Untitled - Saint Andrew's School Archive - St. Andrew's School

am pleased to introduce St. Andrew's to you as you begin the process ofIapplying to secondary schools. I hope this viewbook and our Web siteenable you to move beyond the superficial aspects of a school searchtowards a deeper understanding of the exciting mission and unique culture ofSt. Andrew's.I have lived and worked at St. Andrew's for over 25 years as a teacher,advisor, dorm parent, coach, college counselor, dean, assistant headmaster andnow headmaster. I believe in the School's mission, and I have seen the School'spowerful and inspirational influence on its students and graduates. I believein the skill, generosity and idealism of our teachers. And I love our studentsand deeply appreciate their embrace of the School's values.FROM THE HEADMASTER

As I introduce this School I know so well toyou, I want to emphasize several essential pointsabout our mission and philosophy:•:••:•The enemy of great education in America isconformity and homogeneity. Therefore, ourclassrooms, dorms and student-life programsignite with life and creativity because ofour deep commitment to diversity. Fromour founding in 1929 to the present day,St. Andrew's has demonstrated a uniquecommitment to the concept of diversityas a foundation for a great education.St. Andrew's has always sought to be a Schoolthat welcomes students from all socioeconomicgroups to our campus. Today,over 45% of our students receive financialaid to attend St. Andrew's. Our goal ofbeinga School "open to all, regardless of means"enables us to create a school community thatreflects the diversity of our country and theworld. A boarding school or college cannotthrive, flourish and grow if its faculty andstudent body are not diverse.As an Episcopal Church school, St. Andrew'sis dedicated to creating a school culturethat is kind, accepting, compassionate andempathetic. We work for an understandingof humanity that is inclusive and diverse. Wewelcome students of all religious traditionsto the community and, in doing so, we seek todevelop an understanding and appreciationof the many ways human beings express andcreate meaning in their lives.Ultimately, we open our doors each yearat St. Andrew's to teach students to takeresponsibility for the world. Our studentsappreciate the opportunities and privilegesthe School community affords them, but theyare also excited to move beyond our campusand engage with the issues and concernsof even larger communities. We thereforeencourage our students to engage in authenticcommunity service both on campus and inthe wider community.•:• We view quality liberal arts education as a gift,an opportunity that will disturb us, disruptour assumptions and challenge us to view theworld in new and distinctive ways. A greateducation is an opportunity to learn how tothink for ourselves, how to analyze, research,experiment and develop hypotheses, how todevelop new approaches, perspectives andtheories about our world.Our teachers are talented, generousand brilliant. Our graduates consistentlyreport that their St. Andrew's teacherswere far more exciting, creative, committedand engaged than their college professors.The St. Andrew's teacher is indeedunlike many others, as this role requires theteacher to balance teaching with advising,coaching and mentoring our student body.Because we find the academic mission ofthe School so important, we are looking forstudents who love learning, who seek outeducational challenges and opportunities inSeventy-Five Years of Leadership at St. Andrew's SchoolWalden Pell1930-1957Robert Moss1958-1976Jon O'Brien1977-1997Daniel T. Roach1997 -present

•!•a determined and enthusiastic way. We areproud that St. Andrew's peer culture honorsscholarship, academic honesty and integrity,creativity and hard work.•!•St. Andrew's believes that students in highschool should have the opportunity to participatemeaningfully in the arts and athletics. Ata time when many schools have locked outall but the most highly talented and specializedartists and athletes from their programs,St. Andrew's has developed great opportunitiesfor all students. We encourage ourstudents to participate widely in athleticsand the arts, as they explore the variety ofactivities offered at the School. Because ofour small size, the spots on our teams, dramagroups and choirs are open. And each year,guided by this philosophy, our artistic groupsand athletic teams achieve remarkable andexciting success.Finally, we know that much of St. Andrew'sunique energy and spirit come from beingPHILOSOPHY

an all-residential school. All our students andfaculty live on campus, and we have chosennever to admit day students. As a result,the School's program, culture and sense ofcommunity are consistent and coherent.Through living and working together, welearn more than we ever thought possibleand, in the process, friendships developamong students and between students andfaculty that last a lifetime.I hope you will visit St. Andrew's. My officeis right outside the admission area and I lookforward to talking to you about your hopes andaspirations for high school. If you have alreadydecided that you want your life to make aprofound difference in the world, St. Andrew's isthe perfect school for you. T ;C._/ Jr.Daniel T. Roach,Jr.Headmasteruefy) we rpett (JUY dmJrr eMit 7ear at st. Andrews to teMltr to take r&r for the world.Huw.d&Y Tad Roadt5

CAMPUSENVIRONS

Watstrikes many visitors most powerfully as theyrrive at St. Andrew's is the sheer physical beauty ofthe place: the campus, the woods, the fields, the trees, the pond,the wildlife. As Middletown and its environs grow in populationand commerce, we appreciate this natural sanctuary evenmore. Our students, staff and faculty steward the buildings,campus, pond and farmlands of the School. We also strive tocreate in our students a deep and enduring sense of environmentalawareness and stewardship.St. Andrew's is located in the mid-Atlantic region, a twohourdrive from Washington, D.C., one hour south of Philadelphiaand fewer than three hours from New York City. Ourlocation puts us within easy reach of the educational and culturalresources of these cities.The countryside in which we are situated is typical of therural Atlantic Coastal Plain, with rich farmland rolling towardwaterways on all sides. Tidal streams meander west to theChesapeake Bay and east to the Delaware Bay. Silver Lake andAppoquinimink Creek border our campus to the north andeast, while two-mile-long Noxontown Pond defines our south-

ern flank. Between andaround these bodies ofwater the School ownsover 2,200 acres, partiallywooded, but mostly under cultivation.Our property is a sanctuary, and wildlifeare plentiful. Deer, foxes, raccoons, hawks,owls, quail and innumerable songbirds findhomes in the woods, fields and marsh thatsurround the campus. Noxontown Pondand Appoquinimink Creek host herons,egrets and ospreys, along with their prey- dozens of species of fish, reptiles, crustaceansand amphibians. In recent years,two families of American bald eagles havenested in towering tulip poplars on thebanks of these waterways. From Septemberthrough February, thousands of Canadageese, snow geese and swans descendupon the area, feeding in the cornfields andrafting at night on the ponds.Fall lingers and springcomes early in Delaware.Most consider these seasonsthe most beautiful times of the year here.Although winters are usually short, theycan be cold. We hope for at least a week ortwo of ice-skating and occasional blizzardsto enliven our winter days.St. Andrew's is a fully residentialcommunity; all students board and everymember of the faculty lives on School property.We live and work in close proximityand share in the intimacy and support thatthis community provides. Because of this,our campus is an important part of theSt. Andrew's experience. Surrounded bytowering oak, beech and sycamore trees, thebuildings on our campus provide inspiringfacilities for learning.I hope ()UAt' Uudentr utt&r!y fcucinttXed with tlu ou:tdrmr with U:r11-1A#1f tjUMtio1u, with itr beauty, with itr aJnlMy to rtrt(!Ye a-nd refreffi. Weuuut f:1-WUf"P.je everyone to better appre:ciaee tlw.i: 1A.J'hicJt % a-nd,iff_ w ' weU better take care oj it a-nd ()UAt'.Pet&Y McLetUt.bido.jy Mr.d MWir011A4f.en.tai rci.e1tu t:eu.Jter

Founders Hall and the Cameron Gymnasium,built in stages between 1929 and1956, are magnificent Gothic structures.Housing the dining hall, Irene duPontLibrary, Forbes Theater, Felix duPont, Jr.Chapel, the boys' dormitories and mostour sense of the primacy of human spaceon St. Andrew's campus, creating pedestrianspace and developing natural areasthat bring students and faculty together.The result is a campus that is beautiful,functional and accessible.of the classrooms, Founders Hall is at theheart of the campus.Newer buildings, including O'BrienArts Center, Amos Halt Kip duPont Boathouse,Genereaux Aquatic Center andgirls' dormitories complement the architectureof Founders Hall and provideexceptional facilities. They also enhance9

The best education provides learning not only from booksbut also from relationships-with peers and mentors inan academic community.Since our founding in 1929, St. Andrew's has establisheda deep commitment to being a school open to all, regardlessof means. As a school of opportunity, St. Andrew's providessignificant financial aid each year to over 45 percent of ourstudents. Our student body, therefore, is truly diverse. Ourstudents come to St. Andrew's from many racial, cultural, religiousand socioeconomic backgrounds.What our students share is a great enthusiasm and love fortheir School, a deep commitment to scholarship and a dynamicapproach to their co-curricular activities. Living and workinghere is exciting, challenging and enriching.Students and visitors immediately sense what we value mostin our community. Our mission encourages us to be responsiblefor ourselves and each other, and to be accepting and kindto one another. Celebrating and nurturing the qualities of goodwill, civility; empathy and humanity, St. Andrew's is a remarkablyfriendly and warm place.

RESIDENTIALSTUDENT LIFE

Dorm LifeThe way St. Andrew's approacheslife in the dormitories is essentialto the School's educational mtsswn.St. Andrew's is increasingly uniqueamong boarding schools for our commitmentto an all-residential student bodyand faculty. Because all of our studentsboard and all of our teachers live oncampus, we live and work together in acommunity that is particularly warm,close and cohesive.When students arrive at St. Andrew's,they are greeted by a host of newemotional, academic, artistic and athleticchallenges. Our residential life program isstructured to support young students inthis process, providing them with facultyand student mentors to help them learnhabits that will help them succeed atSt. Andrew's. Our students find thatmuch of their education takes placethrough informal conversations theyhave with their peers and with faculty inthe dormitories, in the halls and on thefields.Although every member of thefaculty works one night a week in ourdormitories, corridor parents have overallresponsibility for the students wholive with them. These men and womenand their families enjoy the close contact12

with studentsthat dormitorylife provides.Their homes inthe dorms areopen to studentsand these teachers are well prepared tohelp students interpret the confusingand anxious moments that all teenagersoccasionally experience.Underformers live in dormitoriesby gender and by form. Sixth Formstudents act as residential leaders andmentors on all corridors and assist thecorridor parent in all areas. They pairseniors with new students, writingletters of welcome to them during thesummer and then helping them move inand adjust during the first weeks awayfrom home. Mento ring younger studentsis the most important responsibility of asenior at St. Andrew's.There are six boys' dorms and eightgirls' dorms. Each dorm features a centralcommonroom with basickitchen facilities,often nearthe dorm parent'sapartment, wheredorm meetings take place and dorm dessertsand celebrations are held. Studentslive primarily in double rooms, with afew single rooms and triple rooms. Eachdorm is assigned a number of jobs so thatstudents do the bulk of daily work neededto care for their space, including takingout dorm trash and recycling, vacuumingthe halls and cleaning their commonrooms and kitchen areas each morning.Although our underformers learn agreat deal from their corridor parentsand seniors, they learn most about themselvesand others by living with roommatesand sharing a home with studentsfrom a wide variety of backgrounds. Ourdormitories are remarkable classroomswhere students learn the importance ofOt the uurface} st.Awew's k a tteade-uUc1s aildeUc} tU1d artUlic - It k the} lwwevet; tU1d its on r&rpell; warudlt1 tU1d JMWYthat defour t-U tU1d u the drMj&rt tU1d UW9t valuttMe aMef oj {JUf' sdumi.BenK '97Lhh rieparrndinLttJY of boyr' rMidentiai Ufe

MARTI DUMAS '06Kinston, North CarolinareflectionsI had a hard time challenging myself at my old school.I knew I could do more and I wanted to surround myselfwith people and an atmosphere that encouraged me to domore. There is one word that describes what is so uniqueand individual about this school, which helped me choosethis particular boarding school over all the others, andthat is "community:' This word is the heart and core ofSt. Andrew's.I love the backyard at St. Andrew's. Here, it is referredcourse selections1 V FormCalculus BC, APEnglish V, APPhysics HonorsSpanish IIIUS HistoryPaintingactivitiesCross CountryMusical TheatreCrewDance ClubDiscipline CommitteeReading BuddiesPolar Bear ClubSister Spaceto as the Front Lawn, but I like to call it our backyardsince St. Andrew's is my home now. I love the fact thatyou can pursue your individual interests and have thefreedom to start a club if you really have a passion forsomething. I love how you can treat your faculty as yourbest friends. You can just go over to their house and hangout. I love how an academic class (like English) from thebeginning of the year transforms. I love how you cannever be upset or down and out without someone noticingand making you feel better.This summer I am going to Peru for three weeks withMr. Duffy, my St. Andrew's Spanish III teacher, alongwith my best friend from home who Mr. Duffy welcomedto join us on the trip. We will be staying at Mr. Duffy'smother-in-law's house where we will cook our mealseveryday, watch the local news of Lima and go to school.favorite St. Andrew's readsMacbethWuthering Heightsjane Eyrefavorite places on campusclimbing tree leaning over the waterbehind the Roaches' housegrass docksfloating dockIn the last week we are going to Macchu Picchu, where wewill be examining the Lost Incan Empire. I have alreadye-mailed an MIT professor who spends most of his timestudying the bridges built by the Incas. It is fascinatingstuffj I gave him my address and he sent me informationon the bridges, which I will be able to use in Peru. I amalso going to do the People to People Program, startedby President Eisenhower and recommended to me by aSt. Andrew's college counselor, Mrs. Schuller. I am doingthe "Medical Summit" held at UCLA. Since I have neverbeen to California or Peru, I am so psyched for my summer!14

good communication, respect for others,friendship and trust.ABecause our teachers are versatileand committed to all aspects of studentlife, they naturally serve as informalmentors to students they come to knowwell through teaching, dorm parentingand coaching. In addition to such mentaring,St. Andrew's has an outstandingformal program of advising for each ofour students.Teachers have responsibility for groupsof advisees each year, usually numberingbetween five and eight students. Returningstudents choose their advisor eachyear, and many retain the same advisorthroughout their career at the School.The Admission Office assigns advisorsfor all new students.Meeting students regularly in bothformal and informal sessions, advisorswork closely with their advisees by monitoringall aspects of each advisee's life atthe School. Each advisee group becomesa small family unit, often celebratingbirthdays and having dinner togetheron and off campus. Advisors serve asthe most important initial link betweenparents and the School, communicatingfrequently through conferences,telephone calls and e-mail. St. Andrew'stakes particular pride in an advisee programthat monitors and mentors eachstudent with warmth and care. Expe&atimuThe health of any community, large orsmall, rests on the mutual trust, respectand understanding that exist among itsmembers. At St. Andrew's, any form ofharassment, hazing, or intimidation isunacceptable. Stealing, lying, or dishonestyof any kind violates the School'sHonor Code and student use or posses-I 't trade Mrj'tUnj for allthe 3rrod ti#te-s with my-NikKarcfM, "f200415

sion of alcohol or illegal drugs is prohibited.The Honor and Discipline Committees,each composed of teachers andstudents, review violations of honor anddiscipline expectations and recommenddisciplinary action to the headmaster.DMui Dai/yc/wrMAt St. Andrew's, meals are a timenot only for nourishment but also forcompanionship. Breakfasts are buffetstyleand informal. At lunches, and onWednesday evenings prior to Chapel,everyone gathers together for a familystylemeal at which students talee a dudent-_grow Uvto a perum 1V'fuJ fuudrMj 1WJYM MUi u w to MUi up for the-vu m face1 MUi prmure.16

has a job in a certain area of the School(most are in the student's dorm) eachday; each job takes five to ten minutesand all are rotated regularly.Heatth Care MUi cA full-time director of health servicesand at least one of her assistants is available24 hours a day in the Meg MillerHealth Center. The director of healthservices works with the direction of theSchool physician, whose office is in Middletown.St. Andrew's also provides astaff of counselors who students may seeby appointment as needed or on a regularbasis. The School also has a longstandingrelationship with a psychologist in Wilmingtonwho visits St. Andrew's for regularappointments at least once each week.The Student Activities Committee(SAC), which is composed of studentleaders from each form and a group offaculty, plans weekend activities for theentire School. Each weekend, SAC offerstrips to cultural events in nearby Wilmingtonor Philadelphia. Activities are alsoplanned on campus, and include filmseries on the full-size screen in EngelhardHall, knitting lessons, ceramics workshops,cooking classes or parties at facultyhomes and dances in the Edith PellStudent Center or outside on McKinstryGarth. Because food is always an essentialpart of high-school students' weekends,SAC organizes events such as internationaldinners featuring foods prepared17

in the dining hall by faculty and studentsDuring holiday seasons, St. Andrew'sfrom various cultural backgrounds.has many School traditions, such as theWhen sports teams have major gamesCarol Shout in the dining hall, Christmasoff campus on weekends, students oftentree trimming in the main common room,the Easter Egg Hunt on the front lawnorganize transportation so that schoolmatescan support each other at keyand a formal family-style Thanksgivingmatches. SAC organizes trips to regionaldinner in the dining hall. St. Andrew'sprofessional sporting events as well. TheSchool also has season tickets to thehas three long weekends each year andstudents may also leave campus for aPhiladelphia Orchestra. Students mayvisit museums and attend lectures andconcerts at universities in Philadelphia,Washington and Baltimore each weekend.When the weather is nice, relaxingon the front lawn, the T-dock and onNoxontown Pond is a favorite weekendnumber of short weekends each term.Transportation is arranged through thedean's office to the Philadelphia airportand the Wilmington train station. Forlong weekends and major vacations theSchool operates a shuttle to New YorkCity from our campus.activity.18

.I ,I JESI HUTCHFUL '08Oak HiU, VirginiareflectionsI decided to go away because I needed to branch outon my own and be at least somewhat independent ofmy parents. Boarding school gives me a certain degreeof freedom I needed to find out just exactly who I am,but it also has the restrictions I need so as to not getcarried away, or fall astray!My sister came to St. Andrew's and she said itwas awesome. But even then, I wasn't totally sure if Icourse selections, III FormBiologyFrench IIGeometryEnglish IIIIntroduction to the ArtsUnited States HistoryactivitiesVolleyballAerobics and YogaTheaterThe Griffinfavorite St. Andrew's readsRagtimeThe Great GatsbyIn the Name of SalomeMountains Beyond Mountainsfavorite places on campusMoss and Pell common roomEngelhard HallDining Hallwanted to leave all my friends and go where the onlything people might know about me was that I was hersister. So I decided to try it, and I have not regretted ityet, and doubt I ever will.I feel close to Ms. Pressman because while everyfaculty member here likes to banter with the students,Ms. Pressman takes it up a notch. As a teacher, she isawesome and pushes me intellectually, always havingfaith in my abilities. She knows what I can do now,what I can't and what I could do if my mind was cultivatedand pushed hard enough. Ms. Pressman is verypassionate about class, and she offers great constructivecriticism when I need it.I think my favorite academic experience here wasour first history debate--it was my first debate in anything.I was scared out of my mind. As it turned out,with the support of my classmates on both teams, Iactually did pretty well. I liked it because it challengedme, and pushed me out of my comfort zone.19

