School Guide 63

INDEPENDENT SCHOOLS, UNIVERSITIES AND SUMMER PROGRAMS GUIDE FEATURE: TEACHING THE WALKING WOUNDED OF THE OPIOID EPIDEMIC

BY JESSICA LAHEY

SMITH COLLEGE PRECOLLEGE SUMMER PROGRAMS

950 Main Street, Worcester MA 01610 USA 1-800-GO-CLARK • clarku.edu

Every college has a campus.

We have a community.

At Clark University, we embrace the things that make you distinct — your ambitions, your perspectives, your intellect, your sense of humor.

Our campus is a welcoming place because who you are shapes who we are. Who you are is what we want.

Together and individually, we accomplish great things here.

Clark students challenge themselves to pursue new knowledge and create change in a world that needs what a Clarkie brings to it.

We ask ourselves this question everyday: How far will we go to find the answers ? And the answer is always the same.

As far as it takes.

You Belong.

June 29 – August 9, 2019

BEST SUMMER EVER

Pre-College Programs for High School Students

Why Syracuse University Summer College?

For over 50 years, Syracuse University has been giving high school students the opportunity to: • • • • •

Explore potential careers and college majors Live on the SU campus Experience life as a college student Build a resume and portfolio Make friends from around the world

Credit and noncredit pre-college programs are offered in ten of Syracuse University’s schools and colleges. Sessions run two to six weeks in length.

Questions?

315-443-5000

New for 2019!

Pre-Med/Health Professions Broadcast & Digital Journalism Mobile App Development Global Financial Systems Berlin Sport Analytics Academy at SU Summer College Abroad: Florence, Italy SAT/ACT & College Prep Visit summercollege.syr.edu/startnow for more information and program descriptions.

sumcoll@syr.edu

Study at Columbia

More than 50 areas of study to explore and endless opportunities to discover for: Undergraduates | Graduates | Adults & Professionals

sps.columbia.edu/summer19

PROGRAMS FOR HIGH SCHOOL STUDENTS

COLLEGE EDGE

SUMMER IMMERSION

GLOBAL SUMMER IMMERSION

An opportunity for high school students to take for-credit courses on Columbia’s campus with undergraduate students

Immersive programs for domestic and international high school students interested in living and studying in New York City

Study abroad pre-college summer programs for rising juniors and seniors

sps.columbia.edu/hs19

THINK

THINK

PRE-COLLEGE PROGRAM JULY 2–AUGUST 6 DISCOVER MORE: FORDHAM.EDU/PRECOLLEGE

EARN COLLEGE CREDITS GAIN EXPERIENCE AT A TOP UNIVERSIT Y CLOSE TO HOME STRENGTHEN YOUR COLLEGE APPLICATIONS

ROSE HILL CAMPUS, BRONX | LINCOLN CENTER CAMPUS, MANHATTAN

BOARDING SCHOOL YOUR WAY Immersive 7-day boarding or 5-day boarding with weekends at home The Masters School is a leading coed day, 5 and 7-day boarding school for grades 5-12. Masters fosters intellectual exploration through an active interchange of ideas, cultures, arts and athletics on a picturesque 96-acre campus. Masters students find their own voices and emerge ready for college, career and life.

Masters advantages include: • Renowned seminar-style teaching methodology • Signature programs—Leadership, Global Exchange, Engineering and Entrepreneurship • Robust arts and athletics—25 performance groups and 37 teams • Vibrant and diverse community—13 states and 30 countries

Contact 914-479-6420 or admission@mastersny.org to learn more.

49 Clinton Avenue | Dobbs Ferry, NY | 914-479-6420 | mastersny.org

SUMMER 2019 JULY 1–AUGUST 8

MONDAY–THURSDAY | 9:30 AM–3:30 PM

SIX WEEK PROGRAM Open to high school sophomores and juniors spending the summer in the Greater NYC area We are looking for students who have a passion for design and the STEM fields APPLICATION DEADLINE March 22, 2019 EARLY ACCEPTANCE APPLICATION DEADLINE March 8, 2019 Applications open until all seats are filled

SCIENCE TECHNOLOGY ENGINEERING MATH The Albert Nerken School of Engineering at The Cooper Union has been preparing high school students to pursue undergraduate careers in science, technology, engineering and mathematics (STEM) and creative fields for over 30 years. The Summer STEM Program is an intensive experience that immerses students in hands-on engineering design and problem-solving, thereby placing them on the right track for careers in innovation. Students work closely with Cooper Union faculty on projects ranging broadly from robotics, digital fabrication, computer programming and app development to biomedical and genetic engineering, improved urban infrastructure and even race car design.

cooper.edu/summerstem

@cusummerstem

SUMMER IN NEW YORK CITY Students from around the globe come to New York City to pursue their passions in a rigorous, academic setting. With five distinct programs to choose from, ranging from entrepreneurship to dance, you have the unique opportunity to explore an area of interest on a deeper level through both in-class discussions and city exploration. As part of the learning experience at Barnard, you will get a taste of both college life and the Big Apple!

barnard.edu/precollege Applications go live in December. Financial aid available by application. Open to rising sophomore, junior and senior girls.

Commuter and residential options.

Summer at Smith

2019

Summer Programs for Exceptional Young Women Entering Grades 9–12 in Fall 2019

Individual. Global. Exceptional.

Smith Summer Precollege Programs Northampton, MA 01063 T: 413-585-2165 summerprecollege@smith.edu

Apply online January 2019 www.smith.edu/summer I saw that everyone is able to do science. It was very empowering to see the respect among the students and to interact with so many different people from all across the world. —2018 SSEP Participant

I’VE TAUGHT MONSTERS

BY JESSICA LAHEY

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I

’ve taught monsters—ancient, ravenous monsters. Scylla and Charybdis, Grendel and his mother, and Polyphemus hurling rocks at the sea.

Their stories are best taught out loud and without irony, lest dramatic interpretation give way to camp. When Beowulf dives into the “heaving depths of the lake” in pursuit of Grendel’s mother, I let my voice slip down as well, into dramatic, low tones to convey the dire threat as “the hero observed that swamp-thing from hell, / the tarnhag in all her terrible strength,” then pitch my voice up into a frenzied crescendo, volume rising in tandem with the stakes, as Beowulf struggles to clout the fearsome she-monster on the head with his “war-sword.”

For over a decade, I taught monsters to the compliant, privileged, and well-nourished learners of a private school. My duty was clear: to guide them through the rigors of a classical middle school education, thus ensuring acceptance at the vaunted secondary school of their parents’ choice.

No matter how earnestly I threw myself into a no-holds-barred dramatic monologue, the vast distance of Beowulf ’s time, language, and culture from our own would blunt the impact of the “tarn-hag.”

Yet, even when I couldn’t deliver fearsome drama, my students would toss me a few points for commitment and effort. They appreciated that I was willing to humiliate myself in service to their education and a thousand-year-old horror story.

Sure, these students knew monsters: a few of the smaller horrors slipped through the cracks in their defenses—divorce, bad grades, the death of a pet. But, like Grendel and his mother, true terror remained distant, held at bay by a carefully crafted and maintained force field of wealth and privilege, safely and neatly shelved among Tolkien, Rowling, and Paolini before darkness fell.

Yes, yes, they’d nod. We understand, Mrs. Lahey. These monsters would have been terrifying for a Geat. Yes, yes, we know, Mrs. Lahey. Grendel and his mother represent the deep, eternal fears of humankind. Yes, we wrote your assignment in our plan book. We solemnly swear to read actively and reverently—one point for imagery, two for alliteration, three for a kenning.

And then, two years ago, I bade these privileged learners a tearful goodbye and set off for a distant socioeconomic shore inhabited by a very different type of student, where the teaching methods I’d used for years no longer translated. *** Now, as a writing teacher in an inpatient drug and alcohol rehabilitation facility for adolescents, I teach the walking wounded of the opioid epidemic. Most of these kids have never heard of the swirling, toothed creatures of Greek mythology, let alone Grendel’s mother. However, they know monsters: monsters as ancient as their earliest memories, as harrowing as any nightmare.

A few lucky ones have supportive families, and some have even attended great schools staffed with effective teachers. They arrive

well-prepared to continue plugging away at their grade-level work.

Many, however, have no families and have attended dilapidated schools riddled with educational and social cracks. These students don’t have time to waste on dactylic hexameter or archaic imagery; they need a battle plan, and they need it now. Their monsters loom large, terrible, and close.

We don’t have a lot of time together due to the rehab’s therapyheavy schedule and the perils of inadequate insurance coverage, so expediency is the new name of my teaching game. I have traded in Beowulf and the Aeneid for the more immediate and accessible works of Jandy Nelson, Sherman Alexie, and Stephen King.

I show up to class every day with a lesson plan, but until I take the emotional temperature of my students, I can’t know what lessons will work. I arrive at school armed with plans B, C, D, and E, with F and G filed away, just in case.

School begins with a walk from my renovated farmhouse classroom on the rehab grounds to the locked adolescent unit housed in the east wing. I enter the main door, pass a security desk, and enter a key code in order to gain entrance to the facility. The rehab treats men, women, and adolescents, but these populations are kept strictly segregated because estranged spouses, broken families, and abusive partners often occupy opposite wings of the same building.

Paper covers the windows of the entrance to the adolescent wing in a vain attempt to maintain visual and symbolic distance from the mental and physical threat of the adults, but voices seep in through the thin barrier.

As the students gather in the common room, I read their faces, take in their postures, listen to their complaints and questions. By the time my students are assembled and the alarm on the exterior door is disabled in preparation for our departure, I’ve already calculated the likely success of lesson plans A through E and have hastily cobbled together H and I in response to the emotional temperature of the group. The class changes from day to day as wary new admissions come in and trusting veteran students are discharged. A single charismatic ringleader can persuade the rest of the class to give me the benefit of their collective doubt or upend the confidence of the entire group.

