange rate determination, and

Class II, explores the ideas, cultures, and

theoretical controversies. Micro topics include

traditions that have shaped religious practice in

applications of supply and demand analysis,

North America from the colonial era through

elasticity, production theory, the organization of

the present. Through careful study of a diverse

industry (including monopoly and oligopoly),

range of primary and secondary sources,

labor markets, income inequality, externalities,

students examine key episodes—revivals,

poverty, and trade. Whenever possible, we will

reform movements, utopian experiments,

consider international dimensions and

warfare—and learn from a range of voices—

comparisons. This course will both build and

theologians and skeptics, enslaved peoples and

assess skills in mathematical reasoning,

immigrants, feminists and evangelists—as they

incorporating applications of statistics and

study how individuals and communities

calculus when possible. Students are asked to

responded to their worlds. Following the arc of

master introductory economic theory and

America’s national history, the course offers an

analyze economic issues with some degree of

unfamiliar (to many) lens through which to

sophistication. Students are also expected to be

understand familiar moments in the country’s

past. The course concludes with a careful

In the second semester, students will

study of the relationship between religion and

examine the social, political, and economic

politics, including the rise of Christian

ramifications of major conflicts in the middle

nationalism between the 1980s and the

and late twentieth century, beginning with the

present. Particular emphasis is placed on

rise of fascism in Italy, Japan, and Germany and

cultural and intellectual history, as well as

the resulting catastrophes surrounding

“lived religion,” or the anthropological study

race-based ideologies of purity and cultural

of how people practiced their faiths in specific

homogeneity. From there, students will

times and places. Readings will draw on a

consider the response of the United States as it

diverse range of texts from sermons and

went from a period of isolation to becoming a

essays, personal journals and conversion

key player in World War II and a central

narratives, art and music, and the material

architect of the post-war world. Topics for

culture of religious practice.

exploration will include the internment of

Honors Global Conflicts, offered to

Japanese-Americans, the impact of women in

members of Class I who have taken U.S.

the workforce, the end to discrimination in the

History as a prerequisite in Class II, will explore

defense industry, and the ban on discrimination

the causes, course, and consequences of the

in the Armed Forces. Using RL alumnus

major global conflicts of the twentieth century.

George Weller’s text First into Nagasaki as a

During the first semester, students

backdrop, the morality of the development and

will explore the Great War, or the “War to End

use of atomic weapons will also be explored.

All Wars.” No previous war had seen industry,

Additional topics include the shaping of the

science, technology, and the massive

Cold War, and the modern development of

populations of Europe, its colonies, and the

non-state actors as military threats. Pedagogy

United States come together in such a

will be based on course readings, primary

disastrous conflict. This semester we will

source analysis, research, and historical writing.

explore the causes of the war on both sides of

At the conclusion of the course,

the Atlantic; its different fronts around the

students should be able to debate effectively

world; the role of race and gender (the war led

how major global crises shaped the twentieth

to the largest single enfranchisement of

century and America’s role in it.

Americans); and the aftermath that has shaped Europe, the United States, the modern Middle East, and Africa and Asia. Students will focus on reading and analyzing an assortment of primary and secondary sources, and produce several research papers.

40 | The Roxbury Latin School Catalogue 2026-2027

Information Services Since virtually every field—medicine, engineering, architecture, space exploration, film-making, and education, to name a few—relies on the effective use of technology, we believe that the integration of current technology, including library services, into the curriculum is vital to a complete preparatory education. The school continually invests in its technology infrastructure and library resources to keep pace with a rapidly evolving landscape and provide faculty and students with reliable modern tools. Each classroom is thoughtfully equipped with hardware and software to support the boys’ academic progress and the teaching styles of our faculty. Because we are a Google Workspace for Education school, each boy has an account that gives him access to the full Google suite of productivity, communication, and collaboration tools. The IDEA Lab contains a full array of digital fabrication equipment, including a 3D printer, a vinyl cutter, laser cutter, and CNC router. The Library houses 16,000 titles and subscribes to daily newspapers, 11 electronic databases, and more than 60 periodicals. Audiovisual systems in classrooms further the integration of technology with the curriculum. Though the entire faculty has been trained in the use of emerging technology, RL is served by specialists who devote themselves to assisting teachers and boys in the use of new resources. Every academic department incorporates technology and research tools into its program, as do most extracurricular activities. Modern language students use computers for interactive audio and visual assignments; math teachers rely on online problem solving and graphing tools; multimedia demonstrations in the history classrooms expose students to a sense of the place and time being studied (and provide concrete tools and tips on how to continue research); physics and chemistry students use technology to gather and analyze laboratory data and for online research; the Math-Science Investigations course utilizes the IDEA Lab to learn about computer-aided design, electronics, programming, and engineering. Using Blackbaud’s Learning Management System, students access course syllabi and assignments, submit assignments, and join group discussions. Through our Library portal they can search for titles or access databases. Our primary aim, through the courses described below, is to bring to our students the power of advanced technology and the competence to use it creatively, responsibly, and effectively.

42 | The Roxbury Latin School Catalogue 2026-2027

In Class VI, boys are introduced to the

the study of computer science, a large part of

intricacies and opportunities of modern

the course is built around the development of

technology, focusing on both practical and

computer programs or parts of programs that

ethical issues in Our 21st-Century World.

correctly solve a given problem. All programs

In this course, a component of the Class VI

are implemented using Java as the primary

Science and Technology curriculum, students

language. The course also emphasizes the design

will learn about our connected digital world

issues that make programs understandable,

and how they can be creative, productive,

adaptable, and, when appropriate, reusable.

safe, and ethical citizens within it. Computers,

At the same time, the development of useful

personal devices, apps, and networks have

computer programs and program modules

become so easy to use that they no longer

is used as a context for introducing other

require much understanding of the way that

important concepts in computer science,

they actually work. Learning about what is

including the development and analysis

going on “under the hood” makes it possible

of algorithms, the development and use of

for students to take fuller advantage of the

fundamental data structures, and the study of

technology and become creative producers—not

standard algorithms and typical applications.

simply consumers—in the digital realm, and

In addition, an understanding of the basic

to understand the risks of using technology.

hardware and software components of computer

Students will learn about transistors, bits and

systems and the responsible use of these systems

bytes, files and operating systems, and move on

are integral parts of the course. The first half

to learn about programming languages and the

of the course emphasizes the foundations of

ways in which they can control a computer. The

object-oriented programming, and the second

boys will practice programming and develop

half focuses on creative applications, motivated

an understanding of algorithms, computational

largely by student interest. Regular student-led

thinking, and programming structures. They

discussions of the social and ethical implications

will learn about how information moves around

of computing give students the opportunity to

a network, what the Internet is, and what web

engage with current issues such as AI, social

pages are. They will close the rotation with

media, and modern warfare.

discussions of the multi-faceted implications of AI on their lives and the broader world. Advanced Computer Science, an elective for members of Class I and Class II, is an introductory course in computer science. Because the development of computer programs to solve problems is a skill fundamental to

We seek to cultivate in our students an appreciation of the power and utility of mathematics in solving real-world problems and a deep understanding of the logic and beauty that pervade the subject.

Mathematics Students come to us as energetic and inquisitive problem-solvers, and the Roxbury Latin Mathematics Department aims to capitalize on their inherent curiosity. We seek to cultivate in our students an appreciation of the power and utility of mathematics in solving real-world problems and a deep understanding of the logic and beauty that pervade the subject. In addition, we want our boys to enjoy math and to have fun exploring challenging and creative ideas and problems. In order to navigate an increasingly complex world, students must be effective problem solvers. They must be able to identify a problem, decode relevant information, and devise a strategy to attack the problem. Approaching an unfamiliar problem is perhaps the most intimidating prospect for a student, and we emphasize that the process of grappling with difficult problems, and not shying away from them, is how students improve as problem solvers. Over the course of their time at Roxbury Latin, students develop the skills that enable them to tackle a wide array of problems. In all of our classes, there is no substitute for thorough and careful preparation, and students must take primary responsibility for their learning. While it is natural to see each year of mathematics as distinct, we aim to provide for our students a framework in which they can see their mathematics knowledge growing

44 | The Roxbury Latin School Catalogue 2026-2027

continuously rather than in discrete steps. Our mathematics teachers are excited and energized by the subject and convey their enthusiasm using a variety of teaching methods and technologies. Based on prior experience and achievement, students in Class VI are initially divided into advanced and regular sections. Later, the boys are divided into an accelerated section (which reaches Honors Calculus in Class II); an advanced section (which reaches Honors Calculus in Class I); and one or two regular sections (which take our Calculus and Statistics course in Class I). The groupings are reasonably flexible so that students may move from one section to another when deemed appropriate by the department. A unique feature of our program is our Class IV course, Math-Science Investigations (MSI). This course, taken together by all members of Class IV, provides an interdisciplinary experience for our students. In addition to coursework, interested students have the opportunity to challenge themselves in outside competitions, both regionally and nationally. These contests include Mathcounts, the Math Madness online competition, and the sequence of American Mathematics Competitions: the AMC-8, AMC-10, AMC-12, AIME, and USA(J)MO.

Math 7 is designed to introduce boys to a variety

particularly factoring, solving equations, and

of new ideas and to solidify crucial concepts and

analyzing linear functions. Strategies for solving

skills. Traditional pre-Algebra topics such as

problems form an important component

fractions, decimals, signed numbers, percents,

of the course, and an assortment of word

area and volume, and ratio and proportion

problems is covered throughout the year.

are reviewed in a problem-solving context

Other topics covered include real numbers,

at different points throughout the year. As a

operations with polynomials and algebraic

foundation for future math and science work,

fractions, inequalities, systems of equations,

students are introduced to the fundamental

radical expressions, and quadratic functions.

principles of data analysis, probability, and

Students explore functions extensively,

statistics. In the latter part of the year, students

namely polynomial, rational, exponential,

learn fundamental algebraic techniques such

and logarithmic functions. Depending on the

as solving equations, factoring, and analyzing

section, other topics studied may include conics,

linear functions.

sequences and series, and an introduction to

Algebra presents a comprehensive overview of the fundamentals of algebra. The course emphasizes algebraic techniques,

trigonometry. Math-Science Investigations (MSI) is a lab-based course that provides boys the

opportunity to investigate powerful ideas

The text is relevant chapters from Brown,

in a hands-on context. Boys do this in an

Advanced Mathematics. Calculus & Statistics is a course

interdisciplinary context, exploring ideas in science, technology, engineering, the arts,

designed for boys in Class I that provides an

and mathematics, collectively known as

introduction to these two important subjects.

