Green Campus Study Abroad Music Friendships Math Harkness Tradition
House English Explore Commitment Diversity Technology Mission Standards Values
2013 - 2014 2012-2013
Visual Arts Cooperation
The L awrenceviLLe awrenceville S chooL chool
Citizenship Community Service Goals Discipline Athletics History Pride Academics Leadership Mentor Periwig Alumni Honor Science The Bowl Clubs Responsibility Integrity Inspire Olla Pod Innovation Opportunities Purpose Character Allegiance LAWR enceviLLe Lawr ENCEVILLE SCHOOL SchooL
VIEWBOOK for Admission 2013 - 2014 T he School 2 T he C u r ricu lu m 30 L i fe a t La wrencev ille 68 Ad mis s ion a nd Genera l Inf orma tion 104
L awre nceville School
Welcome TO LAWRENCEVILLE
Founded in 1810 by Isaac Van Arsdale Brown as The Maidenhead Academy, The Lawrenceville School is located on 700 acres in the historic village of Lawrenceville, New Jersey.
Athletics Arts Opportunities Learning Leadership Harkness Campus Vision Diversity Accomplishments
Lawrenceville prides itself on
The mission of The Lawrenceville School is to inspire and educate
the extraordinary diversity of its
promising young people from diverse backgrounds for responsible leadership,
community and the inclusive spirit that our diversity fosters. When you visit Lawrenceville — and we certainly hope you will — you should ask students what
personal fulfillment and enthusiastic participation in the world. Through our A unique House system, A collaborative Harkness approach to teaching and learning, A close mentoring relationships, and
it’s like to go to school here. You
A extensive co-curricular opportunities
won’t get the same answer twice.
we help students to develop high standards of character and scholarship,
You will hear about the good times and the tough times, the academics, the arts, the athletics, the friendships, and yes, the food. Your years at Lawrenceville will be yours and yours alone, an experience shaped by the people you come to know, the things you do, the challenges you overcome, and the happy times you will remember for the rest of your life. This viewbook prospectusisisjust justa ataste tasteof the of the Lawrenceville Lawrenceville experience. experience. As you As you read it, read consider it, consider the opportunities the opportunities and responsibilities and responsibilities it describes, it describes, and note the and variety noteofthe thevariety voices of the you hear. voices Welcome. you hear. Welcome.
a passion for learning, an appreciation for diversity, a global perspective, and strong commitments to personal, community, and environmental responsibility.
head master elizabeth duffy
I’m often asked what makes Lawrenceville distinctive. I always respond that Lawrenceville is “the best of both worlds.” We are large and diverse enough to offer students a broad array of challenging opportunities and to reflect the world in which today’s students will ultimately live and work. At the same time, because of our unique House system, our collaborative Harkness approach to teaching and learning, and the strong commitment of Lawrenceville faculty to get to know students, Lawrenceville is a friendly place, with a warm sense of community more typically found in small schools. The House system has been a central feature of Lawrenceville since the late 19th century. All Second Formers live together in the Lower School; Third and Fourth Formers reside in Circle and Crescent Houses, and the Fifth Form is reunited as a class in senior housing. Such an arrangement allows us to provide age-appropriate supervision and responsibility and generates many leadership opportunities. Particularly the Circle and Crescent Houses feel like families, with fellow housemates becoming effective siblings and housemasters serving as surrogate parents and lifelong mentors. All Lawrenceville students— both boarding and day— develop a very strong sense of House pride and allegiance that persists even after they graduate and is evident when they return for reunions and other alumni events.
Another essential feature of Lawrenceville is our discussion- based
students volunteer at more than 90 area social service agencies in
approach to teaching and learning. Since 1936, most classes at
the greater Princeton-Lawrence-Trenton community, and over the
Lawrenceville have been conducted around Harkness Tables, oval
past few years hundreds of students have traveled with classes and
tables that accommodate a master and 12-14 students. The small
campus activities to every continent except Antarctica. We have
clusters of desks in many of our math classes and our intimate science
also recently introduced formal leadership training opportunities for
labs are similarly designed to promote student engagement. In these
students in all Forms.
settings, students and teachers explore course material together. Such
While Lawrenceville’s programs are impressive, the School’s greatest
collaborative learning develops critical thinking skills and fosters a
strength is the people. Lawrenceville’s faculty are passionate about
life-long love of learning that characterizes Lawrentians.
their disciplines, about teaching, and about mentoring students, and
At Lawrenceville students are able to pursue their passions to the
their passion is infectious. Similarly, Lawrenceville attracts outstand-
highest level and to try new things. Students admire each other’s
ing students who inspire each other to excel. Today, students from
excellence, but they also respect their peers who venture beyond
34 states and 38 countries attend Lawrenceville, creating a vibrant,
their comfort zones—the musician who plays House football, the
multi-cultural community. The School’s generous financial aid pro-
varsity athlete who participates in the Spring Dance Concert, the
gram ensures that students from all socio-economic backgrounds are
student who both produces films and works in a science research lab. During our last reaccreditation visit, a student aptly described the School as “a place of abundant opportunities.” Indeed, Lawrenceville offers an extensive sports program for athletes of all levels, world class performing and visual arts opportunities for artists of all backgrounds and interests, and over 100 other co-curricular
able to take advantage of and contribute to the Lawrenceville community. Parents are an integral part of campus life too. Parents receive weekly e-mails from me or another member of my senior staff, and we have a comprehensive Parent Portal. Parents also visit campus often to attend productions, cheer for our teams, host “House feeds,” meet with faculty, and volunteer.
activities, including a weekly paper, a political discussion magazine,
But don’t take my word for it. I invite you to visit the School to see for
a variety of student research opportunities, an environmental club,
yourself what makes Lawrenceville distinctive and such a stimulating
a religious life council, and various ethnic associations, to cite just a
and supportive place to learn and grow.
few examples. The mission of Lawrenceville is to inspire and educate students to be responsible leaders, so community service and international travel are also integral parts of the Lawrenceville experience. Each year,
Elizabeth A. Duffy H’43 The Shelby Cullom Davis ’26 Head Master
biography Elizabeth Duffy M.B.A., A.M. Elizabeth Duffy was appointed Head
leadership, technology and teaching, the
public purpose of private education, and
The Lawrenceville School
in 2003. During her tenure, she has led comprehensive curriculum redesign and strategic planning efforts, introduced new student leadership, international travel and environmental
school finances. Head Master Duffy came to Lawrenceville with an extensive background in the educational
fostered an inclusive culture on campus,
worked at the Ball Foundation, the
strengthened the School’s finances and
Woodrow Wilson National Fellowship
operations, and completed a $218.5 million
Foundation, The Andrew W. Mellon
endowment campaign, in conjunction with
Foundation, and Princeton University.
the celebration of the School’s Bicentennial in 2010.
Ms. Duffy serves on the boards of many nonprofit organizations, including the
Lawrenceville’s 12th 12th Head Head Master, Ms.
Duffy graduated magna cum laude from
Schools (where she serves as secretary),
Princeton University in 1988 with an
the Geraldine R. Dodge Foundation, the
A.B. in molecular biology. In 1993, she
Cum Laude Society, International Schools
received an M.B.A. from the Graduate
Services, and the Center for the Study of
School of Business at Stanford University
Boys’ and Girls’ Lives at the University of
and an A.M. in Administration and
Pennsylvania. She is also former president
Policy Analysis from the School of
of the Eight Schools Association, an
Education. She is the coauthor of two
emerita trustee of the Woodrow Wilson
National Fellowship Foundation, and a past
Class: College Admissions and Financial
trustee of Princeton University.
Aid, 1955–1994” (Princeton University
Ms. Duffy is married to John Gutman,
Press, 1997) as well as many articles on
a 1979 graduate of The Lawrenceville
a range of topics including educational
School. They have two children, Lucy, age
change, professional development, student
13, and Teddy, age 11.
“ For more than 200 years, Lawrenceville graduates have gone on to success in their
Pride Quality Scholarship Historical Leadership Distinct Participation Education House Creativity
chosen fields, prepared by their education for the changing world around them.”
Lawrenceville’s place in history
Arguably the single most powerful development in the character of the school occurred in 1883, when the School was transformed from a small proprietorial enterprise, 11 to one run by the Lawrenceville School Board of Trustees under the auspices of the John Cleve Green Foundation. As The Lawrenceville School, the institution established many of the traits it is known for today, including its hallmark House System and an intense School spirit. The changes were reflected on the campus itself when the Board asked landscape architect Frederick Law Olmsted, the designer of Central Park, and prominent architects Peabody From its founding in 1810 as the Maidenhead
and Sterns of Boston to design
Academy, what is today known as The
the newly expanded grounds
Lawrenceville School has maintained two
of the School to thoughtfully
defining characteristics: a willingness to explore
and deliberately create a strong
and adopt the best practices in education as they
community atmosphere. The
have evolved and, at the same time, a commitment to
result was the Circle, now a
maintaining traditions that continue to resonate with
National Historic Landmark.
students. From the first Head Master, Rev. Isaac Van Arsdale Brown, who introduced then-novel foreign language study and routine exercise in the 1820s, through today, the School has always striven to provide students with the highest quality of education as understood at the time.
So distinct was the character of Lawrenceville that it grew to occupy a special place in the American imagination. Owen Johnson, an alumnus of the School, first captured the “new” Lawrenceville in his 1910 novel, “The Varmint,” which recounts the travails and adventures of one Dink Stover as he made his way through Lawrenceville from New Boy to graduate. Stover became one of the country’s most beloved fictional characters, and Johnson followed his success in a series of Lawrenceville Stories in what was at that time the most popular magazine in America. In 1950 Metro-Goldwyn-Mayer released The Happy Years, a Hollywood version of “The Varmint,” filmed on campus and starring Leo G. Carroll and Dean Stockwell (as Dink).
Throughout the 1900s, Lawrenceville continued to develop as a leader in academic innovation, including early adoption of Advanced Placement (AP) courses and the introduction of nationally and internationally known guest speakers designed to broaden the intellectual horizons of young Lawrentians. Among the most lasting changes was the introduction in 1936 of the Harkness method of education, which sought to bring the benefits of the House System to the classroom by providing an intimate environment for intellectual discourse around a single, large conference table.
Discussion of coeducation began in earnest in the 1970s and after a lengthy, but thoughtful analysis of what it would mean both pedagogically and practically to the School, the Board elected to accept female students in 1985. The first girls arrived on campus in 1987 and brought a new vitality to the campus community. As the 20th century drew to a close, the School embraced the ever increasing diversity of its students in gender, geography, faith, race and socio-economic group, focusing on the need for a Lawrenceville education to include broad exposure to all facets of the global community and an appreciation for and understanding of multiculturalism. For more than 200 years, Lawrenceville graduates have gone on to success in their chosen fields, prepared by their education for the changing world around them. As the School enters its third century of educating students, we welcome you to join the legacy of Lawrenceville and discover what it means to be a Lawrentian in the 21st century.
“If two Lawrentians meet in some far-off corner of the world, they immediately ask
Pride House Belonging Friendships Leadership Clubs Participation School Spirit Support Creativity
each other, “Which House were you in?”
“I think the House system is so special and unique because for a period of nine or so months, you live with 20–30 students, rather than an entire dorm of 100 students. Being so close, the bonds and relationships you form in that time are really unprecedented—everyone is like family to me now (that phrase is thrown around like confetti but I truly believe it). Essentially, you go through everything as a group, and that’s what really brings the House together.”
The House System is unique among independent schools in America and has been an important part of Lawrentian life for more than two centuries. Each House is a small group within the larger School community that fosters pride, responsibility, and respect for the contributions of others. The Houses are divided by levels and gender, and these differ in degrees of freedom and supervision. Whether a boarding or day student, all students are assigned to a House. For day students study rooms are made available in each of their assigned House, and on occasion a day student may spend the night in his or her House. Day students are also included in all House functions and are encouraged to take breakfast, lunch, and dinner with their Housemates.
The Lower School consists of four houses within two buildings: • Dawes (Cromwell/Perry Ross) • Raymond (Davidson/Thomas)
Third and Fourth Form boys and girls have 11 Circle and Crescent Houses: • Kirby • Carter • McClellan • Cleve • Stanley • Dickinson • Stephens • Griswold • Woodhull • Hamill • Kennedy
Seniors have five Fifth Form Houses: • Haskell • Kinnan • McPherson • Reynolds • Upper
Leadership Respect Guidance Community Diversity Caring
17 “At first the School seemed huge and intimidating, but the House System made sense to me, so I chose Lawrenceville because I felt I could grow into it.”
Members of the faculty live in each House and serve as housemasters and assistant housemasters. They are assisted by other faculty members, who also coach, advise, and perform evening supervision on a rotating basis. In this model, students enjoy a high level of
Since Lawrenceville draws
attention and guidance.
students from around the world and every walk of life, each day
Lawrenceville works to establish a sense of belonging and cooperation in each House. Each has
brings lessons in cooperation, and
its own dining area in Irwin Dining Center and House flag. Circle and Crescent Houses compete
leadership, through which House
for athletic (the Foresman and Dresdner Cups), academic (the Chivers Cup), and community service (the Adams Cup) honors. Additionally, each House has established traditions through the years. When students say “my House,” they often mean their Lawrenceville experience. The
leaders influence students, subtly and dramatically, by directive and example. Thus, each House develops a distinct character,
contests between Lawrenceville Houses in intramural tackle football dates back to 1891, while
shaped by the personalities of its
more recent House traditions range from dances to Hot Karls hotdogs to annual community
“Students who are used to a traditional classroom with rows of individual desks may be
Academics House Diversity Confidence Leadership Clubs Participation Collaboration Integrity Creativity
surprised at first by Lawrenceville’s conferencestyle classrooms.”
“The Harkness teaching is for me, an invaluable method of creating a teaching environment conducive to class discussion. At my former school in England, all classes were taught in a lecture format; Lawrenceville not only allowed but encouraged that I speak up more in class and voice opinions. In this way, I am able to learn as much from my fellow students as from the teacher.”
With a board room-like setting, students and teacher sit around an oval table known as the Harkness Table. Established in 1936 by Edward Harkness, an innovative and visionary educational philanthropist, the configuration of the classroom reflects a philosophy of education that values discussion and debate. Around a Harkness Table, eye contact — between student and teacher, and student and student — is unavoidable. Students are therefore challenged to be well-prepared and to participate in the discussion. Classes become personal, alive, and creative. Students express themselves in a friendly setting, challenging teachers and each other, gaining in personal and academic confidence as they do so. More than seventy-five years later, Harkness teaching has reached new heights as faculty bring an array of educational technology to the classroom, which facilitate effective collaborations, offer compelling visual aids, and create even more meaningful conversations. From Smartboard technology, to the use of YouTube videos, Google Docs, and apps, to a radio-controlled overhead projector in conjunction with a laptop, faculty continue to maintain the integrity of Harkness teaching while reaching today’s students on a new level. In every case, however, classes still remain small and intimate, with a maximum of 12 students.
â€œLawrenceville teachers cultivate life of the mind by example as well as by instruction.â€?
Research Experience Diversity Confidence Interests Guidance Mentorship Dedication Innovation Focus
More than 90 percent of our faculty hold advanced degrees, and many make direct contributions to their disciplines of teaching as published scholars, scientific researchers, textbook authors, novelists and playwrights, professional musicians and artists, Advanced Placement exam developers, and leading innovators in education. Four are faculty in professional development programs at the collegiate level (Middlebury College, Rutgers University, and Columbia University) and in any given year close to a dozen of our teachers present their work at regional and national conferences. The School encourages our faculty to keep
These gifted teachers drive and continually improve a remarkably rich secondary school curriculum. All our Second Form students take a Humanities course that allows
current in their fields and improve their courses; this past summer, half of our faculty received funding
them to explore the essential components of human cultures through the disciplines of English,
for conference attendance,
history, art, philosophy, and religion. For example, we give students a chance to do real science,
advanced study, and course design
with help from professional scientists and researchers â€” and under the guidance of our full-time
work in the summer.
director of student research â€” through specially designed courses, off-campus internships, and independent studies. In addition, our Hutchins Scholars Program each summer provides ten of our best science students an intensive set of research experiences in our state-of-the-art labs and our 700 acre campus made up of fields, woods, and streams. Lawrenceville is also setting the standard for curricular innovation, one example being our calculus-based probability and statistics course, demonstrating a commitment to applying math in real world contexts.
“Teachers are always available and really want to help you succeed.”
The Lawrenceville faculty is augmented by the scholars, scientists, artists, and writers who inhabit the greater Princeton region — one of the most intellectually fertile places in the country. These “adjunct” faculty come to campus as performers, lecturers, and classroom guests. Lawrenceville students may also work with them in their own institutions, whether at Princeton University, a local social service organization, or a major pharmaceutical company.
Advising Personal Growth Personal Prefect Program House Councils
In Loco Parentis Leaving home to go to high school is an enormous step, for students and their families. As a residential school, Lawrenceville offers opportunities for personal growth that simply don’t exist at schools that empty out after the last class bell rings. Lawrenceville faculty and administrators take very seriously their duty to make sure those after-class experiences are healthful, productive, enjoyable, and safe. Lawrenceville Housemasters are trained to guide their charges in making sound choices about sleep, nutrition, time management, exercise, and avoiding unhealthy substances. Seminars for residential faculty address eating disorders, adolescent rites of passage, warning signals of and responses to depression, and issues of adolescent sexuality. Students are encouraged to avail themselves of workshops on everything from nutritional information for vegetarians to body image and personal identity. Finally, students are guided and supported by their peers through the School’s Prefect Program. Prefects are selected by Housemasters in their Fourth Form year to spend their Fifth Form year living in Circle, Crescent, and Lower School Houses as senior
With so many educational avenues to
prefects. Prefects help new students adjust to Lawrenceville,
explore, and so many outstanding choices,
operate in support of House Councils, and work closely with
students need close guidance, which is why
Housemasters in the governance of the residential Houses.
advising at Lawrenceville is a carefully coordinated endeavor. Each student is assigned an advisor, who works closely with him or her, the student’s Housemaster, and the academic department to create an individualized course of study.
• On page 23 new photo bottom right corner
â€œThe campus is a place of natural beauty that often serves as an outdoor classroom for many
Academics State-of-the-Art Beauty Inspirational Study Residential Collaboration Integrity Creativity
“Lawrenceville just has a feel to it that is near indescribable. It is palpable only when one steps foot on campus. It has a really warm feeling to it that other boarding schools didn’t give me. It’s a place that I felt like I would be comfortable.”
Lawrenceville supports excellent teaching with outstanding educational and campus resources. The Bicentennial Campaign, completed in 2010 in commemoration of the School’s 200th anniversary, demonstrated the intense willingness of alumni, parents, and friends to provide the absolute best facilities and support for students and faculty. The Campaign was Lawrenceville’s most ambitious fundraising effort to date, and raised $218.5 million, exceeding our $200 million goal, for student financial aid, faculty support, academic programs, and student life. Among the Campaign’s successes were the new Al Rashid Health and Wellness Center, a state-of-the-art facility focused on both treatment and prevention; Carter House, a fifth girls’ residential house; and the lighted turf fields of the Getz Sports Complex.
Academic Facilities Our first rate, state-of-the art academic facilities which include the Kirby Arts Center, Gruss Center of Visual Arts, the F.M. Kirby Science Center, The Juliet Lyell Staunton Clark Music Center, Bunn Library, and The Noyes History Center to name a few, offer a unique opportunity for all students. Each building houses an entire academic discipline, so students are immersed within a particular subject from the minute they enter the building, until the minute they leave.
Over 120 years have passed since Frederick Law Olmsted designed the architectural landscape and footprint of the campus in the 1880s. Today, Olmstedâ€™s vision remains intact and the integrity of his design of the Circle has not been compromised by the subsequent addition of academic buildings.
Green Campus Initiative
The Lawrenceville Schoolâ€™s Green Campus Initiative is a holistic approach to campus sustainability. The initiative focuses on campus energy, materials, land, and water use applying methods that promote ecological literacy and sustainability education. The campus in particular, with the legacy of alumnus and conservationist Aldo Leopold and foundational landscape design by Fredrick Law Olmsted, who laid out New Yorkâ€™s Central Park, provides unique educational opportunities for students and the local community. Surrounded by hundreds of acres of School-owned, preserved, forests and farmland that offer boundless educational, economic, and ecological potential, students, faculty, staff, and citizens who work, learn, and live in and around our campus gain a new dimension to their learning experience, and an increased appreciation of the natural world.