The St. Andrew's Stu-Episcopal Church and thedent Vestry is one of theRoman Catholic Churchmost active groups on cameachyear in our Chapel.pus, maintaining the Chapel,When we are in thepreparing for major festivalsChapel and at all otherand services and serving astimes, we seek to embodysacristans, acolytes, readers,not Christian platitudesSunday school teachers andbut authentic Christiancommunion assistants in thequalities of concern fortwice-weekly chapel services.and acceptance of others,compassion, generosity ofspirit and empathy. Our community service pra-gram rises out of this point of view. We encourageour students to reach out to those in need.In all we do, we try to instill in our students areverence for humanity itself and a sense of per-The Vestry also raises moneyfor several projects each year, including our sisterschool in Jane Furse, South Africa, St. Mark'sSchool, where many St. Andrew's students havegone on to teach for a year during or after college.The Bishop of Delaware is a member ofSt. Andrew's board of trustees and visits sonal responsibility to use their talents now andSt. Andrew's for services about three timeseach year. Many students are confirmed in thethroughout their lives to serve others and theworld in which we live.Student VestryAcolytesChapel MonitorsLectorsCommunion AssistantsSunday School TeachersSacristans22

CALE GROVE '06Rehoboth Beach, DelawarereflectionsAs hard as it was for me and my parents, we ultimatelydecided St. Andrew's was my best option-notonly for the education, but also because of the independenceand preparation for life I would gain fromSt. Andrew's. While I miss home a lot, I still thinkcoming here was the best decision. Really, the educationSt. Andrew's has given me as a human, not as astudent, is probably the most invaluable educationpossible.course selections, V FormTwentieth Century HistoryMusic Theory IIHonors PhysicsHonors PrecalculusSpanish IIIEnglish Y; APactivitiesSoccerIndependent Music ProjectLacrosseMusical Theater Pit OrchestraChoraleStudent Activities CommitteeConvictusImprovisational Music ClubMy research paper on feminist writers duringthe Reformation that I did last year in WesternCivilization and my paper on Hamlet for English thisyear were two amazing academic experiences. Theresearch paper comprised the entirety of my fourthquartergrade, and was about 10 pages long. It wasprobably the most engaging intellectual experience Ihave had thus far. I enjoyed my Hamlet paper simplybecause I 'got it:' As soon as we finished the play,I knew what my paper would be about, and, sinceHamlet is as cynical as I am, I enjoyed both readingthe play and writing my paper.favorite St. Andrew's readsPhilosophy readings for Western CivilizationIn Our Timefavorite places on campusRecording StudioRodney PointFront Lawn23

COMMUNITY SERVICELEADERSHIP

The Community Service Program at St. Andrew's lies at thecenter of the School's commitment to encourage our studentsto reach out and care for others. St. Andrew's identifies numerousopportunities for students to serve on the local, regional, and globallevels. Students can participate in programs individually, as a part ofteams or organizations on campus (such as the Student Vestry, musicalgroups or clubs), as dormitory groups, as a form or sometimeswith the entire School.Over 70 percent of our students are involved in community serviceprojects each year. These projects are directed by a student committeeand supervised by a group of faculty, though many studentsand faculty also become informally involved. Here are some of theprograms to which St. Andrew's students and faculty volunteer theirtime:+ Adaptive PE - Students help physically challenged childrenswim in the pool.+ Andrew's Place Soup Kitchen - Students deliver and serve dinnerto residents of a homeless shelter in Wilmington.+ Appoquinimink Boys and Girls Club -Students tutor and playwith local school children two afternoons a week.+ Big Brother/Big Sister- Students meet with boys and girls fromlocal elementary schools.+ Operation Christmas Child - Students collect shoeboxes andfill them with toys and small items and ship them to developingcountries to provide Christmas gifts for children there.+Recycling- Students sort, collect and deliver recyclables in ourcampus recycling program.

+ St. Mark's College - Students organizeand direct annual fund raising projects tohelp support our sister school in a ruralblack township in South Africa.+ SUver Lake and St. Anne's Tutors - Studentsvolunteer an hour a week as teacherassistants in the local elementaryschool.+ Sunday School - VI Formers design andteach a Sunday School curriculum forfaculty children on Sunday mormngsduring the academic year.As a small school, St. Andrew's providesremarkable leadership opportunities forStudents serve as appointed or electedleaders in the following areas of School life:+ Class Government+ Residential Life+ Honor Committee+ Discipline Committee+ Social Activities Committee+ Athletic Committee+Jobs System+ Food Committee+ Community Service Committee+ Student Vestry+ Admission Committeeeach student in every aspect of School life.Students find many openings to serve oncommittees and grow as leaders in academics,athletics, the arts, dormitories and communityservice. Living with and emulatingteachers and peers who demonstrate honesty,discipline, generosity, and creativity, ourstudents learn to assume responsibility withgrace and integrity. They collaborate withthe faculty to create a School culture that isdynamic, responsible, and innovative, andgraduate as young men and women wellprepared to be leaders in their college andadult communities.Opportunities to pursue personal passionsare almost unlimited at St. Andrew's.Formal and informal organizations and clubsabound. As interest ebbs and flows, the titleschange, but the number of active clubs is usuallybetween 20 and 30.Students from all forms are welcome toparticipate in publishing the School newspaper,the Cardinal, and the School literarymagazine, the Andrean. In addition, the VIForm publishes the Griffin, our yearbook.Club activity covers a range of interestsand clubs play key roles in many areasEnry experience a/Jowr uu to 3rtrw MUi eM a MUi a/Jowr uu to 3aiK!AufirationttL inMjkt !Atto aJtd/wr p-e-rwn'r Ufe· wlte#ter ()Y 1UJi-St. Andrew'r u parif! th.e Day of Sib:nce) ()Y cut aftenuron a.M.ptWe at:jualUx ion) ()Y tt trip to St. AfUW'r.3artm) th.e dudent body u irttertteiirtj with MUi Lear jr&m tke wortd arowui 1M wera

of campus life. The Environmental Cluborganizes the School's recycling program andworks with various groups on campus toensure that St. Andrew's strives to be a sustainableschool. For example, the EnvironmentalClub works with the dining hall toreduce food waste and increase sustainablefood choices. The group also organizesforums and discussions on issues related tothe,. environment and they organize the campus'Earth Day celebration each year. Thetwo campus political interest groups, lnvictusand Convictus, sponsor regular politicaldiscussions and organize debates in electionyears. In the Mock Trial club, studentsassume the roles of prosecutors, defenseattorneys, witnesses, defendants and plaintiffsin fictitious cases, rehearsing testimonyand eventually participating in a statewidecompetition.The St. Andrew's Players, our dramaticgroup, puts on three major theatrical productionseach year.27

THE ARTS

To experience the joy of creating, to develop the confidenceto perform before audiences, to express oneselfthrough sound and color and gesture-these are the lessonsthe arts teach. The visual and performing arts are a vital aspectof a St. Andrew's education as well as our campus culture. Thenew Jonathan and Joan O' Brien Arts Center, built in 2004, isa testimony to the brilliance, energy and legacy of all facets ofthe arts at St. Andrew's.Starting in the III Form year, all students take part inIntroduction to the Arts, a survey course giving them theopportunity to get to know all members of the arts faculty anda chance to be inspired by each discipline represented withinthe Visual and Performing Arts Department.Following this survey course, all students at St. Andrew'sare encouraged to explore and develop their artistic talent ina number of different areas; not only does this foster creativityand skills of expression, but it also develops the focus anddiscipline that will serve them well in all aspects of their lives.We offer students the opportunity to study ceramics, drawing,painting, sculpture, art history, film studies, photography, acting,music theory, music composition and digital music. Thesecourses are described in the Course Directory provided in theAcademics section of this viewbook.

Frequentrecitals,to a number of churchartistsm the WarnerGallery;concertsexhibitions and drarnaproductions allowstudents to share theirby internationally recognizedmustctansartistic talents andefforts with the entireSt. Andrew's community.Such sharingtakes place on a largerstage as well. Ourmuste groups haveand ensembles 1nEngelhard Hall and lecturesby art historians.The O' Brien ArtsCenter accommodatesall these programsbeautifully; with theperformedthrough­380-seatEngelhardout Delaware and theHall,state-of-the-art,region.Our Concertacoustically engineeredChoir brings its musices and concert halls throughout the Mid-rehearsal rooms fororchestra and smallinstrumental and vocal ensembles. TheAtlantic region, and every other year O'Brien Center provides bright and spatocathedrals and villages m Europe. At cious painting and drawing studios, as wellthe same time, we bring the larger artworld to St. Andrew's through regularexhibitions of the work of professionalas the Warner Gallery; a breathtaking artgallery to exhibit student works and thoseof visiting artists. Students have access toTf1j,r u tJu e ojt at a boar sclwoi Uke St. AW&W's 11J'he.ve we ali eudJracetJu H vidon oj 'V1J"eil r) f"Mli

ample and well-equippedlabs for ceramics, dance,pottery, film, photographyand graphic design. InFounders Hall, the MoiraStevenson Forbes Theateroffers student actors a superb,technologically sophisticatedspace in whichto grow as performers andthe opportunity to participatein three major dramatic productionseach year, includinga large musical productionmounted each winter.One of the highlights ofthe year at St. Andrew's is thespring Arts Weekend, whenparents and friends visit campusto witness and celebratethe diverselearn the artistic and technicalaspects of dramaticartistic accomplishmentsof our students.production.Our dramaprogram offers students31

Sports at St. Andrew's reflect our belief that all students, notjust varsity athletes, benefit from participating in sports.Athletics at St. Andrew's are interscholastic in nature, with 10sports for girls and 11 for boys. There are as many levels of competitionas can be supported by numbers of athletes; all sportsfield varsity and junior varsity teams, and some a third level. MostSt. Andrew's students begin their careers on lower-level teams andwork their way up to varsity.We stress participation, growth, sportsmanship and a commitmentto excellence at every level. Sports at St. Andrew's aredemanding and challenging, but we emphasize that they areprimarily designed to teach students the importance of teamwork,discipline, resilience, sportsmanship and grace under pressure. Ourcoaches, who are the same people who teach in our classroomsand live in our dormitories, fully understand and support thisphilosophy.St. Andrew's is a member of the Delaware Independent SchoolsConference (DISC), which has league championships in allsports we offer except crew and squash. The five other conferenceschools-Sanford, Tatnall, Tower Hill, Westtown and WilmingtonFriends-have athletic philosophies similar to ours and are locatedwithin an hour of St. Andrew's. Most games are played againstteams from DISC schools, with additional contests held with teamsfrom other independent schools and some public schools.

ATHLETICPROGRAM

JENNIFER CUERVO '06Middletown, Delawarecourse selections, V FormCreative WritingPhysicsPrecalculusEnglish v; APWestern CivilizationOrchestral MethodsSpanish Language, APactivitiesSoccerSwimmingLacrosseOrchestraChoraleMusical 'Uleatre Pit OrchestraPolar Bear ClubAdaptive PELifeguardreflectionsAll my life, I've always loved to be independent.When it comes to making decisions, I tend to do themon my own and not rely on others. Because of this attitude,my parents and I decided that a boarding schoollife would be best for me. 'Uley knew I would be ableto "survive" and not get too homesick.Being able to just e-mail a teacher, or knock ontheir door for an extension on a paper, or just simplyask them for help is certainly a plus that the Schoolprovides for us students.I am closest to Sefwra Ramirez. I just experienceda death in my family and she was the first person thatpopped into my head to go and talk to. Some maythink I'm close to her because we're both Hispanic,whereas others may say that her personality is a lotlike my mom's and that that would encourage me to beclose with her, but whatever the case is, I know I cantrust her and that's what makes our relationship soclose.I've come to realize how much this school reallymeans to me and everyone else around me. 'Ule campus,the people, the activities-everything is just sounique and special.favorite St. Andrew's readEnduring Lovefavorite places on campusgrass docksclimbing tree leaning over the waterbehind the Roaches' housethe wall next to the pool, where I go andkick the soccer ball as hard as I can34

St. Andrew's is also anassociate member of the DelawareInterscholastic AthleticAssociation (DIAA), whichgoverns athletic policies inDelaware. St. Andrew's supportsDIAA's emphasis onsportsmanship and is proudto have been co-recipient ofits first annual SportsmanshipAward in 1998.Despite our small size, St. Andrew's iscompetitive in league and state competition,having won 37 state championships in boys'cross-country, girls' and boys' lacrosse, boys'soccer, girls' and boys' tennis and wrestling.Girls' and boys' crew have received regional,national and international recognition. 1heboys' crew has competed at the British Henleyregattas several times in the last 10 years. 1hegirls' crew has won the Stotesbury Regatta, theoldest and largest American high-school regatta,more than any other team in the country.1he girls' crew has been to the women'sHenley Regatta four times,made the final three times, andwon in 1997.On s1x occaswns, fiveSt. Andrew's coaches havebeen named Delaware Coachof the Year in baseball, girls'and boys' tennis, boys' lacrosseand swimming. Our AthleticDirector was voted DelawareAthletic Director of the Year in 1998. In 2004,Coach Bob Colburn and the St. Andrew'sbaseball team were honored for a decade ofexemplary sportsmanship. In addition, statewidesportsmanship honors have been awardedon six occasions to our field hockey, boys'soccer, baseball and boys' tennis teams.The Athletic Program IS served bysuperb outdoor and indoor facilities thatare accessible to the entire St. Andrew'scommunity. Outdoor facilities for fallsports include five soccer fields, two fieldhockey fields, practice and game footballFallBoyf SportfWinterSpringCross-Country Basketball BaseballFootball Squash CrewSoccer Swimming LacrosseWrestlingTennisFallc;wu sportfWinterSpringCross-Country BasketballCrewField Hockey Squash LacrosseSoccer Swimming TennisVolleyballDance35

GENG WANG '06Sugar Land, TexasreflectionsBefore I came to St. Andrew's, I attended a rather largeTexas public high school comprised of about 3,000 students.The public school system struck me as resembling a factory,where students are literally pushed through a certain set ofpredetermined requirements off to college, rather than permittedto explore and trail-blaze in their own interests. Boardingschool offers a smaller community with perhaps the strongestsecondary-school liberal arts education.Most boarding schools are able to offer high caliber educations.But I decided to come to St. Andrew's because immediatelyafter I walked in Founders Hall, I sensed a strong senseof community and camaraderie between the students. I foundcourse selections, V Form20th Century HistoryCreative WritingMultivariable CalculusOrchestral MethodsHonors PhysicsUS HistoryEnglish VactivitiesFootballWrestlingLacrosseOrchestra (All-State Band)Musical Theater Pit OrchestraMath ClubThe Cardinalfavorite St. Andrew's readsMountains Beyond MountainsWar and the American PresidencyInnumeracyfriendly students rather than pretentious or overly competitivestudents that I expected at a boarding school.I absolutely love the school spirit and even more specificallythe student body. St. Andrew's is extremely diverse, sothere is always someone to debate with or share ideas with. Inmy United States history class, we have one girl from NorthCarolina, a boy from Texas, a German, a Korean, a couple ofstudents from New York, conservatives, liberals and minorities.There are always new perspectives presented in class, thetrue essence of education.During the most "recent couple of weeks in physics class,the physics teacher came up with an idea where the upperclassmenin the classroom teach and tutor the underclassmen.Thus the juniors and seniors were each paired up with asophomore and given the duty of enlightening the IV Formersin the principles of physics. Even though I tutor weekly at thelocal middle school, the experience of teaching physics to asophomore brought not only a sense of accomplishment, butmore importantly a better understanding of the material.St. Andrew's has one of the most beautiful and relaxedcampuses, where students can relax and learn for the sake offavorite places on campusEngelhard Hall, O'Brien Arts CenterA. Felix duPont Jr. ChapelIrene duPont Librarylearning. While there is ultimately the goal of college, studentsat St. Andrew's have the opportunity to design their ownschool-funded independent projects where they can exploreand learn anything they want. St. Andrew's offers the ethos oftrue learning, versus the mechanical repetition of some otherschools.37

The principal goal of the college counseling program is toempower our students to have successful and fulfillingcareers in a college appropriate to their individual strengths andinterests. Toward this end, we help our students think deeplyand carefully about their talents and aspirations, set reasonable andappropriate goals and present themselves in a manner that willmaximize their strengths.We encourage our incoming students to find and develop thosestrengths by sampling a wide range of academic and co-curricularopportunities. We have consistently found that the students bestserved by the college counseling program are those who have committedthemselves most meaningfully to the life of the School. Inaddition, we urge students to develop a good sense of what kind ofcollege environment will best suit them.Students and parents come into the process with many differenthopes, concerns and expectations. We pride ourselves on communicatingclearly and promptly with families, giving them the informationthey need to support their children with confidence andwisdom. In the rapidly changing world of college admissions, wekeep ourselves up to date and pass this current understanding onto all with whom we work.The headmaster, the director of college counseling and threecollege counselors also act as strong advocates for individualstudents and the School as a whole. We visit over 50 colleges anduniversities throughout the year to keep our understanding ofCOLLEGECOUNSELING

MatriculationsClasses of 2002, 2003, 2004 and 2005 - 279 StudentsCollege Matriculationsthe colleges fresh and to maintain thecolleges' familiarity with St. Andrew'sunique strengths and character. Eachyear, St. Andrew's hosts around 75college admission professionals, whoprovide students with an overview ofthe colleges they represent as well asgeneral information about the collegeapplication process.College counselors also guidestudents in usmg the Internet andother resources to gam informationabout colleges, scholarships andfinancial aid, and SAT, AP and ACTtesting. In the V Form year, studentsconfer frequently with college counselors,both individually and in groupsessions. As VI Formers, the studentstake primary responsibility for theirapplication process, while we continueto support them with advice, advocacyand logistical support.AdelphiAlbrightAlfredAmericanBardBatesBoston CollegeBowdoinBrigham YoungBrownBucknellUCLA1416331Carleton 1Carnegie Mellon 2College of Charleston 6Univ. of Colorado-Boulder 2Colorado College 2Columbia 6Connecticut College 1Cornell 6Dartmouth 8Davidson 15Univ. ofDelaware-Honors 9Dickinson 7Duke 8Elon 1Emory 2University of FloridaFranklin & MarshallFurmanGeorge WashingtonGeorgetownUniversity of GeorgiaGeorgia TechGettysburgHamiltonHarvardHaverfordHopeUniversity of Illinois] acksonvilleJohns HopkinsKenyonLafayetteLehigh23145214465372Maca lester 1Univ. of Maryland-Honors 2ManhattanvilleMcDanielMiddlebury 9Mount Holyoke 3New York University 2U.N.C.-Chapel Hill 4North Carolina StateNortheasternNorthwesternNotre Dame 2Oberlin 1Occidental 1Ohio Wesleyan 1Pace 2Parson's Design 1Pennsylvania State 1University of Pennsylvania 8Princeton 6Randolph MaconRiceUniversity of Richmond 2RoanokeUniversity of Rochester 2Rollins 2RutgersUniversity of San DiegoSarah Lawrence 2Savannah College of Arts 1Scripps 3Smith 2University of the South 7Southern Methodist 1Stanford 5SwarthmoreTrinity (CT) 2Trinity (TX) 2Tulane 2U.S. Naval AcademyVanderbilt 1Univ. of Ve rmont 1Virginia Military Institute 1University ofVirginia 5Washington CollegeWashington & Lee 1Wellesley 2Wesleyan 4Wheaton 1Widener 1William & Mary 2Wtlliams 13Yale 4In the pad jour 7earr St. Awffils /uu 3radua:ted 279 >-tudentr 'WiUJuwJ:ricufa:ted at 98 U.S. e:r a.n.d dtief. The avere SAT I rwre:rfor St. Awffils rare GS8 v-&rbaL a.n.d GS2 111.tl.i:hj a qUJ.Yter ojtiwududen:tr ear National Merit scJurUu,-YUp rf:C/J311ii:iort for tlwW P SAT rwre:r.