STEAM. Boys are active learners in this course,

In the first half of the year, the class focuses on

discovering concepts through investigation

Calculus, and students extend the concepts of

and experimentation and completing projects,

slope and area to all the nonlinear functions

often in collaboration, of increasing complexity

they have studied. Students study the derivative

over the course of the year. They also become

and integral in depth and explore real-world

immersed in the “maker” culture, building the

applications of Calculus. After winter break, the

creative confidence to use newfound skills,

focus of the course shifts, and students learn the

tools, and technologies to approach challenging

fundamentals of Statistics, which is the science

problems.

of collecting, analyzing, and drawing conclusions Geometry provides an introduction

to geometric techniques and ideas. Though

from data. This course prepares students for further study in these areas in college. Honors Calculus presents one of the

different sections approach the subject in different ways, all sections develop results

masterpieces of mathematics. In this course,

involving lines, planes, triangles, circles,

students extend the concepts of slope and area

polygons, perpendicularity, congruence,

to all the nonlinear functions they have studied.

similarity, area, and volume. Algebraic

Students study the derivative and integral in

techniques are revisited through topics such

depth, covering topics such as tangent lines,

as inequalities, proportions, and coordinate

curve sketching, areas, volumes, differential

geometry. Mathematical writing, axiomatic

equations, and Taylor series. The text for the

reasoning, and proof form a natural component

Class I Honors Calculus course is Larson and

of the curriculum. Further topics may

Edwards, Calculus of a Single Variable. The

include vectors, constructions, and similarity

text for the Class II Honors Calculus course is

transformations. The text for the course is

Stewart, Calculus: Concepts and Contexts. Advanced Topics in Mathematics is

Jurgensen, Geometry. Precalculus continues the development

designed to equip students with the tools and

of topics studied in Algebra. Exponential,

techniques needed to succeed in college-level

logarithmic, trigonometric, polynomial, and

mathematics courses such as Linear Algebra,

rational functions are revisited in greater depth.

Group Theory, and Real Analysis. In this course,

Other topics include sequences and series,

students learn a variety of proof techniques

probability, conic sections, and polar coordinates.

while covering topics whose mastery is essential

46 | The Roxbury Latin School Catalogue 2026-2027

for success in upper level math courses. These

techniques of Honors Calculus to functions

topics include logic and set theory, number

of several variables. The course integrates the

theory, counting and induction, relations and

content of college courses in Linear Algebra

functions, and cardinality. In addition, students

and Vector Calculus, and the unified approach

will be asked to think deeply and creatively,

emphasizes certain overall themes (e.g., a

to solve non-standard problems, to formulate

nonlinear function behaves locally like its

conjectures, and to take mathematical risks with

derivative). Topics are treated with a high degree

the goal of seeing the subject through a lens that

of mathematical sophistication and rigor, and

reveals its true beauty. The text for the course is

most skills from the relevant college courses are

Vandervelde, Bridge to Higher Mathematics.

covered as time allows. The text is Hubbard and

Multivariable Calculus (offered

Hubbard, Vector Calculus, Linear Algebra, and

in alternate years) extends the concepts and

Differential Forms.

At Roxbury Latin, students explore the natural world in laboratory and field settings to develop fruitful conceptual schemes and to promote laudable personal values associated with scientific investigation.

Science At Roxbury Latin, students explore the natural world in the laboratory and in the field, to develop their understanding of how science works, and to better enable them to explain the behavior of the universe in powerful ways. The process of science—observing the world around us, forming a hypothesis, testing that hypothesis, and analyzing and sharing the results—is something that we all do instinctively. At Roxbury Latin, the Science Department strives to build on the natural curiosity of our boys by providing the tools, experiences, and guidance that students need to find answers to their questions and to communicate the answers they find. We hope that, over the course of their time at Roxbury Latin, our students develop their understanding of the foundations of scientific knowledge so they may apply their creativity and passion to critically analyze and solve problems that are important to them. We believe that through this process, our graduates come to appreciate how science underlies our modern civilization and become lifelong scientific learners, regardless of the careers they choose. We design science courses at Roxbury Latin to provide hands-on opportunities for

48 | The Roxbury Latin School Catalogue 2026-2027

students to collaboratively develop and apply fundamental scientific theories. In many instances, students build on what they learn by designing experiments, conducting research, and testing their own hypotheses. In this way, they come to understand science as a dynamic, ever-evolving process. Students in Classes III, II, and I are required to pass at least two of the laboratory science courses: Conceptual or Honors Physics, Chemistry or Honors Chemistry, and Honors Biology. Typically, over 80 percent of students will take three or four upper level science courses, which also include Topics in Engineering and Environmental Science. Our standard sequence of science courses begins in Class VI with an introduction to life science, environmental science and computer technology in the team-taught Science and Technology course. In Class V, boys develop their observational skills and understanding of the nature of matter in Introductory Physical Science (IPS). Then, after a year of hands-on exploration in Math-Science Investigations (MSI) in ninth grade, students take Honors or Conceptual Physics in their sophomore year. They continue with Honors Chemistry or Chemistry in Class II and conclude with Honors Biology in Class I. Environmental Science may be taken in Class I, alone or concurrently with Honors Biology. Topics in Engineering is open to both Class I and Class II, although boys in Class II who elect the course must take it along with Honors Chemistry or Chemistry; boys in Class I may take it alone or concurrently with Honors Biology.

Science and Technology, for boys in Class VI,

learn about our connected digital world and

begins with an introductory unit that uses

how they can be creative, productive, safe, and

Roxbury Latin’s 50-acre forest as a living

ethical citizens within it. Computers, personal

laboratory to teach foundational skills in

devices, apps, and networks have become so

scientific observation, data collection, and in

easy to use that they no longer require much

developing hypotheses. From there, the course

understanding of the way that they actually

consists of three complementary, 10-week units

work. Learning about what is going on “under

taken in rotation. The technology component,

the hood” makes it possible for students to take

Our 21st-Century World, is paired with two

fuller advantage of the technology and become

science department courses, The Design of Life,

creative producers—not simply consumers—in

and Environmental Studies. All three courses

the digital realm, and to understand the risks of

take a “hands-on” approach, pairing rigorous

using technology. Students learn about

academic study with frequent lab activities.

transistors, bits, and bytes, and move on to learn

In Our 21st-Century World, students

about programming languages and the ways in

which they can control a computer. The boys

by meeting society’s needs in more

practice programming with simple LEGO EV3

environmentally sustainable ways.

robots and develop an understanding of basic

Introductory Physical Science (IPS),

algorithms and programming structures. They

a full-year course required for boys in Class V, is

learn about how information moves around a

devoted to the study of matter. The course

network, what the Internet is, and what web

enables boys to experience the scientific process

pages are, and build their own simple page. They

firsthand. They make qualitative and

close the rotation with discussions of privacy,

quantitative observations, systematically record

anonymity, critical consumption, fair use, and

and analyze them in their notebooks, and work

internet ethics.

together to develop hypotheses to explain what

In The Design of Life, students study

they see. Through an extensive series of

form and function in living systems. They

laboratory exercises, the class investigates

investigate the nature of life itself, observing its

characteristic properties of matter. Boys learn

remarkable unity and its incredible diversity.

techniques for measuring mass and volume in

They consider how Darwin’s Theory of

metric units and use their measurements to

Evolution by Natural Selection accounts for

develop the idea of mass conservation in

these features of life and enables us to

physical and chemical changes. They examine

understand the exquisite design of cells, organs,

densities, boiling points, and solubilities of

and organisms. They develop an understanding

substances, and use differences in characteristic

of the nature of scientific inquiry by making

properties to independently separate substances

frequent observations of organisms in the lab.

from mixtures in the “Sludge Lab.” Following

They use compound microscopes, conduct

this exercise, boys learn to distinguish elements

dissections, and construct models and

from chemical compounds and consider how

simulations to accomplish these goals.

Dalton’s Atomic Theory can explain all they

In Environmental Studies, students

have observed over the course of the year. The

learn about the earth’s biotic and abiotic systems

course becomes more project-oriented during

and their interconnections. They discover that

the spring. Boys perform an array of laboratory

humans are part of these natural systems, not

tests on samples gathered from several locations

outside of them. From this perspective, the boys

along the Charles River and present reports on

consider the impacts of human activities on the

their results as well as design and test their own

environment, focusing on issues associated with

water filters. Math-Science Investigations (MSI) is

waste generation and energy use. The boys go beyond simply understanding the

a lab-based, full-year course that provides all

environmental problems society is facing; they

Class IV boys the opportunity to investigate

investigate ways to overcome these challenges

how we use energy and materials to shape and

50 | The Roxbury Latin School Catalogue 2026-2027

control the world around us. Boys do this in an

In Honors Physics, students in Class

interdisciplinary context, exploring ideas in

III study the behavior of matter and energy in

science, technology, engineering, the arts, and

our natural world. While conceptual

mathematics. Boys are active learners in this

understanding is paramount, students have

course, discovering concepts through

many opportunities to practice the scientific

investigation and experimentation and

process by observing phenomena, designing

completing projects, often in collaboration, of

experiments, collecting and analyzing data, and

increasing complexity over the course of the

drawing and presenting conclusions. After a

year. They also become immersed in the

hands-on, collaborative, introduction to the

“maker” culture, building the creative

scientific method the course moves quickly into

confidence to use newfound skills, tools, and

kinematics—the study of space and time and

technologies to approach challenging problems.