Sustainability Efforts Recent innovative approaches to sustainability include the increased purchase of locally grown food, reducing the School’s overall ecological footprint, as well as an in-vessel digester, which turns food waste and cardboard into mulch and is used in the School’s Stuart Deans ’74 Memorial Garden. In the spring of 2012 the School officially began to draw its energy needs from its Solar Farm, which consists of a nearly 30-acre, net metered, 6.1 megawatt solar facility, and honey-producing bee hives, which ring the perimeter of the array. The Farm offsets 6,388 metric tons of CO2 annually. The nearly 25,000 solar panels generate six megawatts of energy, covering 90 percent of the School’s needs. During the day, the array can produce nearly twice the amount of energy needed by the School. The excess is imported to the local electrical utility and credited to the School. The School then draws its required energy from the local utility after sundown. Additionally, the School helped to initiate and found Sustainable Lawrence, a non-profit organization that promotes environmental stewardship throughout the town and region and that has served as a model for communities across the State. In recognition of the School’s leadership role in founding Sustainable Lawrence, the School is the recipient of the Lawrence Township Growth and Redevelopment Committee’s Environmental Award. The award recognizes a business organization, community group, or individual for environmentally sustainable practices. In 2009 Lawrenceville received a Merit Award for Environmental Enhancement from the New Jersey Chapter of the American Society of Landscape Architects. The School was honored for its community effort to restore the campus pond to health and beauty after dredging and dam repair work was completed. And the Al Rashid Health and Wellness Center, designed to minimize the environmental impact of its energy use, holds a silver LEED certification for “green” design.
â€œA Lawrenceville education builds on a tradition of intellectual and civic engagement and prepares
Arts English Interdisciplinary Friendships Leadership Clubs Humanities Mathematics Supportive Focus
students to be responsible leaders in the 21st century.â€?
Ever since James Cameron Mackenzie championed the
House System in the 1890s and Edward Harkness and Allan Heely implemented discussion-based, Harkness teaching in the 1930s, a Lawrenceville education has been marked by close faculty-student interactions and deep intellectual engagement. Lawrenceville faculty members are expert in their disciplines and committed to
teaching well. They work closely
These requirements are designed to ensure that students receive a strong foundation in all disciplines
with students to help them discover
during their first two years at the School that can be built on in the upper Forms. The new
and develop their intellectual
requirements meet NCAA standards and are aligned with the standard requirements for college
passions and think critically and
admissions, which will simplify academic advising. The requirements for entering Second Formers are:
• Humanities/Cultural Studies
2 terms (at the advanced level)
• Language through Unit 9 (foundational level – through Unit 6)* • Mathematics through Advanced Algebra or Pre-calculus (foundational level – through Math 3)*
• Religion & Philosophy
9 terms (foundational level – 6 terms)*
*S tudents may opt to finish their coursework in one of these disciplines at the foundational level with approval.
creatively about the world around them, and about the challenges and opportunities before them.
advisors — faculty members associated with or living in
the Houses — help students choose their course load. These consultations focus on the overall degree of difficulty of the schedule, concerns about adjusting to the rigors of the School’s
Community Service Part of becoming an educated citizen means knowing how to contribute to society in order to make the world a better place to live. An ambitious community service program encourages and propels all students to connect with the greater community beyond our gates of Lawrenceville, giving them opportunities to serve—and learn from—a variety of people outside the student’s immediate world. Therefore, students fulfill a 40-hour community service requirement for graduation. Students often find that the hours they spend in community service are among their most fulfilling activities at the School.
curriculum, and commitments to athletic or extracurricular ac-
Additionally, an internal big brother/big sister program connects our older students
tivities. In addition to traditional
with our younger ones, a student-run tutoring program helps those in academic need,
academic courses, Lawrenceville
and student-organized school meetings bring all students and faculty together weekly for
students are required to meet
programs of interest to everyone.
other important educational ob-
The community service program is staffed with a director who coordinates relationships
ligations, including the following:
with local social outreach organizations to create both on- and off-campus service projects. Transportation is provided for students involved in off-campus service projects.
Humanities Employing literature, history, art, and religion, this Second Form course enables students to learn how these disciplines interact and have a critical impact on the human condition. Students will look at a wide variety of cultures and epochs (Greco-Roman, India, and China) and develop skills in writing, grammar, reading, visual interpretation, computer literacy, and library research. In this foundational course of study, attention is given to developing the necessary skills and habits of mind to take full advantage of the Harkness Table. The Harkness Table has been a feature of the Lawrenceville classroom for seventy-five years, but learning through discussion rather than lecture is a new experience for many students.
Reports Full academic reports are sent home at the end of each trimester; interim reports are sent in the middle of each trimester. Reports include comments and grades from each teacher, indicating the studentâ€™s accomplishment, effort, and attitude. Interim reports are brief evaluations of the studentâ€™s academic situation at mid-term without specific grades. Academic work is graded on a letter scale where the minimum passing grade is D-; the median course grade is an A-. In addition to the formal reporting system in the middle and at the end of each term, teachers relay information about a studentâ€™s academic progress, both good and bad, to the advisor, Housemaster and the Academic Dean through reports called Academic Memos, sent at the discretion of each teacher throughout the term.
â€œAs an active and reflective residential community, Lawrenceville seeks to attend to the development of
Pride Explore Motivation Friendships Leadership Clubs Participation School Spirit Supportive House
the whole person and his or her role in the greater communities in House, School, and world through attention and devotion to mind, body, and spirit.â€?
What is “ethical” behavior, and why
Lawrenceville’s residential program comprises the character, citizenship and
should one behave ethically when
well-being of all our students, day and boarding. While extraordinary teaching occurs
no one is looking? What does it
inside every Lawrenceville classroom, as much and sometimes more can be learned outside of
mean to respect someone whose
it: formative experiences and learning opportunities arise every day on the athletic fields and
values differ from or even seem
stages as well as in the daily interactions in the Houses. As a boarding school, Lawrenceville
to conflict with one’s own? While
enjoys a rare opportunity—our students do not leave school at three o’clock and return to a world of sometimes conflicting values and expectations; here, positive values are reinforced ‘round the clock.’ The same level of honesty expected on a morning quiz in the Spanish
it is a valid goal to live without conflict with others from different backgrounds and cultures, how do we truly embrace and truly learn
classroom, for instance, is also expected on a tennis line call in the afternoon and when students
from and about them - and they
give word to their Housemaster that they are in for the night. In this context, traits such as
from us? These are questions as
conscientiousness and respect for difference are valued and developed.
complex and important as any that students will find in a history
Under direction of the Dean of Residential Life, Lawrenceville also offers a series of more
classroom or science lab, and are
formal programs addressing community and cultural concerns. Personal Development classes,
among those we seek to answer
required of Second and Third Form students, cover critical topics including time management,
in Lawrenceville’s residential
sleep, and substance use; in addition, six times per year, school-wide presentations and discussions address issues such as honor, sustainability and ethical decision-making. Less-structured opportunities such as House meetings and weekly lunches with faculty advisors (who typically advise only six or seven students from their House) regularly address nonacademic questions and topics, from current events to everyday ethics. Lawrenceville students are bright and critical, which means that a simplistic approach to character or citizenship will not produce lasting impact. Through a school culture that deliberately engages these issues, as well as through ongoing discussions with faculty and peers in Harkness-sized groups, students are guided toward empathy and taught to think critically about personal decisions, encouraging informed and considered choices that foster engaged and meaningful lives.
“The Lawrenceville experience is yours and yours alone. No two are alike.”
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Educational Support Program The Educational Support Program serves to help students achieve academic excellence as well as realize the Schoolâ€™s overarching goals of thinking critically, communicating effectively, and becoming self-regulated, life-long learners. The program operates under the philosophy that ability is malleable and can be improved through effort and by incrementally refining strategies. It offers professional specialists in introductory math, writing, reading, and time management.
Learning at lawrenceville Students at Lawrenceville are expected to grow through the right balance of challenge and support. The delicate balance the School provides is designed to facilitate the social, academic, and co-curricular growth of students in our community. Students are also expected to cultivate an intellectual life by taking advantage of the many academic moments available to them - those not only found in the classroom but beyond.
A student’s progress through the Lawrenceville English curriculum resembles the climb up a spiral staircase. Because we touch the same genres and the same issues each year, students come back to the same forms of literature and the same writing issues, but they return to each point at a higher level of maturity and technical competence. At the broadest level, the English Department is concerned with two issues: literature and writing. The study of literature concentrates on making students more sensitive, more perceptive readers, and, to some degree, faster readers. Students are urged and cajoled to express their feelings and ideas accurately. Many of the longer outside papers assigned are designed to make students think, scan their thoughts, and rethink.
“I love my English teacher; she’s so creative. I look forward to Saturdays, when we have breakfast at her house and class in her living room.”
• African American Literature
• International Short Fiction
• Shakespeare: The Problem Plays
• Multicultural and Transnational Fiction
• American Novels
• Literature of the Beat Generation
• Journalism Seminar: Literature of Fact
• Southern Literature
• Utopian Imagination in Literature and Film
• Modern European Novels
• Asian American Literature
• Law as Literature
• European-American English II
• Contemporary Women Writers
• Writing Seminar
• Legal Practice and Procedures
• English III and IV • British Novels
• Introduction to Literature • Fiction Seminar • Style and Expression in Creative Writing • Literary Journalism • Literature of National Pastime
• Mark Twain • Gender and Literature • Milton • Moby Dick
• Springtime with the Puritans
• Modern Irish Drama
• Essays of Reflection
• Modern Thought and Literature
• Ex Nihilo: Postmodern Literature • From Freud to the Void • Hemingway
• Patterns in the Short Story • Poetry Seminar
• Temptation of Power • Shakespeare’s Comedies: Masks We Wear • West of Everything • Linguistics: Dr. Johnson to Dr. Chomsky • Signifying Nothing: Experimental Novels • Trauma and the Literary Imagination • Boarding School Literature
• The Graphic Novel • Writers as Diarists • Mystery of Language: Detective Fiction • War Stories • Current Avant Garde Literature • Humanities – English • Heuristics • Poetry Workshop
• Modern English Plays
Literature Writing Journalism Poetry Shakespeare Ellison Chaucer Lahiri
Foreign Languages 42
The mission of the Foreign Language Department is to support students as they become citizens of the global community: our curriculum is designed to develop capacities to understand other cultures and peoples through the beauty and power of their languages. It is the capacity for language, for complex symbolic communication that is, arguably, what makes us human. Thus, to learn a foreign language is not only useful, allowing us to accomplish tasks, to coordinate work and play, but it is also deeply personal, giving us the means to share our hidden interior lives with other human beings. Finally, to learn a foreign language means to see and understand the world in a new way, to adopt, even temporarily, a new perspective. It is only when we encounter and interact with another culture that we can truly understand our own. For many students, learning a foreign language is the first time that they realize what makes their language, their culture, and even themselves, unique.
â€œGoing on the International Programs trip to Mexico was definitely an eye-opening experience for me. The trip allowed me to learn that I can push myself further than just the basic Spanish speaking skills that I once had, and express myself, even though the grammar or vocabulary words may not be perfect. The trip taught me to try new things, be more optimistic, and encouraging to others.â€?
Greek Arabic Chinese French Latin Spanish 43
• Spanish 1, 2 and 3
• Advanced Spanish I, II, and III
• French 2 and 3
• Honors Chinese: Journalism I, II, & III
• Chinese 2 and 3
• Honors Latin: Roman History/Roman Lives
• Latin 2 and 3 • French 3V • Latin 3V • Spanish #9 • Advanced Latin I, II, and III • Advanced Chinese I, II, and III • Advanced French I, II, and III
• Honors Latin: Roman Comedy • Honors Latin: Shakespeare • Honors French: Versailles • Honors French: Second Empire Paris • Honors French: French Cinema • Honors French: The Ninth Art
• Arabic Language and Culture I, II, and III • Honors Spanish: Spain and Latin America • Honors Spanish: Politics and Poetry • Honors Spanish: Improvisaciones • Honors Spanish: Fiction and Reality • Honors Spanish: Espanol En Linea • Honors Spanish: News and Culture • Independent Study: Language
The History Department believes that students should garner an understanding of the broad historical forces that have shaped the modern world. An important goal is to demonstrate how people perceived events in their own time as well as how historians have viewed them from a later vantage point. Through this study students are able to better examine and address contemporary problems with increased awareness of their role as both an individual and a citizen of the world. Each course is designed with overarching questions that help to guide students through their studies as they encounter a wide variety of sources and learn to think, speak and write critically within the discipline of history. Courses examine not only the European origins of Western society and their particular development in United States history, but also explore the relationship between the Western and non-Western world.
Early on students
are introduced to Greece, China and India through an investigation of each culture and examine the reasons why societies evolve as they do and scrutinize the historical roots of current conflicts and controversies. Later in their high school tenure students can choose from a variety of history electives, while at each level, students are introduced to research methods that culminate with an independent research project.
•Forces That Shaped the Modern World • U.S. History • Economics • Topics in Intellectual History • Women and Poverty in the Developing World • History of Latin America since 1791 • Honors U.S. History • Advanced Research Seminar • Russia: History and Memory • Honors Government
• Honors Economics • European-American History II • Africa: Then and Now • U.S. Foreign Policy: 1945-Present • American Studies: The 1960s • The American Presidency • History of Modern China • History of Japan •T he Middle East - Myth and History •A “House Divided”: The Civil War Era
•T opics in History of Women and Gender
•E uropean History: The Renaissance
• Reporting Vietnam
• European History: The Age of Revolutions
• Immigration Stories/Theories
• European History: The Totalitarian State
• I ndependent Study: History I and II
Government Economics Culture Immigration Evolution Conflict
With the publication of “General Education in School and College,” a report sponsored by the Ford Foundation and published by Harvard University Press in 1952, secondary schools and colleges began to think critically of ways to integrate the final chapter of high school with the first years of college. The report, which drew from educators at premier boarding schools — Andover, Exeter, and Lawrenceville — and Ivy League universities, addressed educational issues at large but also “the superior, or potentially superior, student, now notably handicapped by failure to plan these four years as a coherent, effective whole.” In addition to recommending achievement exams — today’s Advanced Placement — the committee concluded that integrated and interdisciplinary thinking was equally vital for development and growth. Lawrenceville has embraced this educational philosophy and integrated it into the curriculum. Lawrenceville grants teachers the liberty and resources to develop interdisciplinary studies as an equally valued and integrated curricular experience. For the past twenty years, Lawrenceville has offered courses in the Interdisciplinary Studies Department on wide ranging topics. In recent years, the department pioneered integrated history and literature courses; Capstone programs on topics of national interest with world-renowned speakers; and discipline-specific foundational courses that encourage the development of critical skills such as argument analysis and the evaluation of evidence. Every course in the department embraces the pedagogical mandate that instruction should be contextual, relational, evidentiary, and experiential. These offerings provide texture to the curriculum, and they create a formative experience for Lawrenceville students.
Integration Critical Thinking Experiential Bio-Ethics Appreciation 47
• Honors Math Seminar: Infinity
• Islamic World: Veil in France
• Popular Music In America
• The Universe Story
• Reason & Faith: “Brecht’s Galileo”
• Honors Physics With Calculus
• Varieties of Religious Experience • European-American English II • Legal Practice and Procedures • Ex Nihilo: Postmodern Literature • Shakespeare: The Problem Plays • Linguistics: Dr. Johnson to Dr. Chomsky
• Islamic World: Arab-Israeli Conflict
• Religious Dimensions Of Music
• Time, Space and Light: The 20th Century
• Religion And Ecology
• Women and Poverty in the Developing World
• Makers Modern Mind I
• Africa: Then and Now • The Middle East - Myth And History • Interdisciplinary: Capstone • Immigration Stories/Theories • Honors French: Versailles • Honors Spanish: Politics and Poetry • Honors Calculus AB with Physics
• Food • Honors Art History
• European-American History II
• The Karma Of Words
• Heresy: Philosophy, Religion, and Science
• Russia: History and Memory
• Design For Social Change • Urban Education in America
Mathematics is the language of reason. Though often referred to as a single discipline, mathematics comprises many distinct fields, including algebra, geometry, trigonometry, calculus, number theory, probability, and statistics. Each field has developed its own ways of thinking, its own methods for solving problems and establishing truth. Closer examination reveals the underlying logic that binds them all together. In addition to its inherent structure and beauty, mathematics helps us model the world around us. Whether we’re monitoring climate change, managing money, designing new buildings and bridges, buying insurance, testing the effectiveness of a new drug, or solving crime, math provides the tools we need to make decisions in the face of complexity, risk, and uncertainty. Every Lawrenceville graduate should be able to interpret quantitative information, develop and apply mathematical models, formulate clear and convincing arguments, and use appropriate technology to solve problems and describe relationships. In each course, we seek to develop students’ mathematical reasoning and their ability to use the language of mathematics to communicate their ideas and observations. We encourage students to ask good questions, use multiple approaches, explore ideas, and notice connections.
Harkness-style classrooms promote intellectual engagement: independent thinking and exploration, as well as effective collaboration. The Mathematics Department sees learning mathematics as a ‘gateway to reason’ and strives to help our students gain a greater appreciation for and command of the discipline, both for its value as a way of thinking and for its usefulness in other disciplines.
• Math 2, 2M, 3, and 4
• Honors Statistics
• Honors Calculus BC
• Honors Calculus-Based Probability and Statistics
• Precalculus BC • Calculus and Statistics • Intro to Robotics • Intro to iOS Programming • Honors Calculus AB • Honors Calculus AB with Physics
• Honors Math Seminar: Infinity • Honors Math Seminar: Intro to Multivariables • Honors Math Seminar: Intro to Diff Equations • Honors Math Seminar: Intro to Number Theory • Statistical Reasoning in Sports
Probability & Statistics Algebra Geometry Robotics Calculus Number Theory
It is now evident that our brains are “hard-wired” to respond to music. Recent studies in neurobiology have confirmed what musicians have long intuited; that music plays a special role in the development of the human brain and helps keep it running smoothly as we grow. The benefits of musical activity are especially valuable to teens, who spend much of their school day with logical reasoning skills, and who respond immediately to the stimulus that music brings to their developing social and emotional systems. Nothing is more vital to music than collaboration – it is virtually a “mode of being” to musicians, and many students are often at their best when led to productive partnerships. The opportunity to work closely with individual teachers in the Private Instruction Program is available for study in all instruments as well as voice. Lawrenceville’s instrumental and vocal ensembles offer a vigorous co-curricular experience in performance for students at many levels. Course offerings in Music are rich, ranging from explorations of the fundamental “language” of music, to its place in history and culture, and extending to hands-on experience in composition and production work as well as Chamber Music (which embraces classical, jazz, and pop). We embrace a broad view of “making” music, and our hope is that every student will find a place to “exercise” the musical brain, and spirit, during their time at Lawrenceville.
Production Music Theory Composition Vocal Ensembles Instrumentation 51
• The Lawrentians • Foundations of Music I and II • Explorations of Music • Shapes and Styles of Music • Honors Music Theory • Chamber Music • Vocal Artistry • Popular Music in America • Digital Composition and Sound Engineering • Independent Study: Music
Performing Arts 52
The Theatre and Dance Department believes that the actual process and making art is our unique educational gift to the School. To that end, we explore education through doing by offering courses that challenge students to apply the theory they learn in the classroom, to the practice of art in performance. This requires them to find creative solutions to real-life problems, to develop sophisticated communicative skills in order to convey their ideas effectively, and to work among themselves in close collaboration. Like the athletic and academic programs at Lawrenceville, we utilize a three-tiered approach to meet the needs and abilities of our students. If someone wishes to achieve at the most rigorous “varsity” or “advanced placement” level, we provide faculty-directed main stage performance venues as well as an Independent Project in Theatre course, which culminates in a major display of a student’s work in a fully-produced black box production. If someone wishes to pursue their interest in a less time-consuming, though still highly spirited environment, we provide advanced curricular courses, faculty-directed black box productions and student-initiated projects for the annual Periwig Theatre Festival. We also offer a Mask Troupe Ensemble, an Improvisation Troupe and a Dance Cabaret, for those students who wish an artistic experience along the more relaxed lines of a “House” sport. The Foundations of Theatre course is the gateway to all subsequent curricular offerings. The class touches on all aspects of the Theatre, from improvisation to mask characterization, set and lighting design to direction, and playwriting to acting. If a student decides, after taking Foundations, that they wish to continue their study in any one of these specific areas, they will find an advanced course to meet their interest.