0 ur academic program, described in the pages that follow, reflects those qualitiesof mind we value most: thoughtfulness, inquisitiveness, creativity and a respectfor rigorous scientific inquiry. These values find expression in a sequence ofrequirements in the core subject areas of English, history, science, mathematics, modern andclassical languages, religious studies and the arts; a commitment, particularly in the early years,to the teaching of writing, critical reasoning and scientific investigation, and a deep belief in theworld's religious, philosophical and artistic traditions as a lasting source of wisdom and hope.Of course, what will be missing from any description of our program-and what only avisit to St. Andrew's can provide-is the extraordinary vitality of our academic culture. Hereyou will see classrooms, laboratories and art studios that are lively, playful and intellectuallyserious; assessments that are creative and challenging and which have been teed against thebest practices of colleges and universities; and students who are motivated, curious and deeplyengaged in their work.Indeed, it is this high level of academic engagement-a quality most educational researchsuggests is a precondition for success in college and professional life-that most distinguishesour graduates. At St. Andrew's students don't just "study" art, science and history; they work,under the careful guidance of our faculty, as apprentice artists and scholars. As they do, theydiscover the joys and pleasure of authentic inquiry-an experience, we hope, that will sustainthem throughout their lives.sAcademic Dean714(}£_Nathan CostaDirector of Studies

0 ur curriculum teaches students to think logically, critically and creatively, and toarticulate their thoughts persuasively; to engage with ideas and worlds beyond theirimmediate experience through literature, history and the arts; to explore, quantify and analyzephysical phenomena using rigorous scientific methods; to achieve increased awareness of theirplace in a world of diverse philosophical and religious traditions; to develop a firm foundationin computational skills and quantitative analysis; to acquire a global awareness through aknowledge of other cultures and a solid grounding in at least one foreign language; to becomeaware of ethical and moral issues and make judgments with sensitivity and courage; to useinformation technology for research, communication and experimentation.The St. Andrew's Academic Program rests on a foundation of teaching practices that includesmall, seminar-style classes, collaborative work and tutorials modeled on the Oxford method.Small class sizes encourage our students to engage themselves fully in intellectual work andallow them to learn from a dynamic exchange of ideas with peers and teachers. Tutorials providestudents with the focused questioning and response that allow them to grow as independentreaders, writers and thinkers. Students also learn to defend their thoughts and argumentsorally in exhibitions, discussions of their work before a panel of students and teachers.

cU.M SizeAt St. Andrew's the student-teacher ratio is five toone. The average class size is 11 students, the actualsize of individual classes depending on the subjectand the level at which it is pursued.D RquirsThe School requires 18 credits for a diploma butencourages most students to work beyond thisminimum. Of these 18 credits, four must be inEnglish, three in mathematics, two in a foreignlanguage, two in history (including United Stateshistory) and two in a laboratory science. While twoyears of a foreign language is the minimum diplomarequirement, the School urges students to continuestudy through at least the third year. Studentsmust take religious studies in the IV and VI Formsand are expected to participate in a curricular orco-curricular aspect of the Arts Program beforegraduation.Ctnifse P Mtd PSt. Andrew's takes care to tailor the course of studyto each student's abilities, needs and interests. Inthe early spring, a student and his or her advisorplan the course schedule for the ne:x.1: and succeedingschool years. After consultation with parents,advisors, members of the faculty and a collegecounselor, students submit their class selectionsto a committee composed of the Director of Studies,the Director of College Counseling and theacademic department heads for final review.St. Andrew's expects new students to takeSchool placement tests in mathematics andlanguages. The Registrar sends such tests to anyperson or agency capable of administering them.ExStudents take examinations in their courses at theend of the first and second semesters. In addition,they take such standardized tests as the Schoolrequires to facilitate college guidance and place-ment. All IV Form students take the College BoardPSAT, and all V Form students take the NationalMerit Scholarship Qualifying Test. In their V andVI Form years, students take the College BoardSAT I and at least two SAT Us. St. Andrew's offerspreparation for the Advanced Placement examinationsin biology, chemistry, physics, English, French,Latin, Spanish and mathematics and encouragesqualified students to take these examinations.Rts Mtd Ctradinj sys-temThe School reports grades in percentages: 85 orabove represents honors work, GO is passing, andbelow GO, failing. The School sends reports homein November, February and April. In October andMarch, each student's advisor writes a letter notingthe student's mid-term performance. In June,the student's advisor writes a complete review thataccompanies final grades and teacher comments.The Academic Dean, Director of Studies andacademic advisors may also write letters in specialinstances.The School welcomes inquiries or commentsfrom parents.use ofmodern information technology in all subjectareas. The nearly 100nehvorked computerslocated in classrooms and laboratories acrosscampus provide students and faculty with Internetaccess, e-mail accounts, internal campus messaging,file storage, printing services and specializedacademic software.Science laboratories utilize computer-interfacedmeasuring probes and spreadsheet programsfor data analysis. In mathematics classes,students work with mathematical modeling andstatistical analysis programs, as well as programmablegraphing calculators. Students hone theirlistening and speaking skills in modern languagesby working with interactive audio and video clipsaccessible through the campus computer network.43

Li!JraryThe mission of the Irene duPont Library is toencourage academic excellence by providingservice and instruction to the School community,to collaborate with faculty in designing learningopportunities with resources, information andtechnology, and to promote effective and discriminatingusers of ideas and information.Built in October 1956 and renovated in 1997,the Library features individual study carrels, acomputer lab, group study rooms, a periodicaland reference room and a collection of approximately36,000 volumes and 145 periodicals. Theprint collection grows by about 1,000 each year. Inaddition to our print collection, the Library hasover 30 electronic reference sources and full-textarticle databases covering a wide variety of subjectareas. While the Library strives to provide thebest technology and access to information in a secondaryschool setting, the Library itself remains aserene, casual and academic environment.With a new and ever expanding library Webpage, http:/ /libraryweb.standrews-de.org, theLibrary is committed to facilitating student accessto information by providing formal library instruction.This work, begun during orientation classesfor new students and continuing in other academicclasses throughout a St. Andrew's career, providesstudents with library research skills for theacademic environment of this school and beyond.The Library Web page is also an access point for theSchool archives, which provide numerous primaryresearch opportunities for students. Library staffare active in their continuing support of the curriculumand the natural intellectual growth of ourstudents, faculty and staff and are eager to assist inresearch opportunities.Sixth Form students with a demonstratedcommitment to independent work have theoption of taking a spring tutorial. These readingandwriting-intensive courses are specially designedby faculty in a range of disciplines for three studentsor fewer. Tutorials meet less frequently thanregular seminar classes, but students read more andwrite weekly essays, which they tl1en read aloudand critique with their teachers and classmates inthe spirit of the Oxford tutorial method. Studentstaking tutorials have a degree of independence thatmore closely approximates the collegiate experience,as they sharpen skills of research, written andoral argumentation and problem-solving. Tutorialsalso allow students to pursue their own academicand artistic interests and to demonstrate, throughtheir weekly essays, their mastery of a given field.Most important, they offer students a culminatingacademic experience and a final opportunityto work intimately with a teacher and mentor onthe faculty. More than 20 tutorials are offered eachyear.II I

A SAMPLE OFjudice c/u-i4iMt_ M y Ut« of the Se:wnd MPlato's Republic is one of the most influential works inthe formation of We stern beliefs about the individual,the state and the idea of justice. Students examine theconcept of a just society, the relationship between edu-"mystical union"? Can one be a mystic without expecationand justice, the place of change in the world andequality among citizens, as well as other topics.From the creation of clones to the destruction of theatmosphere that makes human life on earth possible,scenarios that once were found only in science fictionare becoming part of everyday reality. Students investigatesome of the most controversial topics in contemporarybioethics, including genetic testing, gene therapy,stem cell research, cloning and environmental resourcemanagement.UYTM:ed Stai:e-r For&ijn PoUcy !At LatiYt. America:7he cdd War tU1.£i POYtcdd War EnuSome commentators describe relations between theUnited States and Latin America as a love-hate relationship.Others describe a pendulum effect swinging frombenign neglect of the region by the U. S. to a stranglingdomination over Latin American affairs. In this tutorial,students attempt to uncover and explain the influencesbehind U. S. policy responses toward the region, beginningwith the Monroe Doctrine through the Cold Warup to present day issues of immigration and the war ondrugs.We have long been fascinated by mystics, people usuallydescribed having a special gift, or a unique relationshipwith the Divine. What exactly is mysticism? What is ariencing visions? How has the Church both supportedand suppressed those who claimed to know God in amystical way? Students study three great mystics, Julianof Norwich, Meister Ecldurt and Simone We il, andalso consider the complicating role of gender, authorityand power in second millennium Christian mysticism.Recent neurological research is also explored to assesswhether pathological factors are at work in the lives ofsome mystics.Q__ Irr.defe-r tU1.£i itr Irttrl:tJ.iitnuIn this tutorial students review the experimental andtheoretical foundations of quantum indeterminacy, afundamental fe ature of modern theories of light andmatter related to the popular notion of wave-particleduality. Students compare and evaluate the experimentalevidence fo r quantum indeterminacy and the varietyof conceptual models that have been constructed tomake sense of it."And judify the wa.r:,r of c;od to 111-e1t'·A "Fir" of MUtM'r Parad..Ue LOY/:1his tutorial reads John Milton's Christian epic poem,Paradise Lost.It explores the poetic problem of being"first;' as well as the 'justification" presented by this greatEnglish classicist, humanist and Christian apologist: theFade to BLack.:7he Afri"can -Amerkttn F TraditionThe course considers films made about and by African­Americans, as well as the historiography of African­American images in film since the very invention andinception of movies. Students will also explore growingscholarship on this topic, from the seminal work of1homas R. Crips and his essay "Negroes in Movies:Some Reconsiderations" (1968) to Donald Bogle in hisproblem and allure of evil within the divinely createduniverse, and the quandaries of reconciling fate andhuman will, divine omniscience and human reason.book To ms, Coons, Mulattoes, Mammies and Bucks: AnInterpretive History of Blacks in American Films (1994 ) .

The St. Andrew's English Department seeksto instill in students a lifelong passion forreading, writing, critical thinking and independentstudy while preparing them for theintellectual challenges of college and beyond.Through the reading of literature, frequentwriting assignments, seminar discussions,tutorials and oral defenses, we help our studentsdevelop those skills and habits of mindnecessary for continued independent workin the humanities and sciences.At the center of our curriculum are thestudy of literature and the development ofwriting skills, two activities we believe tobe interdependent. We regard writing as awhich the student, through composition andrepeated revision, generates what he or shewants to say and then discovers increasinglyeffective and persuasive ways to say it.For this reason, writing workshops, seminardiscussions and individual tutorials arecritical components of our students' educationand a standard feature of all Englishclasses. Students learn to write through regularpractice and focused one-on-one coaching.By emphasizing class participation andvarious oral exercises, we hope to communicateto our students the value of responsibledebate and scholarly collaboration.creative and intellectually rigorous process in

The process of learning does not stop when studentshand in their essays. Throughout their careers atSt. Andrew's, students discuss their written work inshort orals and longer, more formal defenses knownas exhibitions. Orals and exhibitions allow students torefine their speaking skills, demonstrate their mastery ofa given text or subject and extend the arguments of theiressays. Perhaps most important, they teach students toask probing and incisive questions-about literature,their own writing and the work of their peers.The format of these orals varies. Students frequentlymeet with their teachers in individual tutorials todiscuss essays and journals. They also lead class discussion,and interpret, direct and perform short sectionsfrom plays. Students in all forms discuss their work inmore formal settings as well. At least three times a year,students write essays and discuss them in a 40-minuteexhibition that the teacher oversees. In groups of three,students read one another's essays and carefully evaluatethem, discussing the effectiveness of each essay's argumentand exploring ways to improve and refine it.ErtjUMt IllTI1ird Form English explores themes and issues specificto American life: the persistence of the color line in 21stcentury America; the experience of immigration andassimilation; the role of family, class, religion, ethnicity,gender and education in the formation of the self;and the literature of protest and dissent. These worksare studied for their rhetorical power, and they providemodels for student writing. Texts studied include: E.L.Doctorow, Ragtime; F. Scott Fitzgerald, The Great Gatsby;Julia Alvarez, How the Garcia Gi1·ls Lost Their Accents;James Baldwin, Blues for Mr. Charlie; Mark Twain, HucklebenyFinn; Toni Morrison, The Bl,test Eye; NathanielHawthorne, The Scarlet Letter; and short fiction, essaysand poetry by Langston Hughes, Bharati Mukherjee,Eudora Welty, Kate Chopin, Annie Dillard and RichardRodriguez.This course introduces students to critical thinking,careful reading and effective writing. During the courseof the year, students are introduced to forms of literaryanalysis and are taught the fundamentals of grammar,punctuation and citation. Frequent attention is given tothe development of individual study skills.Ertjtidt IVFourth Form English explores how literature from avariety of traditions illuminates and gives meaning tothe human experience. Students study poetry, dramaand fiction, examining the unique expressive powerof each. Texts studied include: Yann Martel, Life of Pi;Khaled Hosseini, The Kite Rwmer; Charles Johnson,Middle Passage; Jhumpa Lahiri, Interpreter of Maladi.es;Herman Hesse, Siddhartha; Franz Kafka, Jv[etamorphosis;Dai Sijie, Balzac and the Little Chi11ese Seamstress;Alessandro Baricco, Without Blood; and William Shakespeare,Twelfth Nigl1t.This course is an intensive w-riting class that stressesthe skills of developing, drafting and revising an essay.Students write frequent journals-short exploratoryessays on a poem, question or literary passage-andlearn to develop these into more polished essays of twoto three pages. During the IV Form year, we begin workingwith students to prepare them for the SAT II andthe Advanced Placement Exam in English. Students sitfor both exams at the end of their V Form year.I I 47

Eftjthh VFifth Form Eng!" h · ·ISIS a ngorous, col 1 ege-preparatoryclass organized around the three major genres. Studentscontinue to write short (two- to three-page) analyticalessays on a poem or passage but are also expected tocombine thece ·l1ort - -·.• s er essays mto 1 onger, more sophisticatedcompositions..Students might compare a series of passages from anovel or play, trace and explain the significance of largerthematic and metaphoricalpatterns, ordescribe the evolutionof a characteror the developmentof a central conflict.Students are alsoasked to discusstheir essays in oraldefenses before theirteachers and peers.Preparation for theAdvancedPlacementexaminationcontinues throughoutthe V Form year,with students regularly taking practice tests and writingpractice essays. Texts studied include William Shakespeare,Hamlet and OtheUo; Mary Shelley, Frankenstein;Emily Bronte, W"thering Heights; James Joyce, Dub liners;N. Scott Momaday, The Way to Rainy Jv[ountain; CormacMacarthy, AU the Pretty Horses; Michael Ondaatje, T11eEnglish Patient; Ian McEwan, Enduring Love; AlbertCamus, Tl1e Stranger; and Toni Morrison, Song of Solomon.Ertjtidt VIWhereas V Form English focuses on the analysis ofindividualliterary texts and prepares students for the sort ofquestions commonly asked on the Advanced Placementexamination, VI Form English introduces students tomore advanced forms of literary study by focusing ona genre (domestic gothic, tragedy, autobiography, shortstory), period (the American Renaissance, modernism),tradition (African-American literature, the literatureof women), or theme or issue germane to literary study(what is a classic?, the family in literature). These coursesare often interdisciplinary or comparative in nature andlocate the works studied within a specific literary traditionor historical context.The centerpiece of a student's final year atSt. Andrew's is the Senior Exhibition. Seniors choosea work of literature from a list of books provided bytheir VI Form instructor and related to their particularcourse. They thenprepare an essay of 10to 15 pages in lengthon a topic of theirown choosing.Studentsread and studythe book-sometimesin conjunction withsecondary sources andother expressive textssuch as film, music orvisual art-and thendevelop a topic and anargument on their own.They meet frequentlywith their teacher asthey draft their papers,but this process is, in essence, an independent project.During the winter, students discuss and defend theiressays before members of the English Department.Senior Exhibitions are open to any interested memberof the communitySmior Spr0j S) atW., Tu:to-riAMIn the spring, seniors may take either a seminar inEnglish or a tutoriaL The department has offeredseminars on such topics as the Victorian novel, Shakespeareantragedy, modern drama, American autobiography,modernist poetry, the gothic novel, themodern short story and American film. Students havealso had the opportunity to take classes on creative writing,the expository essay and literary journalism (usingTl·1e New Yo rker and other literary magazines).Senior tutorials are offered each spring in variousdisciplines by members of the English department and

y faculty in other departments throughout the school.A sample of recent tutorial titles includes: "T11e Triumphof the Right;' "Alchemy: Science, Faith, and the Historyof Chemistry;· "Fade to Black: African-American FilmicTradition;· "Jacksonian America;· "1l1e Bronte Sisters;·"Contemporary American Lav.( "Christian Mystics of theSecond Millenium" and "Quantum Indeterminacy:' Seethe description of tutorials in the Academic Program for afuller discussion of this program.CredWe W Courses in creative writing are offered in half-year unitsin both poetry and fiction writing. Individual assignmentsisolate particular skills and provide students with anopportunity to practice each skill in the context of an exercise.1l1ese exercises allow students to explore such issuesas fo rm, tone, voice, audience, diction, plot and dialogueand provide much of the material for class discussion.Students are also given free assignments that allow themto pursue their creative inclinations.Advanced CrWiu-e w This course is a continuation of the first-year CreativeWriting course.Publicationsat St. Andrew'sThe Andrean is a literary magazine that fe atures thepoetry, fiction and artwork of St. Andrew's students.Published each spring, the journal is edited by studentswho meet weeldy to critique submissions anddecide which to print. Through the process of collaborativeediting, students broaden their interpretiveand critical skills.A student-run newspaper, The Cardinal is publishedseveral times throughout the year. Students are responsiblefor news gathering, writing, editing, layoutand photography and assemble the newspaper usingdesktop publishing tools such as slide scanners,QuarkXPress and Adobe Photoshop.See the History Department listings for a descriptionof this course offered jointly by the English and HistoryDepartments. Students who successfully complete thiscourse earn one English credit and one history credit.I I49

The History Department introducesstudents to the serious study of the world's civilizationand cultivates a perspective throughwhich students begin to see themselves asindividuals with opportunities and responsibilitiesin a modern, post-industrial world.With a focus on primary documents, our aimis for students to gain a particular knowledgeof their own immediate culture through thestudy of United States history, as well as toinitiate a study of the human condition in thebroadest sense of the term.By learning to evaluate and use evidence tomake qualified generalizations, our studentsdevelop analytical skills that will serve themin college and beyond. All history coursesrequire short, carefully structured papers thatdemand close analysis of primary sources andlonger term papers that require extensiveresearch on a particular topic or issue.Ultimately, we are committed to the notionthat the study of history is an integral componentin the general humanizing process of aliberal education. We encourage our students,as they study specific periods, cultures andhistorical themes, to develop the intellectualskepticism and analytical rigor to identifydemagoguery, hagiography and the parochialismsof ethnicity and gender.Students are required to take one course inUnited Stateshistoryas well as one other majorhistory course. The U. S. history requirementmay be fulfilled in any year, but incoming IIIForm students are required to take U. S. History.Students entering the V and VI Formsmay gain an exemption from this requirementif they have taken a comparable course beforeenrolling at St. Andrew's. Other offerings provideenough choice to satisfy student interestbut not so many options that the experiencebecomes a fragmented one.