how things move. Next, students study

Conceptual Physics is a concept-

dynamics characterizing forces and why things

based survey course in which students in Class

move, using Newton’s laws of motion. Students

III investigate the laws governing our physical

then go on to investigate circular, rotational,

world. Advanced math skills are not required or

orbital, and oscillatory motion in the lab. Next

expected. Students learn by doing. They

students study energy and momentum of

discover patterns and test ideas in hands-on

particles as they collide and interact. In the

activities and demonstrations. Students make

second semester students consider the physics

measurements and evaluate the uncertainty in

of waves. They study sound waves, electrostatics

their measurements. They learn how to

and electrical fields, electricity and DC current,

construct an experiment and how to analyze

magnetism, and electromagnetic induction.

and interpret data. Topics include Newtonian

Additionally, throughout the year, students learn

mechanics (motion, forces, momentum, and

about more current topics in physics including

energy), the geometry of optics, and a study of

the foundations of early quantum theory.

wave properties, including sound and light

In Chemistry and Honors Chemistry

waves. Students connect concepts to “real

boys in Class II explore the world of matter and

world” applications whenever possible. During

energy. In the laboratory, students learn to safely

the spring students investigate electricity,

observe and measure the properties of

magnetism, and electromagnetic devices such as

substances, mixtures, and chemical reactions.

motors, transformers, speakers, etc. Students

By combining the data they collect with data

also apply what they learn in several in-house

collected over the years by generations of RL

competitions, such as an egg-drop challenge, the

boys, they derive fundamental laws of

design and construction of Mars habitats, and

Chemistry and, through their collaborative

an electrical motor build.

efforts, work out the critical theories required to

explain them. In this way, boys experience how

culmination of a thorough education in science

science proceeds and come to understand how

at Roxbury Latin. Completion of Chemistry or

the dominant theories in Chemistry—Kinetic

Honors Chemistry is required of boys electing

Theory, Atomic Theory, Quantum Theory,

Environmental Science, along with permission

Bonding Theory, VSEPR Theory, and Collision

of the department. In 2022, the human

Theory—developed and enable us to make sense

population reached eight billion. If current

of how matter behaves. Students in Honors

trends continue, the population could reach 10

Chemistry proceed at a more rapid pace and

billion within the lifetime of today’s Roxbury

consider topics in more quantitative depth than

Latin students. Is our growing population’s use

do students in Chemistry. Both courses offer

of natural resources—forests, agricultural lands,

effective preparation for students to take Honors

oceans, fresh water, fossil fuels—sustainable?

Biology in Class I.

Are the ways in which we meet society’s needs

Honors Biology, offered to members

today going to compromise the ability of future

of Class I who have completed Chemistry or

generations to meet their needs? If so, what

Honors Chemistry, completes a thorough

changes can be made in current natural resource

education in science at Roxbury Latin. The

use patterns? In Environmental Science, each

course assumes a working knowledge of

student develops and defends his own answer to

physical science and chemistry. Students begin

these questions. While the course focuses on the

the year by considering the nature of life and

science behind the earth’s biotic and abiotic

scientific inquiry. They consider how living and

systems and the ways in which humans are

non-living systems differ, study the flow of

impacting them, students also discuss the

matter and energy through ecosystems, and

economic, societal, and cultural barriers to

design and analyze a controlled experiment

change, and the opportunities to overcome these

using the bacterium Eschircha coli. Next, they

barriers through education, public policy,

apply the theories they developed in chemistry

technological advancement, and individual

to understand biochemistry, cell biology,

actions. Throughout the year, students use the

membrane physiology, and cellular energetics.

Roxbury Latin forest as a living laboratory,

In the second semester, students investigate cell

observing and investigating the earth’s

division, genetics, molecular biology,

ecological and physical systems. Topics include

biotechnology, and mammalian anatomy and

energy flows, the hydrologic cycle,

physiology. Students finish the year by

biogeochemical cycles, biodiversity, species

independently designing and executing a

interactions, soils, climate and weather, and

controlled experiment to answer a biological

forestry. They uncover the geologic and written

question of their choosing.

history of the Roxbury Latin forest, and take an

Environmental Science is another

in-depth look at the many ecosystem services it

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provides today. The students use their local

learn basic principles of mechanical and

forest explorations as a platform for learning

electrical design, then extend these principles

about the world’s other major biomes and

and techniques of analysis to more complex

aquatic ecosystems, and for considering the

human and environmental systems. Throughout

range of impacts that human actions are having

this process, boys discover the meaning of

on the environment.

“engineering” and develop senses of personal

Topics in Engineering and Design is

and professional responsibility for their

a full-year course for boys who wish to explore

communities and the complex systems in which

further and apply their skills in mathematics,

they operate. Students frequently collaborate on

science, and art to authentic problems with

short- and long-term projects, actively using

global significance. Boys develop a framework

technology and research to solve unique

for analytical problem solving and decision

problems. The course is available to boys in

making through a series of directed challenges

Class I. Class II boys must secure permission

in a range of engineering fields. Building from

from the instructor and take either Chemistry

prior knowledge in chemistry and physics, they

or Honors Chemistry simultaneously.

Tutorials The Tutorial program allows boys in Class I to pursue for credit (and in lieu of a regular course) academic interests not included in the School’s regular course offerings. If a boy in the senior class has such an interest, he seeks out a teacher who shares it and who is willing to mentor him. The student and his faculty tutor then plan a course of study and propose it to the Dean of Academics and the Curriculum Committee. If they approve the proposal, the tutorial becomes the boy’s fifth major course. Since a tutorial requires a student to assume more responsibility for his own learning than does a normal course, and since it is in a field of the student’s special interest, exceptional commitment and rigor are expected. Tutorials approved in recent years include: Classical and Modern Philosophy, Creative Writing, Epic Poetry, Bioethics, Artificial Intelligence and Machine Learning, Advanced Physics, Mechanical and Electrical Engineering, Modernist Literature, Eastern Religious Thought, Molecular Biology, Differential Equations, Basics of Psychology, Masterpieces of Classical Music, and American Foreign Policy.

Independent Senior Project (ISP) The Independent Senior Project (ISP) program provides each senior with the opportunity to spend the final four weeks of his academic year pursuing an endeavor of his own choosing, in place of his regular courses, and relatively free from other school demands. Each boy is expected to propose a project of interest to him; secure the cooperation of an off-campus advisor; and develop a detailed work schedule of 25 to 30 hours per week. Projects have been wide ranging, but tend to fall into five broad categories: volunteer work for a school or community service program; medical or scientific research; business or political internships; academic or creative independent studies; and apprenticeships with culinary, musical, theater or arts professionals. Each ISP proposal must be approved by a small faculty committee that assesses its feasibility and merits. Members of this faculty committee advise the seniors as they develop their proposals, and often help to connect them with RL alumni and parents in their fields of interest. Fundamental to the process, however, is the expectation that the boy himself take the initiative to thoughtfully plan and execute a successful project. At the conclusion of the project period, each senior makes an oral presentation to an audience of students and faculty and submits a written reflection to the ISP committee. In order to enjoy a successful ISP, a senior must exhibit the self-discipline and motivation necessary to accomplish what he has set out to do. The freedom associated with ISPs in effect anticipates and requires boys to develop the self-reliance that college demands. Successful completion of an ISP is a graduation requirement.

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Yet-Ming Chiang (2025)

Hall Program One of our most valuable resources is the stream of distinguished speakers who come to Roxbury Latin to share their real-world experiences in Hall (our term for all-school assemblies). Several times each month, throughout the school year, guest speakers—expert and accomplished leaders, thinkers, researchers, artists, and public servants—speak to the boys and faculty on a broad range of topics. In the best classical tradition, Halls—and the exchange of ideas they inspire—virtually always conclude with a question and answer session involving the student audience, inspiring conversation that continues well after the bell has rung for the start of classes. Hall speakers and performers tap the rich talent of Boston and beyond, including Roxbury Latin’s own distinguished alumni. Frequently, these guests stay with us on campus through the morning to attend classes or meet with smaller groups of students, continuing the lively exchanges sparked in the morning’s Hall. Formal occasions take place in Rousmaniere Hall, one of RL’s iconic spaces, rich in history. These special programs mark noteworthy moments in the life of the school—opening of term, Founder’s Day, Exelauno Day—and in the life of the country—Veterans Day, Thanksgiving, Martin Luther King Day. These Halls often include readings delivered by students and faculty, and much singing by everyone in attendance.

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Anthony Doerr (2024)

Bret Stephens (2023)

Juliette Kayyem (2026)

Conversational or panel-style Hall presentations, involving more than one guest, or those that include audio/visual accompaniment take place in RL’s intimate Smith Theater. Thanks to a robust endowed speakers program, we host guests and lecturers throughout the year who bring to campus expertise that illuminates a range of important topics or areas of study: the Smith Scholar offers year-long engagement on a range of subjects, from climate change to Latin-American literature to race relations; the Jarvis International Lecturer focuses on topics of global and socio-political importance; the Berman Visiting Artist brings distinguished figures in the arts; and the Wyner Lecturer highlights important social issues and solutions, just to name a few. Throughout the year, we also hear from members of our own community—students and faculty—who are regularly invited to deliver a talk to the entire school, marking a special moment or honor. Some of our recent Hall speakers include: John Brennan, Former Director of the CIA Meghna Chakrabarti, Journalist and radio producer Charlie Baker, Former Governor of Massachusetts Juliette Kayyem, Homeland security expert Esther Duflo, Nobel Prize-winning economist Anthony Doerr, Pulitzer Prize-winning author of All the Light We Cannot See Stephen Hoge, President of Moderna Gina McCarthy, Former Administrator of the EPA Joshua Bennett, Renowned spoken word poet and author Lisa Monaco, U.S. Deputy Attorney General Juan Enriquez, Futurist, technologist and author Silvia López Chavez, Famed Boston street artist Matthew Desmond, Pulitzer Prize-winning author of Evicted Anthony Ray Hinton, Author and activist The Improvised Shakespeare Company Yet-Ming Chiang, Materials scientist and engineer Clint Smith, Poet and best-selling author Mohamad Hafez, Syrian artist and activist American Shakespeare Center, whose members performed Antigone Bret Stephens, Famed conservative New York Times columnist Andrew Sullivan, Award-winning journalist and political commentator Mansoor Shams, U.S. Marine veteran and Muslim youth leader

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Anthony Ray Hinton (2026)

Beyond the Classroom: Activities Chess Chess at Roxbury Latin is predominantly an independent activity. Any student may play any time he is free to do so, as sets are always available. For those interested in more formal competition, RL is a member of the South Shore Interscholastic Chess League (SSICL) which is a consortium of local private and public schools. Competitive chess is considered a winter activity in the SSICL. For the RL team there are typically eight matches during the season, and practices are held twice a week. RL players’ rankings are listed on an in-house live document (ladder) which is based on the outcomes of independently scheduled games. The top 5 to 7 players on the ladder compete in the SSICL matches.