Playwriting Improvisation Performance Choreography Stagecraft Cabaret 53
• Foundations of Theater I and II • Acting and Directing • Advanced Acting and Directing • Theatrical Design and Directing • Advanced Theatrical Design • Explorations in Theatre • Reason and Faith: Brecht’s “Galileo” • Choreography • Shakespeare in Performance • Independent Study: Theatre
Religion & Philosophy 54
Is there a deeper meaning to our lives? Who are we and where might we be going? What are the world views and practices that have helped humankind to achieve fuller purpose and morally order society? As old as the talent for symbolic thought, the human urge to find higher principles and celebrate sacred reality has helped people confront fears, respond to deep questions and seek the wisdom of religion and philosophy. In a world that is more clearly interconnected than for any other generation, it is vital for students to look inward and outward with care to become global citizens. Starting with the foundation of World Religions, our Third Form students study five religious traditions that are alive and well in the world and within our School community. The curriculum then opens to depth studies of religious themes and specific traditions, as well as ethics and philosophical topics. Beyond the minimum two course requirement, one finds a demanding and vibrant array of interdisciplinary classes for Fourth and Fifth Form students. The religion and philosophy journey is distinct at the School for the way our concerns are at once field-specific and highly germane to other subjects, not to mention the art of living. By learning to see through the three vital lenses of world view, complex idea and thick description, our students gain skills that travel well with them and enhance their capacity for empathetic and critical inquiry. Through combining an academic and existential approach to all the â€œbig questions,â€? the study of religion and philosophy is one in which rigorous thinking and a sense for lifeâ€™s journey advance together.
• World Religions
• The Karma of Words
• Social Ethics and Genocide
• Religious Dimensions of Music
• Chinese Philosophy
• Religion and Ecology
• Studies in Christian Origins
• Heresy: Philosophy, Religion, and Science
• Hebrew Bible: Studies and Methodologies
• Makers Modern Mind I
• Islamic World: Veil in France
• Three Forms of Buddhism
• The Universe Story
• Hinduism: Belief and Practice
• Islamic Studies: East and West
• Varieties of Religious Experience
• Ethics • Philosophy • Islamic World: Arab-Israeli Conflict
Ethics Purpose Journey Traditions World Religions
• Independent Study: Religion/ Philosophy
Understanding science makes it possible for everyone to share the excitement of comprehending the natural world and to make personal decisions and engage intelligently in public discourse about scientific issues that affect society. The Science Department therefore provides a solid grounding in fundamental theories and unifying concepts in the physical and life sciences during the first two years in order to prepare students for the wide array of course choices in advanced electives. Doing science is emphasized in all of our courses whenever possible. This allows students to actively develop their understanding by combining scientific knowledge with reasoning and critical thinking skills. Our core program in Second and Third Form emphasizes inquiry-based approach where students make observations to describe the natural world as they develop conceptual understanding of scientific principles and theories.
Biology Evolution Astronomy Environmental Studies Program Students use the campus â€” 700 acres of fields, streams, marshes, forests, and ponds â€” as an outdoor laboratory for environmental studies. The program, founded in honor of the famous conservationist Aldo Leopold (Class of 1905), includes: outings â€” hikes and canoe trips led by two veteran experiential educators into the nearby Pinelands wilderness and the Delaware Water Gap National Recreation Area surrounding the Appalachian Trail.
• Chemistry - III Form Science • Human Evolution • The Biological Roots of Human Behavior • Evolution of Reproduction • Human Disease • Human Anatomy and Physiology • Atmosphere and Ocean Dynamics • Conceptual Physics • Physics • Astronomy • Observational Astronomy • Honors Ecology • Research in Molecular Biology • Honors Biology • Research in Field Ecology • Honors Chemistry • Research in Applied Chemistry • Biochemistry • Honors Physics with Calculus
• Honors Physics/Mechanics • Physics/Mechanics • Bioethics • Sustainability Seminar • Race • Honors Environmental Science • Learning and Memory • Food • Independent Study: Science
Visual Arts 58
In the Visual Arts Department our goal is to impart in our students visual awareness and acuity. We look, we make, and we discuss all in the pursuit of understanding the fundamental questions of life: Who am I? Why am I here? Where do I come from? What is my purpose? Why do things look the way they do? What if they looked different? We place a high value on craftsmanship through revision, analysis, and a lot of hard work. Sometimes this trilogy gets short shrift in todayâ€™s fast-paced world of instant gratification, where we lose our ability for extended focus through multi-tasking. Thus, all of our classes involve some historical analysis and they all require creation in some form or another. Even though we are not in the business of making artists, almost all of the work students do is meant for public consumption. Their work is seen, critiqued, and evaluated; people respond to their work, and in return students evaluate the responses. This public discourse is challenging, but it results in growth and stretching which is especially important in the development of mind, body and soul. Moving through our curriculum in a logical progression from foundational courses that set the stage, then building upon that foundation in advanced electives, allows students to develop at an appropriate level. To lift a line from Gladiator- â€œwhat we do in life echoes in eternity;â€? we are invested in the process of looking at those echoes and we are trying to make a few of our own. Ars Longus, Vita Brevis (art is long, life is short) - Lawrenceville is honored to maintain this long lasting and important tradition.
• Foundations of Art I and II
• Filmmaking: Sight and Sound
• Advanced Studio
• Honors Art History
• Time, Space and Light: The 20th Century
• Watercolor • Architecture • Ceramics I and II • Photography I and II
• Design for Social Change • Independent Study: Visual Arts
• Structures in 3D
Art Appreciation Creativity Craftsmanship Printmaking Watercolor Photography
â€œLearning by living. Learning by doing.â€?
Independent Study Diversity Exploration Community Service International Programs Strong Foundation
Cum Laude Society The Lawrenceville chapter of Cum Laude, the high school equivalent of
Phi Beta Kappa, recognizes superior academic achievement. A student may be elected in the spring of the Fifth Form year.
Independent Study Independent studies offer a unique opportunity to Fifth Form students with an interest that takes them beyond the bounds of the
curriculum. Students may propose
Lawrenceville’s course requirements are designed to provide a strong foundation in all disciplines
an independent study by first
as well as the flexibility and myriad opportunities for students to pursue advanced work in those
consulting with a faculty or staff member. If the faculty/staff member
disciplines of most interest to them. In fall 2006, after an 18-month curriculum review, the School
agrees to act as an advisor for this
adopted new graduation requirements. The curriculum review was prompted by the need to
independent study for a term, the
construct more coordinated academic, co-curricular and residential programs that would prepare
student should seek the approval of
students to become leaders and reflect trends in education at both the secondary and higher education levels. Recent developments in global affairs, as well as research in cognitive science,
their Academic Advisor and of the Department Chair, before submitting their proposal to the Academic
also informed the curriculum review. As part of this curricular redesign, the School elected to drop
Dean. Students must apply to drop
the Advanced Placement designation from its courses. Instead, the School added to course titles a
one course to use the time for an
“500” number designation to define the most rigorous courses. This numbering system honors the
independent study. These projects
dynamic and challenging academic curriculum at Lawrenceville. These courses signify collegiate level challenges. While many 500 level courses prepare students for the AP exams (labeled as Honors
are treated exactly like regular course work — a final grade is given.
courses in the course catalog), there are many other 500 level courses that take student well beyond
Independent studies offer students
an AP curriculum. It is important to note that students signing up for yearlong courses must make a
amazing opportunities to work with
commitment to taking the course for the entire year. Students enrolled in Honors courses that teach towards an Advanced Placement exam must sit for the College Board Advanced Placement exam, unless they have secured the permission of the appropriate department chair, not to do so.
faculty and staff to enhance their learning.
Lawrenceville International Programs
The Lawrenceville School is dedicated to ensuring that every student has a meaningful and authentic experience abroad, which is tied to our curriculum, service programs or other co-curricular initiatives. Inherent in such a program is a desire to help make our students more aware of global issues and different cultures, as well as stress the importance of establishing personal connections to others around the world. The ultimate goal of the international program is to help create more responsible, global citizens through a creative and holistic approach to learning. The School offers many different opportunities for students to travel, conduct research, perform community service, or learn a language in various international settings. Recent destinations included 14 trips to China, Brazil, Mexico, Japan, the United Kingdom and France, India, Peru, Grenada, Guatemala, Jordan, and Chile (Patagonia). With each season there are both repeat destinations with long lasting relationships as well as new programs and locations added to the venue. Our trips have been developed by our faculty, students, as well as families and alumni. Language immersion trips, where students reside with host families in foreign countries, are available each year for a month during the summer. Students achieve a level of language mastery virtually impossible to attain in an Englishspeaking environment or classroom education only. The program provides students opportunities to grow in responsibility, self-reliance, and tolerance as they face the challenges of living abroad. Our other programs run both during our March break, as well as throughout the summer, and run between 10 to 16 days in duration. Each season one can expect a number of trips to be directly associated with a class, such as our Tropical Ecology class and their research trip to the Amazon in Peru, community service oriented trips such as our work in rural China teaching English, or trips which augment our curriculum or extra-curricular initiatives, such as our dance trips which have taken place recently in Ghana and Turkey. Our School is also involved in developing both exchange opportunities as well as other initiatives with other schools throughout the world. In the last few years Lawrenceville has developed working relationships with both the Nanjing International School and Beijing High School # 4 in China, Robert College in Turkey, Kingâ€™s Academy on Jordan, and UNIVA in Puerto Vallarta, Mexico. For more information, visit the International Programs section of the School website under the Academics heading at www. lawrenceville.org.
The Island School Located on the island of Eleuthera in the Bahamas, The Island School offers new ways for Third Formers to grow, explore, and challenge themselves. A semester-long broad program in tropical marine science, English literature, history, anthropology, studio arts, and mathematics allow students to integrate classroom learning with practical primary research. Students learn to build a living community together, increase their awareness about marine and island environment, support the local community through outreach in the Eleuthera school system and use and teach sustainable living technologies. More information is available on the Schoolâ€™s website at www.lawrenceville.org.
Ecology Sustainability Green Campus Landscape Design Green Green Campus Initiative The Lawrenceville Schoolâ€™s Green Campus Initiative takes a holistic approach to campus sustainability. The initiative focuses on campus energy, materials, land, and water use, applying methods that promote ecological literacy, sustainability education and involve the broader community outside of the school. The Lawrenceville Schoolâ€™s environment makes an aesthetic impression on those who come to campus while simultaneously presenting a pedagogical mission. The campus in particular, with the legacy of alumnus Aldo Leopold and foundational landscape design by Fredrick Law Olmsted, provides unique educational opportunities for students and the local community. In the spring of 2012 the School began to draw its energy needs from its Solar Farm, which consists of a nearly 30-acre, net metered, 6.1 megawatt solar facility, and honey-producing bee hives, which ring the perimeter of the array.. As a result, students, faculty, staff, and citizens who work, learn, and live on and around campus can gain a new dimension to their learning experience, and an increased appreciation of the natural world.
â€œThe College Counseling Office will support, inform and encourage you as you navigate the
Future Planning Counsel Knowledge Expertise Goals Achievement Supportive Resource Guidance
exciting, complex and ever-changing process of college admissions.â€?
College Counseling Office Mission Statement
65 â€œThe College Counseling Office believes the college search is an extension of the education students receive at Lawrenceville. The overall process offers the opportunity for students to draw upon and apply the academic skills and personal development which result from their overall Lawrenceville experience. When
Counselors will educate you about the nuances of admissions, advise you about
students engage in the college
appropriate and interesting college options that best suit your individual needs, and guide you as
process well, they will develop a
you successfully complete the application process.
clearer awareness of themselves as individuals and learners, while
Lawrencevilleâ€™s college counselors combine decades of professional experience as
furthering their understanding of
college counselors and college admissions officers to provide valuable and timely advice as the
the importance of commitment to
process unfolds and to help you present your abilities, talents and experiences to the colleges.
responsible engagement within
With a small average case load of 45 students, counselors are able to give you personal attention
an academic community.â€?
and be active participants in all aspects of the residential school community. At Lawrencville, you will receive information through Form specific newsletters, class-wide meetings, and Parent Weekend programming. You will have access to an online college admission management tool which facilitates electronic submission of admission materials, provides helpful college admission data, serves as a repository for documents related to college admission, and advice about selecting and applying to college. These resources are designed to ensure that you are well prepared to embrace the college counseling process when you are officially assigned to an individual counselor in the middle of your Fourth Form year.
As a Fourth Former, you begin with a counselor guided self-reflection process, develop a standardized testing plan, and
learn how to effectively research colleges. You will visit colleges, attend on-campus college fairs, attend topical seminars, and meet individually with your college counselor to discuss your goals as you develop a list of college options for active research and consideration, while keeping an eye on the realities of your college admissions prospects.
In the Fifth Form your focus will shift to the final stages of the application process. College admissions counselors visit Lawrenceville to meet with students and/or to conduct individual interviews. You will devote considerable energy to your essays as you refine your self-presentation, and you will make thoughtful decisions as you create a college list that comprehensively connects to your personal attributes, supports your intellectual endeavors, and will provide you with exciting options for undergraduate study.
Throughout the process, you will utilize and develop your ability to make informed decisions, to communicate clearly, to manage a complex process, and to act independently. You will be well prepared to use these skills and this knowledge as you embark upon the next stages of your academic career.
Colleges Attended by Five or More Graduates from the Classes of 2011, 2012, and 2013
67 • Princeton University
• Bucknell University
• Duke University
• College of William and Mary
• Georgetown University
• Hamilton College
• New York University
• Hobart & William Smith College
• University of Virginia
• Middlebury College
• Dartmouth College
• Tufts University
• Brown University
• Northwestern University
• Cornell University
• University of North Carolina, Chapel Hill
• University of Pennsylvania
• Vanderbilt University
• Stanford University
• Boston College
• University of Chicago
• Bowdoin College
• Trinity College (CT)
• University of Notre Dame
• Columbia University
• University of Southern California
• Colgate University
• Wake Forest University
• George Washington University
• Washington University, St. Louis
• Johns Hopkins University
• Amherst College
• University of St. Andrews, Scotland
• Barnard College
• Yale University
• Emory University
• Davidson College
• Northeastern University
• Harvard University
• University of Michigan
• Williams College
• Wesleyan University
• Massachusetts Institute of Technology
at LIFE Lawrenceville
Pride Explore Varsity House Friendships Leadership Clubs Participation School Spirit Supportive Sports
â€œAthletics at Lawrenceville had a huge impact on my overall high school experience. With state-of-the-art facilities and experienced coaching, Lawrenceville has been nothing short of greatness for me.â€?
Lawrenceville regards athletics as yet another educational opportunity for students and a necessary and valuable complement to our rigorous academic expectations. The importance of commitment; the satisfaction of selfless teamwork; the hard lessons of failure; the courage to surmount pain, fatigue, and frustration for a common goal; the virtue of physical conditioning; the imperatives of sportsmanship; and the sheer joy of healthy competition are values that a good athletic program is uniquely suited to teach. Besides, after a day of study, thereâ€™s nothing like an intense workout to help keep life in balance. Lawrencevilleâ€™s proud interscholastic tradition and unusually comprehensive intramural program, along with instruction in lifetime sports, ensure that each Lawrenceville student experiences the challenge and reward of athletic competition. The School is blessed with extraordinary outdoor sports facilities: two Fieldturf artificial playing surfaces with lights for field hockey, boys and girls lacrosse, and soccer; 18 other multipurpose natural grass athletic fields, including five intramural fields, two softball diamonds, and two baseball diamonds. There are also 12 tennis courts, a nine-hole golf course, and a quarter mile all-weather track. The crew program also enjoys the use of a bay and other facilities at Finn M. W. Caspersen Rowing Center at Mercer Lake.
The Edward J. Lavino Field House is one of the finest in any independent school. The main arena has a Mondo surface with three combination basketball-volleyball- tennis courts, a four-lane 200 meter banked indoor track, with an eight-lane straightaway, long jump, shot put, pole vault and high jump. Along each side of the arena are two gymnasiums, a six-lane competition swimming pool, a wrestling room, a performance center, and an athletic training wellness room. A modern, enclosed ice hockey rink is attached to the Lavino Field House, and there are 10 Anderson international squash courts. A separate building located nearby houses the state-of-the-art, 4,500 square foot, Al Rashid Strength and Conditioning Center supervised by two certified strength & conditioning coaches. Students must participate in an approved form of athletic activity each term. Rehabilitation of athletic injuries and fitness testing are an important part of the athletic program and are available to students in need of evaluation and remedial work under one of our two certified athletic trainers.
VARSITY SPORTS ON ARTIFICIAL TURF Field Hockey Lacrosse Soccer INTRAMURAL SPORTS Basketball Soccer 8-Man Tackle Football Team Handball (girls) Ultimate Disc LIFETIME SPORTS (SECOND AND FIFTH FORMS) Personal Conditioning Aquatic Conditioning* Dance (all Forms) Golf* Ice Skating Martial Arts (Second Form) Outdoor Leadership (all Forms) Spinning* Squash (Second Form) Ultimate Disc Yoga* *Fifth Form only INTERSCHOLASTIC Baseball Basketball* Crew*
Cross Country* Fencing* Field Hockey Football Golf* Ice Hockey* Indoor Track and Field* Lacrosse* Outdoor Track and Field* Soccer* Softball Squash* Swimming* Tennis* Volleyball Water Polo* Wrestling* *offered to boys and girls LEAGUE, STATE, OR NATIONAL CHAMPIONSHIPS 2012-2013 Boys’ Crew Boys’ Cross Country Girls’ Fencing Field Hockey Football Boys’ & Girls’ Indoor Track Boys’ & Girls’ Lacrosse Boys’ & Girls’ Squash Boys’ & Girls’ Tennis Boys’ & Girls’ Outdoor Track
Ropes Course The Lawrenceville School offers a ropes course that allows students the opportunity to accept a challenge and work toward conquering it as a group. The Schoolâ€™s course was originally designed and built by an expert in outdoor experiential education. The course is designed to help students listen to each other, trust each other, and work toward a common goal. A second phase of the ropes course, the high ropes, involves complex systems of rope bridges and platforms. The course is one of the best of its kind on the East Coast.
Outdoor Programs The Lawrenceville Schoolâ€™s Outdoor Programs provide students with experientially based programs and initiatives to educate students in responsible leadership, community membership, and character development and to provide interactions in the outdoor environment which will enhance both academic and non-academic skills development. These learning opportunities are designed to reach across multiple disciplines and enrich the development of students as responsible members of the Lawrenceville and global communities. Lawrentians have traveled the globe through Outdoor Programs courses, scaling glaciers in Patagonia, trekking through the desert in South Africa, and sea kayaking among icebergs in Newfoundland. Athletic credit is given to participants.
â€œThe performing arts are highly valued at Lawrenceville, where outstanding facilities and
Periwig Theatre Festival Jazz Friendships Performance Plays Acting Dance Production Arts Musicals
gifted teaching artists often combine to bring forth productions that well exceed the expectations of student musicians, actors, and singers.â€?
The Kirby Arts Center also houses two acting studios, dance studio, and design lab, with scene and costume shops. The Lawrenceville School musical ensembles perform public concerts throughout the year. Both the evening series and the midday music series on Thursdays offer opportunities for Chamber music groups and individual soloists to perform. Many of these concerts take place in the beautiful Clark Music Center, while others take place in Kirby Arts Center.
Dance, Music, and Theatre Walk into the Allan P. Kirby Arts Center or the Clark Music Center any night of the week, and you will find them humming with activity â€” a Periwig rehearsal for a musical, an informal session with visiting jazz musicians, or a private cello lesson. Each year students present major theatrical productions, in our 865 seat main stage theatre, ranging from cutting-edge contemporary plays, to Shakespeare and the classics, to standard and rock musicals. Student-initiated projects for the annual Periwig Theatre Festival are performed each year in our flexible black box configuration.
Dance as Athletics Students who participate in the Schoolâ€™s dance program receive athletic credit from the Athletic Department. The School recognizes the intense physical effort involved in dance, and provides opportunities for students to choreograph and perform their own productions. Dance classes are offered a minimum of four times a week each term in ballet, dance, and hip hop.