Uni:ted StatM H?&rryThe United States History course serves not only as anin-depth introduction to American history but also asan introduction to the field of history itself. Students inthe III and IV Forms enroll in U. S. History 3-4; V andVI Form students enroll in U. S. History 5-G. While thetexts and the topics in the n.vo courses are slightly different,they share the same objectives. Students answerauthentic historical questions, using primary sources;these "research challenges" require written responsesbased on research and reading on the assigned topics.This method encourages students to think deeply aboutthe past, ask questions and interpret evidence, developcogent arguments, and collaborate with their peers.Prepared each class period with his or her own researchand arguments, each student is actively invested in andresponsible for the class discussion. By the end of thecourse, students will have an understanding of Americanhistory, a well-developed curiosity for history in generaland the ability to ask meaningful questions when presentedwith an unfamiliar document, newspaper, film orbook. Course readings include a series of monographsand primary documents as well as selections from thefollowing: Frederick Douglass, Narrative of the Life ofFrederi.ck Do•1glass, an America11 Slave, Howard Zinn, APeopLe's History of the United States and John Parker, HisPromised Lw·1d.WMtern cWit.izationDesigned to provide students with a fundamental understandingof the ongoing tradition of the Western world,this course places strong emphasis on contrasting modernWestern civilization with the traditional societies fromwhich it grew. Furthermore, it contrasts the developmentof Western civilization with those of Africa, Asia and theMiddle East. As such, it is a study of the historical emergenceof the modern West from a distinctly multiculturalperspective. Critical periods in the story of humanityreceive special attention, from the discovery of agricultureand the origins of the city to the modern Industrial Revolutionand its global consequences. The disciplines of anthropology,economics, philosophy and art history are drawnupon when appropriate.Emphasis is placed on developing reading, writing,speaking and analytical skills in a variety of formats.Texts consist of selections from both primary and scholarlysources, including the following: Plato, The RepubLic;H. D. Kitto, TI1e Greeks; Michael Grant, The Wo dd of Rome;Moses Hadas, ImperiaL Rome; Donald Kagan, ed., St•1diesin the ClassicaL Wo dd; Robert Heilbroner, The Worldly Phi­Losophers; Samuel Noah Kramer, Tl1e Sumeria11S; BernardLewis, The Arabs in History; Machiavelli, Tl1e Pri11ce; LewisMumford, Tl1e City in Histo1·y.Twentidlt Untury H?&rryThe objectives of this course are similar to those ofWestern Civilization but with specific emphasis on thet\.ventieth century, intellectual history and the applicationof insights from psychology, economics and literature.Topics and events studied vary from year to yearand encompass a breadth of 20th century perspectivesand experience, including World War I, the rise and fallof the fascist states, the Russian revolution and the collapseof the Soviet Union, the Chinese revolution andAmerican involvement in Vietnam. Certain organizingthemes tie the course together, including the phenomenonof "total war;' the consequences of technologicaland scientific developments, the nature of power andauthority and an understanding of modernity. Emphasisis placed on critical reading of primary and secondarysources and written work that requires careful analysisand independent thought. Te>..'ts include the following:Vera Brittain, Cln·o11icle of Yo ut/1; Sigmund Freud,CiviLizatio1·1 w1d Its Disconte11ts; Paul Fussell, Tl·1c Great \ \far51

and Modem MemMy; Donald Gochberg, ed., Classics ofWestern T11ought: T11e Twentieth Centw·y; William Golding,Lord of the Flies; R. Goldston, T11e Rise of Rerl China; GeorgeHerring, A111erica's Longest Wa,·; James Wilkinson andH. Stuart Hughes, Contemporary Ew·ope: A History.cof.mUaL HiflrffyWhile far from a new phenomenon, European colonialismat the dawn of the 19th century distinguisheditself considerably from earlier imperialist adventures.The meeting of European merchants, scholars, missionaries,bankers, bureaucrats and explorers withthe indigenous peoples and communities of Africa,Asia, Latin and South America, and the Middle Eastproduced new social, economic and political formations-andthe legacies of these encounters persist tothe present day. Drawing on a variety of disciplines,including history, comparative literature, economics,cultural studies and sociology, this course helps studentsdevelop an understanding of the complex themes ofidentity, gender, resistance, collaboration, exploitation,and nationalism. Students will become acquainted withthe critical debates of postcolonial scholarship as theyhone their own writing and rhetorical skills. Study ofnovels, essays, news media, film and other discourses,as well as research-based case studies of contemporaryissues, accompany historical and theoretical readings.Texts include Chinua Achebe, T11ings FaLL Apart, JosephConrad, Heart of Darkness, Ferdinand Oyono, Houseboy,and Tayeb Salih, Season of Migration to tl1e North; as wellas theoretical readings by Aime Cesaire, Bernard Lewis,Edward Said, Samuel P. Huntington,Jurgen Osterhammel,Frantz Fa non and others.1l1is course focuses on the process of what has cometo be known as 'globalization:' Drawing on a range ofdisciplines, including ethics, economics, geography, ecologyand cultural and literary study, it offers students anintellectual tool-kit for understanding some of the mostpressing issues facing the world today-issues that willshape public debate, both here and abroad, for decadesto come. Students first examine the duties and obligationsof citizens in a global world and ways in whichthe media and popular culture shape (and misshape)our understanding of peoples and events beyond ournational borders. Further topics include the emergenceof the international human rights movement; the problemof war crimes and the debate over the InternationalCriminal Court; the continuing problem of genocide; thecultural and political impact of economic globalization;the commercialization or "Americanization" of globalentertainment; the debate over climate change, overpopulationand environmental collapse. In each case thecourse examines the ways in which various writers andauthors have made sense of these issues. Sources includethe following: Shakespeare, T1·1e Te mpest and Hemy V,]. M. Coetzee, Waiti.11g fo r the Barbariai"IS; Amos Oz,Pantlw· in tl1e Basement; Albert Camus, T11e Plague; VS.Naipaul, A Bend in the River; Satyajit Ray, Distant T1wn-52

der; Godfrey Reggio, Powaqquatsi; Ariel Dorfman, Deathand the Maiden; Nadine Gordimer, July's People; Nurrudin,Farah Links; art by Goya, Picasso and Maya Lin.Students also make extensive use of English versions offo reign newspapers through the internet and articlesfrom such publications as The New York Review of Books,Atlantic Monthly, Discover, Foreign Affairs, Slate.com, andThe Chronicle of Higher Education.Hiaory oj tke Middle EadWhat forces have brought the Middle East to its currentsituation and, given those fo rces, what are the best chancesfo r peace in the future? This course provides shtdents withthe background and the skills to answer these questionsand understand the events that transpire in the MiddleEast today. It also aims to develop the student's ability toanalyze opinionated sources rigorously and dispassionatelyand to approach potentially controversial issues in a helpfuland scholarly manner.The course begins with a review of the evolution ofJudaism and its basic beliefs and with an introduction toIslam. It then focuses on interactions between the UnitedStates and the Arab world from the 1970s to the present,discussing the rise of Islamic fundamentalism, the threePersian Gulf wars and current Middle Eastern attitudestowards the United States. Topics also include the progressionfrom the Crusades through the rise and fall of theOttoman Empire and toward the modern Arab-Israelicrisis.Shtdents demonstrate their understanding throughtraditional assessments but also by position papers, journalisticwritings, role-playing, presentations and mocktrials, and a final research paper and mock peace conference.They examine a wide range of primary sources, fromknights' journals to U.N. resolutions to articles from ForeignAffa irs and keep abreast of current events in the region byregularly reading the Middle East section of the New YorkTimes. Te xts also include the fo llowing: Peter Mansfield, AHistory of the Mi.ddle East; Ian J Bickerton, A Concise Historyof the Arab-Israeli Conflict; Mark A. Tessler, A History of theIsraeli-Palestinian Conflict; Amanda Roraback, Israel-Palestinein a NutsheU.Hi&ry 1_ Ead Asia.This course introduces students to the htstory of the twomain East Asian cultures of China and Japan by examiningtheir political and social institutions, philosophical and reli-gious beliefs, and artistic and literary traditions. Using bothscholarly interpretations and primary documents, studentsexplore the traditional foundations of these cultures, howthey have been historically redefined and what relevancethey have fo r China and Japan today. The approach tothese questions attempts to understand the world-viewsof East Asian cultures and their responses to worldly andspiritual challenges of the past. The fundamental goal ofthe course is thus to understand the histories of China andJapan from within, that is, from the historical perspectivesof the Chinese and Japanese themselves rather than solelyfrom a Western point of view.Such an understanding of East Asian culture is increasinglyimportant in today's global economy in which thesecultures have become key players on the contemporaryworld stage and may well define the next century. Textsinclude the following: Patricia Ebrey, Chinese Civilization;Ray Huang, China: A Maao History; Lao Zi, Daodejing;Conrad Schirokauer, A Brief Histo1y of China and Japan;Shikibu Murasaki, The Diary of Lady Murasaki; Paul Varley,Japarrese Cult,o·e; Chen, Buddhism in China.H=:aut v=1=istory Departmentin separate five-week sessions, this course examineshow the use, trade, extraction, value and production of amaterial commodity have affected the course of history.Material culture has traditionally been defined as thevast universe of objects used by humankind to confrontthe physical world and to facilitate social intercourse.Students question and analyze how this material culturelinks different parts of the globe while also acting as anagent of change. Separate units may examine the historicalsignificance of any of the following material products:tea, gunpowdet gold, nutmeg, diamonds, oil, opium, sugarand furniture. The course combines the use of primaryand secondary materials in an effort to seek connectionswherever possible between the past and the present. Foran independent project, each student is assigned a mysteryobject for which he or she must identify its material use,explain how it was el\.'i:racted or constructed, and finallyexplore what it reveals about the culture that fashionedand used it. (Minor course)This interdisciplinary course, taught jointly by teachersin the History and English departments, examines caseII II II II II II II II II II II I II 53II II I I II I II I II

studies that reveal important aspects about American historyand culture, past and present. Each case, intrinsicallyinteresting and critical to students' future roles as informedcitizens and professionals, reveals the conventions, protocolsand methods of scholarly debate undertaken by journalists,scholars and public intellectuals.1l1e course begins with a brief look at the controversiessurrounding the teaching of American history itself:what should be taught, how it should be taught and fo rwhat purpose. Students view a number of books andfilms that reveal how those who "write" history-professionalhistorians, novelists and filmmakers-actuallywork, including the following: Michael Bellesiles,Arming America: The o,·igins of NationaL GLm CLLLtLLre (thefirst and only book to be awarded and then strippedof the Bancroft Prize in American History); ConorCruise O'Brien's now notorious Atlantic MonthLy article"Thomas Jefferson: Radical and Racist" (an attack on thelegacy of]efferson); Gore Vidal, LincoLn: A NoveL (fact orfiction?); Stephen Oates, With MaLice Toward None: theLife of Abmham LincoLn (was it plagiarized?); and MichaelMoore, Fahrenheit 9/1 1 (masterpiece or rank propaganda?).Other issues explored in the course include: the promisesand failures of the American Constitution, with particularemphasis on the shifting roles of Congress and thePresidency; the role that popular culture plays in shapingour understanding of poverty, race and gender; the scholarlydebate over the meaning and legacy of slavery; thedebate over what constitutes a literary "classic" (Melville's"Benito Cereno" vs. Stowe's UncLe To m's Cabin vs. Twain'sHuckLeberry Finn; Edgar Allen Poe vs. Stephen King; WaltWhitman vs. Bob Dylan); the changing nature and meaningAmerican citizenship; the role of the press during timesof war and international conflict; art and literature after9/11. As a way of encouraging students to think about collegeand what they hope to accomplish there, the courseconcludes with a unit on the promises and fa ilures ofAmerican schooling.Each case study within the course centers on a clusterof essays, articles and excerpts from books that offer a different perspective on the issue at hand. Students learn toask perceptive questions, summarize the views of others,weigh evidence and adjudicate between conflicting interpretations,and craft clear and persuasive arguments inboth written and oral fo rm.Working collaboratively in teams, students participatein two public debates. Issues may include the following:the place of the SAT in the college admission process; thealleged fa ilures of the New York Times in reporting on Iraqand the presence or absence of weapons of mass destruction;a bill presently before Congress; the military draft andits potential reinstatement; alleged Presidential war crimes.In preparation fo r these debates, the class takes two trips toPhiladelphia, one to the "Temple Issues Forum" at TempleUniversity and another to the National Public Radio show"Justice Talking both of which promote intellectual andcivic engagement and fe ature nationally prominent speakers.(Double course; credit fo r English and history)inj the World:The Hi&ry of scrUai Reform Mov-e-uwnt-rHow is change achieved in American society and in societiesaround the world? What role can individuals play insocial change? This course seeks to address these questionsthrough historical study of social movements that have createdor have fa iled to create that change. Students considerclosely issues of race, ethnicity; gender, sexuality, religion,class and power, examining how these issues can both uniteand divide efforts fo r social change. The first half of thecourse concentrates on social movements in the UnitedStates; the second half takes a primarily internationalfo cus. Movements covered may include abolition, thewomen's movement, anti-lynching campaigns, the African­American civil rights movement, the gay and lesbian civilrights movement, Nazism, the Irish Republican movementand the international enviro11111ental movement. Studentsmake use of traditional historical sources, particularlyprimary sources, including literature, film, art and music,as well as a selection of theoretical studies from the socialsciences. Texts may include the following: Frederick Douglass,"What to the Slave is the Fourth of July?"; Ida B. Wells,Southern Harral's: Lyncb Law in ALL Its Phases; Leni Riefenstahl,"Triumph of the Will"; Stokely Carmichael, "Basis ofBlack Power"; Betty Friedan, TI1e Fem inine Mystique; CarlWittman, ''A Gay Manifesto"; songs of the Irish RepublicanMovement (such as Pat lV[cGuigan's "Men Behind theWire"). In understanding how and why some efforts tocreate change in society have succeeded while others havefa iled, students may begin to see how they might work toachieve change in their own society.II III I 54II I

MATHEMNTICSThrough lectures, seminar-style classroomdiscussions, collaborative work and independentstudy, the St. Andrew's MathematicsDepartment aims to teach students to learnto read, write and speak about mathematicswith clarity and precision. Students learn touse and interpret mathematics graphically,numerically and algebraically in the contextof practical problem-solving and formalproofs. Various technologies, such as graphingcalculators, spreadsheets and other computersoftware, help students develop multipleperspectives on mathematics by introducingthem to mathematical modeling and research.In addition to traditional forms of assessment,assignments such as papers, journals, individualand group projects, oral presentationsand defenses, and peer evaluations exposestudents to a wide variety of mathematicalresearch and discourse. The ultimate goal ofthe mathematics faculty is to help studentsrecognize and appreciate the utility of mathematicsas well as its intrinsic beauty.Students are required to earn three creditsin mathematics for graduation and must completeAlgebra II or Algebra II Honors.