Classics Club The Classics Club was founded to promote enthusiasm for Classics by offering opportunities beyond the classroom for boys to broaden their knowledge of the languages and daily lives of the Greeks and Romans. Weekly meetings focus on preparation for Certamen competitions,

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which involve rapid-fire questions on topics ranging from the minutiae of Latin grammar and vocabulary, Latin-based etymology, Roman history and culture, and classical mythology in a Jeopardy-like setting. The group attends various competitions in Massachusetts, but also hosts an intramural competition in the fall.

Debating and Public Speaking Debating and public speaking help boys learn skills of communication, persuasion, logic, critical thinking, research, the use of evidence, and thinking on their feet. Roxbury Latin boys compete among themselves and with students from other schools both in traditional debate formats (e.g., Oregon and Parliamentary) and in a wide range of public speaking events (e.g., persuasive, after dinner, impromptu, extemporaneous speaking, and interpretive reading). Through these competitions, boys gain self-confidence in performing before others and also experience the excitement and exhilaration created by the clash and interplay of competing ideas. In our program, first-year debaters and public speakers learn basic public speaking skills and forensic theory, competing in two interscholastic debating tournaments. After completing the first-year program, boys advance to novice and advanced level debating in a wide array of interscholastic competitions. Roxbury Latin public speakers and debaters compete both regionally and internationally. Most New England tournaments are sanctioned by the Debating Association of New England Independent Schools, founded at Roxbury Latin in 1978. Canadian and overseas tournaments are coordinated by the International Independent Schools Public Speaking League, of which Roxbury Latin is a charter member. In 1989 and 1995, the Roxbury Latin community hosted the League’s annual North American competition, attended by nearly 40 schools from the United States, Canada, and several other countries. In 31 of the last 33 years, at least one Roxbury Latin boy has qualified for the World Individual Debate and Public Speaking Competition. Host schools in recent years are located in Germany, Botswana, England, Cyprus, South Africa, Australia, Lithuania, Canada, and Hong Kong. In 2025-2026, 65 boys in Classes I-IV were involved in debating and public speaking throughout the year. Roxbury Latin speakers and debaters entered 13 tournaments, winning many team and individual awards. Declamations—the dramatic public recitation of memorized passages of Greek and Latin— are presented annually by boys of every class on Exelauno Day, March 4th. The day’s name is a play on the word exelauno, the recurring verb (“march forth”) in Xenophon’s Anabasis. Boys compete before the entire School for the David Taggart Clark prizes in Greek and Latin declamation.

Dramatics The Dramatics program, which involves approximately half of Roxbury Latin students in some capacity, stages three faculty-directed productions each year. Some years also feature studentdirected productions: Fall Play: Open to boys in Classes I–III (with girls from neighboring schools) Winter Musical: Open to boys in Classes I–IV (with girls from neighboring schools) Spring Night of Scenes: Open to boys in Classes I–VI (with girls from neighboring schools) Student Production: In some years, based on interest and ability, a senior will initiate and direct a production in the spring. The centerpiece of the Roxbury Latin Dramatics program is the 300-seat Robert P. and Salua J.A. Smith Theater, a well-appointed facility with fly and trap capabilities, an optional orchestra pit, and excellent acoustics for student voices. Our students fill all onstage roles and execute much of the technical work—especially set construction and lighting design—under the guidance of guest artists, working professionals in the Boston area. In the 2025–26 year, the Fall Play was Death of a Salesman by Arthur Miller. The Winter Musical was The Drowsy Chaperone, music and lyrics by Lisa Lambert and Greg Morrison, book by Bob Martin and Don McKellar. The Spring Play was The Frogs: A Modern Adaptation by Don Zolidis. Roxbury Latin performers were joined across the year by students from Newton Country Day School, The Winsor School, Ursuline Academy, and The Rivers School.

ECOS Taking as its motto “Think globally, act locally,” the Environmentally Concerned Organization of Students (ECOS) works to raise awareness about environmental issues and to reduce the impact that RL has on the environment. Students who are involved in ECOS support the school’s recycling efforts and organize the collection and composting of RL’s food waste. ECOS also promotes stewardship of the RL forest by hosting events to clear trails and clean up trash. In addition to these ongoing efforts, each year ECOS focuses on a few specific initiatives to reduce RL’s ecological footprint. These have included raising money through concession sales at school plays to support the purchase of a new bike rack on campus; providing eco-friendly, reusable water bottles for the entire school to cut down on plastic waste; collecting textiles for recycling; and initiating a Paper Challenge to reduce paper use across the school. At ECOS meetings, students educate their peers on current environmental topics, and several students have participated in an annual conference presenting their own environmental projects.

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Habitat for Humanity A student-run, student-led organization founded in 2007 to aid the mission of Habitat for Humanity International, the RL chapter of Habitat for Humanity works in partnership with Greater Boston Habitat and other local affiliates to fulfill the four functions of a campus chapter: building, fundraising, advocating, and educating. The group has sent many student volunteers to work at local home building sites in and around Greater Boston. In order to take part in these builds and support local affiliates, the group has raised tens of thousands of dollars by hosting a three-on-three basketball tournament in the winter. In addition, Class I boys may work as interns with Greater Boston Habitat as an Independent Senior Project (ISP) at the end of their senior year.

Model United Nations In Model United Nations (MUN), boys attend conferences along with students from many other public and independent schools from across the nation. Each school represents one or more member nations in the various policy-making bodies of the U.N., and each participant plays the role of a diplomatic “delegate.” To prepare for these simulations, each boy must research his country and its role in the international community, the problems on his committee’s agenda, and the procedures, capabilities, and limitations of the U.N. Delegates must work together to write up the results of their research as part of a position paper, submitted several weeks before each conference. At the conference sessions, delegates articulate their country’s policy on each agenda item and seek to implement it through consensus with representatives of other countries. During several days of debate and political negotiation, delegates work together to formulate and pass resolutions on such topics as nuclear disarmament, economic cooperation and development, the preservation of the global environment, international efforts to halt drug trafficking, etc.

Musical Groups Students at all levels may audition for one or more of the school’s musical ensembles. The Glee Club is open by audition to boys in Classes I-IV. It rehearses during the academic day and performs several concerts during the school year—occasionally with girls’ choral groups and with orchestral accompaniment. The Glee Club repertoire includes a selection of sacred music, folk songs, musical theater pieces, and traditional songs for men’s chorus. Each year the Glee Club collaborates with a girls’ chorus to perform a major choral work. Recent performances have included Todd, Jazz Missa Brevis; Schubert, Mass in G; Bach, Cantata No. 4; Fauré, Requiem; Rutter, Gloria; Mozart, Coronation Mass; Brahms, Requiem;

Bernstein, Mass; Thompson, Frostiana; and Mozart, Requiem. The Glee Club also makes a spring tour—most recently to San Francisco; Houston and San Antonio, Texas; Italy; Nashville and Memphis, Tennessee; Austria and the Czech Republic; and Los Angeles. Nearly 100 boys participate in the Glee Club. The Latonics, made up of about 15 singers selected from the Glee Club, perform challenging a cappella music including madrigals, motets, folk songs, spirituals, and contemporary popular songs, often in original arrangements by group members. They rehearse twice a week after athletics practice and maintain an extensive performance schedule. Over the years, the Latonics have produced 12 albums. The Junior Chorus is open by audition to boys in Classes V–VI. Its repertoire includes three- and four-part arrangements, both accompanied and a cappella. The Junior Chorus rehearses once a week. It performs in December and April at Glee Club concerts. The Jazz Band, Chamber Ensembles, and Guitar Ensemble are available to those boys who demonstrate proficiency in instrumental performance. The makeup of these ensembles varies in accordance with student talent and interest. The Jazz Band, Chamber Ensembles, and Guitar Ensemble rehearse once a week after sports practices and perform several times during the academic year. Jazz Band repertoire ranges from Big Band standards to blues, funk, and rock fusion. A Jazz Combo, drawn from the Jazz Band, performs more challenging repertoire. Guitar Ensemble’s repertoire is rooted in the classic rock tradition. Additionally, through the chamber music program, instrumentalists are combined and coached in some of the great Classical repertoire. Each term, by arrangement with the Director of Music, boys with special musical skills or talents perform in recital before the school. These performances often include chamber ensembles gathered by the Director of Music.

Publications Students produce three school publications. The Tripod, the school newspaper, is published five times each year. Under the leadership of senior editors, students from all classes gather news, take photographs, and write articles. The editors are responsible for content and layout. Forum, a magazine of literature and the arts, is published twice each year. It includes short fiction, poetry, photography, and artwork by students of all classes. It, too, is student designed and edited. At the end of each year, the senior class publishes a Yearbook, whose contents include pictures and articles of both the highlights of the year and the saga of the class’s career at Roxbury Latin. These publications reflect the spirited camaraderie, vital creative energy, and warm humor characteristic of our students.