Reach Out to the Arts Reach Out to the Arts provides students with varied opportunities to sample a dazzling slice of cultural life in New York City and Philadelphia. The Schoolâ€™s easy access to these major metropolitan areas enables students to savor the cultural events continuously arrayed in these cities. Trips to museums, the symphony, the ballet, jazz concerts, opera, art galleries, and a host of theatrical productions abound. The ultimate goal of the program is to broaden studentsâ€™ views of the world around them.
â€œAt Lawrenceville, students prepare for the increasingly global society in which we all live.â€?
Pride Explore House Diversity Friendships Leadership Clubs Participation School Spirit Understanding
At Lawrenceville we strive to provide a multicultural environment where students from diverse backgrounds are encouraged to learn from, with and about one another. Lawrentians are part of a community where beliefs, be they cultural, ethnic, or religious, are both supported and challenged. Diversity permeates every aspect of a studentâ€™s experience at Lawrenceville. In the classroom, in co-curricular activities, and through the residential program, students are provided the opportunity to explore and understand the perspectives and identities of others as well as their own. Our goal is to have each Lawrenceville graduate walk across the stage equipped to answer the following questions: Who am I? Who are they? Who are we? Lawrenceville is committed to the belief that all studentsâ€™ critical thinking skills are enhanced in an environment which is racially, ethnically, culturally and socio-economically diverse. Within the context of a traditional American boarding school setting, we are committed to providing an academic curriculum which reflects a global perspective. Lawrenceville offers a wide range of support for students, parents and faculty around issues of diversity. The Office of Multicultural Affairs supports a dozen or more student affinity groups such as Latinos Unidos, The Alliance of Black Cultures (ABC), The Jewish Students Organization (JSO), The Asian Students Organization (ASO) and The Gay-Straight Alliance (GSA). Through the student diversity council, the parent multicultural committee, the board of trustees diversity committee, and the facultyâ€™s sustained dialogue program, there are ongoing discussions at every level about ways to enhance and support diversity and multiculturalism at Lawrenceville. Religious Life at Lawrenceville Religious life at Lawrenceville is visible and vital, designed so that students can deepen their own faith in the Buddhist, Christian, Hindu, Humanist, Jewish, Muslim, and Sikh religious traditions. Religious life is also designed to encourage students to widen their understanding of and respect for traditions different from their own. Each religious life offering is welcoming, educational, and inclusive. At Lawrenceville, we believe that the understanding of the religious dimension of life is essential to the secondary school education. Therefore, all students take at least two courses in the Religion and Philosophy Department, including Introduction to the Study of World Religions. Boarding students are required to attend two religious life offerings each term, while all students are encouraged to participate in the wide array of opportunities which reflect the multi-faith world in which we live.
â€œOutside of the classroom there is so much to do; so much to choose from.â€?
Rugby Red Cross City Harvest En Corps Model United Nations Radio Sailing Mock Trial Classics Painting
Clubs & Activities
â€œWhen I got to Lawrenceville, I was in awe of the diverse array of opportunities that presented themselves to me. Because most of these were not available at my old school, I felt I had to try them all. Before I knew it, I was an active member in multiple publications and leading some clubs. Not only from these extracurricular activities did I make some great long-lasting friendships, but they allowed me to become more fully a member of the Lawrenceville community.â€?
There are more than 80 clubs and organizations at Lawrenceville specializing in a range of interests such as writing, acting, debating, music, art, history, religion, science, photography, woodworking, and scuba diving. The largest single student enterprise is the Periwig Club, whose productions attract more than a third of Lawrencevilleâ€™s students. They flock to Periwig to participate as actors, set designers, painters, carpenters, electricians, production managers, directors, publicists, and business managers. Writing opportunities abound. Students publish a weekly school newspaper, The Lawrence. It has won many national awards over the years, including the prestigious Columbia Journalism Award. A staff of student editors works each week to produce the paper from articles and letters submitted by students and faculty on a wide range of topics. The newspaper is more than 100 years old and enjoys its long tradition of excellence.
The Lit, founded in 1895 by Owen Johnson, who wrote the famous
“Lawrenceville Stories,” is published three times a year. Poetry, essays, artwork, and photography fill its pages. Students submit their works to the editors, who choose the best among them for publication. The Model United Nations Club prepares debates as members of a foreign country for mock United Nations meetings. Members research the given countries’ political, economic, and foreign policy interests in preparation for the multinational meetings in which different schools represent different countries.
Clubs at Lawrenceville
Arts: Performing/Creative/ Visual/Music/Dance
Digital Seeds for Nicaragua
Heifer International Club
Art Club Creative Lawrentians & Percussion Creative Writing Club En Corps (Dance) Filmmaking Club Lville Chamber Players Lawrenceville Dance Team Lawrenceville Film Association Lawrenceville Flash Mob L KR3W The Mandolin Club MAPL Music Nachale (Indian Dance Club) Periwig Club Photography Club Tour de Force (Dance) Community Service Aid for the Andes ASPCA Club The Baking Club Bridge to Beijing Big Red Blessings Boy Scouts of America Care Club Children of the Forest China Immersion Club Color the World Club Community Reach Out Cure Through Awareness Do it Yourself Drinking Water for India
GAFO-Growing a Future Org.
WILL (Women in Leadership at Lawrenceville) West African Student Assoc.
Sports Talk Ultimate Frisbee Club Unicycle Club Wushu Club Yard Sports Club
Hong Kong Watchdog
Current Events/Politics/ Business
Hope Unlimited (Brazil)
Big Red Investment Club
Humanitarian Aid Society
The Innocence Project
Future Business Leaders of America (FBLA)
Astronomy Club Book Loversâ€™ Salon Classics Club Lawrenceville Programming Society (LAPIS) The Literature Club Math Club Science and Robotics Club Visual Science Experiment
Lives Saving Lives LINK (Liberty In North Korea) Lville 4 UNICEF Operation Happy Birthday Operation Smile Pencils of Promise Project for Wells Red Relief Club for Haiti
Lincoln-Douglas Debate Mock Trial Model UN Speech and Debate Club Young Democrats Young Entrpreneur Club Young Republicans
Students for Seniors (Citizens)
Future Physicians of America Healthy Living Society Lawrenceville Health & Fitness Oceana/Teens 4 Oceans Pre-Med Club Sustainability Club
Volunteers for Vietnam (V4V) We Build On Cultural/Affinity Clubs Alliance of Black Cultures Arabic Lang. & Culture Club Asian Students Org. Caribbean Student Org. Chinese Corner Club Korea Cross Culture Club Filipino Culture Club French Club Gay Straight Alliance Hong Kong Club Latinos Unidos Spanish Club The Tea Party Quarter Century Society
Publications The First Amendment The Globe L Magazine The Lawrence The Lit The Ollapod- Yearbook The Right Wing The Radio Club
Big Red Running Club
Catholic Students Organization
Body and Sol
Fellowship of Christian Athletes
Hindu Students Organization
Check Mates-Chess Club
The Jedi Order
Jewish Students Organization
Namaste: Big Red Yoga
Muslim Students Organization
Religious Life Council
Sikh Student Organization
Sangha at Lawrenceville Buddhism Club
Sports Reporting Club
â€œ You will find endless opportunities to expand, explore, and share your intellect, talents, and
Pride Student Tour Guides Activities Leadership Clubs Participation School Spirit Student Tutoring
“A vast spectrum of unique leadership opportunities off-campus also abound at Lawrenceville. One such opportunity is the Student Diversity Leadership Conference (SDLC) sponsored by the National Association of Independent Schools (NAIS). The SDLC describes itself as “a multiracial,
Most clubs and organizations have elected or appointed leaders. House prefects, orientation leaders, and ropes course instructors to name a few of the leadership opportunities all receive specific training in student leadership prior to assuming their responsibilities. Student Council The Student Council constitutes five offices: School President and Vice-Presidents for Academics, Social Life, Discipline, and Community Service. Each House president and elected day students make up the representatives to the Council. This body oversees social activities, social service initiatives, student tutoring programs, and the Big Brother/Sister program. The Executive Council meets with the Headmaster and Dean of Students weekly. Each House elects officers: President, Treasurer, and Social Life. Each House elects its own slate of officers to oversee the governance of the House affairs. Ropes Course Instructors The Lawrenceville School Ropes Course is a student led program, providing team building experiences for the School community. Ropes course instructors (RCIs) begin their year with an intensive four-day training in high ropes and climbing, group games, initiatives, small and large group management, leadership styles, and group development. Upon completion of their training, RCIs quickly get to work, as they play a major role in leading the Second Form Orientation. Throughout the year, RCIs dedicate their Sunday’s to building community within Lawrenceville Houses, athletic teams, and groups.
multicultural gathering of upper school student leaders (grades 9-12) from across the country that focuses on self-reflecting, forming allies, and building community.”
â€œLawrenceville guest speakers are inspirational and often catalysts for future
Journalists Playrights Artists Nobel & Pulitzer Prize Winners Columnists Professors Historians Scholars
Throughout the year, we
welcome many distinguished guest speakers who are pioneers
• Edward Albee and David Lindsay-Abaire Pulitzer Prize-winning playwrights
in their respective fields-
• Kwame Anthony Appiah Author and Laurance S. Rockefeller University Professor of Philosophy, Princeton University Center for Human Values
politicians to globally recognized
• Oscar Arias Former president of Costa Rica, recipient of Nobel Peace Prize • Louise Glück, David Hackett Fischer, Charles Simic, and Charles Wright Pulitzer Prize-winning authors • Brian Greene Physicist and Aventis Prize-winning author • Gary Hirshberg Co-founder/Chairman and former President/Ce-Yo of Stonyfield Yogurt • Paul Krugman Op-Ed Columnist, The New York Times, Professor of Economics and International Affairs, Princeton University • Ricardo R. Maduro ’63 Former President of Honduras • David McCullough Author and Historian, Recipient of two Pulitzer Prizes and the Presidential Medal of Freedom • Sandra Day O’Connor Former U.S. Supreme Court Justice, first woman appointed to the Court • Mary Robinson Former president of Ireland • Kate Ryan 15th U.S. Poet Laureate • Simon Schama Historian and National Book Critics Circle Award-winning author • Jon Stewart Comedian and host of “The Daily Show” • Cornel West Professor of Religion, Princeton University • Muhammed Yunus Congressional Gold Medal and Nobel Peace Prize winner • Fareed Zakaria Internationally acclaimed journalist and author
Nobel Peace Prize winners to
â€œI have learned the value of time and how to make the most of it. I know how much I can do
Athletics Recreation Labs Friendships Leadership Clubs Events Writing Workshops Study Rehearsals
in one night, so sometimes I give myself breaks and just relax with friends.â€?
A Day in the Life
The entire School eats lunch at the same time and each House dines together. This tradition is yet another example of how the House System defines the Lawrenceville experience. On Monday students take lunch with their academic advisors. Each advisee group shares a table and time is spent discussing both individual and group concerns. During these meetings, students often schedule a private meeting with their advisor if needed. The entire School assembles once a week for an all-School community meeting. These gatherings feature readings, reflections, and announcements
Lawrenceville provides a great number of opportunities for students to explore outside the classroom. Whatâ€™s it like being a student at Lawrenceville? It means a schedule packed full of classes, study hours, athletic practice, rehearsals, and time for friends, special events, eating, and sleeping. Students learn to manage their time, meet their commitments, and enjoy their friendships. Classes begin at 8:00 a.m. on most days and the dining center opens one hour before that for breakfast. Classes meet four times each week for 55 minutes. Science classes and advanced classes in all disciplines are also able to make use of an additional 55-minute period each week for labs, extended discussions, test practice, writing workshops, etc. There also are three 40-minute periods each week for student-teacher consultations, during which no classes or labs are scheduled. Students are highly encouraged to take advantage of consultation periods.
from various students and faculty members. School meeting agendas include outside speakers, special guests, musical presentations, and opportunities to examine student issues.
Class is a big part of most days, but there is a lot more to do when they end at 3:05 p.m. â€“ sports or community service
in the afternoon, followed by dinner, and maybe a club meeting. Then some time for socializing or relaxation in a common room, your House porch, or The Bowl until itâ€™s time to hit the books for homework. On Wednesdays classes end at 12:20 p.m., and students have the choice of studying, rehearsing performances, practicing sports, working on publications, or fulfilling their community service requirement. Saturday classes end at 11:30 a.m. Dinner is served from 5:30 p.m. to 7:00 p.m. All Forms eat in the Irwin Dining Center, except for the Fifth Form, which takes meals in the Abbott Dining Hall, located in Upper House. After dinner, there are a variety of things to do: clubs, activities, homework, and socializing. Check-in is at 8:00 p.m. for Lower School, and Crescent and Circle Houses, and 9:00 p.m. for the Fifth Form, Sunday through Friday. Permission to leave the House after check-in to go to the library, rehearsals, club meetings, or to meet a teacher for consultation is granted after check-in time, but students must check back in with the master on duty by 10:00 p.m. (11:00 p.m. on Saturday).
Lawrenceville Lexicon Like every school community, Lawrenceville has its unique vocabulary. A quick review of this list will have you speaking “Lawrentian” in no time! The Bowl
The area between Dawes and Raymond Houses
The houses for Third and Fourth Form boys
The houses for Third and Fourth Form girls
Crutch A prize for the winner of the Kennedy/Hamill House football match Echo Circle
The area between the Bunn Library and the Crescent
Food provided as Saturday night snacks at late check-in
Flagpole Green The area between Chapel and Bunn Library “Libs”
The Bunn Library
On weekends, at least one House sponsors
Lawrenceville’s student literary magazine
an all-School social event. These activities
Lawrenceville’s student yearbook
The School’s on-campus store
Woods Memorial Hall
Lawrenceville’s student drama club
Eating areas in the Irwin Dining Center
dinners, and dances. Faculty members are
The Fathers’ Building
on hand to take trips to local shopping
Forms Class years Second Form = freshman Third Form = sophomore Fourth Form = junior Fifth Form = senior
range from dances, to theme parties, to festivals. The Student Council Vice President for Social Life is responsible for the planning of the all-School events that may include carnivals, concerts, formal
areas and movie theatres. Reach Out to the Arts is a faculty led club that takes trips to cultural events in New York and Philadelphia. Day students are encouraged to attend all campus activities.
Green Fields The athletic fields located behind Hogate Hall, used for House sports House
Kirby Arts Center
Lawrenceville’s student newspaper
â€œLawrenceville is a school and a town that have grown up together... â€?
Pride Explore Attractions Museums Shopping Facilities Culture School Spirit Dining Events
The Lawrenceville Campus& Beyond
The area comprising the town’s main street and the older sections of the School are designated a historic district on the National Register of Historic Places. The following is from the nomination papers for the National Register: “It is difficult to find another town of this size so well preserved from the threats of commercialism and development. The steady agricultural prosperity of the town is reflected in many large impressive houses. The large tracts of farm land that trace back to late 17th century transactions have survived intact into the hands of modern
A pedestrian paradise created by famed landscape architect Frederick Law
residents who have refused to
Olmsted — The faculty and students walk across greens to get to Houses, classes, and dining
sell off development lots.”
halls. There are more than 140 species of trees on campus. A completely contained campus, those willing to jump on a bike, strap on in-line skates or simply take a stroll, can do so for over a mile without taking the same road twice! Five minutes from Princeton, 40 miles north of Philadelphia, and only 55 miles from New York City, Lawrenceville’s 700 acres in the heart of the Eastern Seaboard is remarkable and gives a wonderful sense of self-containment without being remote.
As soon as you leave the campus, you step into the village of Lawrenceville. Some of the houses that line Main Street were there when George Washington and Thomas Jefferson passed by. The Village of Lawrenceville has enjoyed a renaissance sponsored in part by the leadership and volunteerism of the faculty who founded Lawrenceville Main Street as a nonprofit, civic improvement organization. The Village has seen design improvements, lower speed limits and formal crosswalks, the dedication of Weeden Park, and has welcomed over 30 new businesses. Students frequent places along Main Street such as TJ’s Pizza, Fedora’s Café, and the Purple Cow ice cream shop. Aside from its own extraordinary facilities and local resources, Lawrenceville is ideally situated to partake of a variety of cultural attractions. Just up the road is Princeton University, where our students can, for example, gain access to Firestone Library, one of the great research libraries in the world. If scheduling permits, students who have exhausted the academic offerings of a given Lawrenceville department can take courses at Princeton. McCarter Theatre, Jadwin Athletic Center, and Princeton Stadium are just a few of the venues in Princeton frequented by Lawrenceville students. Princeton is a popular destination for students and the local bus stops right in front of the Lawrenceville School campus. Students often take weekend shopping and dining trips to downtown Princeton where they can find stores such as Banana Republic, Kate Spade, J. Crew, The Bent Spoon, and Witherspoon Grill.
The exciting urban centers of Philadelphia
and New York offer a variety of cultural fare. Lawrenceville’s “Reach Out to the Arts Program” gives students opportunities to visit world-class museums, attend the theatre, or view art exhibitions with all tickets partially subsidized by the School. In addition, our Student Activities Program routinely organizes trips to see the many professional athletic teams in these cities such as the Flyers, Giants, Yankees, and more. Washington, D.C. is accessible by train in just two hours, putting all that the nation’s capital has to offer within reach.
Probably no other national boarding school enjoys such proximity to so much in the way of cultural opportunities, and the School works hard to help our students take advantage of them.
â€œLawrenceville takes pride in the quality of its students and faculty, and values highly the warm
Pride Explore House Diversity Responsibility Leadership Participation School Spirit Values Creativity
supportive community they foster.â€?
Things to Know
Dress The dress code at Lawrenceville is not formal, but students are expected to dress in a way that respects the standards and academic purposes of the School. Clothing must be neat, clean, and in good repair. Footwear is required at all times. Students must shower and change after athletic practices before attending meals. With the exception of athletic buildings, hats or caps may not be worn inside any buildings, including hallways. For Chapel and other formal School functions, students are expected to dress respectfully and modestly. Suitable dress for boys include
Discipline Committee In cases where dismissal may be the appropriate response for a student not on probation, the Dean of Students will refer the case to the Discipline Committee. If there is a question as to whether a student is guilty of violating a Major School Rule, or of whether the conduct constitutes a violation of a Major School Rule, the Dean of Students may refer the matter to the Discipline Committee for a determination of either or both of these questions. The Vice President for Honor and Discipline and the Dean of Students attend all Committee meetings. Meetings are presided over by a non-voting faculty member, the Chair, who is responsible for creating the Committee. The School maintains high expectations for all and with regard to personal behavior. Supporting these expectations requires a clear statement of rules and a minimum standard of behavior. Everyone receives a guide that outlines rules and regulations.
sports coat or suit, tie, dress shirt, trousers, and regular shoes; for girls dresses, skirts, blouse, sweater, dress pants, and dress shoes.
Public Safety The Lawrenceville School Public Safety Department has the responsibility to provide immediate assistance with issues involving safety and security for the School community. We respond to all types of emergencies on campus including, fire,
medical, traffic, criminal, and disruptive activities. Public Safety officers patrol campus 24 hours a day, 365 days a year. Some of the other services we provide/address are: monitoring of the Access Control System, escorts, lockouts, Blue Light Program, crime prevention, fire drills, and student room and dormitory safety inspections.
Transportation Newark and Philadelphia International Airports are easily accessible to and from campus. At the end of fall term, for winter break and at the end of winter term, transportation options include bus service and often faculty members will drive students to these airports. LaGuardia and JFK are also accessible. Amtrak and NJ Transit both have active rail service to Princeton Junction, Trenton, and Hamilton stations. Bus and taxi service is available between the stations and the campus.
Cars and Driving Boarding students may not maintain motor vehicles in or around Lawrenceville. Day students, however, may drive to and from school by arrangements with the Director of the Day Student Office. The School also offers a stateapproved driver training course at an additional cost.
Health Care The Al Rashid Health and Wellness Center is a modern 14,000 square foot, 18 bed inpatient and outpatient facility overlooking the golf course in one direction and the center of campus in the other. The Health Center is open 24 hours a day, seven days a week during the school year and provides comprehensive medical care, including psychological counseling services. The Center is staffed by a full-time medical director-physician, two advanced practice nurses, round-the-clock registered nurses, three full time psychologists, x-ray technician, office manager, and medical secretary. It also offers a consulting staff that includes gynecological care, orthopedic/sports medicine, psychiatry, and nutrition. The Centerâ€™s health and wellness seminar room is used to educate students about their health and to help students in developing the knowledge and skills needed to sustain a lifetime of healthy function. Two certified athletic trainers cover afternoon practices and games, as well as provide rehabilitation services for major injuries on an as needed basis.