On the worst days, when fuses are short and emotions are brittle, I toss my well-laid plans to the winds as we walk the short distance from the unit to the classroom and, once again, put my trust in Stephen King.

King’s On Writing: A Memoir of the Craft has become a particular favorite among my students. My students know kids like the young Stephen King—heck, they may even be young Stephen Kings— writing stories in their beds under the eaves and playing in the Barrens of their small New England towns. Many of these kids have also lived poor—“Dogpatch with no sense of humor”—but it’s King’s struggles with addiction that give him immediate credibility in my classroom.

My copy of the book falls open to the sections I read most often in order to frame writing assignments. Sometimes, it falls open to the W E STO N MA G A Z INEG ROUP.COM

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first section of the book, where King recounts his earliest memories, expressed as snapshots from a “herky-jerky” childhood. He writes of medical horrors, farting babysitters, and wasp-filled cinderblocks with a clarity and humor that captures the attention of even my most distractable students. In response to these scenes, I ask my students to emulate King’s style and describe their own snapshots, no matter how fragmented. Most of the time, this assignment is a hit, but for some, it’s torture. Students who’ve endured nightmarish years in group homes and foster care, or under the wrath of abusive parents, push their chairs away from the offending blank paper, proclaiming, “I don’t remember anything from my childhood.” These protests usually give way to a storytelling session in which they tell, rather than write, their histories while I take notes and guide them back toward the intimidating permanence of ink on paper.

A student may begin her essay in the first person, up close and personal with her memories, then pull back as her story begins to swerve too close to the painful territory. Her first-person “I” falls away to a second-person “you,” or even a third-person “she,” as my student struggles to distance herself from the uncle tapping on her bedroom door or her mother passed out on the hallway floor. My job is not to analyze the reasons for her distance, but to help her locate her first-person “I,” to face her monsters head-on, from the introduction all the way through to the dénouement.

On other days, when the class needs to be swept up in the vast panorama of a narrative rather than a mere snapshot, I read the final section of On Writing, in which King recounts being run down by a negligent driver on the back roads of western Maine. Before I begin, I ask my students to raise their hands when they hear something that strikes them as great descriptive language, writing that transports them out of the classroom and onto the shoulder of Maine State Route 5 or the helipad at Central Maine Medical Center. Hands fly up as they hear about King’s leg, reduced to “so many marbles in a sock,” and the Pepsi that his wife, Tabitha, brings him, described as, “sweet, and cold, and good.” Maybe, just maybe, a student will remark that the description of the Pepsi sounds a lot like the plums from the poem I read to them the week before, which were also “so sweet, / and so cold.” It’s only happened once, but it was glorious.

My favorite assignment, however, is one in which we name our monsters, and the excerpt I read for this assignment is a favorite among my students. In it, King recounts the moment he realized his drinking had spiraled out of control. Rather than deciding to get well, he doubled down on his addiction with the only hand he had left: lying and secrecy.

But, for the ten years when King’s conscious mind was occupied with that losing hand, King’s unconscious was hard at work, obsessively chronicling in his stories the circumstances, narratives, and, most notably, the monsters of his addiction. This was the decade of the alien-cum-cocaine protagonist in The Tommyknockers and of Annie Wilkes, the drug-pushing, psychopathic nurse in Misery. As King admits in On Writing, “Annie was coke, Annie was booze, and I decided I was tired of being Annie’s pet writer.”

My students get it. Even when they have not yet admitted out loud that they have a problem with drugs or alcohol, even when they have been committed to rehab against their will, even when they are fighting against the reality of their addictions with teeth and nails and tears, they get it. They know what it’s like when the 210

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monsters escape from their subconscious even as they painstakingly lock their doors and cover their windows with the thickest paper they can find.

Once Stephen King has revealed the true form of his most secret monsters, I ask my students to do the same. “If Annie Wilkes is Stephen King’s addiction incarnate, what’s yours? Journey into the dark places—the black tarn, a haunted basement, or back alley— and report back to us. Show; don’t tell. Help us see your monster’s sharp teeth or lice-infested pelt; smell its moldering rot or acidic tang; and hear the drip, drip, drip of its copious, greenish drool.”

The goal of the lesson is to help them expose, describe, and contain their private terrors on the page, to imprison them within the safe confines of ink, line, and margin. If I’ve done my job well, and have managed to infect my students with a tiny bit of the enthusiasm that I worked up during my introduction to the assignment, nine out of ten students will agree to put pen to paper. I used to let the tenth student off the hook, particularly if he’d just come off a bad detox or if she’d recently had a grueling therapy session, but not anymore.

Now, I view a 90 percent response rate as a solid starting place, a preliminary offer, if you will, and an opportunity to hone my negotiation skills. I distribute pencils and paper to the 90 percent, and while they work on their first drafts, I guide the tenth toward the creepy Barrens of his own history and hand him back the pencil he tossed at me in frustration. In the two years I’ve been teaching in the rehab, my win-loss record has improved steadily, mainly because I’ve heard all the excuses before.

I’ve already dropped out of high school, so this is bullshit is popular, usually uttered while tipping back on two chair legs and pushing my proffered pencil and paper to the far side of the desk.

I know how to write already is another perennial classic.

You can’t make me do jack shit is my favorite—and, unfortunately for the student, not strictly true. Participation in an education program is a mandatory part of graduating from rehab, and a gentle reminder usually clears up any confusion on this point.

While I’ve learned how to respond to these protestations, I’ve also learned that the excuses which students offer are hardly ever the real cause for their reluctance to write. My job, then, is not to deflect or smack down their excuses, but to find out more about the journey they’ll have to take in order to get a glimpse of their monsters.

For many of these kids, writing can be just as frightening as conjuring the monsters of their addictions. Some of my students fell through the gaps years ago and have remained undetected or overlooked for so long that they can hardly string together a coherent paragraph. Others have undiagnosed learning disorders that render their printed work illegible—and unintelligible when read aloud. For others, the monsters are simply too big to fit on one sheet of paper. Fortunately, the team of therapists who support my efforts in the classroom and counsel the kids once they return to the safety of the ward stock plenty of paper for their use. Reams of it, if needed.

Once I’ve persuaded my students to participate, and they have begun to get those first stubborn and awkward words down, I write, too, even if it’s just my grocery list. They need me to go away for a bit, to give them time and space to establish a rhythm. As distracted as I may appear, I’m in full-on, peripheral-vision, class-monitor mode. I hold my breath as the scritch-scratch of pencils on paper

begins hesitantly, then rises to a crescendo, and eventually slows as they find natural endpoints to their descriptions.

As they finish, I ask for permission to read their work and thank them when they give it.

Their monsters are as diverse as the students. Some are literal monsters lifted straight from horror films or comic books, caricatures of evil crafted under the sixteen-point, centered title, My Monster.

“My monster is green and orange. It’s something that is fun but not good for me,” one student writes in a page of simple sentences and elementary vocabulary.

Another student conjures his monster in more subtle shades: “something like impure, filthy, conspicuously unclean” that “walked on two feet, kind of dragging himself along like he was both emotionally and physically exhausted.”

Some of these monsters lie, feigning love and comfort. “My demon feeds off me making mistakes and bad decisions. It knows that when I feel bad about myself, I’m far more likely to run back into its arms, so it’s always there. Just waiting.”

Some monsters are not monsters at all but rather ordinary people or objects in situations beyond their control. One boy likens his addiction to a baseball that craves flight and the free trajectory of a home run yet knows it will crash to earth, unprotected and adrift.

The ball secretly yearns for the safety and comfort of a catcher’s mitt, and thus, “My monster is a baseball game with a batter who will never miss.”

Once they have completed a preliminary description of their monster, I then ask them to imagine their monsters’ vulnerabilities, small chinks in the impenetrable armor, the soft underbelly hidden beneath the poisonous spines. The students who are just beginning their journeys through recovery often report that they don’t see any vulnerabilities. Their monsters are omniscient, omnipotent forces of nature, too big to defeat in battle. Two or three weeks in, after patient, thorough examination with their therapists and counselors, they begin to spot potential weaknesses in their addictions, small imperfections where an arrow or well-sharpened spear might find purchase.

I ask them about these weaknesses because once we’ve dragged their monsters into the light of our classroom, it’s time to muster our collective forces and form a plan of attack. Some monsters are afraid of the light; others run shrieking from a show of courage; and yet others can be vanquished with a blade thrust straight through the heart. We plan, we muster, we sharpen our weapons, and we find the surest path to victory over our addictions incarnate.

No matter the assignment, I’ve had to adjust my perception of what makes for a successful day of teaching. I used to measure successful teaching with points, grades, and handily completed units. Wins and losses were calculated in neat, orderly rows of numbers in my grade book and on report cards full of letter

grades. Today, success is an independent reading book opened, an emotional bond forged, a trust extended.

On my best days, I collect a full complement of essays, and one or two of the kids thank me for class as they head back to the adolescent unit for group therapy or to the basketball court for a game of Horse. On my worst, when I’ve been called a fucking bitch or, worse, ignored for two hours straight, I drive home wondering why I subject myself to such frustrating, recalcitrant hoodlums.

The answer, as many teachers know, is that the kids who call me a fucking bitch and make a show of ignoring me for two hours are the ones who need me the most. I don’t go back week after week in order to feel good about my own teaching; I go back to feel good about their learning. I go back to help them find their first-person “I” and to help them translate their stories into a language the rest of the world can understand. But most of all, I go back because my monsters look a heck of a lot like theirs: slippery, sneaky assholes that clamber from the mouths of sweet-smelling wine bottles and drift on the air in a beckoning, sly reminder of the high life.

Sure, I miss Grendel and his mother, and I admit I can no longer recite the family lineage of Scylla and Charybdis with the ease I once did. I miss being able to go on autopilot, knowing my students will complete an assignment on their own while I get some grading done.

I miss the warm glow of my students’ reflected academic glory.