Ar introduces students to modern elementaryalgebra. The goals of the course place particularemphasis on problem-solving and analysis, as well asthe improvement of skills and confidence. Exercises andproblem sets use examples and data drawn from realworldsituations. Prerequisite: Pre-algebra. Text: Larsonet al., ALgebm 1.C1e&UtdryThts course covers Euclidean plane and solid geometry.Students learn to create and test conjectures inductivelyand to prove their conjectures formally. "They alsoreview key concepts and skills from Algebra I throughoutthe course. Prerequisite: Algebra I. Text: Larson etal., Geometry.c;e&Utdry H01UirsGeometry Honors covers Euclidean plane geometrywith numerous explorations of three-dimensional figures.The primary theme of the course is the interplaybetween conjecture and proof, between inductive anddeductive reasoning. Students work to create and communicatemathematical analyses clearly and concisely,both verbally and in writing. Many investigations offerglimpses of the mathematics students will encounter infuture years: functions and rate of change, combinatoricsand probability. Prerequisites: Algebra I and thepermission of the department. Text: Jurgensen, Brown,Jurgensen, Geometry.mathematics, probability and statistics throughout theyear. Prerequisites: Algebra I and Geometry. Text: Larson,et al., ALgebra 2.Atae!Jra II H01Uirs"'fhis course includes all topics from Algebra II and alsocontains a full treatment of trigonometry. Studentsstudy all major families of functions from real analysisand their transformations, compositions and applications.Prerequisites: Algebra I and Geometry or GeometryHonors, and the permission of the department.Text: Larson et al., ALgebra and Trigonometry.PrPrecalculus develops all the major continuous functionsutilized in real analysis, with special emphasis on usingthese functions in modeling real-world phenomena.Students also study bivariate data analysis and a fulltreatment of trigonometry. Prerequisite: Algebra II.Text: Connally et al., FLmctio11s ModeLing Change: APreparation for CaLcuLus.Pr H01UirsIn the first half of the year, students in Precalculus Honorsstudy a variety of precalculus topics drawn fromdiscrete mathematics and analysis. The second half ofthe course covers differential calculus and its applicationsand begins to prepare students for the AdvancedPlacement Calculus BC exam. Prerequisites: AlgebraII Honors and the permission of the department. Text:Hughes-Hallett et al., CaLcuLus.Arf!continues the study of algebra begun inAlgebra I, focusing on algebraic representations andapplications of all major families of functions. Studentsalso study selected topics from linear algebra, discreteAdvMU-ed P: ABAdvanced Placement Calculus AB covers differentialand integral calculus, with an emphasis on applicationsdrawn from the physical, biological and social sciences.II I ll 1: I5

This course is designed to prepare students to take theAdvanced Placement Calculus AB examination. Prerequisites:Precalculus or Algebra II Honors and thepermission of the department. Text: Hughes-Hallett eta!., CaLcuLus.Advcuteed P: BCTI1is course continues the study of calculus begun in thesecond half of Precalculus Honors. Students study integralcalculus and its applications as well as polynomialseries approximations. TI1is course is designed to preparestudents to take the Advanced Placement CalculusBC examination. Prerequisites: Precalculus Honors andthe permission of the department. Text : Hughes-Hallettet a!., Ca/.cuLLtS.TI1is course is a non-calculus-based introduction tostatistics that focuses on four major themes: exploringand analyzing data, planning studies and collecting data,mathematical modeling and testing hypotheses throughstatistical inference. Prerequisites: Algebra II and thepermission of the department. Text: Bock, Velleman,DeVeau, Stats: Moddi11g the Wo rLd.Inirodw:iion to Conte111f0YaryMThis interdisciplinary course will lead VI Form studentson a tour of mathematical concepts as used by pollsters,actuaries, trial lawyers, psychologists, epidemiologists,historians, gamblers-indeed, all of us, as we work, playand participate in the life of our communities. Do electionprocedures accurately reflect voter preferences?Should we be surprised by a large number of falsepositives from a diagnostic test that is supposedly highlyaccurate? How can we make sense of data used by differentgroups to support opposing claims? Students willtaclde such questions as they explore the mathematicsof fair division, election theory and politics, drug testing,check digit schemes and polling. TI1is is an activity-basedclass in which students will model the spread of a disease,analyze winning strategies in games, interpret graphsthat they see in the newspapers, and enter a nationalposter contest. Matrices, probability and statistics, andgraph theory will provide students with indispensabletools as they investigate topics often seen in a discreteMuUWaYiabie TI1is course extends the ideas of single-variable calculusto functions of two or more variables, to vector-valuedfunctions, and to vector fields. Numerous applicationstaken from the physical, life and social sciences motivatethe development of each topic. Additional topics chosenfrom differential equations and linear algebra are coveredas time permits. Prerequisites: AP Calculus BC andthe permission of the department. Text : Larson, et a!.,Cai.cLdus.EMive:sStaff and student interest permitting, the MathematicsDepartment also offers one or more half-credit electiveminor courses each year. TI1ese classes give students theopportunity to explore areas of mathematics outside oftheir major courses. In recent years the department hasoffered courses such as Probability and Statistics, FiniteMathematics, and Modern Applied Mathematics.Minors are open to V and VI Formers who have completedAlgebra II or to students who have the permissionof the department.math course in college. Text: Peck et a!., Statistics: AGuide to the U11known. (VI Form)57

The Computer Science Department has two main academic goals. First, it seeks to ensure that all studentsat St. Andrew's learn to use computers productively and meaningfully as part of their academictraining. This work begins with the Computer Literacy course but continues and develops throughouta student's career in all disciplines. Second, the department offers courses in computer programmingand computer science for students interested in the field as an academic discipline.e:r Lite:racyThis mini-course, meeting once a week during thefall and required of all incoming students, introducesstudents to the computer labs on campusand teaches them how to operate network computersand run programs. Students learn the basicsof word processing, spreadsheets and databases, aswell as how to print, save, copy and back up files.RealBasic and Code Warrior. Students learn theprocess of solving problems through creativedevelopment and algorithms.Students may also pursue additional independentprojects based on interest. In the past, these have beenin the areas of advanced programming, robotics, Webdesign and application development. Students interestedin pursuing additional projects should speakIntroductirm to e:r ScienceIn this minor course, students are introduced towith one of the technology department membersabout such options.object-oriented program design. Programs forteaching these concepts may include Karel++,

MODERNLANGUAGESAt all levels of fo reign language teaching, theModern Language Department has as itsprimary goal the enrichment and broadeningof the perspectives of its students. Throughtheir fields. We encourage our students totravel, and we offer service learning trips in thesummer to countries such as Spain, France,Guadeloupe, Mexico, Costa Rica and Peru.the study of language our students developWealso recommend specific programs toan understanding and appreciation of othercultures, their history, literature, art and geography.Small classes at all levels stress strongcommunication skills in speaking, listeningcomprehension, reading and writing and afforddynamic opportunities fo r students to expressthemselves in everyday situations and to learnto discuss literary and historical texts. Activelearning in the classroom and the languagelab allows students to enhance their skills inlistening and collaboration.Modern language fa culty have all livedstudents who are interested in a study-abroador travel abroad experience. Students whocomplete summer programs will be consideredfo r promotion in their language classes on anindividual basis.While two years of language study is arequirement for graduation, most studentsstudy a fo reign language at St. Andrew's forthree or four years. Students who complete thisprogram become better-informed world citizensand are able to use their second languageto explore and understand other cultures andpeople.abroad and have pursued advanced work in

cluAtere IThis course is an · t. dm ro uctwn · to ch· mese language andculture and thus develops Chinese listening and speakmgskills in everyday situations. Students also work onbuilding basic reading comprehension and writing skills.Chmese history, art, calligraphy and cuisine are alsointegrated into the course. Students master a minimumof 300 characters, become familiar with basic sentencepatterns and expressions, and are able to converseon such topics as family, hobbies, school life, shopping,weather and transportation. Texts: Yao and LiuIntegrated Chinese (Level I, Part I), and selected songs:poems, short stories and multimedia materials.cltMwre IIThis course builds on the skills mastered in ChineseI. Short plays, poems, songs and Internet resourcessupplement the te.x.1:book as students develop listening,speaking, reading and writing skills. Students learnapproximately 300 characters, as well as more sophisticatedsentence patterns. TI1ey write and converse ontopics such as dining, travel, a doctor's appointment,renting an apartment and other basic survival subjects.Te.x.1: : Yao and Liu, Integrated Chinese (Level I, Part II).cltMwre IIIConducted entirely in Chinese, this intermediate levelcourse strengthens the four language skills of listening,speaking, reading and writing through comparative culturaland social studies. TI1e textbook, A Trip to China, asecond-year college text, allows students to "observe thefull complexity of Chinese society from the viewpointof an American student living in China:· Movies andarticles from newspapers and magazines supplementreadings in the text. Text: Chou, A Trip to China.c/UnMe iVConducted entirely in Chinese, this advanced levelcourse prepares students to participate in ongoingdiscussions of important Chinese social and politicalissues. It equips students with the necessary vocabularyand advanced sentence patterns to engage in discursivewriting and oral presentation. Using A Trip to China asthe primary textbook, students discuss current issuessuch as China's economic reform, population policy andthe relationship between mainland China and Taiwan.Movies, articles from Chinese newspapers and magazines,Internet resources and television programs continueto supplement readings in the text. Text: Chou, ATrip to China.This advanced course is designed to be equivalent to thefirst semester of a third-year college level course for studentswho have mastered the basic language skills. UsingA New Textjora Modern China as the main text, studentsdiscuss themes such as population and housing, educationand employment, family, women and children, andthe phases of economic development. Students leaddiscussion in class and write three- to four-page weeklyessays. Text : Liu et a!., A New Text for a Modern China.Frffl£k ITI1e course, designed for students with little or no priorexposure to French language and culture, provides astrong overview of the basic principles of French spelling,pronunciation and grammar. Language instructionfocuses on oral proficiency and also helps studentsdevelop skills in listening, writing and reading. Conductedmostly in French from the beginning of the year,this course employs a range of communicative activities,from role playing to group dialogues. Many of the assignmentsare completed in the language lab using audio andvisual materials. Texts: Breaking the French Barrier, levelI; Le Monstre Dans Le Jv[etro et d 'Autres MerveiUes; Vo L deLa]oconde.Frffl£k IIConducted largely in French, this course builds on theskills acquired in French I as it emphasizes the developmentof vocabulary and the application of grammaticalconcepts. Readings include various expressions of Francophoneculture, including literary selections, whilestudents hone their listening comprehension skills byworking with video sequences and audiotapes. Studentsdevelop and demonstrate their oral proficiency byenergetic participation in the classroom. Texts: Coursagetand Myers, Breaking the French Barrier, level II;Carlo, Civilisation P1·ogressive du Francais niveau debuta11t;Sempe, Le Petit Nicholas.11 11 I IIGO

Frencit IllFrench III, taught entirely in the target language,strengthens and extends the skills acquired in FrenchII as it seeks to develop students' vocabulary, facilitywith advanced grammar structures and analytical skills.Paired activities, small skits and oral drills encouragestudents to speak as much French as possible in theclassroom. Other activities include word games, songs,poems, watching French television and films, and usingInternet resources. Students do much of their workusing resources in the language lab. Texts: Co ursa get andMyers, Breaking the French Ban-ier, level III; Jelloun, LeRacisme Explique a Ma FiUe; St. Exupery, Le Petit Prince;Goscinny, Asterix, le Gaulois: Notre-Dame, tome I, 2.Frencit IV:In.tro to Frendt Lit&ra.iureThis advanced intermediate course serves as a transitionfrom the study of the French language to the study of thehistory of French and Francophone literature. Studentsread and discuss short literary excerpts from a varietyof genres. Grammar and composition are emphasized,as students learn to present oral reports on the readingswith accuracy and confidence. This course alsoaims to refine the students' command of sophisticatedvocabulary and grammar structures while developingtheir skills in literary analysis. Text: Glencoe, Tresor dttTemps.AdvMteed PFrendt LMtjUt?.jeThis course, taught entirely in the target language, atmsto refine shtdents' command of sophisticated vocabularyand grammatical structures and develop their skills inliterary analysis, while preparing them for the AdvancedPlacement French Language Exam. Students read anddiscuss selections from a variety ofliterary genres. Writingskills are emphasized, and students learn to presentoral reports on the readings with accuracy and confidence.Texts: St. Onge, l11teraaion (texte, cahier, et cd);Sartre, Les ]eu.x Sont Faits; Camus, L · Etranger. Prerequisite:Completion of French III with high honors and ateacher recommendation, or French IV with a teacherrecommendation.Fr Lit&ra.iureSurveying the literature of the French Diaspora, this college-levelcourse asks students to consider works fromFrance, the Caribbean, West Africa, Asia and Canadain their political and historical contexts. Readings aresupplemented by films and articles on current events.The course emphasizes advanced skills in grammar,composition and literary analysis. Students learn todevelop a thesis and write formal dissertations culminatingin a final exhibition. Classes are conducted entirelyin French, and students work throughout the year onrefining their listening comprehension and speakingskills. Students may opt to take the Advanced PlacementFrench Language Examination in the spring. Texts mayinclude the following: Laye, !:enfant 11oir; Oyono, Une viede boy; Schwartz-Bart, Pluie et vent sur Telumee Miracle;and Tournier, Ve ndredi ou. des Limbes dtt Pacifique.S lThis course is an introduction to the basic vocabularyand grammatical structures of the Spanish languageas well as to Hispanic culture abroad and here in theUnited States. The course prepares a foundation in eachof the four language skills of speaking, writing, readingand listening comprehension. Situational dialogues,paired activities, skits and oral evaluations allow studentsto develop their communicative skills in Spanish.Texts: Valette and Valette, Spanish for MaSI:ery 2 andsupplemental readings.S IlThis course reviews and builds upon the conceptspresented in the introductory course. Shtdents continueto develop mastet-y of Spanish grammar, acquirevocabulary and improve the form and content of theiractive language skills. Readings appropriate to this levelcontinue to expose students to various aspects of Spanishand Hispanic life and culture. Texts: Caycedo et al.,Claro que s{ and selected readings.S IllIn this intermediate course, conducted entirely in thetarget language, students engage in a variety of activitiesthat elicit frequent attempts to communicate inboth oral and written Spanish. Short stories, poems, aII II II II II II II II II II II II IIII II I I I I I I II II II II

short novel and two playsserve as the centerpiecefor class discussion ofHispanic literature andculture. Seeded ll1 thereadings lS grammarlearned and reviewedwithin an authentic,communicativeformat.Throughout the year,students write frequent,short response papers andtake frequent oral exams.At the end of each semester,students give exhibitions in which they demonstratethe working knowledge and skills they have developed.Texts: Couch et al., Una vez mas; Samaniego et al., jDime'Pasaporte a! Mundo XXI; and Schmitt, Schaum's OutLineof Spanish Grammar.S IVConducted in Spanish, this course offers a study of topicsin the Hispanic world, using sources such as short stories,periodicals, essays and films about Latin America. Thiscourse also dedicates a substantial amount of time to arigorous reinforcement of grammatical structures andcorrect usage of the language in its spoken and writtenforms. Grammatical study emphasizes the written andoral usage of all verb tenses, especially the subjunctiveand the past tenses, and problematic prepost " tions.Ado Ps LMtjUA.jeConducted in Spanish, this course provides studentswith a larger context for the literature of Latin Americawhich they have begun to read in their lower-levelcourses. While the course begins with a study of pre­Colombian civilizations, its primary focus is on thetwentieth century and current events in Latin America.Topics include the political importance of the MexicanMuralism movement, therise of dictatorships in LatinAmerica, the role of womenmresistance movements,particularly in Chile andArgentina, the involvementof the United States in LatinAmerica, and the age ofrevolution in Latin America.The course ends with a majorpaper and oral presentationon a subject of the student'schoice. In conjunction withthe study of Latin America,students prepare for the Advanced Placement SpanishLanguage Exanl by reviewing grammar and vocabularyinterspersed throughout lessons, class discussions, readingsand oral exams. Texts: Couch et al., Una vez mas;Gabriel Garda Marquez, Cinco Maestros and EL coronetno tiene quien [e escriba. Films: La Historia O.ficia[; Kissof the Spider Woman; Ivfissing; The Mission; Romero; andSalvador. Prerequisite: Completion of Spanish IV; orcon'lpletion of Spanish III with a teacher recommendation.H Atdlwrr oj the TwentidkCefUu,yyThis college-level course is the culmination of five yearsof the students' development of bilingualism in listening,speaking, reading and writing and their ability touse the language to understand the Hispanic worldviewthrough the intensive study of Hispanic literature.Students read major literary works of Federico GardaLorca,Jorge Luis Borges, Ana Maria Matute, Miguel deUnamuno Isabel Allende, Laura Esquivel and GabrielGarcia Marquez. In addition to readings and numerousresponse papers, at the end of each semester studentspresent a literary commentary on one of the majorworks they have studied. Prerequisite: Completion ofAP Spanish Language.62

CLJASSI

St. Andrew's students consistently score above the national average on theNational Latin Examination. Over the past five years these percentages ofour students have received the following commendations:8% Summa Cum Laude22% Magna Cum Laude26% Maxima Cum Laude12% Cum LaudeLatift iLatin I provides an introduction to the basic forms andsyntax of Latin. Students learn an introductory historyof the ancient Greco-Roman world through the middlestages of the Roman Republic. Text: Dewitt et al.,College Latin.Latift IIThis course continues the study of Latin grammar andsentence structure and introduces students to the proseof Caesar. Students continue to learn an overview ofRoman history through the end of the Republic. Text:Dewitt et al., College Latin.Latitt IIIThis course trains students to read Latin prose throughextensive reading of Caesar and Cicero. This course alsoexplores the dynamic structure of classical rhetoric andmay include an introduction to Latin poetry. Honorsstudents in Latin III are prepared to take the LatinSAT II. Readings include selections from Caesar, Commentarieson the Gallic Wm; Book II; Cicero, First Orati.o11against Catiline, Second Oration against Ve rres; Ovid,Metamorphoses.Latitt IVIn this course students read the epic poetry of Ve rgil,while exploring the historical, social and political backgroundof the Augustan period. Honors students areprepared to take the Advanced Placement examinationon Ve rgil. Text: Ph an Vergil's Aeneid; We iden Boyd, ed.,Ve rgiL's Aeneid 10 a11d 12.Latitt VIn this course students read the lyric poetry of Catullusand Horace and gain a deeper appreciation for poeticstructure, versification and literary criticism. Honorsstudents are prepared to take the Advanced Placementexamination on Catullus and Horace. Texts: Garrison,ed., The Student's Cat.dlus; Garrison, ed., Horace: Epodesand Odes.IntrotiMa(JYy (4reekThis minor course introduces students to the vocabulary,grammar and syntax of Attic Greek. Text: Balmeand Lawall, Atl1enaze Book 1 or Hansen and Quinn,Greek.: An Intensive Course.Continuing the grammatical study of Attic Greek, thiscourse introduces students to the rhetoric of Lysias andthe literature and philosophy of Plato. Texts: BaLne andLawall, Athenaze Book 1 and 2 or Hansen and Quinn,Greek.: An Intensive Cow·se; Scodel, ed., Lysias, On theMurder of Eratosthenes; Helm, ed., P/.ato: Apology.AduaAteed Tu£01'iaUiK Latift (JY (4reekDesignated Latin VI and Greek III, these individualizedcourses allow the advanced student to explore furtherclassical literature. Latin readings may include booksof Ve rgil's Aeneid not read in Latin IV, selections fromRoman comedy (Plautus and Terence), orations ofCicero and histories (Livy, Sallust and Tacitus). Greekreadings may include Platonic dialogues, Greek tragedyand Homeric epic.11 11· 11 II II II, II II I 64

In keeping with Felix duPont's v1s1on andpurpose, St. Andrew's School has included religiousstudies in its academic curriculum sincethe School was fo unded. The core curriculumin religious studies that all students follow inthe IV Form year and in the first half of theirVI Form year provides an understanding of themajor religious and philosophical traditionsthat have shaped We stern civilization.The religious studies curriculum at the IVForm level covers the major parts of the Bible,the life and teachings of Jesus, the nature ofhumankind and the world as understood in theJudea-Christian tradition, and the importanceof revelation in Christianity through historicalto the moral implications of Christian commitmentfor contemporary life.In the beginning of their VI Form year,students are introduced to the major thinkersand movements in Western philosophy. Forthe latter half of the year, VI Form studentschoose from electives that address such topicsas world religions, gender issues, ethics, religionand literature, religion in America, and Islamicreligion and civilization.We aim to familiarize students with someof the many varied ideas and theologies theywill encounter in college and beyond whileencouraging them to formulate their own valuesystems through discussions and essays.events and persons. Some attention is also given