50 48 46
32 35 45 40 42 43
CAMPUS MAP KEY 1
2 Juliet Lyell Staunton Clark Music Center
28 Kirby House
29 Carter House
30 Stephens House
31 Stanley House
Noyes History Building
32 McClellan House
33 Bunn Library
Abbott Dining Hall
34 Cleve House
35 Griswold House
10 Gruss Visual Arts Center
36 Woodhull House
11 Dawes (Perry Ross House & Cromwell House)
37 Dickinson House
12 Kirby Arts Center
27 Semans/Lawson-Johnston Squash Courts
38 Kinnan House 39 Haskell House
13 Raymond (Thomas House & Davidson House)
40 Kennedy House
14 Fathers’ Building (Pop Hall)
41 Hamill House
15 Woods Memorial Hall
42 Golf Clubhouse
16 Admission Office
43 Tennis Courts
16 Mackenzie Administration Building
44 Al-Rashid Fitness Center
17 Corby Mathematics Center
45 Al-Rashid Health and Wellness Center
18 Edith Memorial Chapel
46 Ropes Course
19 F.M. Kirby Science Center
47 Woods Field
20 Irwin Dining Center
48 ’42 Fields
21 Keuffel Stadium
49 Getz Sports Complex
22 Eglin Memorial Track
50 Waugh Baseball Field
23 Lavino Field House
51 Chambers Field
24 Swimming Pool
52 ’49 Field
25 Hockey Rink 26 Buildings & Grounds Facility
Admissions & General Information 106
Admission Staff Admission Philosophy Lawrenceville seeks bright, motivated, and curious students who possess imagination, energy, a willingness to take risks, a concern for others, and a commitment to academic and personal growth. Because Lawrenceville receives many more applications from prospective students than there are spaces available, the Admission Committee is, unfortunately, not able to accommodate all applicants who are qualified. We look carefully at a student’s transcript, formal application essays, letters of recommendation, standardized test scores, extracurricular activities, and personal interview in assessing the promise of each individual applicant and in determining which students will gain the most from and contribute to all that the School has to offer. Lawrenceville actively seeks a student body that is racially, geographically, and socioeconomically diverse and welcomes applicants from all backgrounds. Lawrenceville prepares students for the increasingly global society in which we all live. Some of the ways we encourage and reflect the differences we value can be seen through our scholarships. We host exchange students from Sweden, Northern Ireland, England, Thailand and Japan; our Islamic Scholarship brings us one student each year from a Muslim country. Differences in educational opportunities and individual circumstances are valued and are taken into consideration in the decision process. The School’s first interest is in your own abilities — your inquiring mind, your initiative, and your willingness to pursue a subject deeply and to think independently. We are also interested in what you have accomplished with those abilities — how you have ventured beyond your known talents, your demonstrated passion, and excellence.
New Seniors and Postgraduates at Lawrenceville Each year Lawrenceville enrolls new students into the Fifth Form, the majority of whom are postgraduates. In all cases, those accepted are candidates for the Lawrenceville diploma and, as such, must meet all of the School’s academic requirements. All candidates must have credit for three years of math (Algebra I, Algebra II, and Geometry) and two years of a foreign language at the high school level. In order to be eligible for competition on School athletic teams, a student may not turn 19 years of age before September.
Just as we are trying to get to know you through the application process, we hope you will come to know us, and that you will call or write if you have questions or concerns. We are here to help.
Tom Sheppard Dean of Admission and Financial Aid Sally Fitzpatrick H’85 P’99 ’04 Senior Associate Dean of Admission Cindy Ehret ’95 Associate Dean of Admission Lisa Ewanchyna Assistant Dean of Admission Vanessa Gieske Assistant Dean of Admission Kevin Lawrence Associate Dean of Admission Barbara Kamienski P’02 Assistant to the Director of Financial Aid Patricia MacKinnon Visits Coordinator Vicky Martinez Associate Dean of Admission/ Assistant Director of Multicultural Affairs Debbie Parrillo P’08 Assistant to the Dean Dorothy Quinn Assistant to the Dean/Systems Administrator Jamal Shipman Assistant Dean of Admission Sara Tucker Director of Financial Aid/Associate Dean of Admission Samuel Washington ’81 P’14 ’17 Director of Multicultural Affairs/Associate Dean of Admission Doreen Weinberg Office Manager Megan Norris ’14 Head Tour Guide Andreas Vandris ’14 Head Tour Guide
How to Apply
Step 4: File the application online. Lawrenceville does not use
Candidates for admission to The Lawrenceville School should complete the following steps:
a paper application. You must use the SSAT Standard Application Online (SAO), which can be found at https://www.ssat.org/membersearch/info/ member/4564. The $50 application fee ($100 for international applications) is payable online by Visa or MasterCard. Application fee waiver requests can be made by calling the Office of Financial Aid.
Step 1: Visit our Admission section of The Lawrenceville School webpage at www.lawrenceville.org, where you will create your admissions file and request a Viewbook by completing the Inquiry Form online. Please note that the Inquiry Form must be completed prior to scheduling an interview appointment. Step 2: Schedule a campus tour and interview A formal interview is required for admission to Lawrenceville. We offer interview appointments beginning in September, and recommend your visit to campus as an important part of getting to feel the warmth and strength of community that makes Lawrenceville a special place. Day applicants must interview by December 13, while boarding candidates must interview by January 21. Our visit schedule and blackout dates can be found on our Admission section of the School webpage. If distance prohibits you from traveling to the School, you may refer to our Alumni Admission Network (Page 110) to schedule an interview closer to home. Or, contact the Admission office to schedule an interview by Skype with an admissions counselor, offered on select dates, by emailing email@example.com Requests for an alumni or Skype interview must be made prior to December 14, with an interview completion deadline of January 15. Applicants must have submitted the Candidate Statement of the online application prior to requesting an alumni or Skype interview appointment. If the deadline for scheduling an interview has passed, we will waive the interview requirement. Once the admission committee reviews an application, we may contact the applicant for additional information as needed.
Step 3: Take the appropriate test. Candidates for grades 9 and 10 must take the SSAT (www.ssat.org or 609.683.4440). It will be given nationally in November, December, January, and also in February. The December testing date is preferable. Be sure to list the Lawrenceville code (4564) when you register for the test. We only accept test scores directly from SSAT; we do not accept copies from your school or consultant. To prevent delays be sure to list us as a score recipient when you register for your test. We will also accept the ISEE in lieu of the SSAT. Candidates for grade 11 may submit the results from the SSAT, or alternatively, a PSAT, SAT, or ACT taken within the current school year. Candidates for grade 12 and the post-graduate year must submit results from a PSAT, SAT, or ACT taken within the current school year.
Note: As applications are reviewed, the Admission Committee reserves the right to request any additional information we may need, including but not limited to complete files from schools attended, or we may reach out to communicate directly with an applicant’s school for further insight.
Non-standard Materials If you choose to send additional materials that are not required (additional personal recommendations/letters other than from your Math and English teachers, or Principal/Head of School, photographs, artwork, CD/ DVDs or other media), submit these materials electronically to firstname.lastname@example.org.
Dates to Note: Application Deadline The applications are due January 15. The Admission Committee gives full consideration to all completed applications that arrive by the deadline. Late applications will be processed on a waiting-list basis.
Notification Date Admission decisions will be available on March 10 to candidates whose applications are received by the deadline.
Post-Graduates Candidates Candidates whose applications are received by January 15 will receive a decision on March 10. Applications will continue to be reviewed on a rolling admission basis until all spaces are full. Students who will turn 19 before September 1 of their enrollment year are not eligible for interscholastic competition.
Reply Date Admitted students are asked to notify the Admission Office of their decision by April 10.
Financial Aid Candidates Please check the financial aid request box on the Inquiry Form. Parents who will apply for financial aid must complete the Parents’ Financial Statement (PFS) online at. www.nais.org with the School and Student Services (SSS) by February 1. Be sure to list The Lawrenceville School code 4564. Send a copy of your current Federal Income Tax Return and W-2 Form to SSS and follow directions listed on the SSS website. In case of divorce or separation, both parents are required to complete the Parents’ Financial Statement.
International Applications Tests 108
International candidates for grades 9 and 10 must take the SSAT. Applicants should investigate as soon as possible test center availability in their country, as the SSAT is not administered with the same frequency outside of the U.S. If the SSAT is not given in the applicant’s country, we will evaluate other standardized test results from the applicant’s record. SSAT: www.ssat.org or 609.683.4440. The Lawrenceville code: 4564
Non-standard Materials If you choose to send additional materials that are not required (additional personal recommendations/letters other than from your Math and English teachers, or Principal/Head of School, photographs, artwork, CD/ DVDs or other media), submit these materials electronically to email@example.com.
ESL The School does not offer a formal ESL program; however, academic support is available for international students on a limited basis.
We only accept test scores directly from SSAT; we do not accept copies from your school or consultant. To prevent delays be sure to list us as a score recipient when you register for your test. We will also accept the ISEE in lieu of the SSAT.
We hope you find the above information helpful as you go through the admission process. Please contact us if you have any questions at firstname.lastname@example.org.
International candidates for grade 11 may submit results from an SSAT, or alternatively, a PSAT, SAT, or ACT taken within the current school year. International candidates for grade 12 and the post-graduate year must submit results from a PSAT, SAT, or ACT taken within the current year. All international applicants must demonstrate proficiency in oral and written English. For applicants whose native language is not English, and whose language of instruction for the most recent four years of schooling has not been English, the Test of English as a Foreign Language (TOEFL) is required.
TOEFL: www.ets.org or 609.771.7100. The Lawrenceville code: 9153
Interview A formal interview is required for admission to Lawrenceville. We offer interview appointments from September through January, and recommend your visit to campus as an important part of getting to feel the warmth and strength of community that makes Lawrenceville a special place. However, if you are not able to visit Lawrenceville for a formal interview, you may refer to our International Alumni Admission Network (page 113) to schedule an interview closer to home. We also offer interviews by Skype on select dates. Please contact us at email@example.com to notify us if you have scheduled an Alumni interview, or to schedule an appointment with an admissions counselor by Skype. Special requests for an alumni or Skype interview must be made prior to December 14, with an interview completion deadline of January 15. Applicants must have submitted the Candidate Statement of the online application prior to requesting an alumni or Skype interview appointment. If the deadline for scheduling an interview has passed, we will waive the interview requirement. Once the admission committee reviews an application, we may contact an applicant for additional information as needed.
Application File your application using the SSAT Standard Application Online (SAO) by the deadline of January 15. The application fee for international students is $100 and payable online by Visa or MasterCard.
The full rate for boarding students includes board, room, tuition, health and wellness and athletic fees, technology fee, and lectures. Medical service by the School’s staff provided at the Al Rashid Health and Wellness Center includes physical examinations, professional attention, routine medicines, unlimited board, and routine nursing in the infirmary. The full rate for day students includes tuition, lunches, breakfast and dinners when desired, all fees for technology, athletics, lectures, and professional attention in the infirmary during school hours. Extra charges not included in tuition are: mandatory tuition refund insurance, fees for supplies used in special courses, textbooks and supplies, and personal athletic equipment. All of the above average approximately $1,000 per year. Special medical consultations, special nurses, and x-rays are also charged separately. Other incidental expenses for special course fees and club dues will be billed directly to parents. Tuition may be paid in a single payment or in two payments as scheduled by the Comptroller’s Office. For the convenience of parents who prefer to budget the tuition charge on a monthly basis, arrangements for installment payments may be made through Tuition Management Systems. Because the School must commit itself to its operating costs a year in advance, no rebate of the annual charge can be made in the case of withdrawal or dismissal. A tuition refund insurance program, pro-rated on a weekly basis, is available through A.W.G. Dewar Inc. and is mandatory unless the tuition is paid in full by July 15. Students who are engaged in an approved term-away project are considered still enrolled at Lawrenceville and will receive credit toward their tuition for the term away. The School does not carry health insurance for students nor does it assume responsibility for accidents or for the loss of or damage to personal property. Student health insurance is available through the School for $1,560 (10-month plan). Parents desiring coverage for personal property should contact their own insurance carriers. Students have the responsibility, as determined by their parents, for
personal spending needs. Personal checking accounts are available at local banks for this purpose.
Tuition Cost The tuition charge for boarding students is $53,320; for day students, $44,100. In addition, there is a required Health and Wellness Center fee of $755 and a Technology and Telecommunications fee of $465 for boarders and a Health and Wellness Center fee of $470 and a Technology and Telecommunications fee of $315 for day students. Parents are also required to purchase a tuition refund insurance at the cost of .9% of the tuition (adjusted for any financial aid award). The average annual cost to educate a student at Lawrenceville is $70,000. The difference between the annual cost and tuition is met by income from the endowment and generous gifts from alumni, parents, and friends.
Financial Aid In 2013-2014, Lawrenceville is proud to offer financial aid providing support to those students with demonstrated need. The current financial aid budget of over $10.7 million reflects the School’s commitment to supporting students from a broad range of economic situations. When considering an independent school education, families should expect to contribute to their child’s educational costs at the highest possible level given their economic situation. For those families who are unable to meet the full cost of a Lawrenceville education, financial assistance is available. All financial aid awards are based solely upon the family’s need as determined by the Financial Aid Office. No awards are based on the academic, athletic, extracurricular activities, or talents of the applicant. Lawrenceville does not award merit scholarships as incentive to matriculate. Lawrenceville uses the School and Student Service (SSS) to collect basic financial information on income, assets, family size, and the number of siblings in tuition-charging schools. A need analysis report is prepared by SSS, which suggests the amount you can contribute for educational costs. Since not all families’ financial circumstances are equal, the Lawrenceville Financial Aid Office uses the SSS evaluation as the starting point at which Lawrenceville’s review of each applicant for financial aid begins. When determining the family’s contribution, the School considers gross taxable income and untaxable income, assets, liabilities, family size, and the number of students in tuition-charging schools or colleges, excluding parents and students seeking graduate degrees. After allowing for the basic necessities and taxes, the remaining funds are considered available to cover the cost of an independent school’s expenses. Lawrenceville’s calculated parent contribution may differ from the SSS calculation. For example, Lawrenceville usually disallows most losses and depreciation on second homes and hobby businesses. Lawrenceville may also make allowances for the different “cost of living” in some communities and adjust for home equity inflation due to real estate fluctuation. In addition, the School considers the potential for income to be earned by a nonworking parent who does not have small children at home. In cases of divorce or separation, both parents are required to complete
the parents’ financial statement and submit to SSS. The family’s ability to contribute is based on both parents’ income and assets. If one or both parents have remarried, we will also consider the income and assets of the step-parent in our calculation. Lawrenceville will not be bound by any divorce agreement specifying a parent’s responsibility for educational expenses since the School was not a party to this agreement nor represented at the hearing. Divorce or separation agreements relate to the personal resources of the parents, not the School. Likewise, the School cannot be bound by the assertion that one parent has disclaimed responsibility for the student. Once the family’s contribution is determined, the Financial Aid Office will assign an aid package to meet the unmet costs of attendance. The award is conditional upon the review of your current Federal tax return or the “Parent’s Non-Filer’s Statement.” If your child is required to file a tax return, you must send a copy to this office for review. The amount you can reasonably contribute toward meeting the cost of a Lawrenceville education is reviewed annually. Your contribution may increase, decrease, or remain the same depending on your financial circumstances in a given year. We do require that requests for financial aid be made at the time families file the Web Inquiry form. If you do not apply for financial aid the first year of your child’s attendance at Lawrenceville, we may not award aid in subsequent years, unless there has been a significant change of circumstances. An example of such a change would be the loss of income, death of a parent, or an additional child entering a fee-charging school. The majority of our financial aid will be allocated with our March 9 admission decisions and late applicants for financial aid will be made on a waiting list basis. The basic tuition payment plan involves three payments. A one-time deposit which is non-refundable is due in the spring. The second payment is due on July 15 and is to cover 60% of tuition and 100% of the medical fee, the technology fee, and the tuition refund insurance premium. The balance is due December 15. Lawrenceville offers an additional payment option: Tuition Management Systems offers an interest free, 9-month payment plan. Payments begin June 15th and run through February 15th. The only cost of the program is an application fee of $55. For families seeking financing alternatives for their child’s education, a low fixed rate loan with Your Tuition Solution may be a suitable option to help make your child’s education costs more affordable. Please visit their website at www.yourtuitionsolution.com for further information.
Grants versus Loans
All financial aid at Lawrenceville is given in the form of grants. Our loan program existed for many years, but adding a debt to Lawrenceville to the amount that many students must finance to attend college seemed to be an unfair burden. Our total aid packages have not been reduced. The amount that used to be loaned is now given in the form of a grant.
Alumni Admission Network National Alumni Admission Interviewers L Alabama Mr. P. Thacher Worthen, Jr. ’89
Birmingham, AL 205-655-7466
Financial Aid Application Calendar
L Arizona Mr. Christopher B. Leone ’79
A February 1 Complete the Parents’ Financial Statement (PFS) on-line at www.nais.org with the School and Student Services (SSS). Be sure to list The Lawrenceville School code (4564). Send a copy of your current Federal Income Tax Return and W-2 Form to the SSS; directions are listed on the SSS website. A March 10 Financial aid decisions are mailed. A april 10 Matriculation packet is due to the Admission Office. A may 1 Send your 2012 Federal Income Tax Return to SSS, if you have not already done so. No financial aid award is finalized until we receive your completed 2012 Federal Income Tax Return. A july 15 First installment of the student bill is due in the Comptroller’s Office.