My students don’t win awards, academic honors, or graduate with golden cords draped over their shoulders. They do, however, slay terrible, fearsome monsters, armed with nothing but a pencil, plenty of paper, and faith in their first person.

*

“I’ve Taught Monsters” was originally published in issue #63 of Creative Nonfiction magazine. Reprinted with permission from the Creative Nonfiction Foundation.

–– Jessica Lahey writes about education, parenting, and child welfare for The Atlantic, Vermont Public Radio, The Washington Post and The New York Times. She is the author of The New York Times bestselling book, The Gift of Failure: How the Best Parents Learn to Let Go So Their Children Can Succeed. Jessica teaches high school English and writing in a drug rehab for adolescents in Vermont, and her next book, The Addiction Inoculation: Raising Healthy Kids in a Culture of Dependence, will be released in 2020.

{ I N D EPE N D E N T S C H OO L G U I D E } DAY SCHOOLS

THE IDEAL SCHOOL OF MANHATTAN

HOPKINS SCHOOL

The IDEAL School of Manhattan is the only independent, K-12, inclusion school in New York City. IDEAL’s mission is to affirm and accept the full identities of all people, while inspiring academic excellence, creative leadership, and a desire to build a more just and equitable world.

New Haven, CT

Hopkins School is an independent, coeducational day school of 700+ students in grades 7-12.

Located on a 108-acre campus overlooking New Haven, the School takes pride in its classic academic curriculum, enhanced by innovative programs, arts and athletics and community service. Here are the core beliefs that Hopkins embraces.

We think intellectual curiosity is the most powerful energy in the world. We’ve created a culture dedicated to celebrating intellectual curiosity. We believe that education should be a multifaceted pursuit of the whole intellect, where a diverse community of individuals bond together to inspire each other, challenge each other, explore, discover and achieve.

We think questions can be more exciting than answers. The ability to originate precise and probing questions is the foundation of intellectual curiosity at Hopkins. In practice, this means Hopkins students challenge assumptions, investigate facts and experiment with new approaches. We believe learning to ask better questions results in better thinking and better answers.

We think a vibrant community starts by embracing individuality. We believe an endless variety of viewpoints, traditions, beliefs, talents and styles is what makes up a stimulating, healthy intellectual community. While excellence is the common goal, students are encouraged to be who they are and contribute to a culture of thought that is enriched by individual perspectives, inspiring to all.

We think intellectual growth is a shared journey. Everyone has ups and downs. At Hopkins, we navigate them together. Students and teachers join forces to meet challenges. The results: close friendships, the gratification that goes with shared success, the development of grit and perseverance and a lifetime of learning set in motion.

We think engineers can be athletes, artists can be scientists, and mathematicians can be actors. We believe a well-formed intellect is the sum of many experiences. Each student is encouraged and empowered to explore far and wide through academics, art, social activities and service opportunities.

Hopkins School 986 Forest Rd, New Haven, CT 06515 hopkins.edu

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New York City, NY

IDEAL is built on the principles of diversity and inclusion.

Every aspect of the IDEAL experience — instruction, assessment, program, enrichment — reflects a research-based commitment to inclusion education as a means for academic excellence. Because IDEAL teachers know their students as individuals in and out of the classroom, they are able to design instruction that builds upon the unique talents and strengths of the learners in their room. Rather than a one-size-fits-all curriculum, differentiated instruction allows students to pursue the same subjects at multiple levels of complexity.

Supportive faculty, low student-teacher ratios, small class sizes, and partnerships between experienced general educators and learning specialists create a nurturing community where every student can succeed and every student has a voice.

At IDEAL, no one leaves their identity at the door. IDEAL’s curriculum and programs are multicultural by design, and social justice and anti-bias instruction are built in and given dedicated instructional time. Experiential learning opportunities including a signature eighth grade Civil Rights Journey, immersion in the arts, and a differentiated athletic program round out the IDEAL experience.

IDEAL’s unique program cultivates empathy and collaboration.

With the confidence that comes from being known and celebrated, students not only strive for excellence in their own academic and personal pursuits–but they also support and encourage their peers.

At IDEAL, we are proud of our mission and the way inclusion fosters compassionate students equipped with the leadership skills to succeed in today’s 21st-century society.

Please visit our website at theidealschool.org to learn more about IDEAL and to sign up for an Open House or a Tuesday Talk and Tour. theidealschool.org 314 West 91st Street, NYC, 10024 (212) 769-1699

{ I N D EPE N D E N T S C H OO L G U I D E } THE ACADEMY AT WATKINSON, A PG YEAR

KING SCHOOL

For college bound students who aren’t yet college ready.

Productive independence: that’s the whole point of college, right?

But what if, for whatever reason, your high school years didn’t adequately prepare you? What if your transcript isn’t quite what you’d like it to be, or you don’t feel prepared for the social, schedule, or academic pressure of college life?

Enter The Academy at Watkinson.

The Academy is a pre-college year designed by you — a balance of studying the world and learning more about yourself while taking

Engaged Minds. Meaningful Connections.

Be inspired in a community that unites academic challenge, kindness, and personal growth.

King School prepares students to thrive in a rapidly changing world. What sets King apart is that academic challenge, kindness, and personal growth are united within our unique community of engaged minds and meaningful connections. Guided by expert faculty, King students take responsibility for their own learning as active learners in a student-centered program that challenges students to achieve their personal best. We think deeply about our approach to teaching and learning and understand that relationships between students and teachers are at the core of academic excellence.

King faculty are trained in child and adolescent development and stay abreast of emerging insights from cognitive science and educational best practices.

Our rigorous program is designed to challenge students of all ages to be able to create something new – new ideas, new things.

Teachers make students feel known and safe enough to take risks in order to make discoveries. Underpinning teachers’ deep understanding of each student is a comprehensive student learning profile, introduced in Pre-K and developed through senior year.

This proprietary database captures learning strengths, challenges, and goals, and provides a window into a student’s social and emotional development.

The King community prioritizes kindness. Our students thrive in a multicultural, diverse community and together we embrace our shared virtues of integrity, kindness, perseverance, and respect.

King students emerge as their best selves – as self confident thought leaders who are able to analyze, synthesize, and communicate their knowledge in ways that demonstrate engagement and connection in the world community.

Learn more at kingschoolct.org We invite you to come visit us to learn about opportunities in and out of the classroom, meet the Head of School and Director of Admission and Financial Aid, plus enjoy a campus tour. Open House: Grades 6-11 on October 14 and Pre-K– Grade 5 on November 4. To register: kingschoolt.org/openhouse Coffee & Conversation: Join us Tuesdays 9:45 a.m. To register: kingschoolct.org/admission/visit-campus

Hartford, CT

classes both in the small community of Watkinson School and also at the University of Hartford where you will begin to earn college credits.

Key points of difference of The Academy at Watkinson Balanced Curriculum / College Courses Each Academy student develops a course of study that balances the goals of building a transcript and developing skills and experience in the realm of his or her personal passions. Watkinson’s twenty-five-year-old collaboration with our next-door neighbor, the University of Hartford, combines the advantages of an excellent, small, state-of-the-art independent school with the resources of renowned universities and colleges.

Advisor Each Academy student benefits from a personal relationship with an advisor specifically selected for his or her ability to provide this particular student with counsel, direction, and support. The advisor is a partner, not a director; rather than making choices for the Academy student, the advisor provides scaffolding so the student learns to make effective choices on his or her own.

Work and Life Readiness Since many students have not yet settled on a career path, Academy students can choose an internship that lets them get a sense of various work environments. The goal is not to choose a career, but rather to begin to establish long-term interests and priorities.

Service Learning In compliance with Watkinson’s mission, Academy students will have the opportunity to contribute to the community and help the underserved in our midst in a manner that is a direct extension of their skills and interests.

To learn more about The Academy at Watkinson, visit watkinson.org

Stamford, CT

{ I N D EPE N D E N T S C H OO L G U I D E } DAY AND BOARDING SCHOOLS

AVON OLD FARMS

JUNIOR BOARDING SCHOOL – COULD IT WORK FOR YOUR CHILD?

Nestled among Cotswold-inspired architecture on 860 acres in the Farmington Valley, Avon Old Farms stands as the leader in preparing young men for higher education. The school’s founder, Theodate Pope Riddle, was one of America’s first, successful, female architects, and she serves as the cornerstone of our school’s motto, Aspirando et Perseverando – To Aspire and to Persevere. Mrs. Riddle’s fortitude and vision in 1927 created the groundwork for an institution that challenges boys in the pursuit of knowledge and self-improvement.

Throughout this process, students find unwavering support and create fraternal bonds that will last a lifetime.

At the core of the Avon Old Farms experience are dedicated and passionate teachers that understand the intricacy of educating boys.

Teachers demonstrate expertise in their disciplines, and they also contextualize learning; this helps students to explore meaningful roles as men in today’s complex society. Small classes allow teachers to cater to the learning needs of each individual. As relational learners, boys derive tremendous benefit from faculty that serves as

Previously a well-kept secret in the boarding school world, junior boarding schools are gaining popularity as an excellent choice for families who want to ensure that their kids are equipped with the intellectual, social, and emotional tools that they will need to be successful in secondary school and beyond. In fact, nearly 3,000 students are enrolled each year in the schools represented by the Junior Boarding Schools Association (JBSA): Bement, Cardigan Mountain, Eaglebrook, Fay, Fessenden, Hillside, Indian Mountain, North Country, Rectory, and Rumsey Hall.

Within the safety and structure of a well-designed elementary or middle school boarding program, students immerse themselves in learning while also developing life skills and interests that will last a lifetime, in a community where teachers, coaches, and mentors are there to provide support, guidance, and care. Here are just a few of the benefits that these schools offer: A comprehensive approach: At this critical phase of children’s development, junior boarding schools address not just classroom learning, but also students’ physical and emotional well being. The academic curriculum is balanced with daily participation in athletics, music and art classes, opportunities to lead in community service and student government, and after-school clubs including robotics, coding, songwriting, and dance. Students have the time and support to build character and develop interests that will last a lifetime.