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As with other school activities, The Tripod, Yearbook, and Forum depend upon and enjoy the widespread support of students from all quarters. Typically, in addition to their extensive publications duties, editors are varsity athletes, members of the Glee Club and Model U.N., and lead actors in school plays. We believe that our student publications draw strength from the broadened perspectives brought to them by boys with such wide-ranging interests. In addition to the journalistic experience that they gain through writing and editing, boys who work on school publications are also afforded the opportunity to learn modern techniques of electronic layout and design and digital photography. All three student publications are produced using Adobe Photoshop and InDesign desktop publishing software. No prior knowledge of these programs is required or expected, however; students learn on the job.

Robotics The Robotics Team meets from mid-fall through early-spring and currently aligns itself with VEX Robotics, a national and international competitive robotics organization. During the past several seasons, our student-led teams of boys in Class IV through Class I have designed, built, and coded robots that have regularly qualified for the VEX Massachusetts and World Championships. Boys in Classes V and VI meet weekly throughout the fall and winter for a guided introduction to VEX Robotics.

Community Service Concern for others is one of the school’s paramount values. Our service initiatives aim to give students various and varied opportunities to realize the satisfaction that “giving back” can provide them throughout their RL years and beyond. Although we strongly encourage boys to take part in all-school, class-wide, and individual service initiatives, we also believe that participation should be voluntary rather than required. Therefore, we do not have compulsory service hours. However, we are gratified that students do participate willingly and cheerfully. With the assistance of class deans and the faculty director of community service, our Service Corps—comprised of more than 25 student volunteers drawn from each of the six classes— coordinates individual service projects for each class as well as several school-wide projects open to boys of any grade level. The Service Corps also oversees our three-week food/clothing/ shoe/toy service drive in January. Class-wide service projects for the 2025–2026 school year: Class I boys make monthly visits to Women’s Lunch Place in Back Bay, where they prepare

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Class VI Winter Walk (2025)

and serve lunch to women in need who enjoy a warm meal in a safe and welcoming shelter. On Tuesday afternoons, Class II prepares meals at Community Servings in Jamaica Plain that are distributed to shelters throughout the area. Class III boys volunteer at Haley House, an organization in the South End that serves the homeless and low-income residents of the city. Each month, the boys plan, shop for food, cook, and serve a Sunday lunch for elderly guests. In addition, sophomores sponsor a community cleanup, helping needy residents in their own neighborhoods with leaf-raking and general yard maintenance. Groups of six or seven Class IV boys visit our elderly neighbors at the German Centre once a month for varied activities such as poetry readings, music sing-alongs, art shows, board games, and even just chats. In coordination with the German Centre, Class IV organizes a walk-a-thon in early May, which last year raised $9,000 in support of the Centre’s music therapy program. Boys in Class V help out at the Dedham Food Pantry once a month, assisting with “shopping” and loading food into cars. In addition, the entire class gathers pledges for and participates in the annual Walk for Hunger in early May. Class VI boys walk to St. Theresa’s School, our neighbors down the hill, to meet with and tutor their students. Also, all boys do the Winter Walk through West Roxbury each February as a fundraiser to support the Pine Street Inn and raise awareness of homelessness in Boston’s coldest month. In addition to these class projects, our boys participate in numerous all-school initiatives: Ethos–Technology Tutoring: Boys in Classes I through III teach computer skills to senior citizens here at school on Tuesday afternoons throughout the school year. Habitat for Humanity: Students 16 years and older participate in several “builds” each year, most recently in Malden, Roslindale, and Roxbury. Maru a Pula School, Gaborone, Botswana: All students help raise money to support a scholarship for an orphan/at risk student enrolled at the school. “Dress-down day” donations from students are voluntary.

Medicines for Humanity: Founded 25 years ago by Roxbury Latin alumnus Tim Bilodeau, Medicines for Humanity provides medicines and medical support worldwide to prevent and treat childhood diseases that claims millions of lives per year. As part of its winter service drive, Roxbury Latin raises money to support this worthy undertaking. 3-on-3 Basketball Tournament: All students can participate in a tournament to raise money for Habitat for Humanity as well as the Maru a Pula School. Project D.E.E.P: The mission of the Dorchester Educational Enrichment Program is “to foster the educational, athletic, and social growth and development of middle school children of all races, creeds, and ethnic backgrounds throughout the Dorchester community.” Roxbury Latin boys serve as tutors to middle-schoolers for 90 minutes per week at the Leahy-Holloran Community Center in Dorchester. The Eliot Burying Ground Cleanup: Class VI boys spend a service morning each year participating in maintenance of the grave site of John Eliot, our Founder, and the rest of the cemetery. In addition to these structured, school-sponsored programs, many boys participate in service activities through their churches, synagogues, and community organizations. We also offer in-house service opportunities: Many older boys tutor younger boys through our extensive tutoring program, and most boys serve as admission tour guides throughout the year. Class I students serve as big brothers to new boys, several staff the Sixie Seminars, and many members of the senior class choose service work to wrap up their school careers during their four-week Independent Senior Projects in May. Finally, it goes without saying that all students are expected to lend a hand whenever and however they may be needed in the course of the school year, and we can count on them to do so with good humor.

Travel In addition to a full program of courses in a range of academic areas, the school complements this curricular commitment with opportunities for domestic and international travel. These trips are available to all boys, regardless of a family’s ability to pay, and represent a concerted effort to open up the world to our boys. School-led trips over the years have taken RL boys to Senegal, Iceland, Costa Rica, countries throughout Europe, Quebec, the Dominican Republic, Botswana, and Australia, and across the U.S., including wilderness adventures to the Rockies,

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the Pacific Northwest, Alaska, and a service project at the Blackfeet Indian Reservation in Montana. In the context of these travels our students have practiced their foreign languages, shared their musical gifts, offered service, experienced different cultures, and forged new relationships. RL’s Immersion Programs in France and Spain are capstone experiences for Class III boys studying modern languages. During the month of June, boys build language fluency through daily study, homestays with host families, and an array of excursions.

Athletics The athletic program at Roxbury Latin strives to realize the Classical maxim mens sana in corpore sano. Our mission is intimately connected to the fundamental values and guiding principles of the school. Staffed almost exclusively by faculty members, the department promotes the pursuit of excellence, the development of loyalty and good sportsmanship, perseverance and resilience. Games, practices, and all other team activities continue the work of the academic day; we expect our boys to give their best effort, work well with their teammates, improve their skills, and sharpen their contributions, and—of course—find pleasure in the process. As a small school, we want our students to be generalists and not specialists—in athletics as in all other respects. Thus, we discourage students from seeing sports at Roxbury Latin as a self-serving exercise to hone their “preprofessional” skills or credentials for the next level of competition. While we hope that some of our graduates will be fortunate enough to participate in college athletics, we ask our athletes to put aside personal aspirations and individual ambitions in service to the greater community. For our teams to be competitive, we need the participation and involvement of a large number of students, and

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we enjoy our most consistent competitive success when our best athletes are “multiple” rather than “singular.” Our lower teams are as important as our varsity teams and we “grow” our own athletes. In 2025-2026, seven out of ten varsity teams had winning records. In the fall, Varsity Cross Country finished the dual meet season with a sterling 15-0 record and went on to take second place at the ISL Championships and—for the third year in a row and the fourth time in five years—first place at the New England Division II Championships. Varsity Soccer had a strong showing in arguably the toughest league in the state and had several quality wins, including a hard-fought 2-0 win over Class B #4 seed St. George’s and a thrilling 3-2 victory over Founders’ League champion Avon Old Farms. Varsity Football highlighted its season with an electrifying, come-from-behind, lastsecond victory in its season opener against Brooks and

Fall Season Cross Country: Varsity, JV, Junior (Classes VI-IV) Football: Varsity, Third, Junior (Classes VI-V) Soccer: Varsity, JV (A & B), 3rd (Class IV), 4th (Class V), 5th (Class VI)

a dominant Fall Family Day

Winter Season

performance over Groton.

Basketball: Varsity, JV, 3rd (Class IV), 4th (Classes VI-V)

In the winter, Varsity Wrestling compiled an impressive 24-2 record in the dual-meet season, placing second in the ISL regular season, second at the Graves-Kelsey Tournament, fifth overall at New Englands,

Hockey: Varsity, Junior (Classes VI-IV) Wrestling: Varsity, JV, Junior (Classes VI-IV)

Spring Season Baseball: Varsity, JV, 3rd (Class IV), 4th (Class V), 5th (Class VI) Lacrosse: Varsity, JV (Classes IV-II), 4th (Classes VI-V) Tennis: Varsity, Junior Varsity, Junior (Classes VI-IV) Track and Field: Varsity and JV combined (Classes IV-I)

and sending a school-record six wrestlers to nationals. Varsity Hockey had another impressive double-digit victory season with an 11-11-2 record, scoring key victories against Rivers and Middlesex while going toe-to-toe with some of the best teams in New England. Most praiseworthy, the team won the ISL Eberhart Team Sportsmanship Award. And Varsity Basketball more than doubled its win total from last year, pushed the top teams in the league to the brink time and again, and notched a dominant 20-point victory over Belmont Hill on a raucous Friday night in the Fox Den. And in the spring, all four varsity teams finished with winning records. The Varsity Baseball team finished the regular season 13-4 overall—with those four losses by a total of five runs—and a 9-2 record in the ISL, earning the #3 seed in the Championship bracket of the ISL Tournament. The Varsity Lacrosse team finished the year with a strong 10-7 record and won the ISL

Consolation bracket tournament with a stirring OT comeback over St. George’s and a resounding defeat of Middlesex. The Varsity Tennis team finished its season with a 14-5 overall record, earning a third-place finish in the ISL and the top seed in the New England tournament, where it defeated Dexter and Kingswood Oxford before falling in the championship to a very strong Greenwich squad. And finally, the Track and Field team had an impeccable 16-0 regular-season record and rounded out their campaign with an impressive second-place finish at the ISL championships, scoring over 100 points for only the second time in school history, and a 2nd-place finish at New Englands. Across all programs and all levels, our record in the 2025-2026 school year was 266-159-13. Meaning that we won two out of every three contests we played—a remarkable, and enviable, .607 winning percentage. As satisfied as we are with such a record of achievement, what matters most to us is the way our boys play—how hard they compete and how they handle themselves, win or lose, season after season. Our athletes are smart; they are well coached; they compete hard; and they wear the school jersey proudly. They understand the “lessons” of competition (and are generally quite good at mastering them) and they accept responsibility for being good ambassadors of the school. They understand that all some people may ever know about Roxbury Latin is what they infer from watching our boys play games. They know that they represent the values, standards, and traditions of the school and act accordingly. Sportsmanship awards from the league, which our teams have won over the years, matter every bit as much as the league championship titles that sometimes come our way.