Mr. Stephen D. Cook ’93
Los Angeles, CA firstname.lastname@example.org Mr. T. Michael Graf ’55
Santa Monica, CA 310-255-4454 email@example.com Mr. Matthew C. Harris ’92
San Diego, CA 310-903-7602 firstname.lastname@example.org Mr. Greg Hausler ’81
Phoenix, AZ 602-430-7265 email@example.com
San Francisco, CA 415-402-0700 firstname.lastname@example.org
Mr. Andrew J. Naporano, Jr. ’67 P’97
Ms. Katie Kaiser ’89
Scottsdale, AZ 480-575-0375 cell 201-259-0050 email@example.com
L California Ms. Elizabeth B. Anathan ’95
San Francisco, CA 415-407-2617 firstname.lastname@example.org Mr. Dixon Arnett ’56
San Francisco, CA 415-606-9069 email@example.com Mr. Michael Kasperzak ’72
Mountain View, CA (Silicon Valley) 650-941-2479 firstname.lastname@example.org Mr. John Lavery ’88
Encinitas, CA Lawrenceville@pacvista.com
San Diego, CA 619-265-2633 email@example.com
Mr. Richard Liebman ’73
Ms. Catherine Bramhall ’88
Jason B. Litten M.D. ’92
San Francisco, CA firstname.lastname@example.org
Oceanside, CA 917-860-9118 email@example.com
Malibu, CA firstname.lastname@example.org
Mr. Peter G. Bratti ’84
Kentfield, CA 415-419-7742 email@example.com
San Francisco, CA 415-505-9336 firstname.lastname@example.org Dr. Sigurd Berven ’83 P’13
San Francisco, CA 415-571-8668 email@example.com Jerome Chin M.D. ’78 P’06 ’08
Berkeley, California firstname.lastname@example.org
Mr. Tom Lyons ’86
Mr. G. Ashby McElveen, IV ’97
San Francisco, CA 415-990-8645 email@example.com Mr. Christopher Nawn ’77
Atherton, CA 650-759-0001 firstname.lastname@example.org
Mr. Dan Noyes ’67
Mr. John H. Self ’82
Mr. Justin Persuitti ’03
James Chan, Esq. ’74
Berkeley, CA 510-525-4178 EV2isus@aol.com
Denver, CO 303-863-6461 email@example.com
Chicago, IL 612-231-9231 firstname.lastname@example.org
Bethesda, MD 202-551-6232 email@example.com
Mr. Jeff Preefer ’66 P’06
L District of Columbia
Ms. Jennifer Boyle Zerm ‘90
Los Altos, CA 650-949-2131 firstname.lastname@example.org Mr. William Lebus Robbins ’86
San Francisco, CA 415-577-4120 email@example.com Mr. Will Semmes ’88
Berkeley, CA 916-591-2775 firstname.lastname@example.org
Mr. Matthew H. Leggett ’95
Washington, DC 202-210-0201 email@example.com
L Florida Dr. James J. Corcoran ’74
Jacksonville, FL 904-791-8211 firstname.lastname@example.org Mr. S. Reynolds Scott ’73
Chicago, and North Shore, IL 262-544-3874 Jennifer.email@example.com
L Kansas Mr. David A. Goldberg ’72
Kansas City, KS 816-360-4380 firstname.lastname@example.org
L Kentucky Mr. Stephen P. Carson ’73
Tampa, FL 813-872-8350
Los Angeles, CA 310-498-6773 email@example.com
Lexington, KY 859-221-1317 firstname.lastname@example.org
J. David Cole, Jr. Esq. ’86
Mr. James Strader ’85
Atlanta, GA 404-384-0123
Ms. Lara Hourie Shortz ’95
West Los Angeles, CA 323-828-2289 JStrader@Quattromedia.com Mr. Richard Tuggle ’66
Santa Monica CA 310-829-0628 Mr. James T. Turner ’91
San Francisco, CA 415-359-6147 email@example.com Mr. Welly Yang ’90
Los Angeles, CA 917-405-3032 firstname.lastname@example.org
Mr. Stoddard Manikin ’92
L Hawaii Mr. Mark C. Haley ’63
Honolulu, HI email@example.com
L Idaho Mr. Gabriel Halleus ’89
Boise, ID 208-287-4123 firstname.lastname@example.org
L Illinois Mr. Ned Franke ’79
Chicago, IL 312-470-1805 email@example.com
Mr. Adam D. Bennett ’86
Mr. Zachary Kafoglis ’77
Fort Collins, CO 970-472-5409 firstname.lastname@example.org email@example.com
Chicago, IL firstname.lastname@example.org
Mr. Buck Blessing ’81 Colorado Springs, CO 719-520-1234 email@example.com
Mr. Christopher Roswold ’03
Chicago, IL 847-708-5885 firstname.lastname@example.org
Bowling Green, KY 270-782-6666 email@example.com Eric M. Scott ’94
Louisville, KY 502-379-9493 Eric.M.Scott@morganstanley.com
L Maine Mr. Corson Ellis ’73
Freeport, ME 207-775-1660 x 212 firstname.lastname@example.org Ms. Molly McKay ’94
Kittery, ME 603-244-6543 email@example.com
L Maryland Mr. Lyals Battle ’67
Columbia, MD 410-381-7391 firstname.lastname@example.org Mr. Matt Bernstein ’85
Baltimore, MD 301-758-5845 email@example.com
Dr. Martin P. Nevitt M.D., MPH ‘74
Chevy Chase, MD 407-538-8545 firstname.lastname@example.org Mr. Colin R. Thompson ‘53
Rockville, MD 301-424-4998 email@example.com
L Massachusetts Mr. John R. Benson ’64
Boston, MA 617-241-0678 Mr. Keith Colavita ’86
Scituate, MA 781-545-0329 firstname.lastname@example.org Ms. Susan Clerke Gustofson ’91
Ashland, MA cell 617-680-1092 Clerkelicsw@yahoo.com Dr. Eliot Heher ’81
Wellesley, MA 617-584-0359 email@example.com Mrs. Shannon Halleran Mcintosh ’93
Duxbury, MA 781-536-8178 firstname.lastname@example.org Mr. William (Bill) F. Hofmann, III ’61
Belmont, MA 617-484-0017 email@example.com Ms. Jennifer Rose Savino ’88
Andover, MA 978-475-1443 firstname.lastname@example.org Mr. William Scatchard ’80
Sherborn, MA 401-486-4773 email@example.com
Mr. Brian A. Smith ’95
Mr. John H. Flood ’71 P’02 ’04 ’06
Mr. William M. Semans ’87
Mr. Santiago Pujadas ’81
Concord, MA 978-319-5382 firstname.lastname@example.org
Westfield, NJ 908-654-7441 email@example.com
Winston Salem, NC 336-721-3220
Devon, PA 610-688-5288 firstname.lastname@example.org
Mr. Ralph C. Smith ’59
Mr. Kirk D. Rule ’86 P’15
Manchester, MA 978-526-4727 email@example.com
Tenafly, NJ 201-266-8314 firstname.lastname@example.org
Mr. Greg Williamson ’78 P’09
L New York
Mr. George Spencer ’76
North Andover, MA 617-212-8323 email@example.com
L Minnesota Dr. Robert Bonacci ’86
Rochester, MN firstname.lastname@example.org
L Mississippi Mr. Stephen Garner ’81
Jackson, MS 601-366-9018 email@example.com
L Missouri Mr. David A. Goldberg ’72
Kansas City, MO 816-360-4380 firstname.lastname@example.org
L Nebraska Mr. William Coble ’83
Omaha and Lincoln, NE 813-494-4839 email@example.com
L Nevada Mr. Adrian Woodhouse ’54
Reno, NV 775-829-2620 firstname.lastname@example.org
L New Jersey Mr. Robert Castelo ’78 P’08 ’10
Westfield, NJ 908-578-3838 email@example.com
Mr. Jesse H. Hertzberg ’90
New York, NY 646-593-0200 firstname.lastname@example.org Mr. Marcus Mabry ’85
New York, NY email@example.com Dr. Nicole Orr ’93
Roslyn, NY 856-498-7065 firstname.lastname@example.org Mrs. Samara Pfohl Bilden ’91
New York, NY 212-677-1967 email@example.com Mr. Samuel Sloane ‘85
Rye, NY firstname.lastname@example.org
L North Carolina Mrs. Courtney Hyder ’92
Charlotte, NC 704-362-3003 email@example.com Mr. Christopher C. Loutit, ESQ. ’96
Wilmington, NC 910-524-9176 Loutit@aol.com Mr. Joe Pitt ’88
Charlotte, NC 704-973-9930 firstname.lastname@example.org Mr. Michael R. (Rob) Ragsdale, Jr. ’93
Raleigh, NC 919-500-8672
Chapel Hill, NC 919-357-3976 email@example.com
Mr. Douglas Simon ’76
Philadelphia, PA 215-854-1550 firstname.lastname@example.org
Mr. Wesley V. Taft ’90
Winston-Salem, NC 704-340-4410 email@example.com Mr. William “Woody” Webb ’64
Raleigh, NC 919-831-8700 x 1 firstname.lastname@example.org Mr. Leslie P. Wickham ’92
Charlotte, NC Home 704-347-3400, Cell 704-562-8026 email@example.com
L Ohio Mr. Thomas H. Quinn, Jr. ’86
Cincinnati, OH 513-533-6249 firstname.lastname@example.org Mr. Allen Danzig ’73
Cleveland, OH 216-591-9144 email@example.com
L Oregon Ms. Katrine Lofberg ’93
Portland, OR 720-454-7558 firstname.lastname@example.org Ms. Lucretia C. Lyons ’88
Portland, OR 971-322-5001
Mr. Marquis M. Smith III ’83
Aliquippa, PA 724-774-1419 email@example.com
L Rhode Island Mrs. E. Whitney Farnum Garner ’98
Newport, RI 401-849-4799 firstname.lastname@example.org Dr. Steven Graff ’79
Providence, RI email@example.com Mr. William F. Rommel ’74 P’03 ’13
Newport, RI 401-846-9786 firstname.lastname@example.org
L South Carolina Mr. David A. Geer, ’90
Taylors, SC 864-430-7772 email@example.com Ms. Michel Hurley Faliero ’88
Charleston, SC 843-278-2781 firstname.lastname@example.org
L Tennessee Ms. Jane Lynch Crain ’99
Nashville, TN 713-826-3058 email@example.com
Dr. A. Douglas Christie, Jr. ’76
Dr. Ray Wagner ’81
Bloomsburg, PA 570-387-8474 firstname.lastname@example.org
Nashville, TN 615-383-6191 Ray.email@example.com
Ms. Martha Nelson ’96
David J. Ballard M.D. Ph.D ’74
Austin, TX firstname.lastname@example.org
Dallas, TX 214-265-3670 email@example.com Mr. Mike Boylan ’50
United States Army retired) Houston, TX 713-871-9427 firstname.lastname@example.org Mr. Bruce Cay ’74 P’06
Allen, TX 214-783-6975 email@example.com Mr. Roy F. Keithley ’73 P’01 ’05
Austin, TX 512-517-1801 firstname.lastname@example.org Mr. James Frederick Korth ’91
Fort Worth, Texas 817-877-2897 JKorth@canteyhanger.com email@example.com Mr. Fitzhugh Lee ’86
Austin, TX 703-200-8585 firstname.lastname@example.org William R. Leighton, Jr., M.D., MBA ’89
Houston, TX 713-203-8507 email@example.com Mr. Thomas Loftus ’76
San Antonio, TX 210-913-6311 firstname.lastname@example.org Mr. Rick McCord ’63 P’92 P’93 P’95
Houston, TX email@example.com Mr. John R.P. Moore-Jones ’87
Houston, TX firstname.lastname@example.org Mr. Burk C. Murchison ’67 P’94
Dallas, TX 972-490-8080 email@example.com
Mr. Brian Shivers ’70
Dallas, TX 214-521-2484 or 214-232-3653 firstname.lastname@example.org Mr. Bruce M. Swenson ’64 P’98
Dallas, TX 214-522-1108 email@example.com James Tustin, M.D. ’62
Dallas, TX 972-661-8579 firstname.lastname@example.org Mr. Kosta Velis ’90
Houston, TX 713-230-3697 or 218-719-3227 email@example.com
International Alumni Admission Interviewers L CHINA Mr. John-Paul Ho ’77
Shanghai firstname.lastname@example.org Ms. Chen Lou ’07
Shanghai Chen.Lou@ap.jll.com Mr. Carl Wegner ’81
Shanghai 86-147-8191-8188 email@example.com
L COSTA RICA Mr. Jason Moore ’93
San Jose, Costa Rica 506-7013-9404 firstname.lastname@example.org
L Hong Kong
Mr. Godwin Hwa ’79 P’15
Hong Kong email@example.com Mr. Crawford Jamieson ’79 P’13’15 ’17
Hong Kong 113 852-2848-5850 firstname.lastname@example.org Mr. George Koo ’82 P’14
Hong Kong 852-9408-5751 email@example.com (prefer email) Mr. Tommy Jim ’98
Hong Kong 852-9318-4838 firstname.lastname@example.org Mr. John Lin ’97
Hong Kong John.email@example.com Mr. Martin K. Matsui ’76 P’12 ’14
Dallas, TX 214-758-3436 firstname.lastname@example.org
Mr. Edward Byun ’01
Hong Kong email@example.com
Hong Kong Edward.Byun@gmail.com
Ms. Madeleine Matsui ’12
Mr. J. Harley Walsh ’86
Ted Chua ’84
Austin, TX 202-494-1914 firstname.lastname@example.org
Hong Kong 852-9377-8025 email@example.com firstname.lastname@example.org
Mr. Michael S. Waldron ’88
Mr. Sam Waugh ’72
Houston, TX SWaugh@awty.org Rev. Will Wauters ’67 P’01
San Antonio, TX 210-494-1854 email@example.com
L Wisconsin Ms. Jennifer Boyle Zerm ’90
Brookfield, WI 262-544-3874 firstname.lastname@example.org
William Y. Chua, Esq. ’87 Hong Kong 852-2826-8632 email@example.com Mr. Matthew A. Frohling ’83 Hong Kong 852-9105-9202 firstname.lastname@example.org Kenny Gaw ’88 Hong Kong 852-2583 7722 email@example.com Ms. Jean Fang ’90 Hong Kong firstname.lastname@example.org
Hong Kong email@example.com Mr. Che Fung So ’99
Pokfulam 852-9660-0154 firstname.lastname@example.org Mr. R. Carter Ting ’89
Hong Kong email@example.com Mr. Joseph Tsai ’82
Hong Kong 852-9455-2135 firstname.lastname@example.org Mr. Stephen T.C. Wong ’85
Hong Kong email@example.com Mr. Steven K. Wong ’01
Hong Kong firstname.lastname@example.org
Ms. Frances Wu ’94
Hong Kong 852-6233-6582 email@example.com
Ms. Colleen Yu ’98
L singapore Mr. John Lin ’86
Singapore 65-965-86865 firstname.lastname@example.org
Hong Kong 852-9380-6730 email@example.com
Mr. Carl Wegner ’81
Mr. Tongwey Kim ’81 P’12
Seoul firstname.lastname@example.org Mr. Se-Jun Park ’06
Seoul 82-010-2848-3471 email@example.com Mr. Alex Suh ’88
Seoul firstname.lastname@example.org Mr. Samuel S. Yu ’89
Seoul 82-(0)2-752-7738 email@example.com
L Mexico Mrs. Arianne Araiz´de Stead ’93
Mexico City Arianne@araizcondoy.com Mr. Carlos Fainsod ’80
Mr. John Yu ’82 P’14 ’15
M.A., University of Illinois at Chicago, B.A., University of Córdoba, Spain. Appointed 2008. Spanish Master. Willard B. Apple
Ph.D., University of South Dakota, B.A., University of North Carolina at Chapel Hill. Appointed 2001. Director of Counseling and Psychological Services.
M.A., Millersville University, B.A., Franklin and Marshall College. Appointed 1969. English Master on the Fred A. Eichelberger H’24 Chair in English.
Mr. Busadee Chearavanont P’12
Mary Kate Barnes
Bangkok firstname.lastname@example.org Mr. Anuporn Kashemsant ’80
Bangkok email@example.com Mr. Pongthorn Kashemsant ’84
Bangkok firstname.lastname@example.org Mr. Robert Rosenstein ’85
L United Kingdom Mr. Christopher P. Donnelly ’86
L new zealand
Miss Alexandra Dumitrescu ’06
Mr. Robert R. Bottome, Jr. ’53
Caracas 58-212-761-8121 email@example.com
Julio José Alcántara Martin
Benjamin Champneys Atlee ’62
Monterrey 52-818305-9000 firstname.lastname@example.org
Mr. Andrew Gilkison ’98
B.A., Bowdoin College. Appointed 1991. Director of Advancement. Miguel Bayona
M.S., Colorado State University, M.A.T., Indiana University, B.S., Universidad Pedagogica Nacional. Appointed 1995. Mathematics Master. Holly Burks Becker
B.A., Dartmouth College. Appointed 1985. Director of College Counseling. Etienne Bilodeau
M.Ed., Harvard University, B.A., Middlebury College. Appointed 1997. Mathematics Master. Darcy M.J. Brewer
M.S., University of Toronto, B.S., University of Waterloo. Appointed 2011. Science Master Wesley R. Brooks ’71
B.A., Middlebury College. Appointed 2006. Chief Financial and Operating Officer. Timothy B. Brown
Ph.D., University of North Carolina, B.A., Hampshire College. Appointed 1982. Mathematics Master on the Bruce McClellan Distinguished Teaching Chair. Clare E. Burchi
M.A., B.A., Lehigh University. Appointed 2012. History Master.
Mr. Jason Moore ’93
Panama 506-7013-9404 email@example.com
M.A., Princeton University, B.S., University of Illinois. Appointed 1998. Science Master on the Oscar H. McPherson ’01 Distinguished Teaching Chair.
Matthew R. Campbell
B.A., Westminster Choir College of Rider University. Appointed 2008. Performing Arts Master on the Henry and Janie Woods Junior Chair. Donald D. Cantlay
M.A., New York University, B.A., Hampden-Sydney College. Appointed 1988. English Teacher on the Independence Foundation Chair of 1981. Rachel Cantlay
M.S.W., Hunter College School of Social Work, B.A., William Smith College. Appointed 2009. Director of Community Service Program. Elizabeth S. Caylor
M.S., Indiana University, M.S., College of William and Mary, B.A. University of Virginia. Appointed 2011. Science Master. Erik J. Chaput
Ph.D., M.A., Syracuse University M.A., B.A., Providence College Appointed 2013. History Master. Katie Chaput
M.A., St. Bonaventure University B.A., Syracuse University Appointed 2013. English Master. Miranda T. Christoffersen
M.A.T., Brown University, B.A., Bryn Mawr College. Appointed 1991. English Teacher on the Dr. Kenneth W. Keuffel H’59 ’61 ’89 ’90 P’79 Distinguished Master Teaching Chair, in English. Paula Clancy
M.L.S., Rutgers University, B.A., Hamilton College. Appointed 2002. Director of Library Services on the Robert S. Gerstell ‘13 Memorial Fund. Maxine A. Clarke
Ph.D., M.Phil., Cambridge University, M.A., Moscow State University, Russia. Appointed 2008. History Master . John J. Clore
M.A., Harvard University, A.B., Princeton University. Appointed 2012. Science Science Master. Thomas P. ColLins
M.A., Indiana University, B.A., Lewis and Clark College. Appointed 2011. Religion and Philosophy Master. Kevin P. Connell
M.L.S., State University of New York at Albany, B.S., New York University. Appointed 2002. Head Library Technology and Bibliographic Services.
Molly A. Dunne
Anton A. Fleissner
Reuwai M. Hanewald ’90
B.A., Bethany College. Appointed 2001. Performing Arts Master on the Allan P. Kirby ’13 Chair in Dramatic Arts.
M.A., Stanford University, B.A., Colby College. Appointed 2010. Associate Director of College Counseling.
A.B., Princeton University. Appointed 2012. Mathematics Teaching Fellow.
Hunter G. Cuniff
Kaushiki S. Dunusinghe
B.A., University of Richmond. Originally Appointed 2010-12. Reappointed 2013. Spanish Master.
B.A., Bryn Mawr College. Appointed 2012. Mathematics Teaching Fellow.
Ph.D., Cornell University, B.S., Mercer University. Appointed 2010. Director of Student Research.
M.A., Framingham University, A.B., Princeton University. Appointed 2007. Science Teacher on The Charles ‘66 and Kenneth ’70 Murphy Distinguished Teaching Chair in Science.
Keith S. Dupee
William R. Freitas
Helena W. Cunningham
B.S., Rensselaer Polytechnic Institute. Appointed 2011. Mathematics Master.
B.A., Rutgers University. Appointed 1997. Director of Information Technology Services.
M.Ed., The College of New Jersey, M.A., Middlebury College, B.A., Middlebury College. Appointed 1988. French Master on the Wilbourn S. Gibbs ’27 Distinguished Faculty Chair. J. Christopher Cunningham
Ph.D., Duke University, B.A., Stanford University. Appointed 2003. Dean of Faculty on the Paul McPherson ’10 Chair. James E. Cuthrell
M.F.A., University of North Carolina at Greensboro, B.A., Radford University. Appointed 2008. Performing Arts Master. Brian R. Daniell
B.A., Williams College. Appointed 1986. Dean of Residential Life. Yangyang Q. Daniell
M.Ed., University of Western Ontario, B.A., Beijing Language and Culture University. Appointed 2001. Chinese Teacher on the Chae Family Teaching Chair for Promising Young Faculty. Agnes A. Dellevoet
M.Ed., Seattle Pacific University, B.S., B.A., University of Idaho, Moscow. Appointed 2011. Mathematics Master. Gil M. Domb
B.S., University of Bristol, UK. Appointed 2008. Media Specialist. Leah Domb
Ph.D., Harvard University, B.A., University of California, San Diego. Appointed 2002. Science Master. Timothy C. Doyle ’69
M.A., Yale University, B.A., Franklin and Marshall College. Appointed 1975. History Master on the Floyd C. Harwood Distinguished Teaching Chair. Elizabeth A. Duffy
M.B.A., M.A., Stanford University, A.B., Princeton University. Appointed 2003. Head Master on the Shelby Cullom Davis ’26 Foundation Chair.
Elizabeth A. Fox
M.A.T., Providence College, M.Ed., Brown University, B.A., Dartmouth College. Appointed 2001. Director of College Counseling.
John B. Gaffney
Jonathan D. Geller ’87
M.A., University of California, Los Angeles, M.A., University of York, UK, B.A., Wesleyan University. Appointed 2005. History Master on the Lewis O. Brewster lll Distinguished Teaching Chair.
Ph.D., Adelphi University, B.A., Wesleyan University. Appointed 2001. Staff Psychologist.