World-class teachers: Junior boarding schools pride themselves on hiring engaging faculty who are experts not only in their subject areas but in the specific developmental needs of children and adolescents. Living on campus provides opportunities for students to build meaningful connections with their teachers, who also serve as their coaches, dorm parents, and advisors.

A global mindset: Junior boarding schools boast diverse populations with students hailing from countries around the world.

These schools offer unique opportunities to learn side-by-side with students and teachers from a range of ethnic, cultural, and religious backgrounds. Being part of an authentically diverse community helps students develop the skills they will need to be part of an increasingly global society.

Independence and preparation: Junior boarding schools provide students with the academic and athletic foundation that enables them to thrive in competitive secondary schools. More importantly, graduates of junior boarding school enter high school with a level of independence and self-sufficiency, setting them on the road to success, not just in the short term, but for a lifetime.

Learn more about the benefits of junior boarding by visiting the website of the Junior Boarding Schools Association at JBSA.org.

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Avon, CT

advisors, teachers, mentors, and coaches.

Athletics is an honored tradition at Avon Old Farms where boys learn the value of teamwork, dedication, and sportsmanship.

Experienced coaches, state of the art facilities, strong competition, and countless athletes at the collegiate and professional level shoulder our athletic program. Each year, Avon Old Farms competes as one of the best programs in the United States.

Avon Old Farms possesses a top-tier curriculum in visual and performing arts. Our rich and varied programs provide many opportunities for boys to express themselves creatively. From our top choral group, the Riddlers, to our exquisite visual artists, students are consistently honored on local, regional, and national levels for their talent. Avon Old Farms is a special place for young men to explore drawing, painting, singing, or acting.

The College Counseling Office is fully engaged with every student, which allows us to be one of the most successful college preparatory schools in single-sex education. We identify and facilitate the proper matches between Avon students and institutions of higher learning.

The foundation of Avon Old Farms, and all that the school offers, will always be rooted in our core values of brotherhood, scholarship, integrity and sportsmanship; these lessons are fundamental to success at Avon and stay with our graduates for a lifetime.

Avon Old Farms School: 500 Old Farms Road, Avon, CT 06001 800-464-2866 AvonOldFarms.com

{ I N D EPE N D E N T S C H OO L G U I D E } THE HUN SCHOOL OF PRINCETON Princeton, NJ

THE WOODSTOCK ACADEMY Woodstock, CT

At The Hun School of Princeton, faculty members combine The Woodstock Academy is a day and boarding school for students academic vigor with a joyful learning environment because they in grades 9-12 and postgraduates. Students come from the local believe that students do their best work when they can find joy in area, around the country, and the world. the process.

At The Woodstock Academy, students are prepared for a lifetime The Hun School combines of learning through academic rigor, a nurturing environment, its deep roots in Princeton and diverse educational experiences. Academy students develop with a highly diverse student a respect for themselves and others, and actively invest in family, body. Students from 18 school, community, and the world. states and 26 countries enjoy Since its founding in 1801, The Woodstock Academy has provided a broad range of academic the resources and support for students to meet high expectations of programs designed to achievement and involvement in a dynamic learning community. ensure they will thrive in an • Our Advanced Placement courses and Early College Experience ever-changing world. Our programs give students a head start as they enter college. global education curriculum • Many students enjoy the creative community found within The is enhanced by the diversity Academy’s visual and performing arts department, from shows and of our community, a menu concerts in the Center for the Arts to artwork on display in the onof domestic and international travel programs, visiting thought- campus art gallery. leaders, cultural celebrations, and the Wilf Family Global Commons, • Our school counseling program guides students through their a state-of-the-art classroom and campus center. high-school journey and facilitates student applications to some of The School’s Humanities, STEM, and Arts curriculums are the most outstanding universities in the country. taught in a hands-on, student centered learning environment, with • Our caring student services personnel provide academic and an emphasis on seven essential skills: creativity, critical thinking, social support for students. collaborative problem solving, cultural competency, ethics, • In the SPIROL STEAM Center students are equipped with the communication, and leadership. and encouragement from knowledgeable educators to VALLEY FORGE MILITARY ACADEMY AND resources COLLEGE Faculty members believe learning to analyze, create, and present innovate, create, and discover the world of science, technology, your own work is essential. Whether students are using a 3D printer engineering, art, and math. to bring an engineering design to life, discussing cardiac bypass with a • In the commercial-quality learning kitchen students are invited to cardiac surgeon (during a live surgery), or participating in a Harkness- explore culinary arts as a foundational life skill and as a vocation. style discussion, they are fully engaged in their classes at Hun. However, Hun teachers don’t just direct learning within a prescribed timeframe and model. Rather, they facilitate it at every opportunity with warmth and welcome. Strong character and conduct are demonstrated and encouraged through a wellness curriculum and a living community expectation. Teachers who also serve as advisors, coaches, and dorm parents get to know their students well, ensuring that every student receives the individual mentorship needed to maximize their personal and educational journey.

The Hun School of Princeton is located on forty-five idyllic acres in Princeton, New Jersey. It is conveniently situated between New York City and Philadelphia, and easily accessible by car, train, or air.

One of the most academically minded communities in the world, Princeton is also home to Princeton University, the Institute for • Our wide array of co-curricular activities are student-driven and Advanced Study, McCarter Theater, and a bustling town center.

The Hun School by the Numbers: 640 students; 150 courses; encourage investment in school and community.

55 members of student government; 71% of faculty hold advanced Multiple athletic facilities, training spaces, and dedicated staff degrees; 58 clubs; 54 athletic teams; average of 12 students per class; support student-athletes to triumph and become their best.

4 spirit houses; 4 scholars tracks; and NextTerm: a one-of-a-kind • Through activities on campus, off-campus excursions, academic support, and more, the residence life program provides a tight-knit experiential mini-mester. community for living and learning together.

The Hun School of Princeton We invite you to visit our campus and see the many other 176 Edgerstoune Road programs and facilities that provide unique opportunities for our Princeton, New Jersey 08525 students. Explore woodstockacademy.org to learn more and to (609) 921 – 7600 schedule a campus visit. @hunschool The Woodstock Academy hunschool.org 57 Academy Road Woodstock, CT 06281

{ I N D EPE N D E N T S C H OO L G U I D E } EAGLE HILL SCHOOL

THE KNOX SCHOOL

Learning. Transformed.

For children ages 5-15 with language-based learning differences.

Eagle Hill School, a life-changing experience, offers children who learn differently the opportunity to grow into capable, resilient students with the self-confidence and character necessary to meet the challenges they will face beyond Eagle Hill.

Imagine a school that provides your child with the strategies needed to succeed academically in a culture that is supportive, fosters self-confidence, and teaches to the individual challenges of each child. Eagle Hill is that school.

Our skills-based program is taught by a highly credentialed faculty, uses personalized learning strategies, and is grounded in the latest research in educating students who learn differently.

At Eagle Hill, your child’s learning experience will be completely customized.

Each child is carefully evaluated, and based on the specific nature of his or her learning difficulty, a personalized educational program is developed.

• No single remedial technique is followed exclusively – each child’s program draws from as many approaches as needed.

• Children learn and advance at their own pace. Our low studentteacher ratio provides the flexibility and time to address individual needs in each area.

Your child will be prepared for continued success after Eagle Hill.

Our goal is to provide intensive, short-term, remedial instruction to children with learning differences, and return them to the educational mainstream as soon as possible.

• At Eagle Hill, each student learns to understand and overcome their individual challenges. They gain tools and strategies they can use throughout their life, and they learn to advocate for themselves.

Our program is designed for students who have: • A language-based learning difference, including but not limited to dyslexia, dyscalculia, dysgraphia, executive functioning disorder, auditory processing disorder, and ADHD • Average to above-average cognitive ability • Fallen behind or have academic weakness in the areas of reading, writing, mathematics, and/or attention.

• Expressive/receptive language deficits Founded in 1975, Eagle Hill is an independent, co-educational day and five-day boarding school enrolling approximately 250 students ages 5-15 from the tri-state area.

Eagle Hill School 2018-2019 Open House Dates All Open Houses begin at 9 a.m.

October 16 • October 23 (Foundations Program only – for students ages 5-7) • November 13 • January 15 • February 5 (Foundations Program only – for students ages 5-7) • February 26 • April 23 • May 21 eaglehillschool.org 45 Glenville Road Greenwich, CT 06831 (203) 622-9240

Be a Part of Something Special at The Knox School Imagine living and learning in an inclusive community in which people thrive in an environment where taking risks is revered and achieving more than one ever imagined is a reality. Imagine athletes performing in musicals and choir, and artists being competitive fencers. Imagine students affectionately calling their school campus their “home beside the shore” where they have experiences that impact their lives in ways they never dreamed possible. Imagine students graduating high school with the self-confidence to try new things, the work ethic to thrive in a college or university and with a true belief in the power of their own efforts. You don’t have to imagine or look any further than The Knox School; all of these images are what comprise the “Knox Difference.”

The Knox School, located in Saint James on Long Island’s North Shore, is a student-centered, college preparatory school serving local day students and domestic and international boarding students in grades 6-12 and PG. Our students hail from 11 countries and the continental U.S., with half from Long Island and the Tristate area.

Our team of administrators and educators are proud of the diversity and talent these young men and women bring to the School, and work tirelessly to prepare them for the challenges they will face in the ever-changing world in which we live. With unique programs in STEM, Crew, Equestrian, Fencing, Prep Basketball, Visual and Performing Arts, our students receive an education like no other, and our students are part of something special.

Visit us at KnoxSchool.org to learn more about the Knox Difference and to begin the application process.