HUlo-ry Md Literature ojthe oLdMd New Testauu:11J:f (IV Form, r&fuired)The course covers major themes of the Bible. Selectionsfrom the Old Testament and interpretive texts tracethe history of the people of Israel and their developingunderstanding of the nature of their God and their covenantcommunity. Readings from and about the NewTestament emphasize the life and teachings of]esus andthe growth and spread of Christianity during the firstcentury.The final section of the course is devoted to reflectionabout religious persecution. By focusing on the Holocaustand on the modern Palestinian-Israeli conflict,this unit emphasizes how the issues and problems raisedby biblical writers still confront the world today. Duringthe year, students take field trips to a Reform synagogue,the United States Holocaust Memorial Museumand the University of Pennsylvania Museum of Archaeologyand Anthropology. Class work is supplementedwith the viewing of "Schindler's List" and educationalvideos. Texts: the New Revised Standard Ve rsion of theBible; Celia Brewer Marshall, A Guide through the OldTeftament; Elie Wiesel, Night.AK !11/trodadion to P(VI Form, jir ter, r&juired)What is the nature of reality? Am I a body and a mind?Am I free or determined? What grounds do I have forbelief in God7 On what principle do I judge things rightor wrong? When can I say, "I know"? This course isorganized around such questions-questions that havebeen central to philosophical inquiry. Using the patternof one lecture and two discussion periods per week, thecourse raises and addresses classical philosophical questionsin the fields of epistemology, ontology, metaphysics,theology, ethics and aesthetics. To stimulate discussionand broaden the scope of our philosophical inquiry,visiting lecturers share their expertise and wisdom withstudents. Students read short selections from philosophersin the major periods of Western thought-classical,modern and contemporary-whose positions haveformed the bases for much subsequent discussion anddebate.Students write papers exploring important aspectsof each critical question and throughout the coursegain exposure to the different teaching formats and therigors of logical philosophical analysis they will likelyencounter in college. Text: Castell et al., An Introductionto Modem Philosophy.In the second semefter of the VI Form year, studentschoose one of the foUowing electives. Not every course isoffered every year.{1 Iuuer m Hi&ry afUie:t:::a::!eo:::1 roles and expectationsacross time periods and various cultures. In the Westernworld, attitudes and beliefs about gender have a dual originin Hellenistic culture and the]udeo-Christian tradition.This course, therefore, begins with an overview ofHellenistic literature, law and custom from Homer tothe Roman Empire.The second major unit in this course studies theOld Testament, the New Testament and church history.Students present papers on the creation accounts,the status of women in Old Testament law and leadingwomen in the Old Testament. EA.i:ensive use is made ofrecent work by biblical scholars who are women. Thisunit concludes with a study of both the Reformationchurches and the Roman Catholic Church.Tl1e third major unit studies the contemporary world,the changing roles of men and women in An1erican societyand women in Asia and Africa. Each student choosesa topic currently in the news and follows it throughoutthe remainder of the course. Texts include the following:Eva Cantarella, Pandora's DaAghte,·s: The Role andStatus of Wo men in Gl-eek m1d Roman Antiquity; RosalindRosenberg, Divided Lives: Americm1 Women in the TwentiethCentury; Karen Torjesen, When Wo men Were Priests:Women's Leadership in the Early Church and the Scandal ofTheir Subordination in the Rise of Christianity.Afl*ed ETl1is course introduces students to the basic principlesof moral reasoning, ultimately enabling tl1em to engageindependently in critical analysis of contemporaryII II I II 66I I I I I I I

ethical issues, such as abortion, euthanasia, cloning, thedeath penalty, sexual orientation, poverty and welfare,drug legalization, animal rights and just war theory. Studentsprepare short position papers on many of theseissues, presenting their viewpoints in class for discussionand debate.Re!JJW-rt a+ui vThroughout history, there has existed an uneasy relationshipbetween religion and violence. W11at is it aboutthe nature of religious faith that can lead to persecution?Violent acts have also been committed in the name ofreligion. How, for instance, do we get from "Blessed arethe peacemakers" to the brutality of the Crusades, or theanimosity in Northern Ireland? Students thoughtfullyexamine historical and present-day examples of religiouspersecution in order to understand what con·uptionsof religion lead to persecution and violence. Texts:Mark Juergensmeyer, Ten·or in the Mind of God; JacobNeusner, ed., World Religions in America.lntrociaciUm to I ReifJW-rta+ui Ciui/Jz_,atimtThis course examines a series of questions: W1ut are thecentral beliefs of Islam? How is Islam practiced in thecontemporary world? W11at are some of the diversitieswithin the Islamic world, from Cairo to Riyadh, fromDakar to Jakarta, from Paris to Chicago7 W11at doesIslamic art, architecture, poetry and song look and soundlike, and how is it related to the Muslim belief system?W11at is the history of relations between Islamic societiesand Western Europe and North America? How isIslam portrayed in the world media?Students read selections from the Qur'an, collectionsof the sayings of the Prophet Muhammad andthe writings of Muslim philosophers, theologians andartists, as well as selections from contemporary politicaland social analyses. Short papers and presentationsprovide an opportunity for students to perform analysesof their own.IntrociaciUm to W(JYLd ReiU:riomW11y do some Jews keep kosher7 W11aict'oes the NiceneCreed really mean? Do Hindus see themselves as monotheistsor polytheists7 Does "Seven Ye ars in Tibet" portrayBuddhism accurately7 Are all religions engaged inthe same project?In this course, students examine these questionsfrom the position of sympathetic and curious visitors.TI1ey visit five major world religions, Hinduism, Buddhism,Judaism, Christianity and Islam, and focus onmodern religious beliefs and practices, actively seekingto dispel misconceptions and understand how each traditionwould like to be viewed. Texts: Huston Smith,The Wo rld's Religions; selected essays by religious scholarsand excerpts from the video series, The Long Search.Re'fjjimt a+ui Literaiuf"eTh1s course examines the powerful and distinctive waysin which great writers have explored the fundamentalreligious and philosophical issues confronting humanity.Students explore two of the most profound and illumitutingnovels of the twentieth century: Leo Tolstoy, Warand Peace and Fyodor Dostoevsky, The Brothers Karamazov.Each novel raises fundamental questions of faithand understanding.Reiitlimt iff Crmfary AvuericaAressing the diversity of religious experience in contemporaryAmerica, from atheism to fundamentalism,this course has three emphases: the origins, beliefs andpractices of the major religious groups; the role religionplays in American public life and politics; and students'own religious heritages and belief systems. Text: RobertNeelly Bellah et al., Habits of the Heart.TheP a+ui Art oj £Thts semmar explores both philosophical and practicalapproaches to education. Students read widely andextensively in the literature of scholars and teachers whohave made profound contributions to our understandingof and approaches to education, and evaluate the philosophicalapproaches undertaken by various public andprivate schools and colleges. Texts: Plato, The Republic;Jean Jacques Rousseau, Emile; John Dewey, Democracyand Education; TI1eodore Sizer, Horace's Compromise: T11eDilemma of the Ameri.ca11 High School and Horace's School:Redesigning the American High School; Sarah LawrenceLightfoot, The Good High Scbool; Douglas Heath, Scboolsof Hope; Ira Shor, Empowering Education; Walden Pell,A Histo1·y of St. Andrew's Scbool; William Amos, Time toRemember.I67

Albert Einstein once described science as the"attempt of the human mind to find connectionsbetween the world of ideas and the world of phenomena:'The Science Department strives to bringEinstein's definition of science to life in the mindsand work of its students. Engaging courses in biology,chemistry and physics expose students to someof the fundamental laws and theories that constituteour understanding of the natural world. Equallyimportant, students learn and experience the processby which scientists create, validate, revise and,in some cases, completely restructure these conceptions.Laboratory work is integral to all courses. Aswe guide our students through experiments thatintroduce them to new phenomena, demonstratekey concepts and challenge them to solve problems,we seek to inspire a fascination that finds scientificinquiry exciting, accessible and enriching. Through­an appreciation of the natural world and an inclinationto use their abilities in science to solve problemsand act responsibly in society.Teacher-guided discussion forms the basisfor our courses, emphasizing careful observation,hypothesizing, questioning and reasoning. We eklydouble-laboratory periods accompany every majorcourse. Computer technology is integrated into thecurriculum, primarily in the form of computerinterfacedmeasurement probes and data analysisprograms. Biology classes make frequent use ofNoxontown Pond and the extensive woodlands andmarshlands that surround the can1pus. Field studiesare also conducted at nearby natural sites such asthe Bombay Hook National Wildlife Refuge.Students are required to earn two credits in alaboratory science for graduation, although moststudents tal(e science courses for at least threeyears.out our courses we strive to teach students how tothink and act like scientists and to nurture in them

=o::tui4!ui Form students, providesa thorough and stimulating introduction to the studyof life. Topics include ecology, evolution, organismicbiology and cellular and molecular processes. Extensivefield studies, laboratory work and supplemental readingaccompany text study and class discussions. Eachspring students journey to nearby Lewes, Del., to reviewresearch at the University of Delaware's College ofMarine Studies to observe dune, bog and beach ecologyat Cape Henlopen State Park. Students complete independentprojects each spring. Text: Johnson and Raven,BioLogy: PrincipLes and ExpLorations and supplementalreadings. (III and IV Forms)A: :::':hi=1 ar biology course is to examineclosely a range of topics in biology with the general themeof the unity and diversity of life. These topics includeecology, cellular structure, cellular and molecular processes,genetics, evolution and human anatomy andphysiology. 1l1e course includes Advanced Placementlaboratory investigations and supplemental readings.Text: Campbell, BioLogy. Prerequisites: Biology, Chemistry,and departmental approval. (V and VI Forms)Art B.jl ..This m1nor course acquamts the art1st and the setent1st. .with the natural world through careful observation andsketching of local organisms of the five kingdoms of life.Student drawings are collected in a publishable workrepresenting the natural environment of St. Andrew'sSchool. Students discuss the importance of observation,light, texture, shape, composition and natural history inaddition to their field work. Instructional videos andfield trips to local natural areas, including Bombay HookNational Wildlife Refuge, Blackbird State Park andCape Henlopen State Park complement campus studies.Some trapping of birds, small mammals, insects andother organisms allows closer observation. Text: Leslie,NaturaL Drawing: A Tool fo r Learning. Prerequisites:Introduction to the Arts, Biology and departmentalapproval. (V and VI Forms)This course develops students' awareness, understandingand appreciation of the natural world and the interrelationshipsof its ecosystems. Students explore thenatural environment and resources of the School andsurrounding areas as they become acquainted with theestablished principles and methods of the discipline.1l1is course covers the topics included on the AdvancedPlacement Environmental Science Exam. 1l1ese topicsinclude sustainability, population dynamics, geology,water, energy efficiency, climate change, food resourcesand biodiversity. Supplemental readings, visiting speakersand independent projects augment textbook assignments.Students visit and examine nearby sites thatprovide insight into environmental issues, including aspray irrigation farm, a water treatment plant, a localcemetery and an organic farm. Text : Miller, Livi11g i11 tl1eEnvironment, and other supplementary readings. Prerequisites:Algebra I, Biology, Chemistry, and departmentalapproval. (V and VI Forms)69

Two Tyfical Science COUYU SHonorsIntroductory Biology (III or IV Form)Honors Physics (IV or V)Honors Chemistry (V or VI)Any Advanced CourseNon-HonorsIntroductory Biology (Ill or IV Form)Introductory Chemistry (or Introductory Physics) (IV or V)Introductory Physics (or Introductory Chemistry) (V or VI)AP Environmental or Advanced Biologylnh"oductory pIn Introductory Phystcs, students discover the fundamentallaws that govern nature through the processof inquiry-asking questions and conducting carefulexperiments. Each day; students work creatively andcollaboratively to devise experiments that test fundamentalquestions about the natural world, such as thefollowing: "How can we measure the mass of the air in aroom?" "How does the shape of an object affect sinkingand floating?" "How can we predict the motion of anobject by knowing the forces that act on the object?" Thisclass also devotes significant time to helping studentsarticulate the methods and results of their experimentsto their peers, both in discussion and in writing. Text:W Thomas Griffith, The Physics of Everyday Phenomena,3rd edition. Prerequisites: Algebra I and Geometry. (IV,Vand VI Forms)Horwrs P/wThe Honorslphysics course is adapted from the curriculumoriginally developed by the Physical ScienceStudy Committee (PSSC), a group fo unded at the MassachusettsInstitute of Technology under the auspices ofthe National Science Foundation. Its strength residesin how it guides students through the conceptual andquantitative development of mechanics, thermodynamicsand electromagnetic interactions by actively engagingthem in authentic scientific practice. Not simply acatalogue of facts and equations, the course focuses onthe careful analysis and synthesis of experiments to pro-vide the crucial elements of a coherent storyline leadingtoward atomic theory. The course is intentionallydesigned to inform the students' subsequent study ofchemistry. Text: PSSC Physics, 7th edition. Prerequisites:Honors Algebra II or taken concurrently and departmentapproval. (IV and V Forms)AdvaftUd Pitt,Advanced Phystcs provtdes a mathematically rigoroustreatment of the fundamental laws of classical mechanics,electricity and magnetism. The course covers theAdvanced Placement syllabus for Physics Level C.Emphasis is placed on calculus-based problem-solvingand careful experimental analysis of mechanical andelectromagnetic processes.Students use computerinterfacedinstrumentation and spreadsheet programsto collect and analyze experimental data while developingan understanding of physical phenomena. Text: RuthChabay and Bruce Sherwood, Matter and Interactions.Prerequisites: Calculus BC taken concurrently; HonorsPhysics, Honors Chemistry and department approval.lnh"oductory YThts course provides an introduction to the fundamentalsof descriptive and theoretical chemistry. Emphasisis placed on how physical and chemical properties andprocesses may be explained by the electronic structureof atoms and the kinetic-molecular theory. Whilethis course stresses conceptual understanding, it alsoincludes substantial treatment of chemical calculationsand problem-solving. Weekly laboratory work comple-I70

ments class discussions and demonstrations. Studentsuse computer-interfaced instrumentation and spreadsheetprograms to collect and analyze experimentaldata. Text: Russo and Silver, l11troductory Chemistry (2ndeditio11). Prerequisites: Algebra I. (IV, v; and VI Forms)Honors yHonors Chemistry provides a survey of the fundamentalsof descriptive and theoretical chemistry at a depthequivalent to an introductory college-level course.Classroom discussions and extensive problem-solvingsets accompany weekly laboratory work that emphasizeaccurate technique, precise analysis and careful reporting.Students use computer-interfaced instrumentationand spreadsheet programs to collect and analyze experimentaldata. Students may choose to take the AdvancedPlacement Examination in Chemistry at the conclusionof the course. Text: Theodore L. Brown, et. al., Chemistry,The Ce11tmL Science (9th edi.tion). Prerequisites: HonorsAlgebra II, Honors Physics and department approval.(V and VI Forms)AdutUteed fThis course offers students who have completed HonorsChemistry the opportunity to continue their advancedstudy of this field. In addition to reviewing and completingAdvanced Placement topics in greater depth,the course includes supplemental topics drawn fromphysical, organic and biochemistry. Class discussionsand laboratory work are accompanied by extensiveproblem sets. Students who did not take the AdvancedPlacement Examination at the end of Honors Chemistrycan take it at the conclusion of this course. Text:Theodore L. Brown, et. al., Chemistry, The CentraL Science(9th edition). Prerequisites: Honors Precalculus, HonorsPhysics, Honors Chemistry, and department approval.(V and VI Forms)OYJMUc fThis minor course in organic chemistry covers nomenclature,chemical structure, chemical reactivity, electronmovement and organic synthesis. Topics related to biochemistryand pharmaceutical studies are also explored.Prerequistes: Introductory or Honors Chemistry. (Vand VI Forms)In this minor course students and faculty develop threeresearch experiences each lasting 10-11 weeks. Thiswork allows students to transform their scientific interestsinto creative, well-designed research projects, asthey approach the discipline as an activity and not justa body of knowledge. Students present written reportsand oral presentations to members of the department atthe conclusion of each project. (V and VI Forms)AYI:rThis minor course introduces students to the study thesolar system, life cycle of stars, galaxies, cosmology andthe creation of the universe. Students observe the nightsky on a regular basis and also study how earlier astronomersused their observations to develop and explain theproperties of the universe. Prerequisites: IntroductoryPhysics or Honors Physics. (V and VI Forms)

William A. Crump '44Physics LecturesOutside of the classroom, students have opportunities to participate in a variety of lectures and specialprograms with professional scientists. lhe annual William A. Crump '44 Physics Lecture, now in its seventhyear, has brought world renowned physicists to campus, including two Nobel Prize winners.2005Lawrence M. Krauss, Ambrose Swasey Professor of Physics and Astronomy and Chair of the Physics Departmentat Case Western Reserve University, is an internationally known theoretical physicist whose researchinterests include the interface between elementary particle physics and cosmology. He is also the author ofseveral popular books on physics, including the international bestseller, The Physics of Star Trek and, morerecently, Atom: An Odyssey from the Big Bang to Life on Earth. He is widely recognized for his contributions tothe cultural, artistic and humanistic dimensions of physics. In his talk "Science, Non-Science, and Nonsense:From the White House to the Classroom;' Professor Krauss explained how the distinctions between cience,pseudoscience and plain nonsense are often blurred in popular discourse and sometimes misused for politicalobjectives. He also stressed the dangers facing modern society if the teachings of science about the world areignored.2004Robert P. Kirshner, Clowes Professor of Science at the Harvard-Smithsonian Center for Astrophysics andPresident of the American Astronomical Society, leads a team of astronomers and astrophysics that hunts forHigh-Z supernovas halfway across the universe. By analyzing the light of these exploding stars that started itsvoyage to earth over 6 billion years ago, they discovered in 1998 that the universe is expanding at an everincreasingrate. This finding, which shook the theoretical foundations of astrophysics, has now been confirmedmany times. In his talk, ''A Blunder Undone: The Accelerating Universe;' Dr. Kirshner recounted the storyof this remarkable discovery and the omnipresent hypothetical form of matter, called "dark energy;' whoseantigravitational effects may explain the universe's accelerated expansion.2003Maria Spiropulu of the Enrico Fermi Institute of the University of Chicago is a rising star among a new generationof high-energy particle physicists who are seeking experimental clues to support the most current theoriesof matter at its most fundamental level. Her research focuses on the remnants of collisions between subatomicparticles traveling at near-light speed in Fermilab's Tevatron, the world's highest-energy particle accelerator.In particular, she is looking for evidence of the existence of higher dimensions in the Universe, which is justone prediction of string theory. Her talk, entitled "Particle Physics Probes of Extra Dimensions;' reviewed theexciting progress in this field.2002Russell Hulse of The Princeton Plasma Physics Institute was the co-recipient of the 1993 Nobel Prize inPhysics for his discovery of binary pulsars. Pulsars are ultra-dense and rapidly-spinning neutron stars whoseimmense magnetic fields send out intense regular bursts of radio waves with each revolution. Neutron stars,which form when energy-spent stars collapse under their own weight, are so dense that one teaspoon of theirmaterial weighs two billion tons. Binary pulsars are mutually orbiting pairs of such stars. Dr. Hulse's discovery,which followed from his insightful and relentless pursuit of anomalous signals from the Mount Arecibo Radiotelescope in Puerto Rico, provided physicists with unique possibilities for the study of Einstein's theory ofgravity, or general relativity. In his talk, Dr. Hulse recounted his personal journey of discovery, made while hewas still a graduate student.