Cindy Ehret ’95
B.A., Dickinson College. Originally Appointed 1999-2010. Reappointed 2011.Associate Dean of Admission. G. Blake Eldridge, Jr. ’96
M.A., Middlebury College, B.A., The University of Chicago. Appointed 2004. English and Philosophy Master on the John F. Hotchkis ’50 Chair in English. Lisa R. Ewanchyna
A.B., Princeton University. Appointed 2010. Assistant Dean of Admissions. Francisco T. Fernandez
B.A., Thomas Edison State College. Appointed 2013. Registrar. Brent A. Ferguson
M.Div., Princeton Theological Seminary, B.A., Kenyon College. Appointed 2007. Mathematics Master. Lawrence F. Filippone
M.A., Dartmouth College, M.A., George Washington University, B.A., Temple University. Appointed 2005. History Master on the Independence Foundation Chair of 1960. J. Allen Fitzpatrick ’73
M.F.A., New York Academy of Arts, B.A., Middlebury College. Appointed 1979. Visual Arts Chair on the Allan V. Heely Distinguished Teaching Chair. Sally T. Fitzpatrick
B.A., Middlebury College. Appointed 1995. Associate Dean of Admission.
Ph.D., Columbia University, B.A., Columbia College. Appointed 1992. Science Master.
John Hardy Vannort Gieske
M.F.A., University of North Carolina at Greensboro, B.A., Duke University. Appointed 2008. Mathematics Master on the The Dunbar Abston ’17 Teaching Chair. Michael Goldenberg
M.S., State University of New York at Buffalo, B.S., Plymouth State College. Appointed 1989. Director of Athletics on the Allan P. Kirby ‘13 Chair. Joaquin Gonzalez
M.A., University de Murcia, Spain. Appointed 1995. Spanish Teacher on the Sidney Shea Distinguished Teaching Chair. Jamie Greenfield
M.A., State University of New York at Albany, B.A., State University College at Fredonia. Appointed 1988. Art Teacher on the George R. Bunn ’34 Family Distinguished Teaching Chair.
Gregory A. Hansen
M.Ed., Boston University, B.S., Valparaiso University. Appointed 1992. Science Master. Lorie C. Harding
M.L.I.S., Rutgers University, B.A., William Paterson University. Appointed 2006. Reference and Instruction Librarian. Antoine A. Hart
B.A., The George Washington University. Appointed 2011. Associate Director of College Counseling. Jacqueline E. Haun
M.S., University of Michigan, B.A., Michigan State University. Appointed 2000. Archives Librarian. Franklin A. Hedberg
M.Phil., M.A., B.A. Columbia University, M.S.J., Columbia Journalism School. Appointed 1991. English/ Interdisciplinary Studies Master. Lawrence L. Hlavacek
M.Ed., Harvard University, B.A., Middlebury College. Appointed 1988. History Master on the Wilbourn S. Gibbs ’27 Distinguished Faculty Chair. Reem I. Hussein
M.S., B.A., Rutgers University. Appointed 2008. Science Master. Cara W. Fekula Hyson
M.A.T., Bard College, B.A., Yale University. Appointed 2007. History Master
M.A., B.A. Rowan University Appointed 2013. Assistant Director of Athletics. Charise B. Hall
M.A., Brooklyn College, B.S., Marymount College. Appointed 2008. Mathematics Master on the Doll Family Teaching Chair for Promising Young Faculty.
Christopher A. Hyson
M.A.T., Rhode Island College, B.A., Hamilton College. Appointed 2007. English Master Brian Jacobs
M.A., Princeton University, B.A., Dartmouth College. Appointed 2012. French Master.
Michael S. Hanewald ’90
M.A., Framingham University, B.A., University of Vermont. Appointed 2007. Director of International Programs and History Master.
Ph.D., University of Chicago, B.A., Stanford University. Appointed 2012. English Master.
Margaret E. Johnson
Emilie D. Kosoff
Lauren N. Levy
Jacob B. Morrow
B.A., Harvard College. Appointed 2012. History Teaching Fellow.
M.A.L.S., St. John’s College, B.A. Colby College. Originally Appointed 19922003 Reappointed 2006. History Master on the Carol and W. Graham Cole, Jr. Distinguished Teaching Chair.
M.A.H.L., Reconstructionist Rabbinical College, M.A., B.A., Temple University. Appointed 1988. Religion and Philosophy Masther on the Joseph S. Gruss Chair in Rabbinical Studies.
M.A., University of Chicago, B.A., Boston University. Appointed 2011. Classics Master.
Samuel H. Kosoff ’88
John F. Madden
M.A.L.S., St. John’s College, B.A., Hamilton College. Originally Appointed 1993-97. Reappointed 2006. Director of Sustainability.
M.Ed., University of Arizona, B.S., University of Missouri - K.C. Appointed 2011. Science Teacher.
M.A., Seton Hall University, B.A., Princeton University. Appointed 2006. Associate Dean of Admission.
M.S., University of Oregon, B.A., Williams College. Appointed 1988. Science Teacher on the Albert V. Moore Distinguished Teaching Chair in the Sciences. Philip H. Jordan III ’85
M.A., Harvard Divinity School, B.A., Williams College. Appointed 1997. Religion and Philosophy Master on the Diana C. Bunting and Josiah Bunting III Distinguished Teaching Chair.
M.S., Buffalo State College, B.S., Marywood University. Appointed 2012. Mathematics Master.
Kimberly J. Kalkus
Andrew M. Kukla
M.A., State University of New York at Binghamton, B.A., University of New Hampshire. Appointed 2001. Spanish Master.
M.Ed., Pennsylvania State University, B.S., California University of PA, B.S., A.A.S., Clarion University of PA. Appointed 2009. Assistant Athletic Trainer.
Ronald J. Kane ’83
M.A., Drew University, B.A., Franklin and Marshall College. Appointed 1988. English Master. Robin Karpf
Psy.D., M.A., Widener University, B.A., Villanova University. Appointed 2006. Staff Psychologist.
M.D., University of Alabama School of Medicine, B.S., University of Montevallo. Appointed 1994. Medical Director on the Arthur B. Light Chair.
J. Regan Kerney
A.B., Princeton University. Appointed 1993. History Master on the Norval Bacon Distinguished Teaching Chair. Scott D. Kelly
M.A., New York University, B.A., Kalamazoo College. Appointed 2013. French Master. Norman G. Kim-Senior
M.A., Middlebury College, B.A., Washington & Lee. Appointed 2012. Spanish Master. Dana T. Kooistra
M.A., Columbia University Teachers College, B.A. Wellesley College. Appointed 2006. History Master and Coordinator, Mentoring Program. Pieter B. Kooistra
A.B., Dartmouth College. Appointed 2004. English Teacher on the Robert S. and Christina Seix Dow P’08 Distinguished Master Teaching Chair in Harkness Learning.
Ph.D., B.A., Indiana University. Appointed 1993. Director of Learning, Teaching and Educational Partnerships. Jennifer A. Mayr
M.A., University of Pennsylvania, B.A., Mount Holyoke College. Appointed 1998. Science Master on the Henry Woods Family Distinguished Teaching Chair. Elizabeth W. McCall
Sue Anne Steffey Morrow
M.Div., Union Theological Seminary, New York, B.A., Skidmore College. Appointed 2003. Chaplain, Religion and Philosophy Master. Marshall J. Nicoloff
B.S., Appalachian State University. Appointed 2009. Director of Outdoor Programs. Rebecca L. Nyquist
A.B., Princeton University. Appointed 2012. History Teaching Fellow. Daniel P. O’Dea
M.A., St. Patrick’s College-Maynooth, County Kildare, Ireland, B.A., University of San Diego. Appointed 2012. History Master. Ramon Olivier
M.B.A., Yale University School, B.S., Cornell University. Appointed 2007. Mathematics Master on the Alton Rufus Hyatt H’39 Distinguished Teaching Chair.
A.B., Princeton University. Appointed 2013. Latin Master.
M.L.S., Rutgers University, B.A., Nasson College. Appointed 1983. Assistant Director of Library Services.
M.A., The Shakespeare Institute, B.A., Sioux Falls College. Appointed 2002. English Master on the Class of 1965 James T. Adams Chair for Distinguished Teaching Chair in English.
M.Phil., M.A., New York University, B.A., Connecticut College. Appointed 1982. English Master.
M.A., Columbia University, B.A., St. John’s College. Appointed 2004. English Master on the Eileen Mullady Distinguished Teaching Chair.
B.A., Yale University. Appointed 2004. Classics Teacher on the Joukowsky Program.
M.S., Columbia University, B.S.E., Princeton University. Originally Appointed 1997-2002. Reappointed 2010. Academic Dean.
Jason J. Larson
M.Ed., East Stroudsburg University, B.S., University of Delaware. Appointed 2000. Head Athletic Trainer. Kevin J. Lawrence
B.A., Northwestern University. Originally Appointed 2010. Reappointed 2012. Assistant Dean of Admission. David D. Laws
Ph.D., University of California at Berkeley, B.S., The University of Illinois, Urbana-Champaign. Appointed 2000. Science Master. Caroline Lee
M.A., University of Pennsylvania, M.A., Pennsylvania State University, B.A., Rutgers College. Appointed 2005. English Master on the Peter LawsonJohnston Faculty Chair.
Julie V. Mellor
M.A., Princeton University, B.S., College of William and Mary. Appointed 2009. Science Master. John L. Millar
M.A., B.A., West Chester University, B.A., Temple University. Appointed 2007. Mathematics Master. Leonard A. Miller
M.A., Columbia University, B.A., Williams College. Appointed 1999. History Master on the Henry and Janie Woods Junior Chair. Elizabeth R. Montes
M.A., Middlebury College, B.A., Smith College. Appointed 1997. Spanish Master.
Kurt B. Owen
M.A.P.E. University of Virginia, B.S., College of William and Mary. Appointed 1992. Science Master. Robert E. Palmer
M.M., Westminster Choir College, B.A., Birmingham-Southern College. Appointed 2009. Director of Music on the Alexandra B. Buckley ’96 and Robert E. F. Buckley ’99 Music Chair. Lorry Perry
M.A., University of Iowa, B.A., Wellesley College. Appointed 2006. English Master on the Nancy P. Shutt and George A. Shutt Faculty Chair.
Katherine S. Prihoda
John E. Schiel
Alison Stewart y Fonseca
D.N.P., University of Medicine and Dentistry of New Jersey, M.S.N., Seton Hall University, R.N., Saint Francis Medical Center, B.S.N., Trenton State College. Appointed 1998. Nurse Practitioner, Director of Health Education.
M.Ed., Rutgers University, B.S., Haverford College. Appointed 1974. Mathematics Master.
M.Ed., The College of New Jersey, B.A., Princeton University. Appointed 1986. Spanish Teacher on the David W. Hearst ’35 Distinguished Teaching Chair.
Ph.D., Yale University, B.A., Amherst College. Appointed 1999. English Master on the Frederick J. V. Hancox Distinguished Teaching Chair.
William K. Stone
Benjamin T. Wright
B.A., Yale University. Appointed 2012. English Teaching Fellow.
M.B.A., The Tuck School of Business at Dartmouth College, B.S., The United States Naval Academy. Appointed 2005. Mathematics Master.
Margaret B. Ray
M.Ed., Harvard University, M.A., B.A., Middlebury College. Appointed 2012. English Master Michael A. Reddy
M.A., Bread Loaf School of English, Middlebury College, B.A., Roanoke College. Appointed 2013. English Master Martha A. Richmond
Ed.D., University of Pennsylvania, M.A., Columbia University, M.Ed., B.S., Boston University. Appointed 1994. Coordinator of Academic Advising and Educational Support on the Lawrenceville Chair for Academic Enrichment.
Kristina B. Schulte
M.A., New York University, A.B., Princeton University. Originally Appointed 1986-2000. Reappointed 2010. History Teacher on the William C. Crooks ’66 P’04 ’05 Distinguished Faculty Chair in American History. James R. Serach
M.A., Boston University, M.S., University of New Mexico, B.S., State University of New York at Potsdam. Appointed 2006. Science Master on the Aldo Leopold Distinguished Teaching Chair in Environmental Science and Ethics. Robert G. Shaw
M.A.L.S., Dartmouth College, B.A., Trinity College. Appointed 1985. History Master on the Robert Bowne Teaching Chair in American History. Thomas W. Sheppard
B.S., The College of New Jersey. Appointed 2011. Head Strength and Conditioning Coach.
M.Ed, Lehigh University, B.A., Washington and Lee University. Appointed 2013. Dean of Admissions and Financial Aid.
Keith T. Roeckle
M.Ed., Drexel University, B.Mus., Temple University. Appointed 2012. Director of Instrumental Studies.
B.A., Brown University. Appointed 2010. Assistant Dean of Admission.
Mindy H. Rose
B.A., Lafayette College. Appointed 2012. Science Teaching Fellow.
M.A., College of William and Mary, B.A., Skidmore College. Appointed 2005. Associate Director of College Counseling. Michel G. Rousseau
M.A., Middlebury College, B.S., University of Tennessee at Chattanooga. Appointed 1987. French Teacher on the Oscar H. McPherson ’01 Distinguished Teaching Chair. John P. Sauerman
M.A., Brown University, B.A., Cambridge University. Appointed 1977. History Teacher on the James I. Merrill ’43 Distinguished Teaching Chair. Ilana S. Saxe
M.Ed., University of Massachusetts, B.A., Colby College. Appointed 2012. Science Master.
John D. Simar
M.S., Long Island University, B.S., United States Military Academy, West Point. Appointed 1999. Director of Athletics on the Allan P. Kirby ’13 Chair for the Athletic Director. Anne Louise Smit
M.A., New York University, B.A., Vanderbilt University. Appointed 2000. History Master. Melissa M. Speidel
M.S., The College of New Jersey , B.S., Ursinus College. Appointed 1987. Associate Director of Athletics. Daren Starnes
M.A., University of Michigan, B.S., University of North Carolina at Charlotte. Appointed 2007. Mathematics Master on the Robert S. and Christina Seix Dow P’08 Distinguished Master Chair.
Cynthia J. Taylor
Ph.D., Dartmouth College, B.A., University of Pennsylvania. Appointed 1999. Science Master. Bernadette M. Teeley M.A., University of Michigan, B.A., University of Dayton. Appointed 2012. English Master. Nancy Thomas
M.Ed., Rutgers University, A.B., Princeton University. Appointed 1989. Dean of Students on the James H. Mann ‘27 Chair . Sara J. Tucker
B.F.A., Eastern Michigan University. Appointed 1998. Director of Financial Aid. Nicole Uliasz
M.S., Drexel University, B.A., University of Wisconsin at Madison. Appointed 2005. Assistant Director of Athletics. Anne-Marie Vonsattel
B.A., University of Lausanne. Appointed 2003. French Master. Keith E. Voss
Ph.D., Princeton University, B.A., Georgia Institute of Technology. Appointed 1995. Mathematics Master. Samuel Washington ’81
B.A., Boston College. Appointed 1999. Associate Dean of Admission, Director of Multicultural Affairs. Ann R. Wilcox
M.A., Stanford University, A.B., Princeton University. Appointed 2013. Academic Support/Cultural Studies Derrick D. Wilder
B.A., Columbia University. Appointed 2005. Director of Dance on the Henry and Janie Woods Junior Chair. Harold B. Wilder III
M.S., University of Oregon, B.S., Brown University. Appointed 1975. Mathematics Master on the Jordan C. Churchill H’44 Distinguished Teaching Chair.
Ph.D., Purdue University, M.A., Beijing Language and Culture University, Beijing, China, B.A., Yanbei Teachers College, Datong, Shanxi, China. Appointed 2011. Chinese Master.
Lawrenceville Alumni Regional Clubs
texas – Dallas Chapter
Walt Hoppe ’69
Michael Waldron ’88
Heather Woods Rodbell ’91
firstname.lastname@example.org Katharine Michaels McDowell ’92
email@example.com Lawrence R. Quinn ’79
boston Michael Paci ’90
California Northern Chapter Greg Hausler ’81
firstname.lastname@example.org Tal Turner IV ’91
California southern Chapter David Cohen ’81
email@example.com Lara Shortz ’95
firstname.lastname@example.org Emily R. Pelz ’09
Charlotte John Cervantes ’91
Chicago Brayton Alley ’93
email@example.com Riley O’Neil ’92 firstname.lastname@example.org
Cincinnati T. Quinn ’86
John Yu ’82 P’14 ’15
email@example.com Tongwey Kim ’81 P’12
texas – houston Chapter Frederick McCord ’63 P’92 ’93 ’95
2013-2014 Board of Trustees Thomas L. Carter, Jr. ’70 P’01 ’05
Houston, Texas President
Meghan Hall Donaldson ’90 firstname.lastname@example.org
Meredith McCord ’92 email@example.com
Darrell A. Fitzgerald ’68
Atlanta, Georgia Vice President
Charles LeBourgeois, Jr. ’88
Charlie Keller ’95 firstname.lastname@example.org
Sandra Allen P’14 ’16 ’17
Tyler Wean ’96
Matthew Grabis ’00 email@example.com
Richard J. Barrett ’67
Los Angeles, California
Elizabeth Greenberg ’02 firstname.lastname@example.org
Cahill Zoeller ’00
John Walsh ’99
Princeton, New Jersey
Jacqueline Bradley-Otis P’07 ’10 ’11
Windermere, Florida Hyman J. Brody ’75 P’07 ’08 ’11
Greenville, North Carolina
Martin Matsui ’76 P’12 P’14
Woody Newell ’81
Edward S. Byun ’01
Lucretia Lyons ’81
Steven K. Wong ’01
Arthur H. Bunn ’’74 P’04 ’06 ’08
Springfield, Illinois Michael S. Chae ’86
Hong Kong, Hong Kong
Susie Kim ’04
Gregory Scott ’83 email@example.com
Colleen Smith ’90
Theodore Golfinopoulos ’84
Leigh Lockwood ’65 P’97 ’02
Marquis Smith ’83
Federico Noble ’72
Matt Boucher ’03
Bedford Hills, New York
Justin T. Persuitti ’03
Peter Rubincam ’88 firstname.lastname@example.org
Whitney Hailand Brown ’91
Judith-Ann Corrente H’01 P’98 ’01
New York, New York Jeffrey G. Dishner ’83 P’15
London, United Kingdom Leslie Doll P’09 ’11 ’14
Princeton, New Jersey Elizabeth A. Duffy H’43
Lawrenceville, New Jersey Head Master Joseph B. Frumkin ’76
New York, New York
Bert A. Getz, Jr. ’85
John E. Waldron ’87
John F. Hotchkis ’50
Sidney A. Staunton ’49 P’84 9
New York, New York
Los Angeles, California
New Canaan, Connecticut
Leita Voss Hamill H’65 ’88 ’99 P’96 ’99
Seth H. Waugh ’76
Glenn H. Hutchins ’73
Raymond G. Viault’63 P’96
Princeton, New Jersey
New York, New York
Rye, New York
Greg W. Hausler ’81
Wesley R. Brooks ’71 P’03 ’05
Lynn D. Johnston P’92 ’94
San Francisco, California
Lawrenceville, New Jersey Secretary & Treasurer
Princeton, New Jersey
Lawrence D. Howell II ’’71 P’11 ’13
Philip H. Jordan, Jr. ’50 P’85 ’90
2013-2014 Trustees Emeriti
Jefferson W. Kirby P’11 ’12 ’15
Morristown, New Jersey Joon Mo Kwon P’15
Seoul, Korea Craig M. Lucas ’81
Ridgewood, New Jersey Marcus B. Mabry ’85
London, United Kingdom Jeremy Mario ’’88 P’16
Durham, North Carolina Frederick R. McCord ’’63 P’92 ’93 ’95
Houston, Texas Kathleen W. McMahon ’92
Redwood City, California Steffen Parratt P’09 ’14
Princeton Junction, New Jersey Dominic A. A. Randolph ’80 H’04 P’06
Riverdale, New York Robert L. Rosner ’77
New York, New York Daniel M. Tapiero ’86
Greenwich, Connecticut Joseph C. Tsai ’82
Hong Kong, Hong Kong Alexandra Buckley Voris ’96
New York, New York
Chebeague Island, Maine Artemis A. W. Joukowsky ’50 P’80
Dunbar Abston, Jr. ’49 P’79
Memphis, Tennessee William G. Bardel ’57 P’93
Washington Depot, Connecticut Willard Bunn III ’’62 P’93 ’01 ’03 ’07
Lake Forest, Illinois Melanie C. Clarke P’02 ’05 ’07 ’10
Princeton, New Jersey
Providence, Rhode Island Peter Lawson-Johnston ’45
Hobe Sound, Florida Vernon R. Loucks, Jr. ’53 P’84 ’93
Lake Forest, Illinois John A. Luetkemeyer, Jr. ’59
Baltimore, Maryland Clark F. MacKenzie ’59 P’81
Cockeysville, Maryland Peter A. Dow ’50
Grosse Pointe Farms, Michigan
Paul B. Mott, Jr. ’47 P’76 ’85
Lawrenceville, New Jersey K. Philip Dresdner ’45 P’72 ’73 ’76
Princeton, New Jersey Edith Baird Eglin H’52’65
Palm Beach, Florida
Charles E. Murphy III ’66 P’90 ’95
Berkeley, California Harold A. O’Callaghan, Jr. ’52 P’83 ’86 ’90 ’03
Harold B. Erdman ’42
Skillman, New Jersey Mortimer B. Fuller III ’60 P’89 ’01
Rye, New York A. Frederick Gerstell ’56
Beverly Hills, California Bert A. Getz ’’55 H’56 P’85
Paradise Valley, Arizona
Rye, New York David B. Ottaway ’57 P’86 ’91
Washington, District of Columbia John A. Pirovano ’59 P’93
New York, New York Seymour S. Preston III ’52
West Chester, Pennsylvania Ronald S. Rolfe ’63
New York, New York Luther T. Griffith ’71 P’04
Christina Seix Dow P’08
Lawrenceville, New Jersey Martin D. Gruss ’60
Palm Beach, Florida
Truman T. Semans ’45
Rye, New York John C. Wellemeyer ’55
Princeton, New Jersey
sample Schedule 120
Three days a week faculty members are available to meet with students for a 40-minute consultation period to answer questions or offer help. Students may also schedule time to meet with faculty for additional help during common free periods.