Greenwich, CT

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St James, NY

{ I N D EPE N D E N T S C H OO L G U I D E } TRINITY-PAWLING SCHOOL

SUMMER PROGRAMS

THE COLUMBIA ETHEL WALKER UNIVERSITY SCHOOL – SUMMER 2019

The SMITH goal ofCOLLEGE a Trinity-Pawling PRECOLLEGE education is to unlock the potential SUMMER for greatness PROGRAMS that exists in each boy. The School pursues this Northampton, MA goal through a vigorous learning environment that emphasizes st century talented skills young such women as innovation, entering grades creativity, 9, 10,collaboration, 11 21For and andcritical 12 in fall thinking.

2019 A commitment to experiential learning acknowledges Smith College the Precollege research that Summer has proven programs to be successful offer intellectually for boys.

The stimulating camaraderie and ofunique “brotherhood” opportunities is enhanced for young by educators womenand in students high school whowho are dedicated wish to pursue to building theiraacademic culture ofinterests excellence inand the honor. The classroom Trinity-Pawling and beyond. Annually, learning experience these programs, combines aoffer timeless 250 commitment young womentothe character freedom with to aexplore dedication challenging to prepare andyoung intriguing men for subjects, an ever-changing to strengthen world. their college applications, and to increase their Trinity-Pawling exposure to the is located Smith undergraduate on 230 acres overlooking experience the while Hudson living River and studying Valley, just with65other milesmotivated north of and New ambitious York City.students The Campus from includes around the turfworld. and grass The program athletic fields, offerings an all-weather include Summer track,Science tennis courts, and Engineering, squash courts, Women’s hockey Writing, rink, and Discovering a new 20,000 Women’s square History, foot field Fieldhouse Studies equipped for Sustainable with PlaySight Futures, technology, and a College a contemporary Admission art Workshop. center, with 400-seat theater, and Each summer, Smith welcomes to a these state-of-the-art programs young science women and from many nationalities and diverse technology racial wing and socio-economic of the academic backgrounds who together formbuilding. an extraordinary intellectual community. The learning environment With is hands-on, 90% of faculty collaborative, living exploratory, challenging and rich inon role campus, models.students Professors learn whoand are world-class scholars offer personal grow attention in a close-knit in the classroom community. while encouraging students’ interests and Students passions are guided and helping by teachers them develop new academic skills. who are also their coaches and Here young women are taken seriously dorm and parents, inspired establishing to excel—as strong scholars,faculty-student scientists, leaders. collaboration and providing for 24/7 learning. smith.edu/summer/contact.php Trinity-Pawling serves 300 boys in grades 8-12 and offers a postgraduate program. Our boarding program begins in grade 8. The School offers over 100 academic courses and 20 AP courses, competition in 13 New England Founders League sports, and a diverse menu of activities, clubs, and trips allowing students to explore many interests.

Trinity-Pawling’s Center for Learning Achievement houses a number of support services to assist students in reaching their academic potential. Specific instructional programs are available for students who have language-based learning differences, and for students with executive function difficulties. Inspired by inquiry, our Learning Labs are the unofficial help desks of Trinity-Pawling.

One of the School’s most distinctive programs is the Effort System, which began 45 years ago. Each boy at Trinity-Pawling is assessed for the effort he devotes to a given endeavor: academics, athletics, dormitory responsibilities, civic engagement, attendance, and extracurricular programs. The learning objective inherent in this ethos of effort is to teach boys that the more they invest of themselves the greater their accomplishments will be.

Open House events: October 8 and November 10, 2018 JP Burlington, Director of Admissions 845-855-4825 700 Route 22, Pawling, NY 12564 admissions@trinitypawling.org trinitypawling.org

Students: Columbia236 University’s (200 Upper Summer and 36 Middle) Sessions offer the opportunity to Boarding: take classes60% or begin Day: a40% certificate program from across the University.

Student/Teacher Taught by world-class Ratio:faculty, 7:1 courses are available in over 50 subject The areas,Ethel including WalkerArts, School Business, is an Chemistry, independent, Computer all-girls Science, college preparatory, Economics, boarding Human Rights, and dayInternational school in Simsbury, Affairs, Mathematics, Connecticut.

The Prelaw, Upper andSchool Statistics. is for Summer boarding is aand terrific day time students to learn in grades something nine through new, advance 12; a postgraduate a career, and meet year is like-minded also offered.people The Middle in the setting School of is for oneday of the students world’sin most grades vibrant six through cities. Each eight. summer, Columbia attracts students People already who know enrolled Walker’s in will degree tell programs, you that when individuals girls firstlooking arrive here, they fall in love with the all-girls environment, the serene beauty of our campus and the power of learning in our classrooms that elevates academic performance and produces lifelong relationships.

Walker’s is guided by the principle and pursuit of integrity. By this we mean that we are a school where every aspect of a girl’s life — academic, athletic, social, and personal well-being — comes together. Our school’s new Centennial Center seamlessly integrates all dimensions of our students’ lives and includes two dance studios, a health and wellness center, four squash courts, an eight-lane pool, a fitness center, a double gymnasium, and student social and gathering spaces throughout.

Across every area of instruction, we place a strong emphasis on doing. Education at Walker’s is accompanied by direct action, experimentation and improvisation. The effects are immediate and lasting. Walker’s girls become the intellectual to improve their knowledge in anticipation of applying for higher leaders and stewards of their own education programs, professionals education.

The curriculum at who want to move toward the next stepcombines in their career, and individuals seeking personal enrichment Walker’s the traditional through Studies. areas of Postbaccalaureate liberal arts studies — Summer students have access to the state-of-the-art student center, gym, and recreational facilities, science, math, history, English, as welllanguages, as one of the most world and therenowned arts — library collections in the nation.

The varying academic needs and backgrounds of students who attend with electives that are relevant Summer Sessions make community one of the most diverse and to the world today.

Thethefaculty, dynamic on campus.

Advisors help students customize a teachers, summer including both exciting new educators and well-tenured plan of action, whether they their goals lined-up and need animate the coursework withhave discussion-based exploration anda few more courses to fulfill or they’re startinghold a new career project-based learning.

Morethem, than 82% of our faculty advanced and wantThe to deepen knowledge a field. Taking advantage of degrees. student their to faculty ratio isin 7:1. theSince resources of one the world’s esteemed universities can 1911, The EthelofWalker Schoolmost has excelled at preparing young help anytostudent his orinher step.

Columbia women make areach difference thenext world.

Members of University’s this diverse Summer Session 1 runs from May 28–July 5, 2019, and Summer community are dedicated to scholarship, the arts, athletics, wellness Session 2 from 8–August 2019. and service.

TheJuly satisfaction of16, achievement and the joy of friendship apply, complete calendar, and learn more about areTo at the coreseeofathe school’ssummer fundamental principles.

At Walker’s, girls summer options to at Columbia, visit sps.columbia.edu/summer19 are empowered lead with integrity, respect, confidence, courage, In addition to ofclasses for visiting and returning students, conviction and love learning.

Columbia University’s Summer Programs for High School Students admissions@ethelwalker.org offer high-achieving students the opportunity to experience college ethelwalker.org/openhouse life2018 in the Ivy Houses: League while sampling the vibrancy of New York Open October 8 November 8 and December 3 City as well as an international program in Barcelona. All programs combine academic rigor and instructional excellence with lively extracurricular offerings and careful supervision and support.

To learn more and apply, visit sps.columbia.edu/hs19

Pawling, NY

Simsbury, New York CT NY

WWEESTO STONNMA MAGGAAZZIINEG NEGROUP.COM ROUP.COM

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{ I N D EPE N D E N T S C H OO L G U I D E } FLORIDA PREPARATORY ACADEMY

ST. STEPHEN’S SCHOOL

A School for the Future with a History of Excellence!

Founded in 1961, Florida Preparatory Academy (Florida Prep) is Florida’s premier college prep boarding and day school, accepting boys and girls in grades 5 through 12.

With a unique syllabus based upon the 21st Century Skills & Values Program, Florida Prep prepares students for the unique challenges of today’s academic and business climates.

The Skills & Values Program is the result of much influential research over the years, including work by Dr. Tony Wagner, Expertin-Residence at Harvard’s New Innovation Lab and also the National Association of Independent Schools. In all there are six components that make up the program: Character (self-discipline, empathy, integrity, resilience & courage), Creativity and Entrepreneurial Spirit, Real-World Problem Solving, Public Speaking & Communication, Teaming and Leadership. All of these elements and more are present in the educational programs offered by Florida Prep.

Alongside those elements we also focus on nurturing our students as individuals, encouraging and supporting them throughout their academic and social development at Florida Prep. Thanks to our small size and genuine family atmosphere, our students learn not only how to excel as leaders and innovators, but as caring friends, capable of real empathy and support for their peers.

Florida’s Prep’s unique location, within the Space Coast Technology Corridor, only five minutes from the beaches and one hour from Orlando, offers our students the opportunity to surf at nearby Cocoa Beach, to intern at one of the many advanced technology companies that surround the school, and to view rocket launches from nearby Kennedy Space Center. Sometimes all on the same day!

Whether you are looking for a program to guide your child to an Ivy League college or simply a school with the ability to work with your child and to keep them academically on track, Florida Prep has a program to suit you.

With 100% college acceptance since 1982, we like to think we are as passionate about your child’s success as you are.

If you are interested in receiving further information, we invite you to contact our Admissions department at (321) 723-3211 ext. 30040, or email admissions@flprep.com to learn more and to arrange a tour.

Location, Location, Location!

St. Stephen’s is the only English-language day and boarding high school in the center of Rome. Located minutes from the Roman Forum, Colosseum and Circus Maximus, our unique and unrivaled location enables us to use the Eternal City as our classroom. Our stimulating and intellectually challenging environment transforms receptive young minds and provides access to a world-class education.