Requirements Boys in Classes IV-I are required to participate on an interscholastic team in two out of three seasons. Boys in Classes III-I may elect instead to complete an Independent Physical Education commitment. Boys in Classes V and VI (and boys new to Class IV) must participate on a team in the fall and either the winter or spring. Additionally, boys in Class V and VI take physical education classes twice weekly throughout the school year. The curriculum is based on wellness and endeavors to help boys develop a sound body, sound mind, and sound habits. Students are exposed to nutrition, weight training, mindfulness activities, and various sports throughout the year.

Sports Offered Roxbury Latin, for such a small school, offers a varied athletic program. Ten interscholastic sports are available for students to participate in during the school year. The sports offered and teams (levels) of participation are as listed on the previous page.

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Admission Roxbury Latin seeks students of good character and demonstrated academic ability and achievement who want to take advantage of the opportunities for growth and development at Roxbury Latin and who will bring to the school a broad range of backgrounds, talents, and interests. Most students enter the school at grade 7 or grade 9, but a few boys may be admitted to other grades each year. 1.

Those who are interested in joining our mailing list and receiving information about the school should fill out a request form on our website, or contact Carolyn Powell in the Admission Office either by email (admission@roxburylatin.org) or by telephone (617.477.6317).

Those who are interested in applying to the school should visit our website where you will be directed to submit an inquiry form. You will receive an email with instructions enabling you to create an account to access our online application. The deadline for submitting the application to Roxbury Latin is January 15, 2027. We encourage families, however, to submit their applications early in the fall of the year prior to entry. Applications received after the deadline may be reviewed, but the likelihood of admission is reduced. There is no application fee.

Applicants for grades 7 and 8 are required to take the ISEE (Independent School Entrance Exam). Applicants for grade 9 or above are required to take the SSAT (Secondary School Admission Test). Information about how to register for the ISEE or the SSAT tests can be found on our website.

A campus tour and interview is required of all applicants. Once you have submitted the Request for Campus Tour/Interview Form, you will be able to schedule a tour. During this visit a student gives the applicant and his parents a tour; a member of the Admission Committee interviews them separately; and the applicant takes a short aptitude test. The entire visit is expected to last no more than two hours.

Candidates will be informed of whether or not they have been admitted through Ravenna on or around March 10, 2027. Those admitted have until April 10, 2027, to contact the Admission Office with their decision. Unsatisfactory conduct or schoolwork between the time a boy is accepted and the time he registers in the fall may result in the withdrawal of the admission.

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Tuition and Financial Aid Roxbury Latin is committed to making an education affordable to all admitted students regardless of financial need. The tuition for the 2026–2027 school year is $44,000 inclusive of lunch. Each family is responsible for providing the student with any necessary books and a few personal athletic supplies. Thirty-seven percent of current students receive financial assistance totaling over $3.6 million. Further, the school awards additional financial assistance to ensure that each boy can participate in activities that complement the program, such as school trips. One of Roxbury Latin’s most distinctive features is its socioeconomically diverse student body. The school does not consider a family’s ability to pay when making admission decisions, and it meets the full, demonstrated need of every admitted student. All financial assistance awards are based exclusively on need. Roxbury Latin does not award merit-based scholarships. All information regarding the application and awarding of financial assistance is completely confidential. The actual cost of educating a boy at Roxbury Latin is over $82,000, so even families paying full tuition pay less than 54 percent of the total cost of their son’s education. The school is able to bridge the difference by drawing upon its endowment and the Annual Fund—which over the last several years has enjoyed 100-percent participation by Roxbury Latin parents. Roxbury Latin’s tuition is about two-thirds that of neighboring independent schools. Instructions about how to apply for financial assistance can be found on our website. All parents are required to fill out a confidential form. The financial aid application deadline for returning students is December 15, 2026, and January 15, 2027, for applicants. Parents of returning boys must file a new application each year. Applications are reviewed annually by the Committee and aid normally remains consistent provided that the family’s need continues.

The Classes

Colin Patrick Roache, West Roxbury

The First Class (2027)

James Thomas Skeffington, Chestnut Hill

Eric Archerman, Weston

Thomas Robert Stanton, East Walpole

Charles Xavier Austin, Boston

Gavin Robert Stephenson, Boston

Louis Hy Baumal-Bardy, Newton

William Ryan Sutton, West Roxbury

Zachary Morgan Beaver, Newton

Thomas John Thornton, Hingham

Nolan Michael Cahill, Westwood

Paul Louis Tompros, Charlestown

Sidda Chalamalasetty, Medfield Casey Kalani Chiang, Weston Michael Scott Clark, South Boston David William Comander, Chestnut Hill Andre Octavian DaSilva, Canton Ajay Raj Devendran, Needham John Devine, Milton William Kenneth DiFiore, Canton Christopher Alexander Eaton, Mendon Theodore Fortuin, West Roxbury Ethan Joshua Berger Frank, Cambridge Caleb B Shemma Frehywot, Cambridge Andrew James Giordano, Dedham Flynn Wellington Hall, Westwood Jayden Albert Hall, Wellesley Hills Tobias Robert Harrison, Chestnut Hill Ameer Hasan, Braintree Charles Lincoln Holt, West Roxbury Changyao Hu, Auburndale Devin Jamal, Boston Luke James Kern, Roslindale James Randall Kerr, Norwood Alvin Li, West Roxbury Patrick James Long, Canton Xavier Joseph Maricich, Medfield Temidire Opemipo Martins Dosumu, South End/Boston Thomas McGuire Mattera, Norwell Joseph Henry Meade, West Roxbury Thomas Brophey Mitchell, Needham Rahsaan Mustafa-Coentro, Needham Tanner Oberg, Weston Andrew Charles Plante, Wellesley Nishant Singh Rajagopalan, Wellesley Hills

Benjamin Jonas Samuels, Chestnut Hill

The Second Class (2028) Riley Logan Alqueza, Needham Omar A. Baaj, Wellesley Abdoulaye Bah Bangura, Boston Arjun Bhandari, Lexington Romeo James Borgida, Charlestown Cameron Brown, West Roxbury Desmond Rohan Butler, Hingham Siddharth Raj Chopra, Canton Milo Alexander Choumert, Brookline Raphael Oliver Choumert, Brookline John Xavier Cirasuolo, West Roxbury Michael Anthony Corley, West Roxbury Caiden Bravo Crowley, Newton Tyler Andrew Dearborn, Sherborn Lucas James Dolan, Wrentham Anthony Christopher Faletra, Holliston Alessandro Richard Frigerio, Brookline Max Goldman, Brookline Kevin Ryan Greene, Quincy Liam Louis Guadagno, Westwood Grant Hedgepeth, Westwood Connor James Hynes, Milton John Clinton Kelly, West Roxbury Nathaniel Kelly, Somerville Rory Francis Kelly, Brighton Finn Daniel Keohane, Natick Maceo Matthews King, West Roxbury Edward William LaFond, Sharon Carter James Lewis, West Roxbury Lucas Alexander Mashikian, Boston Liam Foley Millsom, Wellesley

76 | The Roxbury Latin School Catalogue 2026-2027

John Joseph Mitchell, Westwood

Ryan Guden, Needham

Austin Patrick O’Leary, Needham

Andrew Michael Heavey, Foxboro

Evan Pan, Brookline

Beckham Ellison Holley, Brookline

Nayan Patel, Weston

Noah Christopher Holt, Dorchester

Michael Patrick Quinlan, Dorchester

Peter Sherman Hughes, Chestnut Hill

Joseph C. C. Raposo, Dedham

Dylan Joseph Morris Kelly, Needham

Ignacy Michael Robinson, Milton

Ryan Kerr, North Easton

Benjamin Gavin Romano, Hyde Park

Alexander Calogero King, Boston

William F Ruotolo, Wellesley

Andrew Kramer, Wellesley

Sam Aldo Ruscito, Canton

Jacob Philip Lando, West Roxbury

Kolby Kenan Sahin, Cambridge

Dylan Lane, West Roxbury

Kojo Sam, Wellesley

Brandon Lopez, Needham

Ethan Sun Shi, Newton

Charles Malley, West Roxbury

Chase Barrington Sullivan, Newton Center

Sebastian Flight May, Chestnut Hill

Luke Sweet, Charlestown

Cormac John Mills, Milton

Blake AlSherif Turner, Boston

Patrick Joseph Mitchell, Needham

Julian Vidal, Boston

Peter Tug Consigli Mohan, Boston

Brian William Whitecross, Walpole

Gabriel Beyene Neeley, Newton

Matthew Vernon Young, Boston

Rowen John O’Leary, Norfolk

The Third Class (2029) Ashton Andy Antoine, Randolph Alan Archerman, Weston Alex Archerman, Weston Everett Webb Bluman, Chestnut Hill James P. Boccuzzi, West Roxbury Ethan Budreau, Jamaica Plain Rowan D Bush, Brighton Josiah Oscar Calmas, Chestnut Hill Jack Edward Cassidy, Needham Rai Arjun Chakravarty, Weston Thomas Michael Cloutier, West Roxbury Henry Chung Collier, Wellesley Daniel Robert DiLallo, North Easton Sebastian Engler, Charlestown Solon Triant Estes, Concord Owen Clark Finn, Boston