THE ISUAlll ANDPERF ORMIN ARTSThe visual and performing arts program atSt. Andrew's seeks to foster an understandingand appreciation of a broad range ofartistic forms, while encouraging students todevelop personally as expressive and creativeindividuals. Courses provide instruction inthe theoretical, historical and cultural backgroundof the arts, as students grow in theirown artistic understanding through formaltraining, free expression and close contactwith established faculty artists who cultivatetheir own work side-by-side with students.TI1is dynamic interadion allows our studentsand faculty to gain a strong sense of the artsas a means for investigating and celebratingthe world in which they live.Iwodudion to the Artr(III F(!Ym, re

DrStudents in this course work with a variety of mediato create a visual language for describing natural form.Using charcoal, conte and pastel, students render stilllifes, landscapes and portraits with the goal of creatingstrong representational images. (Elective minor)Ou P IIn working on still lifes, landscapes and portraits, studentsin this course learn how to use color as a means fordescribing light and form. Prerequisites: Introduction tothe Arts or Drawing. (Elective minor)Ou P llStudents continue their exploration of color and compositionas they work on more advanced projects. Prerequisite:Oil Painting I. (Elective minor)A::ecVl:artment listings for a descriptionof this course offered jointly by the Science and ArtsDepartments. (Elective minor)Life Dr .111e Life Drawmg course mtroduces students to the traditionof drawing the figure from life. The human form isrendered through an intensive study of proportion andanatomy. Students reproduce a complex masterwork inoils as a group project at the end of the course. Prerequisite:Introduction to the Arts, Drawing I or permissionof the instructor. (Elective minor)Plwl-ojraphyThis course encourages students to explore the expressivequalities of black-and-white photography whilelearning camera fundamentals. Students are trained insuch basics as metering, exposure, film developing, contactprinting, enlarging, and photographic finishing andpresentation. A study of contemporary and historicalphotography complements practical exercise and workin the darkroom. No prior experience is required, butaccess to a 35mm camera with manual exposure capabilityis necessary. (Elective minor)AdvaAU:-ed Plwl-ojraphyAdvanced Photography allows students to explore furtherthe aesthetics and techniques of black-and-whitephotography. In the studio students experiment withtechniques such as hand coloring, sepia toning, solarizingand gumi bichromate printing processes. An examinationof historical and contemporary photographycomplements the development of a subject and personalvision. TI1roughout the course students compile a portfolioof their finished images. Prerequisite: Photography.(Elective minor for V and VI Forms)SudptureStudents work on three-dimensional projects as theyexplore a wide range of concepts, skills and processes insculpture. Completing three major projects each termallows students to work on a larger scale than most havepreviously encountered. Typical projects include claymodeling, plaster and wire construction, binding withpaper and wood construction. TI1e entire class presentsI II74

a group installation in the gallery toward the end of thecourse. (Elective minor)UrStudents learn basic skills for working with ceramicmaterials, from developing their initial concepts to completingfinished pieces. A broad range of technical skillsincluding hand building and wheel throwing enables studentsto generate a variety of forms. Assignments coverconceptual approaches from sculptural, functional anddecorative directions and broaden students' awarenessof clay as an expressive medium. Slide presentationsexpose students to contemporary and historical trendsin pottery-making. (Elective minor)In this course, students explore advanced techniques inclay manipulation, surface decoration and firing. Demonstrations,slide presentations, critiques and ongoingdiscussion of student work supplement studio work.Prerequisite: Ceramics. (Elective minor for V and VIForms)Art MajorT11e Art Major is an intensive studio course designed forstudents who are interested in investigating advancedmethods and concepts central to the visual arts. Studentswork in a variety of media, both traditional andexperimental. During the spring students develop anindependent project that consists of five works to beexhibited in the gallery at the end of the year. Prerequisite:Painting or Life Drawing.Advafteed P Art Hifl:orySurveying art from prehistory to the modern era, thiscourse attempts to create in students an acute intellectualawareness of the role of the creative processin the growth of human societies and a fascination inthe diversity and variety of the artistic world. Studentsdevelop a broad vision of artistic production globallyand through history, as the course incorporates worksof art from Africa, Asia and Meso-America in additionto the European tradition. Text : Helen Gardner, A1'tT111·o1gl1 Tl1e Ages.MtkYicJ11is course allows advanced instrumental musicians togrow musically through deliberate preparation of appropriatelychallenging repertoire. Students develop theirartistry through solo and ensemble experiences thatinclude study of instrument history, pertinent musicalstyles, sight-reading, score analysis and performance.Open to all forms, this course may be repeated. Admissionis by audition and/or permission of the instructor.(Elective minor for all forms)Orclu:rtraL MetMtifThis course is intended for all orchestral instrumentalists,from beginning to advanced levels, who wish toparticipate in the School orchestra. Providing sectionalsfor the strings and for the winds and percussion, thiscourse develops and practices techniques specific to theinstrumental musician and introduces appropriatelychallenging scale, sight-reading and repertoire studyfor performance. Open to all forms, this course may berepeated. (Elective minor for all forms)jazz MetMMThis course encourages jazz instrumentalists and vocaliststo become conversant in the history and traditionsof a wide range ofjazz styles. Students develop informedstylistic practice through scale and rhythm study, sightreading,harmonic analysis and extensive listening.Open to all forms, this course may be repeated. Admissionis by audition and/or permission of the instructor.(Elective minor for all forms)Private Music LessonsPrivate instruction is available fo r piano, voice and all orchestralinstruments. Lessons are scheduled by the music departmentafter students' academic schedules are determined. Priority inscheduling weekly lessons is given to returning students whohave already studied the instrument at the School.A fe e is charged for each lesson and usually appears on astudent's miscellaneous bill.75

This course begins to develop the complete choral singerthrough instruction in vocal development, sight-reading,error recognition and choral style. Students inthis course comprise members of the School's selectchoral ensemble. Open to all forms, this course may berepeated. Admission is by audition. (Elective minor forall forms)MHift-rJrp' ..nmar yily ojl a tstemng course, H" tstory o fM ustc 10sters c m .students an informed appreciation of a range of composers,musical periods and styles. Students read aboutand listen for the development of musical forms overtime and learn about the lives of significant musicians.(Elective minor)M Theory ICombining traditional instruction in ear-training andpart-writing with creative composition projects, thiscourse introduces students to the fundamental aspectsof music theory, including notation, rhythm, intervalsand scales. Students learn to build harmonies within ascale and write chord progressions in a four-part hymnstyle while exploring melody and counterpoint.Mudc Theory IIThis course continues the study of Music Theory I withadvanced part-writing. Students study altered harmonies,modulation and non-harmonic tones, and exploresuch classical forms as fugue, sonata and symphony. Studentsapply what they have learned about these formsthrough composition. Prerequisite: Music Theory I.M Students in this course start composing music immediately.TI1ey work on simpler melodies at first, then progressto more complex melodies and multi-part works.Aspects of theory, harmony, form and personal style areconsidered in the context of a student's compositions.Prerequisite: Music Theory I. (Elective minor for IVthrough VI Forms)DijKai MTI1is course acquaints students with all the equipmentfound in the School's digital music studio. They learn tooperate synthesizers, samplers, MIDI input devices, andnotation and sequencing programs and mixers. Prerequisite:Music Theory or Music Composition. (Electiveminor)M Maj(JYTI1is course offers students an intense, sharply focusedengagement with music as an art form and a vehiclefor cultural expression. Organized from a historicalperspective, the course examines all the stylistic periodsof music from the fifth century to the present. Studentslisten to and study a great number of musical compositionsin guided lectures in class and as homework. Usingequipment from the digital music studio, they undertakeprojects in composition and performance of piecesin the styles they study. For instance, while studyingthe sonata form of the classical period, students write asimple melodic outline of a sonata. While studying thebaroque fugue, they attempt a fugal exposition. Prerequisite:Music TI1eory I.7GII I

Vffi:es oj Drauut(IV Frmu, r11uiYed)This non-traditional speechcourse, while grounded in theatricalperformance, focusesnot so much on acting but onthe fundamentals of speaking,such as emphasis, vocal color,pace, pitch, tone, endings,volume and clarity. Studentsperform works from memoryas well as extemporaneous and manuscript speeches. Asthey explore their strengths and weaknesses as speakers,students confront and overcome the often intimidatingchallenges of public performance. The skills they learnin Voices of Drama help students in speaking and performanceopportunities throughout their St. Andrew'scareer and beyond.Ste IFtterprd-aiimuThis course exposes students to the essential aspects ofacting with an emphasis on acting as technique ratherthan emotion. Students study plays and selected scenesby Ibsen, Chekhov, Shakespeare and Williams, amongother more contemporary playwrights, and concentrateon play and character analysis through the eyes of anactor. They explore vocal and relaxation techniques,alignment, theatrical make-up, stage combat, scriptanalysis and the First Folio technique of performingShakespeare. Time permitting, students attend at leastone professional theatrical production during the course.(Elective minor for V and Vl Form)Filku St:udier IFilm Studies I introduces students to the basic elementsof the film medium. Students examine both classic andcontemporary films and analyze cinematography, plot,thematic and sound elements. In conjunction withthe critical component ofthe course, students alsoexplore the film productionprocess.Studentsshoot and edit their ownproductions for the class,and, during the latter partof the course, develop andproduce individual projects.(Elective minor for Vand Vl Forms)In this course students examine more complicatedediting techniques for various types of projects, includinginterviews, documentaries and dramas. They alsoexplore screenwriting for small projects and learn toproduce DVDs, including menus, stills and film. Text:Denny Martin Flynn, How Not to Write a Screenplay: 101Common Mistakes Most Screenwriters Make. Prerequisite:Film Studies I.77

The Faculty

orking with teenagers today isWdefinitely a challenging ministry,but it is nevertheless exhilarating,especially at St. Andrew's, where the mission ofthe School grants teachers the chance to engageso closely with students, in and outside theclassroom. In fact, the entire school experiencebecomes the classroom for faculty and students.The job description for a faculty member atSt. Andrew's could simply read, "Be with kids:'Our faculty brings passion and remarkablecommitment to every aspect of their calling asboarding school teachers. They are intelligent andcommitted scholars, innovative and dedicatedteachers, and patient and inspiring coaches,directors, mentors and advisors. They possess thesensitivity, wisdom, humor and insight of greatparents.Family style meals, trips to town, late nightdesserts, weekend activities, headmaster forums,games, performances, rehearsals, corridor duty,advisee gatherings, tutorials, committees-somuch of the structure of the School createsstudent-teacher interaction, teaching moments,time for adults to gain insights to the adolescentworld. Because St. Andrew's is an entirelyresidential school (with faculty apartments beingadded to dormitory space, and faculty homesbuilt closer to the dormitories in recent years),faculty members have more chances to lmowtheir students, perhaps more than through theclassroom.It is intentional that at St. Andrew's, yourrelationships with your teachers will be richerthan any you have had in the past. Faculty atSt. Andrew's relish the collaboration andconnection they experience with their students.We hope the following, profiles of eachfaculty member at St. Andrew's, provides youwith a complete view of the faculty who will beyour fellow collaborators at St. Andrew's.IJ-u.Will SpeersDean of the Faculty

John BurkphysicscoUege counselingThe of a Ujlt rdunded.acat:imt u to ij!Ute thewit:hMt a t1.A1.d p+-ovide t/wi; with the of ratUfyUtjltU.T dwu/d/ned. by 1ue-rtio1u.stud.ent, dwu/d rthe 1ue-rtio1u the;' ad t1.A1.dtr dwu/d oftlteiY ti#u to refou tlteiY 1ue-rtio1uUtto artiadai:e, juiMUf. tMf:a.Me · I tryto bej i+L tft.t;r p+-()U"Yf byp+'M _3o-od 1ue-rfio1-uto 111f Mtd. M the;'p+'OJYffl iA1_ 111f cbAM, It/u;m to uwve rm 11WMtd. tWMiie1'J to 111f1ue-rtio1u to Mtd. a/1MIII&Yf to tlteiY OUl11.1ue-rtio1u.studffl..tr teMn mt the;'are driAmt by a de&p dMwe tof-tMUI.-a tu:JaL.Tkemt>I've ffl£{JUVte-red. are >adiA1j 1ue-rti

John P. N. AustinAcademic DeanEnglish, HistorySoccerB.A., Williams CollegeM.A., Bread Loaf School of English,Middlebury CollegeM.Phil., Columbia UniversityPh.D., Columbia UniversityAppointed 1987A 1983 magna cum laude graduate ofSt. Andrew's, John returned to campusfo llowing his years at Williams Collegeto teach English, coach soccer and serveas a dorm parent.During his student years atSt. Andrew's, John captained the varsitysoccer team, was the leading scoreron the 1981 State Champion soccerteam, made All-Conference and All­State twice, and captained Delaware'sAll-State Te am.John majored in English and studiedpolitical economy at Williams andspent his junior year studying, writingand enjoying soccer and track at ExeterCollege, Oxford. He has also traveledextensively throughout Europe andEgypt.Most recently John completed hisPh.D. at Columbia University. Hisdissertation focused on 19th centuryAmerican periodical fiction. He has givenand published papers on CatharineSedgwick, Nathaniel Hawthorne andthe Anglo-American literary market.John enjoys writing, film, theater,surfing and scuba diving in the Red Sea.He lives with his wife, Monica Matouk'84, and their childen, Isabel, Alexanderand Maia, in one of the houses at thefarm.Demond L. BaineCeramicsFootball, Te nnisB.F.A., Tmman State UniversityUniversity of the ArtsAppointed 2004Originally from Chicago, Demondattended Truman State Universityin Kirksville, Missouri, and earneda B.F.A. in painting in 1996. His artfo cuses on the peculiar nature of thehuman figure, borne out of observationand experiences. Currently attendingthe University of the Arts in Philadelphia,Demond is working on his M.F.A.in ceramics. As a ceramicist, he is currentlyconcerned with understandinghis culture from a visual perspective andworking toward a thesis that covers therange of perception for African Americansand their cultural heritage.At Truman State, Demond was initiatedas a member of Alpha Phi AlphaFraternity, Inc. the oldest black Greekletterorganization in the world. He wasa fo ur year letter winner and athleticscholarship recipient. He was awardedthe Derringer Cade Inspiration Awardin football as a senior. He was selectedto the National All-Star Game in Minnesotain 1996.After college, Demond worked inadministrative education as well asteaching art. His interest in educationinvolves influencing youth to thinkpositively and to understand their trueworth.Demond likes to cook Italian cuisine,watch independent films, collect hiphopmusic and jazz-especially MilesDavis albums. He also enjoys workingout, writing poetry and the ChicagoBears.Sarah BowersTheaterVo ices of DramaB.A., Boston UniversityAppointed 2005Sarah is a 2000 graduate of St. Andrew's,where she won the drama prize, ac1:edin numerous theater productions, sangin the concert choir and served as aResidential Leader.Sarah continued her educationat Boston University. She graduatedsumma cum laude with degrees in Englishand Psychology, and received theCollege of Arts and Science Award forWriting Excellence. Serving as presidentof her sorority, Sarah was involvedin the execution of many on-campusphilanthropy events. She also worked asa tutor for children in low-income areassurrounding Boston.After graduation, Sarah moved toWashington, D.C., where she taughthigh school students at a special educationschool fo r learning disabled andemotionally disturbed boys. For the lasttwo summers, Saral1 has worked as ateacher at Summerst, a month-longprogram fo r Delaware eighth gradersthat takes place at St. Andrew's. Sheserved as director fo r the 2005 program.Sarah enjoys reading, writing, musicand traveling.81

G. Lindsay BrownGordon E. BrownleePamela U. BrownleeChai1; History DepartmentCrewB.A., Witliams CoUegeM.A.L.S., Dartmouth CoUegeAppoil1ted 1986Lindsay grew up in Rochester, NY.,where he attended the Allendale-ColumbiaSchool. He graduated first inhis class and received the Williams CupAward for academic excellence. Theschool's yearbook editor, Lindsay wasalso a varsity member of the crosscountryrunning, cross-country skiingand tennis teams.During his freshman year at WilliamsCollege, where he majored inhistory, Lindsay tried rowing and hasn'tstopped since. A member of the 1988United States Olympic Team thatwent to Korea, the 1987 Pan AmericanTeam, and the 1986 U.S. Pre-EliteTeam, Lindsay won three gold medalsat U.S. national championship rowingcompetitions and two gold medals atU.S. Olympic festivals. He was assistantcoach for the U.S. Junior Rowing Teamin 1995.At St. Andrew's, Lindsay teacheshistory and coaches boys' JV soccerand varsity crew. He lives with his wife,Louise Howlett, and sons Forrest andMalcolm, dog Cody, and cat Huckleberryin one of the houses on the maindriveway.SeniM Director oj DevelopmentB.A., Marietta CotlegeAppointed 2003Extending his fa mily's six-decadeinvolvement with St. Andrew's, Gordonreturned to his alma mater to encouragealumni, parents and friends to deepentheir commitment to the mission of theSchool. For 23 years he directed institutionaladvancement for such notableinstitutions as Kennedy Krieger Institutein Baltimore, Md.; Mount RushmoreNational Memorial in Rapid City, S.D.;and spent 11 years as a developmentconsultant with Brakeley, John PriceJones, Inc., now Brakeley, Inc., a leadingfu nd-raising consulting firm led byGeorge A. Brake ley, III '57.As a student at St. Andrew's, Gordonserved as president of his class fo r fouryears, was student head of the DisciplineCommittee and managed the schoolstore. He earned seven varsity letters increw and soccer, captained both sportshis senior year while earning All-Stateand MVP honors in soccer and was therecipient of the Warwick Crew Prize.W11ile studying at Marietta College,he continued his rowing career, winningthe Dad Va il Championship as a fi·eshmanand stroking the varsity eight to asecond-place finish as a senior.Gordon's interest in winter backpackingbegan while a student and he continuesto participate in an annual reuniontrip with several St. Andreans. His otherinterests include biking, kayaking andplaying the bagpipe.Gordon, his wife, Pam, and his youngestson, Colin, live in a house on theSassafras River in Galena, Md. Theirdaughter, Lindsay, graduated fromSt. Andrew's in 2005, and son Peter is aIII Former.Associate Director of CounselingB.S., Marietta CoUegeM.S., SoLtthern Connecticut StateUniversityAppointed 2004Pam joined the St. Andrew's communityas a part-time counselor, a position thatquickly became full-time during the2004-2005 academic year. She began herprofessional career as a corporate salesmanager with Procter & Gamble andNoxell Corporation. With the birth ofher daughter, Lindsay, Pam decided topursue her masters in counseling, andbegan her second career which has includedcounseling the homeless in HowardCounty, Md., to insure safe housingand more productive lifestyles, five yearsof private practice career counseling andbusiness consulting in Rapid City, S.D.and four years of development work forthe Black Hills Pow-Wow Association.W11ile at Marietta, Pam earned herdegree in elementary education with aninterdisciplinary in English, psychologyand sociology. She was a memberof Omicron Delta Kappa, a leadershiphonor society, president of Chi Omegasorority for two years, taught study skillsto freshmen, worked as a swimminginstructor and volunteered at a nursinghome.Pam's passions include helping peoplerealize their potential in all walks of life,the challenging and invigorating commitmentof raising three children (twocurrently teenagers), entertaining friendsand fa mily, and spending time outdoorsbiking, hiking and boating.Pam lives on the Sassafrass River inGalena, Md., with her husband, Gordon,and their children, Lindsay '05, Peter '09and Colin.