A World-Class Faculty Distinguished authors, poets, playwrights, musicians, and published scientists form our diverse faculty of accomplished scholars; 90% have an advanced degree, and 20% hold a PhD. Students learn from a prepared and engaged faculty, who challenge and inspire intellectual curiosity and motivate them to achieve their personal best.

An Emphasis on Cultivating Community Our student body of 246 day students and 46 boarders allows us to get to know and work one-onone with each student. We focus on building close relationships and creating a sense of community between students and faculty. We also strive to provide a holistic preparatory experience with an emphasis on our core values of care, scholarship, creativity, integrity and independence.

A Commitment to Discovering Rome and Beyond A signature program unique to St. Stephen’s is our dynamic allschool trips program that takes students to regions throughout Italy every fall, and to destinations throughout Europe and the Mediterranean Basin every spring. Paired with summer servicelearning experiences in Rwanda, Senegal, and Sri Lanka, students gain insights and are equipped with a global mindset balanced with compassion and consideration for others.

The Oldest IB School in Italy As the first school in the country to offer the International Baccalaureate program, our graduates have consistently ranked in the top percentile of IB exams since 1975. While most enroll in the IB program, select Advanced Placement courses are also offered.

A Boarding Program Nestled Within A Day School Fully integrated with the day school population, 46 boarders make up our vibrant boarding program and are housed within the school’s campus in an historic villa located on the site of a former Roman temple. Our boarding program offers a balance between a rigorous college preparatory curriculum and extra-curricular activities, a structure that eases the transition from home to boarding life, and a student-boarding faculty ratio of 4:1 that supports students as they develop both academically and personally.

ST. STEPHEN’S SCHOOL Via Aventina, 3 - Rome 00153 Italy Phone: +39 06 575 0605 admissions@sssrome.it sssrome.it

Melbourne, FL

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Rome, ITALY

{ I N D EPE N D E N T S C H OO L G U I D E } SUMMER PROGRAMS SMITH COLLEGE PRECOLLEGE SUMMER PROGRAMS Northampton, MA

COLUMBIA UNIVERSITY – SUMMER 2019 New York NY

Columbia University’s Summer Sessions offer the opportunity to take classes or begin a certificate program from across the University.

Taught by world-class faculty, courses are available in over 50 subject areas, including Arts, Business, Chemistry, Computer Science, Economics, Human Rights, International Affairs, Mathematics, Prelaw, and Statistics. Summer is a terrific time to learn something new, advance a career, and meet like-minded people in the setting of one of the world’s most vibrant cities. Each summer, Columbia attracts students already enrolled in degree programs, individuals looking

For talented young women entering grades 9, 10, 11 and 12 in fall 2019 Smith College Precollege Summer programs offer intellectually stimulating and unique opportunities for young women in high school who wish to pursue their academic interests in the classroom and beyond. Annually, these programs, offer 250 young women the freedom to explore challenging and intriguing subjects, to strengthen their college applications, and to increase their exposure to the Smith undergraduate experience while living and studying with other motivated and ambitious students from around the world. The program offerings include Summer Science and Engineering, Women’s Writing, Discovering Women’s History, Field Studies for Sustainable Futures, and a College Admission Workshop.

Each summer, Smith welcomes to these programs young women from many nationalities and diverse racial and socio-economic backgrounds who together form an extraordinary intellectual community. The learning environment is hands-on, collaborative, exploratory, challenging and rich in role models. Professors who are world-class scholars offer personal attention in the classroom while encouraging students’ interests and passions and helping them develop new academic skills.

Here young women are taken seriously and inspired to excel—as to improve their knowledge in anticipation of applying for higher scholars, scientists, leaders. education programs, professionals who want to move toward the smith.edu/summer/contact.php next step in their career, and individuals seeking personal enrichment through Postbaccalaureate Studies. Summer students have access to the state-of-the-art student center, gym, and recreational facilities, as well as one of the most renowned library collections in the nation.

The varying academic needs and backgrounds of students who attend Summer Sessions make the community one of the most diverse and dynamic on campus. Advisors help students customize a summer plan of action, whether they have their goals lined-up and need a few more courses to fulfill them, or they’re starting a new career and want to deepen their knowledge in a field. Taking advantage of the resources of one of the world’s most esteemed universities can help any student reach his or her next step. Columbia University’s Summer Session 1 runs from May 28–July 5, 2019, and Summer Session 2 from July 8–August 16, 2019.

To apply, see a complete summer calendar, and learn more about summer options at Columbia, visit sps.columbia.edu/summer19 In addition to classes for visiting and returning students, Columbia University’s Summer Programs for High School Students offer high-achieving students the opportunity to experience college life in the Ivy League while sampling the vibrancy of New York City as well as an international program in Barcelona. All programs combine academic rigor and instructional excellence with lively extracurricular offerings and careful supervision and support.

To learn more and apply, visit sps.columbia.edu/hs19

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{ I N D EPE N D E N T S C H OO L G U I D E } THE COOPER UNION

ALBERT NERKEN SCHOOL OF ENGINEERING SUMMER STEM PROGRAM New York, NY

New York City is positioning itself as a leader in engineering innovation and has seen a dramatic rise in tech startups in recent years. The Albert Nerken School of Engineering at the Cooper Union has been preparing high school students to pursue undergraduate careers in science, engineering, technology, and mathematics (STEM) fields for over 30 years. The Summer STEM Program is an

intensive, six-week experience that immerses students in hands-on engineering design and problem-solving, thereby placing students on the right track for careers in technological innovation.

Students work closely with Cooper Union instructors and teaching assistants at the forefront of engineering education. Projects range broadly and include robotics, digital fabrication, computer programming and app development, engineering entrepreneurship, biomedical and genetic engineering, improved urban infrastructure, and even racecar design. Faculty and teaching assistants from the departments of civil, chemical, electrical, and mechanical engineering provide students with foundational knowledge and expert guidance to address real-world problems in their respective disciplines of expertise.

Students also attend workshops on oral presentation skills, technical writing, career counseling, and college admissions. They are given access to Cooper Union’s library resources, computer facilities, and laboratories to perform their research, design, analysis, and prototyping. Typically, projects include at least one field trip to a local museum, exhibition, or gallery to enhance the students’ experience.

This program culminates with each group submitting a technical paper or comprehensive website summarizing their research and design, and presenting their work to an audience of invited guests.

To recognize their successful completion of the program, students will receive a certificate of achievement from the Albert Nerken School of Engineering.

Program Timing: July 1st – August 8th, 9:30 am to 3:30 pm, Monday-Thursday Location: The Cooper Union New Academic Building at 41 Cooper Square, New York, NY 10003 Eligibility: Current high school sophomores and juniors living and going to school in the Greater NYC area Find out more at: cooper.edu/stem Contact us with questions: summerSTEM@cooper.edu 220

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SYRACUSE UNIVERSITY SUMMER COLLEGE Syracuse, NY

For over 50 years, Syracuse University Summer College has been giving high school students the opportunity to explore potential careers and college majors through its renowned pre-college programs. Students can pursue their artistic, intellectual, and professional passions while living the life of a college student on the Syracuse University campus in scenic upstate New York.

Credit and non-credit pre-college programs are offered in ten of Syracuse University’s schools and colleges. Areas of study reflect the richness and diversity of the majors and minors at the University.

Programs are 2, 3, 4 and 6 weeks long and led by Syracuse University faculty and instructors.

A significant part of the Summer College experience is the opportunity to live in a residence hall with high school students from around the globe. It’s a safe environment where friendships are formed and worldviews are broadened. The live-in residential staff is trained to create an atmosphere that encourages Summer College students to adjust quickly and comfortably to the college environment. The staff includes at least one Residence Director and up to three Assistant Residence Directors who are full-time residence life professionals. These individuals usually hold, or are working toward, advanced degrees in the field of student affairs.

Field trips and activities on campus give students the opportunity to relax, have fun, and make new friends. Summer College students have access to Syracuse University VALLEY recreational FORGE MILITARYfacilities, ACADEMY AND including COLLEGE sports fields and courts, gyms with workout equipment, game rooms,

a pool, and an ice skating rink. While the primary focus of Summer College is educational, the residence hall staff organizes a range of social events and activities so students with widely varying interests can find opportunities to take a break and socialize.

Room and board are included in the overnight summer program costs. Summer College students eat in a university dining hall as part of their meal plan. Marshall Street, which is home to coffee shops, cafes, and restaurants, is also a popular destination to grab a bite with friends. Students can walk or rent a bicycle to get around campus.

Syracuse University Summer College 2019 session dates are: June 29 to August 9. Online applications will open in the fall of 2018.

For more information and updates, visit summercollege.syr.edu

{ I N D EPE N D E N T S C H OO L G U I D E } THE BOSTON LEADERSHIP INSTITUTE

BARNARD PRE-COLLEGE PROGRAMS

The Boston Leadership Institute offers summer STEM research and business programs that have won multiple awards. Boston Leadership Institute graduates have been accepted to top universities all over the world, including Yale, Harvard, McGill, Princeton, Tufts, Columbia, Johns Hopkins, and Cornell.

High achieving high school and middle school students apply and undergo a selective screening process. Science, Technology, Engineering, Math, and Business programs preview possible college majors and strengthen credentials for admission to highly selective universities. Premium locations include Boston and Wellesley, Massachusetts.

Once accepted, students choose the program that best suits their interests and plans for the future. The 2019 schedule includes Finance, Venture Capitalism & Angel Investment, Biotech & Pharma, Biomedical Engineering, Biomedical & Surgical Research, Engineering, Chemistry, and many more.

Classes complete intensive exercises and labs, complete and present individual research projects, and learn closely from the most qualified teachers in their fields.

BLI instructors have won major awards, teach at top ranked schools, and/or hold advanced degrees from universities such as Yale, Harvard, and Princeton. For example, BLI’s 2018 Finance instructor is a Wharton graduate now teaching at Dartmouth, while the STEM Entrepreneurship instructors hold degrees from MIT, Georgetown, and Tufts. Another business teacher holds multiple degrees from Harvard, where he now teaches while running a start-up company.