Guled Abdirahman Rashid, Hyde Park Leone Seidel, Brookline Nico Kl Selvaggio-Wagner, Roslindale Kevin Song, Westwood Sahaj Deo Swaroop, Brookline Leo Patrick Venanzi, West Newton Robert Otto Vey, Walpole Seerohn Vithiananthan, Sharon Anthony Wallace, West Roxbury Liam Michael Walsh, Walpole Charles Wang, Groton Lyle James Watson, Roslindale Tomas Werning, Boston Christopher Michael Yeh, Newton Jeronimo Yepes, East Boston Emir Dillon Zaloglu, Natick Haotian Zheng, Belmont

Robert Stephen Flaherty, Braintree

The Fourth Class (2030)

Cameron Franzosa, Braintree

SMax Tobias Abramson, Medfield

Nathan Maxwell Ginsburg, Boston

Luke Kevin Addesa, Milton

Henry Grossman, Dover

Hans Ryan Badayos Arrazola, Braintree

Sorin Bafani Brusseau, Boston

Luke Henry Mulhern, West Roxbury

James Butler, West Roxbury

Caleb Murphy, Dorchester

Julian Chin, West Roxbury

Alexander Nanji, Brookline

Luke Murray Conway, West Roxbury

David Bernard Penn, Newton Center

Liam Sean Coyle, Milton

Houlton Myers Pingree, Boston

Rogelio Jose Daveiga Pena, Boston

Weston George Purtell, Hingham

Edward Walter Davis, West Roxbury

Ishmael Abraham Rodriguez, Braintree

James Ding, Wellelsey

Luke Rose, Wellesley

Langston Alexander Donnelly, Newton

Aldo Americo Ruscito, Canton

Amin Hazem Eltahawy, Wellesley

Luka Tomic, Sharon

Marcus Farzaneh-Far, Brookline

Justin Tran, West Roxbury

Benjamin Gamache Gallagher, West Roxbury

Benjamin Boris Walker, Wellesley

Gabriel Alejandro Galvin, West Roxbury

Connor Francis Walsh, Walpole

James Ge, Wellesley

Brian Yao, Wellesley

Cayden Gregory Ghostlaw, Walpole

Dylan Zhang, Wellesley

Max Goodwin, Southborough

Eddie Jin Zhang, Sharon

Hudson Zaid Jack Gorman, Brookline Luca Faisal Henry Gorman, Brookline Alexander Mitchell Guadagno, Westwood Emmanuel Samuel Hagan, Randolph Ryan James Haig, Wellesley Nikitas Themistocles Handrinos, Dover Thomas Vincent Hennessey, Wellesley Isaac Arthur Hertzog, Hingham William Huang, West Roxbury Nathan Ezibudu Chukwuebuka Ihua, South Weymouth Tyler Jacobs, Brookline Daniel Jane, Boston/Kenmore Charles Michael Kelly, West Roxbury Liam James Kelly, Brighton Kabir Sheel Kumar, Boston Jackson Louis Lang, Milton Jack Lewis, Weston Kyrin August Lima, Dorchester Jake Lucas, Weymouth Joseph Hugh MacDonald, West Roxbury Joseph Malley, West Roxbury Colin Patrick Manning, Hingham Theo Stephan Mashikian, Boston Daelen Richard Mills, Easton

The Fifth Class (2031) Javier Alberto Burboa Vazquez, Roslindale Christian Carmody, West Roxbury Cian Flynn Cassidy, West Roxbury Colin Hart Cloutier, West Roxbury Caiden Michael Conley, Roslindale Liam Michael Conway, West Roxbury Julian Sibbing Dunn, Norwood Rowan Elliffe, West Roxbury Damian Speare Estes, Concord Galen William Estes, Concord Keegin Jason Ezekiel, Dorchester Charles Webster Fox, Wellesley Benjamin Richard Berger Frank, Cambridge Theodore Goldman, Brookline Nathan David Hern, Medfield Henry Hertzog, Hingham Tanoshi Inomata, Allston Andy Jin, Needham James Oglevee Joacine, Boston George William Johnson, Weston Brendan Malloy Jones, Jamaica Plain Griffin Young Lee, Boston Cesar Andres Lugo Diaz, Dorchester

78 | The Roxbury Latin School Catalogue 2026-2027

Thomas Robert MacAulay, West Roxbury

Kabir Hiatt, Newton

Andrew MacIsaac, Canton

Henry Robert Jones, Milton

Charles Joseph McElaney, Hingham

Kevin Mohamed Karah, Roslindale

Grayson David Miller, Boston/Seaport

Harry Joobin Lee, Newton

Akeem Mustafa-Coentro, Needham

Josh Rin Lee, Westwood

Santiago Nelson, West Roxbury

Ryan Kevin Liddy, Medfield

Charles Noonan, West Roxbury

Francis Linsenmeyer, Jamaica Plain

Charles Ou, Wellesley

Zack Dietz Lyne, Duxbury

Neal Patel, Chestnut Hill

Cameron Reginald McKenzie, Randolph

Oliver Rafal Poe, Dover

Jack Robert Mooradian, Dover

Henry Quagliaroli, Cambridge

Matthew John Muller, Milton

Jaithra Athulith Sathiraju, West Roxbury

Marcus Olivier Nishijima, West Roxbury

Aveer Singh, Westwood

Jake Joseph Novoa, Dorchester

Arion Sota, West Roxbury

Mikey James Novoa, Dorchester

Luben Stolarov, West Roxbury

Chris Sae-joun Park, Needham

Shawn Sicheng Tao, Newton Center

Nico Gabriel Piedrahita, Roxbury

Cian Tobin, Dorchester

Chester Gibson Pingree, Roxbury

Kazuki Tokuda, Westwood

Austin Joseph Poirier, Needham

Timothy Ronnie Troville, Canton

Arjun Rajagopalan, Wellesley Hills

Camden Joe White, Newton

Finn Patrick Riley, Hingham

Henry William White, West Roxbury

Grady William Ring, West Roxbury

Lucas Yamaguchi, Westwood

Antonio William Ruscito, Canton

Maxwell Zhang, Acton

Max Leo SaCouto, Needham

Alexander Zhao, Canton

Navid Joaquin Sohrabi, Chestnut Hill

The Sixth Class (2032) Harley Meloncourt Auguste, Back Bay Milo Becker, Cambridge Connor Brown, West Roxbury Michael Burke, South Boston Abdullah Akbar Causer, Belmont William Chang, Chestnut Hill

Patrick William Strojny, Canton Spencer Spencer Sun, Milton Onias Thomas, West Roxbury Eli Michael VanBecelaere, Roslindale Cormic Leahy Walsh, Walpole Lucas Muze Yi, Needham Connor James Yong, Newton Upper Falls

Dylan Paul Chisholm, West Roxbury Aiden Bryan Coakley, Roslindale Jack Arthur Coffin, Winchester Paul Otto Drews, Dover Theo Roger Mustone Engler, Charlestown Ryan Famili, Newton Jay Richard Gruber, West Roxbury Leo Wang Guo, Lexington Joe Anthony Hart, Boston/Fenway

The Faculty & Administration The Faculty Samuel Lonsdale Schaffer (2024), Head of School. BA (1997) University of North Carolina, Chapel Hill; MA (2006), MPhil (2007), PhD (2010) Yale. Bryan Louis Dunn (2020), Assistant Head of School for Program; Deane Family Dean of Faculty; Science. BS (1998) William & Mary; MEd (2010) Boston College; EdD (2018) Northeastern. Maurice A Randall II (1976), George Norton Northrop Professor of English; Classics. AB (1976) Harvard; MA (1983) Dartmouth. Ousmane Diop (1994), Stanley J. Bernstein Professor of Modern Languages; Chair, Modern Languages Department. BA (1994) Oberlin; MEd (2001) Harvard. John Michael Lieb (1998), Chair, Mathematics Department. BA (1995) Williams; ALM (2014) Harvard Extension School. Antonio Pedro Teixeira ’93 (1998), Director of Athletics. AB (1997) Bowdoin; MA (2002) Middlebury. Robert Charles Opdycke (1999), Director of Music; Mathematics. AB (1999) Harvard. Joshua Michael Cervas (2001), Joseph R. Kerner Jr. Chairholder in English; Chair, English Department. AB (2000) Amherst; MA (2009) Middlebury. Peter Sutherland Hyde (2001), Charles T. Bauer Professor of Science. Chair, Science Department. BS (1992) Yale; PhD (2001) Stanford. Thomas Emmett Walsh, Jr. ’79 (2002), Senior Director of College Counseling. AB (1983) Bowdoin; MA (1993) Dartmouth. Kenneth Goodall Hiatt ’93 (2004), Director of Program Initiatives, Associate Director of Information Services, English, Arts. AB (1997) Princeton. Ruthmary Delaney (2006), Mathematics. AB (1983) Bowdoin; MBA (1997) Boston University; MEd (2003) Harvard.

Erin Amanda Dromgoole (2006), Steven E. Ward Chairholder in History; Director of Academic Support; English. AB (2001) Dartmouth; MA (2005) Tufts. William Francis Quirk, Jr. ’04 (2008), Director of Admission; English, Class V Dean. BA (2008) Georgetown; MA (2018) Middlebury. Nathaniel Walker Piper (2009), Director of the IDEA Lab; Math/Science. BS (2008) Worcester Polytechnic Institute; MA (2020) Michigan State. James Philip Ryan (2009), Director of Community Service, Spanish, Art. BA (1993) Holy Cross; MA (2006) Boston College. Darian Christopher Reid ’05 (2010), John P. Brennan Chairholder in Classics, Class I Dean. AB (2009) Bowdoin; MA (2017) St. John’s College; MEd (2021) Columbia. Daniel Minor Redd Bettendorf (2012), Mathematics. BA (1991) Washington and Lee; MS (1997) Medical College of Virginia; MA (2014) Middlebury. Elizabeth Bennett Carroll (2013), Dean of Academics, Science, Development. BA (1993) University of Virginia; MEM (1999) Yale. Christopher A.J. Heaton (2013), Librarian, Archivist, Media Coordinator, History. BA (1990), MA (1993), MS (1994) University of Scranton; MS (2012) Simmons College. George Michael Matthews, Jr. ’08 (2013), Dean of Students; Classics. BA (2012) Holy Cross; MA (2013) University of Liverpool. Jameson Lynn Morris-Kliment (2013), Arthur Vining Davis Professor of Greek and Latin; Chair, Classics Department. BA (1989) Yale; MA (1993) Boston University. Timothy Paul Kelly (2014), Chair, History Department; Class III Dean. BA, MA (1994) University of Scranton. Gregory Isaac Sokol (2015), Mathematics, Science, Class II Dean. BA (2010), BE (2011) Dartmouth; MEd (2015) Lesley.