A Period 8:00 – 8:50
Faculty Planning 8:00 – 8:30 Ax (8:15 – 8:55) Ay (8:35 – 9:00)
Faculty & Dept. Mtgs/ Music Practice 8:00 – 8:50
Faculty Plan 8:00 – 8:30 Bx (8:15 – 8:55) By (8:35 – 9:00)
Faculty Plan 8:00-8:30 Cx (8:15 – 8:55) Cy (8:35 – 9:00)
B Period 9:00 – 9:55
A Period 9:00 – 9:55
Consultation 8:55 – 9:25
B Period 9:00 – 9:55
C Period 9:00 – 9:55
A Period 8:30 – 9:25
Consultation 9:55 – 9:50
Form/House/ Advising Mtgs./ Consultation 10:00 – 10:40
B Period 9:30 – 10:25
Consultation 10:00 – 10:40
School Meeting 10:00 – 10:40
D Period 9:35 – 10:30
Consultation 9:55 – 10:25
D Period 10:45 – 11:40 (Dept. Chairs Mtg))
C Period 10:35 – 11:30
E Period 10:45 – 11:40 (Housemasters Mtg)
F Period 10:45 – 11:40
E Period 10:40 – 11:35
D Period 11:30 – 12:20
Dy (11:40 – 12:05) Dx (11:45 – 12:25) (Dept. Chairs Mtg)
F Period 11:40 – 12:35
Ey (11:40 – 12:05) Ex (11:45 – 12:25) (Housemasters Mtg)
Fy (11:40 – 12:05) Fx (11:45 – 12:25)
Lunch 11:40 – 1: 00
Advisee Lunch 12:25 – 1:10
Lunch 12:30 – 1:00
Lunch 12:40 – 1:10
House Lunch 12:30 – 1: 00
Lunch 12:30 – 1:00
Athletics 1:30 – 5: 30
E Period 1:15 – 2:05
E Period 1:05 – 2:00
Community Service 1:30 – 5:30
A Period 1:05 – 2:00
D Period 1:05 – 2:00
F Period 2:15 – 3:05
C Period 2:10 – 3:05
Athletics/Arts 2:00 – 5:30
F Period 2:15 – 3:05
B Period 2:15 – 3:05
Athletics 3:30 – 5:30
Athletics 3:30 – 5:30
Athletics 3:30 – 5:30
Dinner 5:30 – 7:00
Dinner 5:30 – 7:00
Dinner 5:30 – 7:00
Dinner 5:30 – 7:00
Dinner 5:30 – 7:00
Dinner 5:30 – 7:00
Dinner 5:30 – 7:00
School-wide lectures/ group lectures/mtgs. 6:20 – 8:20
Arts Rehearsals 6:20 – 8:20
Free/Activities 6:20 – 8:00
Arts Rehearsals 6:20 – 8:00
Free/Activities 6:20 – 8:00
Free 6:20 – 10:50
Free/Activities 6:20 – 8:00
Homework for periods A/D/C/E
Homework for periods B/C/F
Homework for periods B/E/A/F
Homework for periods C/F/D/B
Homework for periods A/D/E
Homework for periods A/B/C/D/F
CHECK-IN TIMES SUNDAY-FRIDAY: 8:00 p.m. (Second Form and Circle/Crescent), 9:00 p.m. (Fifth Form). Quiet hours in Houses and in rooms follow based on check in times. LIGHTS OUT TIMES SUNDAY-FRIDAY: Second Form 10:45 p.m.; Circle/Crescent 11:15 p.m.; In Rooms for Fifth Form is 12:00 a.m. FINAL CHECK-IN TIME SATURDAY: Check-in 11:00 p.m. (Second-Fourth Forms); 12:00 a.m. (Fifth Form). Note: Third PDS classes that meet in the X block will meet for 45 minutes. Religious Life services are held throughout the week.
We encourage you to contact us if you have any questions or need additional
The Lawrenceville School
information. There is no better way to learn about The Lawrenceville School than
2500 Main Street, P.O. Box 6008
to visit the campus. Call the Admission Office to schedule a campus visit and for
Lawrenceville, N.J. 08648
more information regarding the admission process. Main School Number: 609-896-0400
telephone numbers Main School 609 896-0400 Admission 609 895-2030 Toll-free Admission 800 735-2030 Admission Fax 609 895-2217 Academic Dean 609 895-2057 Alumni and Development 609 896-1208 Athletic Department 609 896-0123 College Counseling 609 895-2042 Communications 609 895-2045 Community Service 609 895-2099 Comptroller 609 895-2027 Day Student Office 609 896-0402 Dean of Faculty 609 895-2061 Dean of Residential Life 609 620-6041
Dean of Students 609 895-2068 Finance & Administration 609 895-2046 Financial Aid Office 609 895-2199
Admission: 609-895-2030 Toll-free Number: 800-735-2030 Admission Fax: 609-895-2217 www.lawrenceville.org
Head Master 609 896-0408 Infirmary 609 896-0391 Information Technology Services 609 896-3996 Kirby Arts Center 609 896-0779 Library 609 896-0076 Music Center 609 896-0779 Parents at Lawrenceville 609 620-6001 Post Office (School) 609 620-6970 Public Safety 609 896-0509 Registrar 609 895-2075 The Lawrence 609 895-2130
Lawrenceville is accredited by the Middle States Association of Colleges and Schools and is a member of the Secondary School Admission Test Board, the National Association of Independent Schools, and the New Jersey Association of Independent Schools.
Copyright 2013. All rights reserved. Photography provided by: Michael Branscom, Nick Kelsh and Paloma Torres This yearâ€™s Viewbook is dedicated to Ronald S. Rolfe â€˜63 who served as a trustee of the School for 26 years with distinction and dedication.
Directions to Lawrenceville The town of Lawrenceville is located midway between Princeton and Trenton,
New Jersey, 55 miles from New York and 40 miles from Philadelphia. It is convenient to the New Jersey and Pennsylvania Turnpikes and Interstate 95.
Driving Distances (miles) Princeton 5 Trenton 5 Philadelphia 40 New York City 55 Baltimore 140 New Haven 136 Atlanta 814 Boston 230
GPS Address • 2500 Main Street • Lawrence Township, NJ • Mercer County
By Automobile From the North/New York City: Take the New Jersey Turnpike south to Exit 9 (New Brunswick). After the toll booths, take the first right turn onto the ramp for Route 18 North. Soon after you enter Route 18, take the left side of a fork in the road, staying in the right lane. Immediately bear right for an exit to US Route 1 South/Trenton. Drive south on Route 1 for about 18 miles to the Washington Road exit, which is a traffic circle. Take the first right off the circle (between the gas stations) toward Princeton. Continue on Washington Road until you meet Nassau Street at the traffic light and make a left. Follow Nassau Street until you meet the 206 intersection and turn left onto 206 South at the traffic light. Continue on 206 South for approximately five miles. Turn left onto campus at the second light and drive through the right hand entrance of the Class of 1891 gate and follow the signs to the Admission Office. From the South via the New Jersey Turnpike: Take the New Jersey Turnpike North to Exit 7A. Take I-195 west toward Trenton approximately 6 miles to the point where it ends and becomes NJ 29. Take Exit 60B I-295 North (toward Princeton). At the junction with US 1, I-295 North becomes re-designated I-95 South. Continue on I-95 South approximately 9.5 miles to Exit 7B (Route 206N). Follow Route 206N through one traffic light (Mobil station on left) and turn right on to the campus at the second traffic light. Drive through the right hand entrance of the Class of 1891 gate and follow the signs to the Admission Office. From the Pennsylvania Turnpike: Take the Pennsylvania Turnpike to Exit 351. Take US 1 North about 6 miles to I-95. Take I-95 North into New Jersey and take Exit 7B, US 206 North. Refer to the first directions above from Exit 7B.
From the West: Drive east on Interstate 78 into New Jersey. Exit onto southbound Interstate 287 (toward Somerville). Follow signs for Routes 202/206 South. Go south on 202 for a short distance and then follow signs to 206 South, which will take you around a traffic circle. Go south on 206 for about 18 miles to Nassau Street (Route 27) in the center of Princeton. Turn right at the traffic light following the signs for 206 South. Continue on 206 South for approximately five miles. Turn left onto campus at the second light and drive through the right hand entrance of the Class of 1891 gate and follow the signs to the Admission Office.
By Air Philadelphia and Newark airports are within a 50-mile radius of the School. Automobile rental is available at all airports; in addition, transportation is available to and from the Newark Airport via limousine service.
By Rail Trains for Trenton and Hamilton frequently leave Penn Station in New York and 30th Street Station in Philadelphia, with most express trains stopping at Trenton. Taxis are available at Trenton and Hamilton stations; the ride to the School from either is approximately 8 miles.
By Bus The Suburban Transit Company has regular bus service from Manhattan’s Port Authority Terminal at 42nd Street and 8th Avenue to Princeton where you can connect to a #606 New Jersey Transit bus to Trenton which stops in Lawrenceville. In Trenton, at the New Jersey Transit train and bus station on South Clinton Avenue, you can get a #606 New Jersey Transit bus to Princeton which stops in Lawrenceville.
hotels CHAUNCEY CENTER PRINCETON Rosedale Road and Carter Road, Princeton 609 921-3600 www.ahl-chauncey.com
• NEW YORK CITY
PRINCETON • • LAWRENCEVILLE TRENTON •
• WASHINGTON D.C.
EWR – Newark Liberty International Airport JFK – John F. Kennedy International Airport LGA – LaGuardia Airport PHL – Philadelphia International Airport
Note: If you arrive on campus before 9 a.m., the Class of 1891 Gate will be closed. Continue on Route 206N to the next traffic light and turn right on to the campus. Bear right after the guard booth until you arrive on The Circle. Then turn left on to The Circle and follow signs to the Admission Office.
ELEMENT EWING HOPEWELL 1000 Sam Weinroth Road, East Ewing 609 671-0050 www.elementhotels.com/ewing HYATT PLACE 3565 US Route 1, Princeton 609 720-0200 princeton.place.hyatt.com/ HYATT REGENCY PRINCETON 102 Carnegie Center, Route 1, Princeton 609 987-1234 princeton.hyatt.com/ INN AT GLENCAIRN 3301 Lawrenceville Road, Princeton 609 497-1737 www.innatglencairn.com MARRIOTT RESIDENCE INN PRINCETON/ CARNEGIE CENTER Located next to MarketFair Mall 3563 US Route 1, Princeton 609 799-0550 www.marriott.com/hotels/travel/ttnwwresidence-inn-princeton-at-carnegie-center/ NASSAU INN 10 Palmer Square, Princeton 609 921-7500 www.nassauinn.com/press/index/html Peacock Inn 20 Bayard Lane, Princeton 609 924-1707 www.peacockinn.com/ SPRINGHILL SUITES BY MARRIOT AT EWING PRINCETON SOUTH 1000 Charles Ewing Boulevard, Ewing 609 530-0900 cwp.marriott.com/ttnsh/thelawrencevilleschool/
Lawrenceville at a Glance 124
Head Master: Elizabeth A. Duffy, M.B.A. Location: Located in central New Jersey in the town of Lawrenceville, 5 miles south of Princeton, 55 miles from New York City and 40 miles north of Philadelphia. Grades: Second Form through Fifth Form (grades 9â€“12), and a postgraduate year. Enrollment: 816. Students come from 34 states and 38 countries. Boarding: 555 Day: 261 Male: 419 Female: 397 Admission (800 735-2030): Selection is based on all-around qualifications without regard to race, creed, or national origin. Students applied: 2,072 Enrolled: 246 Public schools: 34 percent Private schools: 44 percent International schools: 17 percent Church related schools: 5 percent Tuition: Boarding: $53,320 Day: $44,100 Financial Aid: Average financial aid package for boarding students is $42,717; average for day students is $28,692. Twenty-nine percent of the student body receives assistance. Total aid for 2013-2014 is $10.7 million. College Counseling: SAT Reasoning Test (median): 689 critical reading, 703 math, 703 writing. Colleges Attended by Five or More Graduates of the Classes 2011, 2012, and 2013 : Princeton University (48), Duke University (28), Georgetown University (28), New York University (23), University of Virginia (22), Dartmouth College (20), Brown University (19),
Cornell University (17), University of Pennsylvania (16), Stanford University (15), University of Chicago (15), Trinity College (CT) (14), Columbia University (13), Colgate University (12), George Washington University (12), Johns Hopkins University (12), University of St. Andrews, (Scotland) (11), Yale University (11), Davidson College (10), Harvard University (10), Williams College (10), Massachusetts Institute of Technology (9), Bucknell University (8), College of William and Mary (8), Hamilton College (8), Hobart and William Smith Colleges (8), Middlebury College (8), Tufts University (8), Northwestern University (7), University of North Carolina, Chapel Hill (7), Vanderbilt University (7), Boston College (6), University of Virginia (12), Boston University (8), Bowdoin College (6), University of Notre Dame (6), University of Southern California (6), Wake Forest University (6), Washington University, St. Louis (6), Amherst College (5), Barnard College (5), Emory University (5), Northeastern University (5), University of Michigan (5) Wesleyan University (5) Web Site: www.lawrenceville.org Teaching Faculty: Full Time (104), Teaching Fellows (6) Part Time (4) Degrees Held: Doctorates (11), Masters (88), Bachelors (15) Student/Faculty Ratio: 7:1 Average Class Size: 14 students Average Total Students Per Master Per Term: 40 Academic Programs: English, History, Interdisciplinary Studies, Languages, Mathematics, Music, Performing Arts, Religion and Philosophy, Science, and Visual Arts. Off-campus study opportunities include International Programs and The Island School. Campus and Facilities: The Lawrenceville School has 20 dormitories, 10 classroom buildings, and 7 other support buildings on 700 acres in a rural setting. Admission Receptions: See the Web page for a list of upcoming receptions.
The House System at Lawrenceville is unique among independent schools and one of the School’s greatest strengths. The system offers a special social environment, a small unit within a large school where there is, ideally, respect for the individual, intense pride in academic and athletic achievements, a keen awareness of self and others, and a strong sense of responsibility. The Allan P. Kirby Arts Center is an 865-seat proscenium theater with computerized lighting and sound systems, two acting studios, a dance studio, and a design lab with scene and costume shops. The Center plays host to the Parents’ Weekend Musical, December Black Box show, student-directed Winterfest, Spring Dance Concert, and the Spring Black Box show, as well as several all-School lectures and the weekly School meeting. The Al Rashid Health and Wellness Center offers inpatient and outpatient medical care, including psychological counseling services, a consulting staff that includes gynecological care, orthopedic/sports medicine, and nutrition. Certified athletic trainers provide rehabilitation services for major injuries on an as-needed basis. The Center’s health professionals seek to educate students about their health and encourage students to develop the knowledge and skills needed to sustain a lifetime of healthy function. The Bunn Library is designed by Graham Gund Architects. Capacity for 100,000 volumes, small group study rooms and individual carrels, electronic classroom equipped with computers and a projection system for teaching and interactive learning. Features an ever-increasing collection of 63,000 volumes, 200 current periodicals, an extensive CD collection, online catalog, and wireless web access to over 45 specialized databases. Professional librarians provide curriculum integrated library/ research instruction. The Edith Memorial Chapel seats 750 and is the center of religious life in our community. Faith traditions include regular worship in the Buddhist, Catholic, Hindu, Jewish, Muslim, and Protestant traditions. The Chapel is also the site for many concerts and musical celebrations. The F.M. Kirby Science Center is a 56,000 square-foot, state-ofthe-art facility that includes 12 individual labs, 8 combination lab/classrooms, 15 stand-alone classrooms, 2 computer labs, a greenhouse, and an audiovisual center. Labs can accommodate experiments in biology, physics, chemistry, and interdisciplinary combinations.
The Gruss Center of Visual Arts includes studios for painting, photography, drawing, design, ceramics, printmaking, woodworking, and an art gallery with permanent collection and rotating exhibits. The Juliet Lyell Staunton Clark Music Center has 2 recital halls, 3 classrooms, an electronic music lab, a piano lab, 6 private teaching studios, 6 practice rooms, and 15 grand pianos. The Noyes History Center has an 80-seat lecture hall and 15 classrooms with audio visual capabilities. Father’s Building (Pop Hall) features 22 newly refurbished classrooms, 2 language labs, and a state-of-the-art multi-media facility in the lower level, featuring 2 fully-equipped computer labs (Mac and Windows) along with flexible spaces designed to encourage and enhance collaborative work. Student publications, graphic design, digital music composition, and video production all find their home here. Student projects are carried out with both teaching faculty and the creative professionals of the communications staff also housed in the lower level. Studio space includes a green screen facility and HD video cameras are available to be checked out. In addition there is an IT help desk. Athletic Facilities include The Al Rashid Strength and Conditioning Center and the Lavino Field House (three basketball, tennis and volleyball courts in the arena, 200-meter banked indoor track, indoor ice hockey rink, wrestling room, and community fitness center, indoor competition pool, and 10 international squash courts), a nine-hole golf course, 1/4 mile outdoor track, 12 tennis courts, a state-of-the-art ropes course (built by an expert in outdoor experiential education, and is considered one of the best of its kind on the East Coast), 2 softball and 2 baseball diamonds, 2 Fieldturf artificial playing surfaces with lights, 14 other natural grass athletic fields, and a crew boathouse.
60 Academic Options
90 Day in the Life
124 Lawrenceville at a Glance
38 Academic Disciplines
122 Directions to Lawrenceville
32 Academic Requirements
99 Discipline Committee
106 Admission Philosophy
80 Diversity (at Lawrenceville)
5 Mission Statement
106 Admission Staff
99 Dress Code
76 Performing Arts
110 Alumni Admission Network
109 Financial Aid
36 Residential Curriculum
118 Alumni Regional Clubs
33 Graduation Requirements
120 Sample Schedule
63 Green Campus Initiative
86 Student Leadership
118 Board of Trustees
18 Harkness Teaching
29 Sustainability Efforts
24 Campus Facilities
6 Head Master
98 Things to Know
94 Campus and Beyond
101 Health Care
102 Campus Map
10 History of Lawrenceville
108 Tuition and Fees
88 Campus Speakers
14 House System
4 Welcome to Lawrenceville
82 Clubs and Activities
107 How to Apply
64 College Counseling
23 In Loco Parentis
34 Community Service
108 International Applications
121 Contact Information
62 International Programs
Green Campus Study Abroad Music Friendships Math Harkness Tradition
House English Explore Commitment Diversity Technology Mission Standards Values
2013 - 2014 2012-2013
Visual Arts Cooperation
The L awrenceviLLe awrenceville S chooL chool
Citizenship Community Service Goals Discipline Athletics History Pride Academics Leadership Mentor Periwig Alumni Honor Science The Bowl Clubs Responsibility Integrity Inspire Olla Pod Innovation Opportunities Purpose Character Allegiance LAWR enceviLLe Lawr ENCEVILLE SCHOOL SchooL