BLI was presented with the BioSTEM Leader Award in 2018 by Johnson & Johnson and The Biotechnology Institute in Washington DC, an honor reserved for only one organization each year that provides top STEM education. Before this, and among numerous additional accolades, BLI appeared on the New York Times subsidiary ThoughtCo.com’s list of the top five summer science programs in the United States.

Boston is the ideal location for students hoping to dive into finance, biotech, medicine, and many other lucrative careers.

Boston is uniquely situated at the crossroads of academic excellence, medical innovation, and venture capital investment. Instructors are drawn from top universities (such as Harvard and MIT) and the top prep schools in the nation. Students visit and study in the Longwood Medical Area, home of Boston Children’s, Dana Farber, Brigham and Women’s Hospital, Joslin Diabetes Clinic, and Harvard Medical School. Boston is a major tourist destination and a particularly popular destination for teens, and BLI students visit a variety of attractions during weekend field trips.

We will begin reviewing applications for the summer 2019 season at the end of October. For students with limited space in their schedules, there are one-week options, as well. bostonleadershipinstitute.com

For young women matriculated in High School Experience Summer in NYC at Barnard As part of the learning experience at Barnard College, you will get a taste of both college life and the Big Apple! With five distinct summer programs to choose from, ranging from entrepreneurship to dance, you have the unique opportunity to explore an area of interest on a deeper level through both in-class discussions and city exploration.

The Summer in the City Program gives students the full college experience. By taking college-level courses over the span of four weeks, you’re challenged to think and perform like an undergraduate student. Morning and afternoon classes are enhanced by the backdrop of New York City. Here at Barnard, the city serves as an extended classroom, where learning and fun abound. Outside of the classroom, students partake in various excursions and activities.

During the Liberal Arts Intensive, students choose an area of interest and take one class to be attended from 9:30am – 12:30pm, Monday through Friday. Afternoons are an opportunity to complete assignments and engage in on and off campus activities, including Broadway shows, baseball games, and so much more.

Students in the Athena Summer Innovation Institute endeavor to change the world. During this 10-day boot camp, students will work in a team to create a new venture – a start-up business, a non-profit organization, or an advocacy campaign – that has the power to create lasting change. Program workshops focus on financing, negotiation, and branding and are taught by successful entrepreneurs.

Leaders unite at the Young Women’s Leadership Institute.

During this 9-day intensive, students delve into gender issues, social change, and leadership. Comprised of morning women’s and gender studies lectures and afternoon workshops, you will develop a deeper understanding of leadership through a feminist lens.

The Dance in the City program is a rigorous 11-day exploration of dance from all angles, from dance theory and history classes to technique classes at the Alvin Ailey Extension School. As part of the program, you will have the opportunity to observe performances of some of the world’s best and perform your own work.

Our online application will go live in Mid- December and the deadline to apply is May 28. Applications are reviewed on a rolling basis. Scholarships are available.

For details about our programs and course offerings, please visit our website barnard.edu/summer. Live and learn this summer in New York City!

Boston and Wellesley, MA

New York, NY

{ I N D EPE N D E N T S C H OO L G U I D E } FORDHAM UNIVERSITY PRE-COLLEGE PROGRAM

MILITARY SCHOOLS

Set yourself apart this summer by taking a class through the PreCollege Program at Fordham! You will strengthen your college applications with a proven record of your abilities, show initiative, and gain real college experience in the classroom and beyond so you can choose the right school for you next year. Most of all, unlike many pre-college programs, Fordham’s offers college credits that can be transferred to whichever university you choose.

Fordham Summer Session Classes, internships, and more!

Fordham University invites visiting college students to catch up or get ahead this summer. Achieve your goals with day and evening classes in two convenient locations, affordable tuition rates, and toptier instruction.

Looking for work experience? Fordham’s Summer in the City Internship Program helps students secure New York internships, receive credit, and make the most of their positions with valuable career guidance.

Need to fulfill pre-med requirements? Fordham’s extensive offerings in biology, chemistry, physics, and mathematics help you stay on track for graduate or medical school applications.

Did you switch or add a major? Do you want to study abroad?

Core and advanced classes in every discipline can help you catch up on requirements and graduate on time.

Hybrid, online, and study abroad courses are also available.

Registration is open to all high school graduates.

Think Summer, Think Fordham.

Call 718-817-4665 or visit fordham.edu/summer

Fork Union, VA

Manhattan and the Bronx, NY

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WESTO NMA G A Z IN E GRO U P. C O M

FORK UNION MILITARY ACADEMY Nestled in the heart of central Virginia in a beautiful rural setting, Fork Union Military Academy is a unique sanctuary for learning and achievement. Founded in 1898, Fork Union has remained true to its mission for more than a century developing and inspiring young men in a demanding college preparatory environment, and challenging them to excel in the classroom, on the athletic fields, and in their daily lives.

Fork Union Military Academy’s rigorous admission standards, high academic expectations, and focus on achievement help outstanding young men develop, compete, and accomplish even more than they thought possible. In our safe and structured academic environment, based on Christian values, young men develop the qualities of character, self-discipline, respect, and leadership essential for success in life.

As a private school, we can structure our curriculum (such as our unique One Subject Plan for the Upper School) to meet the needs of our students. We can preserve our single-sex environment to remove social distractions that come with a coeducational school.

We can acknowledge and honor the Christian values that provide the moral compass for our daily lives.

As a boarding school, we can facilitate profound and long-lasting change in the life of a young man. Structure and discipline become the norms of his life, not merely the constraints he must put up with for the relatively few hours of his school day. Responsibility and respect for others are lessons learned 24 hours a day, 7 days a week at Fork Union-not just for a few hours on weekdays.

Our success shows in the lives of our graduates, whether it is our 100% college acceptance rate, the hundreds of student-athletes who have gone on to play in college and at the professional level including two Heisman Trophy winners (Vinny Testaverde and Eddie George) and twelve NFL first-round draft picks, the more than three dozen seniors earning appointments to our nation’s top service academies in the past ten years, or well-known entrepreneurs like Kevin Plank, the founder of Under Armour.

We invite you to learn more about Fork Union Military Academy and all we have to offer boys in grades 7 through 12 as well as our one-year postgraduate program. Find out how your son can graduate with a high school and an Associate’s Degree through our partnership with Richard Bland Community College.

Visit us at forkunion.com or call us at 800-GO-2-FUMA (800-462-3862) to learn more.

{ I N D EPE N D E N T S C H OO L G U I D E } NEW YORK MILITARY ACADEMY

UNIVERSITIES

For over a century at the foot of Storm King mountain, the New York Military Academy (Knee-Ma as it is affectionately known) – Corps of Cadets has been producing character driven leaders of industry, politics, and local communities.

Established in 1889 in Cornwall-on-Hudson, New York, NYMA is a college preparatory military school for day and boarding students in grades 6 through 12 and one year of Postgraduate.

NYMA is dedicated to a comprehensive and substantive process of developing young leaders who are “Set Apart for Excellence” by being inspired, engaged, and ready for success and fulfillment in college and in life.

Utilizing a military “community model” and a rigorous academic curriculum grounded by a demand for competence in the classical disciplines, NYMA graduates are thoughtfully prepared to seek out extraordinary lives of accountability and service. Academy cadets pursue a 21st Century curriculum alongside a structured, leadership and life-skills focused military program guided by the school’s decades long affiliation with the United States Army JROTC. Not only is this method a proven educational approach for intentional and forward-looking students, but this unique model also offers more peer leadership opportunity, self reliance, personal accountability, real life creativity and thoughtful structure than is available to aspiring young leaders in other public, independent, or charter schools.

NYMA prepares students for the challenges of college. By the time they graduate NYMA cadets will have had access to: a variety of meaningful leadership experiences; a robust curriculum geared toward 21st century priorities (Creativity, Collaboration, Critical Thinking and Communication); and a solid core of lifetime fitness and outdoor learning skills. These are the intangibles that make NYMA a unique educational experience. admissions@nyma.org 845-534-3710

CLARK UNIVERSITY

Cornwall-on-Hudson, NY

Worcester, MA

Founded in 1887, Clark University is a community of passionate individuals who put education into practice to create positive change in the world. This is our legacy, and our future.

Here, we celebrate difference, encourage forward thinking, and nurture enduring connections among students, faculty, and staff. Our community is tightly knit yet welcoming to all, with a philosophy captured in two words: You belong.

Clark students engage in an exceptionally rigorous learning environment fueled by professors’ own research interests, high standards, and dedication to teaching. Through our pioneering education model, LEEP (Liberal Education and Effective Practice), they engage in life-changing world and workplace experiences that allow them to confront complex problems, collaborate with faculty, learn directly from industry experts, and explore topics of global consequence.

Clark is located in Worcester, Mass., which offers the intimate, affordable and manageable scale of a small city balanced with the pulse and rhythms of big-city life — all within an hour of Boston and Providence, and three hours from New York.

Clark enrolls approximately 2,200 undergraduate and 890 graduate students and is featured in Loren Pope’s influential book, “Colleges That Change Lives.” Recent rankings that acknowledge Clark’s growing reputation include U.S. News & World Report’s Best Colleges, #81 in National Universities; Times Higher Education, #7 in the World’s Best Small Universities; Kiplinger’s Personal Finance, #33 in Best Values in Private Colleges; and Princeton Review, #11 in Top Schools for Making an Impact.

Through our ClarkCONNECT network, alumni, faculty, and Clark partners provide career mentorship, expertise, and internship opportunities to help our students launch. Our alumni are pacesetters in business and medicine, law and science, and the arts.

Because the student-to-faculty ratio at Clark is 10:1 and the average class size is 20, professors know their students well. And with approximately 1,000 international students from more than 80 countries, our students encounter a variety of cultures, traditions, religions, and political ideologies.