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Arturo Daniel Solís (2015), Spanish. BA (2004) Cornell; MA (2016) Middlebury. Sean Patrick Spellman ’08 (2015), Associate Director of Athletics; Director of Summer Programs; Health and Wellness. BA (2013) Springfield College; MS (2021) Northeastern; MEd (2026) Springfield College. Christopher Michael Brown (2018), Director of Penn Fellows, History, Science. BA (2018) Bowdoin; MEd (2020) University of Pennsylvania. Sarah Jordan Demers (2019), English, Class VI Dean. BA (2007) Brown; MA (2017) Harvard. Andrés Amitai Wilson (2019), English, Music. BM (2003) Berklee College of Music; MA (2018) Columbia; MA (2014) University of Massachusetts; PhD (2018) University of Massachusetts. Arthur R. Beauregard (2020), Mathematics, Science. BS (2000) Lehigh; MS (2005), PhD (2009) University at Albany. Michael Phelps Beam ’10 (2021), English, Classics. BA (2015) Pomona. MEd (2023) University of Pennsylvania. Jacqueline M. Salas (2021), Director of Community and Culture, Science, Mathematics. BA (2014) Regis; MEd (2017) University of Notre Dame. Alexander Joseph Pellegrini ’10 (2022), Assistant Director of Admission, Arts. BA (2014) University of Colorado, Boulder. David Grant Smith (2022), History. BA (2005) College of William and Mary; MTS (2008) Harvard Divinity School. Geoffrey Scott Theobald (2022), Mathematics. BA (1988), MSW (1991) University of North Carolina, Chapel Hill. Matthew Collin Phillips (2023), Director of Dramatics, English, Arts, Classics. BA (2022) Georgetown; MEd (2025) University of Pennsylvania. Blake Andrew Sundel (2023), English, Class IV Dean. AB (2015) Harvard; MBA (2020) University of Southern California.

Anthony Thomas D’Amato (2024), Science, Mathematics. BS (2014) Loyola University, Maryland; MEd (2022) Boston College. Jonathan Clayton Doerer (2024), Mathematics, Health and Wellness. BA (2021), MSM (2022) University of Notre Dame; MEd (2026) University of Pennsylvania. Lisa Anne Kostur (2024), French, Arts. BA (2001) Barnard College; MA (2021) Harvard; PhD (2025) Harvard. Erin Kathleen Sutton (2024), Chair, Arts Department. BA (2006) Colgate; MEd (2012) Lesley University. Andrew Mallon White ’18 (2024), Classics. BA (2023) Princeton; MEd (2026) University of Pennsylvania. Katherine Jane Armstrong (2025), Penn Fellow, History, English. BA (2025) Williams College. Sophia Granzin Brett (2025), Penn Fellow, Science. BA (2025) Bowdoin College. Ethan McGinnis Faust ’13 (2025), Classics, English, Development Associate. BA (2017) Davidson College; MEd (2019) University of Pennsylvania. Mysha Mae Kuhlmann (2025), Director of Counseling. BS (2003) University of Texas, Austin; MA (2005) Loyola Marymount University; EdS (2013) University of Massachusetts, Boston. Lauren Cara Horan (2026), Spanish. BS (2021), MBA (2022) St. John’s University; MEIBI (2026) Universidad Camilo José Cela. Luke Nicholas Miller (2026), Penn Fellow, Science. BS (2026) Tufts University. Patrick Kirkham Sullivan ’13 (2026), Penn Fellow, History, English. BA (2018) Yale University.

The Administrative Staff Steven W. August (2025), BA, MA, Athletic Advisor. Misty K. Beardsley (1998), BS, Athletic Trainer. Erin E. Berg (2017), BA, MS, Director of External Relations.

Alexander E. Bleday (2022), BA, MBA, Director of Major Gifts and Planned Giving. Steven T. Brennan (2026), BS, MS, Assistant Director of Athletics. David S. Cataruzolo (2013), AB, MA, Director of Alumni Affairs. Karen Dinon (2014), BS, Director of Financial Aid. Michael B. doCurral (2017), BA, MBA, Director of Operations, Superintendent of Buildings and Grounds. Alessandro Ferzoco ’14 (2023), AB, Director of Development.

The Buildings and Grounds Staff Reginald Brun (2000), BS, Assistant Director of Buildings and Grounds. Eddy Brito (2021) Ruben Brito (2024) Brian Larence (2018) Juan Zapata (2021)

Masters Emeriti John Patrick Brennan, Classics Master Emeritus.

Megan E. Fraker (2026), BA, Associate Director of College Counseling.

Kerry Paul Brennan, F. Washington Jarvis Headmaster Emeritus.

Julie M. Garvey (2014), BS, Development Associate.

Brian Burke Buckley, Arts Chair Emeritus.

Kristen M. Gibbons (2022) BA, Executive Assistant to the Head of School.

Livingston Carroll, Mathematics Chair Emeritus.

Wasib Hayat (2022), BS, MS, Director of Information Services.

Richard Graham Dower II, Charles T. Bauer Professor of Science Emeritus; Science Chair Emeritus.

Andrea L. Larkin (2026), BS, Business Office Associate.

Robert Stafford Jorgensen, Senior Master Emeritus.

Boaz Levy (2007), BA, MA, PhD, Consulting Psychologist.

Joseph Robert Kerner Jr., George Norton Northrop Professor of English Emeritus.

Keri Maguire (2016), BA, MSN, Nurse, College Guidance Assistant. Kerin E. Maguire (2024), BA, MPS, Assistant Director of External Relations. Marcus C. Miller (2018), BAJMC, BA, MA, Director of Digital and Graphic Design.

William Egisto Chauncey, Assistant Headmaster Emeritus.

Philip Robert Kokotailo, Deane Family Dean of Faculty Emeritus; English Chair Emeritus. Edward Stovall Ligon, Arthur Vining Davis Professor of Greek and Latin Emeritus; Classics Chair Emeritus. Robert Joseph Moore, Science Chair Emeritus.

Michael J. O’Brien (2005), BS, MD, School Physician.

Bradford Clinton Perham, Director of Athletics Emeritus.

Robert F. O’Rourke (2026), AB, MTS, Director of College Counseling.

Michael T. Pojman, Associate Headmaster Emeritus; Allen Latham Professor of Science Emeritus.

Carolyn D. Powell (2018), BS, Assistant Director of Admission.

Sarah Allen Stevens, History Master Emerita.

Meredith H. Reynolds (2018), BA, College Counseling and Admission Associate. Michael J. Stanton (2020), BS, MBA, CPA, Chief Financial Officer.

Paul Edward Sugg Jr., Science Master Emeritus. Stewart Griffing Thomsen, A. Kenneth Scribner Professor of History Emeritus; History Chair Emeritus. Hunter Mayo White, French Master Emerita.

Susan D. Walsh (2000), BA, Controller.

82 | The Roxbury Latin School Catalogue 2026-2027

The Trustees & Officers 2026–2027 Officers Ethan M. Berman ’79, President Michael J. Giarla ’76, Chairman Anne Craige McNay, Vice President Derek T. Ho ’92, Secretary Christopher T. Mitchell ’89, Treasurer

Trustees Ethan M. Berman ’79 (2027), Trustee. Yet-Ming Chiang (2032), Trustee. Professor of Materials Science and Engineering, MIT. Matthew Consigli (2027), Trustee. President, Consigli Construction Co., Inc. Katherine Craven (2029), Trustee. Chief Administrative and Financial Officer, Babson College. Matthew W. Fruhan ’91 (2028), Trustee. Manager of Large Cap Stock, Fidelity Investments, Inc., Fund.

Ian Lane (2029), Trustee. Managing Director, Harbourvest Partners, LLC. Andrew (Drew) J. Martin ’98 (2032), Trustee. Chief Executive Officer, Thrive Scholars. Peter G. Martin ’85 (2032), Trustee. Special Assistant to the President, Boston College. Andrew J. McElaney, III ’96 (2028), Trustee. Partner, The Baupost Group, LLC. Anne Craige McNay (2030), Charter Trustee.

Ara Gershengorn (2031), Trustee. University Attorney, Office of the General Counsel, Harvard University.

Obiora (Bo) I. Menkiti ’95 (2029), Trustee. Founder and CEO, The Menkiti Group.

Jacob (Jake) M. Grossman ’00 (2032), Trustee. President, The Grossman Companies.

Christopher T. Mitchell ’89 (2028) Charter Trustee. Managing Director, Spectrum Equity.

James Hamilton ’91 (2034), Charter Trustee. Head of School, The Peddie School.

Monica Neuman (2028), Trustee.

Derek Ho ’92 (2038), Charter Trustee. Partner, Kellogg, Hansen, Todd, Figel, & Frederick, PLLC. William S. Hughes ’97 (2031), Trustee. Managing Director, Providence Equity Partners, LLC. Viva Hyatt (2030), Trustee. Partner, Bain Capital.

Soren Oberg (2032), Charter Trustee. Partner, Thomas H. Lee Partners. Paul R. Provost ’83 (2027), Trustee. President, New York Academy of Art. Kent E. Sahin ’91 (2036), Charter Trustee. CEO, Sahin Technologies, LLC.

Th e R oxbu ry L at i n S cho ol 101 St. Theresa Avenue, West Roxbury, Massachusetts 02132-3496 t: 617.477.6317 www.roxburylatin.org 4 | The Roxbury Latin School Catalogue 2019-2020