In tandem with its excellent graduate programs and research institutes, the University offers a unique cost-saving opportunity: Eligible students can earn both a bachelor’s and an accelerated master’s degree from one of 14 different programs, with the fifth year tuition-free.

No matter the path, at Clark students develop the creativity, adaptability, and resilience to translate their passions into remarkable careers and purposeful lives. They graduate with the skills employers demand and the world needs, prepared to live the University’s motto: “Challenge Convention. Change Our World.” clarku.edu W E STO N MA G A Z INEG ROUP.COM

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Our Backyard!

Cocoa Beach, PGA Golf, Kennedy Space Center, Orlando Attractions

Florida Prep ... Not just a school, a lifestyle!

Co-ed, College Prep Boarding Academy Enrolling Now Grades 5 - 12

For further information contact admissions@flprep.com

(321) 723-3211 • www.flprep.com • Melbourne, Florida, USA

In the classroom, as well as outside, Avon Old Farms School inspires excellence.

Avon Old Farms is a traditional boys school with both nationally recognized artists and athletes. The Avon experience is well-balanced. Young men feel comfortable to explore their ambitions in an inspiring environment.

Come visit our campus and see why we are so successful.

Visit our website and embark on a virtual 360 tour!

AVON OLD FARMS SCHOOL

Honoring Tradition. Inspiring Excellence.

TM

Learn more at www.avonoldfarms.com or contact the Admission Office. admissions@avonoldfarms.com • 860.404.4243

JUNIOR BOARDING SCHOOLS ASSOCIATION

Ten schools filled with dedicated and experienced faculty who are experts working with students in middle school to prepare them for secondary schools. Our schools serve boarding students ranging from grade 3 through grade 9. Whether you are looking for a new school environment or need a year to improve and solidify academic skills before entering secondary school, visit our websites and learn more about our schools.

The Bement School

Cardigan Mountain School Canaan, New Hampshire cardigan.org

Deerfield, Massachusetts eaglebrook.org

Hillside School

Indian Mountain School

North Country School

Deerfield, Massachusetts bement.org

Marlborough, Massachusetts hillsideschool.net

Lakeville, Connecticut indianmountain.org

Eaglebrook School

Lake Placid, New York northcountryschool.org

Fay School

Southborough, Massachusetts fayschool.org

Rectory School

Pomfret, Connecticut rectoryschool.org

The Fessenden School

West Newton, Massachusetts fessenden.org

Rumsey Hall School

Washington, Connecticut rumseyhall.org

A WORLD-CLASS EDUCATION

in the Heart of Rome

St. Stephen’s is a non-denominational, co-educational international day and boarding school enrolling students from ages 14-19 in grades 9-12 plus an optional postgraduate year. Our inclusive learning community is dedicated to inspiring personal excellence and guiding students to become the architects of their own future.

Facts at a Glance • • • • • • •

•

Students: 292 students (246 day, 46 boarding) Grades: 9-12, PG Boarding dormitory: 46 students Curriculum: IB Diploma Program; Advanced Placement Nationalities: 46 (U.S. & Canada 27%, Italy 35%, Europe 24%, Asia 6%,Middle East/Africa 3%, Rest of the World 5%) Average IB score: 35 College and university matriculation worldwide in the last three years: Brown University, New York University, Tufts University, University of Southern California, University of Pennsylvania, McGill University, Vassar College, Yale University, Kings College London, London School of Economics, University of Edinburgh,University of Cambridge, University of Oxford, Università Bocconi, University College Utrecht Faculty: 57

• • • • • • •

• •

ST. STEPHEN’S SCHOOL Via Aventina, 3 - Rome 00153 Italy Phone: +39 06 575 0605 | admissions@sssrome.it | www.sssrome.it

Faculty with advanced degrees: 90% Languages offered: 10 (English, Italian, French, Spanish, German, Greek, Latin, Chinese, Portuguese, Russian) Financial Aid Campus: historic center of Rome (near the Colosseum) Sports: soccer, basketball, volleyball, running, Pilates, Yoga Arts and performing arts program (drama, music, visual and digital arts) Clubs: 30, including MUN, Debate club, Books in Time, The Aventina School Newspaper, Film Club, Peer Mentoring, Physics, Math, and many more.

School-wide trips program to destinations in Italy, Europe and the Mediterranean Basin Service learning opportunities in Rwanda, Senegal and Sri Lanka

Best Value In American Boarding Schools • • • •

100% College Acceptance

• •

No Cell Phones or Social Media Access

•

Healthy & Safe Learning Environment Highly Diverse Student Body Our Cadets Come From 10 Countries, 27 States 53 Service Academy Appointments in 15 Years $37,750 Boarding (7 Day Domestic) Tuition and Uniforms

Change Your Son’s

Quality of Life www.forkunion.com

1.800.GO.2.FUMA

admissions@fuma.org

The Academy

at watkinson school

For college bound students who aren't yet college ready.

Spend a bridge year readying your transcript and yourself. Come to The Academy, a program offering college credits, advanced high school classes, and an internship in an area of interest. Boarding and day options available.

Call 860.236.5618 or visit watkinson.org/academics/theacademy

Schedule a visit today!

A BALANCED EQUATION

THE HUN SCHOOL OF PRINCETON is a joyful, striving community of learners and teachers who want to experience something profound every day: that sweet spot between challenging academics that push our brains and the personal endeavors that soar our hearts. This is what we call “a balanced equation”—a thoughtful way of teaching that brings out the best in our students and best prepares them for life.

Serving Upper School Boarding and Day Students in grades 9 – 12 and Postgraduates; and Middle School Day Students in grades 6 – 8.

S C H E D U L E A N I N T E R V I E W T O D AY !

To learn more, visit hunschool.org or call (609) 921-7600

INCLUSION • DIVERSITY • EXCELLENCE • ACCEPTANCE • LEADERSHIP

The IDEAL Experience On any given day at The IDEAL School of Manhattan, students may give a presentation on a civil rights leader; participate in a dance workshop with a national troupe; enjoy Riverside Park; program a robot; or visit the Met. IDEAL is New York’s only K-12 independent inclusion school, where we celebrate the tremendous social, emotional, and academic growth born in a diverse and nurturing educational community. #SchoolCanBeIDEAL

Lower School Open House: November 6 at 6 PM Upper School Open House: November 13 at 6 PM

Learn more about IDEAL at an Open House or Tuesday Talk and Tour

www.theidealschool.org IDEAL is currently accepting applications in select grades for 2018-19 midyear placement.

For further information,contact us at admissions@theidealschool.org or 212-769-1699.

5-D AY AVABOAR ILAB DING LE

Does your child learn differently?

We teach differently.

Eagle Hill School offers a personalized education program for students ages 5-15 with learning differences.

Open House Dates: September 18 / October 16 / November 13 / January 15

DYSLEXIA • DYSCALCULIA • DYSGRAPHIA • AUDITORY PROCESSING • ADHD

www.eaglehillschool.org • 45 Glenville Road, Greenwich CT

The Leadership School NYMA New York Military Academy

A Coed Boarding School in the Military Tradition For over a century at the foot of Storm King Mountain, the New York Military Academy Corps of Cadets has been producing character driven leaders of industry, politics, and local communities. The unique focus on character sets NYMA cadets apart long after graduation.

College Preparatory NYMA.org

Character Development

admissions@nyma.org

1-845-534-3710

Competitive Athletics Cornwall-on-Hudson, New York

Simsbury, CT Middle School Grades 6-8 • Upper School Grades 9-12 • Postgraduate

Our girls are thinkers and doers.

Come Visit Us!

With the guidance of our exceptional faculty, our girls learn to think critically, experiment, improvise and take action. We place a strong emphasis on doing. We invite you to see for yourselves.

Open Houses October 8 • December 3

A vibrant, private, independent boarding and day school for girls in grades six through 12 plus postgraduate

Photo by Addie Friedlander ’18

www.ethelwalker.org

Information Session November 8 RSVP at www.ethelwalker.org

Engaged Minds.

Meaningful Connections.

Be inspired in a community that unites academic challenge, kindness, and personal growth.

Schedule your PreK-Grade 12 visit today! kingschoolct.org/visit

King School is a co-ed college preparatory school educating students from 30 towns.

Trinity-Pawling School

Boarding and Day for Boys - Grades 8-12 / Postgraduate

Active, engaged, and out of their seats—this is how boys at Trinity-Pawling experience learning.

Our distinctive programs bolster the way boys learn best: by doing.

As experts in boys’ education, we understand how to guide our students to become young men of integrity who can rise to the challenges of an ever-changing world.

This educational experience could make all the difference in your son’s future.

Learn more about the benefits of a Trinity-Pawling education at www.trinitypaw lin g .o rg o r c all 845-855-4825

At The Woodstock Academy, we prepare students for a lifetime of learning through academic rigor, a nurturing environment, and diverse educational experiences. Academy students develop a respect for themselves and others, and actively invest in family, school, community, and the world.

JEAMERIL basketball player brother businessman

CARSON tuba enthusiast lacrosse player healthcare professional WANJIRU teammate homecoming queen world-changer

ABIGAIL printmaker singer scholar

An independent day and boarding school for grades 9 through 12 and post-graduates

Learn more and schedule a visit at woodstockacademy.org (860) 928-6575 | 57 Academy Road, Woodstock, CT 06281

We think intellectual curiosity is the most powerful energy in the world.

Open House: October 21, 2018

At Hopkins, we’ve created a culture dedicated to perpetuating, fulfilling, and celebrating intellectual curiosity. We believe that education should be a multi-faceted pursuit of the whole intellect, where a diverse community of individuals bond together to inspire each other, challenge each other, explore, discover and achieve. If you think like us, you belong at Hopkins.

Hopkins School. We think.

A coed, college preparatory day school for grades 7-12 203.397.1001 • hopkins.edu • New Haven, CT

Feb. 9