John B. BurkAssociate Directo1· of CoLlege CounselirgPhysics, Computer ScienceB.S., Duke U11iversityAppointed 1998A native of Atlanta, John attendedDuke University, where he majoredin physics. During his four years atDuke, John participated in a number ofresearch projects in the microwave andapplied optics laboratory.During his senior year, John createdand taught "Physics for Pyros;' a classfo r non-science majors that presentedphysics through exciting demonstrationsand projects. To the best of hisknowledge, the class created the world'slargest lava lamp. Additionally, Johntook a number of courses in computerscience, focusing on software design andimplementation in C++ andJAVA.At Dulce, John was active on the dailynewspaper, The Clnonicle, serving asa photographer for two years; he alsoparticipated in student government.Recently, John participated in tl1eKlingenstein Summer Institute, a twoweekworkshop for young fa culty. Johnalso studied journalism and computergraphics at Stanford University. Whileat Stanford, John was part of the GravityProbe B research team, a scientificcollaboration between NASA andStanford working to build a spacecraftto test Einstein's General Theory ofRelativity using gyroscopes orbiting t11eEartl1. In his spare time, John learnedsculpture welding at t11e Crucible, anartists' commune in Berkeley. Asidefrom his professional interests in tl1esciences, John enjoys mat11ematics,computer science, photography, readingand painting.John lives in Founders' Hall wit11 IIIForm boys.Darcy F. CaldwellChai1; E11glisl1 DepartmwtSoccerB.A., Brown UniversityEd.M., Harvard UriversityAppointed 1991A former teacher and coach at NorthfieldMount Hermon School and ChoateRosemary Hall, Darcy received hermaster's in education from the HarvardGraduate School of Education, whereshe met her husband, Peter.She also worked at Harvard SummerSchool, where she was assistant deanfor secondary school students. Beforecoming to St. Andrew's, Darcy taughtEnglish and coached soccer at RiverdaleCountry School in Riverdale, NY.Darcy attended Phillips Academy inAndover, Mass., where she was activeon the soccer, swimming and lacrosseteams. At Brown Unive rsity, Darcymajored in English and sociology andcontinued her interest in athletics. Afour-year member of t11e varsity soccerand lacrosse teams, she was most valuableplayer and captain of soccer and anAll-Ivy player for three years. Duringher senior year, she was awarded theArlene Gorton Cup for sportsmanshipin intercollegiate athletics.Darcy and Peter live with their children,Tyler '07, Alexa '07 and Lucinda,in a house overlooking Noxon townPond.Peter J. CaldwellAssistant HeadmaSl:er fo r Sttdent LifeAssociate Director of Admissior1HistorySoccerB.A., Bowdoin CoLlegeEd.M., Harvard UniversityAppoirted 1991Before coming to St. Andrew's, Peterworked at Ve rmont Academy fo r fiveyears, where he taught history, coached,and served as housemaster and as deanof students.After Ve rmont Academy, Peter wasresponsible for enrollment at tl1e RiverdaleCountry School outside of NewYork City, serving as director of admissionand financial aid. At Riverdale, healso taught American history, servedas the assistant director of college guidance,and was head coach of varsityboys' soccer.At St. Andrew's, Peter served asdirector of admission and financial aidfrom 1991 to 1999, assistant headmasterfor external affairs from 1997 to1999, and is now the assistant headmasterfor student life.A Bowdoin College graduate (magnacum laude in history, summa cum laudein music), Peter earned his master's degreein administration policy and socialplanning from the Harvard GraduateSchool of Education in 1986.Peter has taught cello and chambermusic at the Putney School, and heserves on the board of trustees of theYellow Barn Music Festival. He hascompeted in the U.S. national crosscountryski championships and pre­Olympic races.Witl1 his wife, Darcy, and their threechildren, Peter lives in a house on thePond.

Chris ChildersClassics, Creative Wi·itingSqttash, Te nnisB.A., University of North CaroLina,ChapeL HiUAppointed 2005Chris Childers graduated Phi Beta Kappafrom the University of North Carolinaat Chapel Hill in 2005 with a B.A. in theClassics (combined Latin and Greek) anda minor in Creative Wr iting. His thesis oforiginal poetry was granted Highest Honorsby the English faculty, and he has receivedseveral translation and other prizesfrom the Classics department, includingfour Chancellor's Awards. At UNC, he alsostudied French, English and Sanskrit, alongwith philosophy, and pursued his broadlove of poetry, in any language. His scholarlyinterests include the lyric and epicverse of archaic Greece and the appropriationof this tradition by Augustan poets,as well as the Indo-Europeans generally;he is particularly drawn to the challenge oftranslating great poems into English verse.In addition to his poetry thesis, Chrispublished a poem, "A rchaeology;' in theCarolina Qu arterly, and was granted a fullscholarship to attend the We st ChesterPoetry Conference in the summer of 2004.In collaboration with Patrick Miller, heworked to edit and revise in manuscriptthe new translation of Plato's Repttb!ic byC.D.C. Reeve from Hackett Publishing,and also worked as undergraduate readerfo r the Carolina Quarterly his junior year.After returning from his summer in Romewith the Classical Summer School at theAmerican Academy, he hopes to devotehimself to verse translation ofPindar, andto an article he has been planning on therole of kharis in the poetry of Pindar andRichard Wilbur. He has also done studyabroad programs in London and Greece.In high school, Chris played vars1ty tennisand was ranked in the top 15 111 Ten­_nessee in boys' singles his junior year.Margaret CoffeyMathematicsComm.u11ity ServiceA.B., Sta11jord UniversityM.S., George Mason UniversityAppoi11ted 2004After 14 years of teaching high schooland community college students innorthern Virginia, Margaret joined theSt. Andrew's faculty. Margaret grewup in Gary, Indiana, graduated fromBerkeley (Calif.) High School, andattended Stanford University, whereshe earned an A.B. in German studies.During her years as a stay-at-homemom, she decided to pursue her love ofmathematics and returned to school.Her study led to an M.S. in statisticalscience from George Mason Universityin 1998.Margaret enjoys writing about teachingmathematics, and her articles haveappeared in Mathematics Te acher andVirginia Mathematics Teacl1er. An activemember of the Northern VirginiaCouncil of Teachers of Mathematics,Margaret served as that group'ssecretary and president. Last year shefield-tested curricula developed for theYo ung Epidemiology Scholars program.She has also worked as a freelancer fo rPBS Matluine.Margaret lives in Brinker Cottage.Her husband, John, a fo rmer collegeprofessor of political science, works atthe State Department. Their children,Michael and Frances, attend graduateschool. Margaret enjoys quick projects,like cooking for friends and fa mily,long-term hobbies, like needlepointing arug, and eternal pleasures, like listeningto the music of Bach.Nathaniel G. CostaDirector of StudiesChair; Classical Languages DepartmentB.A., Yale UniversityAppointed 1999Nathan graduated magna cum laude andPhi Beta Kappa with a degree in classicsfrom Yale University in 1998, where hereceived several departmental translationprizes and also took courses in Englishliterature and music. His particularscholarly interests include Greek andRoman drama, Augustan literature andearly Christianity.He was assistant director of the YaleRussian Chorus, conducting, managingand singing in concert tours throughouteastern United States, including galaevents at Carnegie Hall and the WhiteHouse. The chorus made a professionalrecording released to international acclaim.In high school, Nathan workedas an assistant director with the NorthCarolina Boys Choir with which he hadbeen singing since age ten.For the 1998-99 school year, Nathanreceived the John Colet Fellowship toteach at St. Paul's School, a top independentboys' school in London. In additionto classics, he directed courses in music,American history, and literature, andcoached basketball teams to tl1e Londonregional finals.In recent summers, Nathan hasstudied liturgical music and theologyat St. John's University in Collegeville,Minnesota. His other summer workhas included study at Harvard DivinitySchool and Westminster Choir Collegeand a fellowship fi·om the NationalEndowment for the Hw11anities to studythe music of Mozart in Vienna.Nathan enjoys traveling, reading,playing the organ and listening to hisrecord collection. He lives on VoorheesCorridor, where he supervises IV Formboys.

Gregory S. DoyleCoordirator of A1·ts Centerard Irtemal PublicationsCrewB.S., ViUanova UriversityAppoi11ted 2001A 1987 graduate of St. Andrew's, Gregreh1rned to the shores of Noxon townPond after Sj:>ending seven years in theworld of advertising, marketing andcommunications, where he helped plan,write and design major promotionalcampaigns for pharmaceutical andmedical products.Wl1ile working as a writer for advertisingagencies in Philadelphia, Gregactively competed for the Malta BoatClub, one of the rowing organizationsalong Philadelphia's famous BoathouseRow From 1996 to 2000 Greg wonseveral US national championshiptitles in lightweight sculling. Greg alsofound the time to help his wife, Mamie,a national champion sculler hersel£,coach crew at the Shipley School inBryn Mawr, Pa. Their crews wereconsistent medal winners at the StatesburyRegatta and National ScholasticChampionships.At St. Andrew's, Greg is the editor ofthe School's major outreach publication,St. And.J'elv's Magazi.ne, handles otherprinted and Internet communicationprojects, and serves as the facultyadvisor to the yearbook. In the spring,both Greg and Mamie take to the wateras coaches for the boys' and girls' crewprograms.Greg, Mamie and their four youngchildren, Lucy, Ted, Nick and Will, livein a house near the AppoquiniminkRiver, a fe w miles from campus.Donald H. Duffy, Jr.Cl1ai1; Modem Languages DepartmeJ•JtSpanishw,·estlirgB.A., George Washington UniversityM.A.T., Tl1e Sclwol fo r b1temationalTm i11i11gAppointed 1996Before coming to St. Andrew's, Donaldworked at three other boarding schools:Eaglebrook School in Deerfield, Mass., 1l1ePeddie School in Hightstown, N.J., and EpiscopalHigh School in Alexandria, Va.Donald teaches the third-year Spanishcourse and the fifth-year literaturecourse. After 21 years in the classroom, heis still fascinated by the learning process.Recognizing that language is a reflectionof the culture of its speakers, he enjoys thechallenge of finding appropriate readingsand designing activities that will enable hisstudents to make discoveries about Spanishspeaking people.Donald's enthusiasm for wrestling startedat Lawrenceville, where he served as teamcaptain during his senior year and placedsecond in the New Jersey prep wrestlingchampionships in his junior and senioryears. He continues to stay current withthe latest training methods and techniqueby working at a wrestling camp in the summers.He enjoys working at St. Andrew'sbecause of the community's commitment toembracing amateurism over specialization,wherein teachers and students engage in fu nand meaningful activities that they may notnecessarily be the best at, but fo r which theyshare a common passion and enthusiasm.Donald and Susie, his wife, are the parentsof two St. Andrew's alumni, Francesca'01 and Donny '04. 1l1eir third child,Giancarlo, will be a Ill Former this year.Donald and his family live in a house acrossthe gully.87Stacey DupreyDirecto1· of Girls' Residential LifeAssistant Director of AdmissionDirector of DiversityVo UeybaUUniversity of PermsylvaniaA.S., BroJJX Commw1ity Col.legeAppointed 2003A member of the class of 1985, Staceyreturned to St. Andrew's as a memberof the admission department, a dormparent, interim head of the DiversityCore Group and assistant coach ofvolleyball.As a student at St. Andrew's, Staceyplayed and co-captained varsity volleyballand varsity basketball, was amember of the 1983-84 conferencechampion basketball team, enjoyed actingin the spring drama productions andworked on the yearbook staff Staceyalso helped create the annual MartinLuther King Day Chapel service and theMinority Student Council, now knownas Spectrum.Stacey was born and raised in NewYork City, and attended the Universityof Pennsylvania before starting herfamily. She worked in the telecommunicationfield for 15 years with Ve rizon,where she was responsible for testingand maintaining switching equipment.Before leaving Ve rizon Stacey participatedin a Sj:>ecial program that alloweda select group of employees to attendBronx Community College for anassociate degree in Te chnical Telecommunication.She graduated in May 2003as valedictorian.Stacey enjoys >pending her freetime with her fa mily, cooking, reading,listening to music and watching movies.She also loves to sing.Stacey lives with her husband Wa l­lace, her daughters, Cristin '04 andDevin, and son, Jaylin, in Gaul East.

Wilson C. Everhart, IIINicole L.B. FurlongeNigel D. FurlongeHistoryCross-country, CrewB.A., Colby CoUegeM.A.L.S., Wesleyan Unive1·sityAppointed 2005Having grown up in Camp Hill, Pa.,Wilson graduated from St. Andrew's in1995. While at St. Andrew's, he was aResidential Leader on Hillier Corridorand an active participant in the School'schapel program. Wr lson also competedin cross-country, swimming and crew. Inhis VI Form year, he was a co-captain ofthe cross-country and swimming teams,a first team all-conference runner andthe recipient of the Wa rwick Crew Prize.At graduation, Wilson was awarded theHenry Prize fo r outstanding leadership inathletics.Wilson went on to Colby Collegewhere he was a double major in historyand government. He was also a fo ur-yearmember of the cross-country, indoor trackand crew teams. Wilson was a two-timecaptain of Colby"s cross-country and trackteams, and he earned All-New Englandhonors in each of his three sports.Following college, in September of1999, Wilson moved to Holderness Schoolin Plymouth, N.H. During his six years atHolderness, Wilson taught history, ran aboys' dormitory, served as the AssistantCollege Counselor, co-chaired the DisciplineCommittee, led winter backpackingtrips, and coached cross-country runntngandJV girls' ice hockey.In the summer of2002, Wilson wasawarded a fe llowship to the KlingensteinSummer Institute through ColumbiaTeachers College. In the summer of 2005,he completed his MALS degree, with aconcentration in social sciences, at WesleyanUniversity.. .In his spare time, Wdson enJoys running,hiking, reading, watching moviesand cheering on h1s favonte sports teams.Wilson teaches United States History and20th Century History, coaches crosscountryand crew and lives on SchmolzeCorridor.Clwir, Erglis/1 DepartmmtDirector of DiversityB.A., University of PennsylvaniaM.A., UNiversity of MichiganU11iversity oj Pennsylva11iaAppointed 2000On Leave 2005-06Nicole attended the Boston LatinSchool where she won prizes in publicdeclamation and prize reading. Whileat BLS, Nicole realized her love fo rliterature, which she further pursued incollege.At the University of Pennsylvania,Nicole participated in the Penn-in­Cannes summer film studies program,served as editor of the African Americanand Latino newspaper, The Vision,was a Mellon Undergraduate Fellow,and was inducted into the MortarBoard and Onyx Honor Societies.After graduating in 1994 witha major in English and minor inAfrican-American Studies, Nicolebegan graduate work in British andAmerican Literature at the Universityof Michigan. In 1996, she returned toPenn, where she is currently writingher doctoral dissertation, "HungryListening: Engaging African-AmericanExpressive Culture:' Nicole has taughtat Penn, Michigan and the HoldernessSchool, where she also assisted in theschool's diversity efforts. She has earnedfellowships from the Ford and Mellonfo undations and has published articleson African-American poetry.In quiet moments, Nicole enjoyscooking, yoga, bookmaking, writingpoetry, watching movies and listeningto music. She lives on Lower Moss Corridorwith her husband, Nigel, and theirdaughter, Logan.88Histo1·yBasketbaUB.A., University of PennsylvaniaM.A., Vi Um10va UniversityAppointed 2000On Leave 2005-06Nigel was born in Toronto, Canada, soonafter his fa mily immigrated from Trinidadand Tobago. His formative years werespent in Boston, Mass., where he attendedthe Boston Latin School. His educationgave h im an appreciation for history thathe continued to develop in college.After graduating from the Universityof Pennsylvania in 1994, with a major inAmerican History, a minor in African­American Studies, and as a member of theOnyx senior honor society, Nigel joinedthe faculty at the Holderness School. Afterfour years, he took time off to pursuegraduate work at Dari:mouth College inthe M.A.L.S. program and at VillanovaUniversity, where he earned his master'sdegree in history. In 1999, he returned tohis teaching responsibilities at Holdernessand coached basketball and ten nis.In addition to his teaching, coachingand dorm parenting at Holderness, Nigelalso served as the director of the school'sdiversity program, helping to addressissues around multiculturalism facinginde pendent schools. Nigel \vas a fellow inthe Klingenstein Summer Institute offeredthrough the Teachers College, ColumbiaUniversity in 2000. For the summerof2003, Nigel served as a lead Historyteacher in the KSI program, as well asworking at the New Teachers Conferenceat Milton Academy.Nigel enjoys playing all kinds of sports,listening to music, watching movies andreading . His wife, Nicole and baby girl,Logan, will join him in New Yo rk Citythis year as he pursues a master's degree inEducation at Columbia University havingreceived a Klingenstein Fellowship fo r the2005-06 academic year.

Frederick]. GeiersbachMusicB.A., Williams CotlegeM.A., Te achers Cotlege,CoLumbia Universi.tyEd.D., Teachers College,CoLumbia Universi.tyAppointed 2001Fred grew up the eldest of six musicalchildren in East Greenwich, R.I., andattended Williams College, where hemajored in English literature and music.After a stint studying jazz in Parisand Copenhagen, he settled in NewYork City with his wife, Carla. Afterearning his master's in music and musiceducation at Teachers College, hetaught music at public schools in Chinatownand the Upper We st Side.Fred was involved in groundbreakingresearch in arts integration as a partof the Creative Arts Laboratory andthe Center for Arts Education, both ofwhich are based at Columbia. In 2000Fred earned his doctorate with a dissertationon the role of metacognition ininstrumentalists' praCtice strategies.Fred maintains an aCtive perfo rminglife as a flutist and violist and has performedwith the Berkshire Symphony(Mass.), the Ve rmont Philharmonic,the Newark Symphony and the DoverSymphony. He chairs the Delaware AllState Orchestra committee and studiesviolin with Xiang Gao.At St. Andrew's, in addition to teachingall instruments and jazz theory,Fred conducts the Orchestra and JazzEnsemble and coaches soccer.Fred and Carla live on the Careyhorse farm with their children, Alexanderand Guenevere, their cat Jazz,their dog Buddy and their horses Aceand Lucy.Terence GilheanyDirector of Cotlege CounseLingHistoryCrewB.A., Amherst CollegeMTS, Harvard Divinity SchooLAppointed 2005Terence returns to St. Andrew's afterthree years as a college counselor,teacher, coach and dorm parent atMiddlesex School in Concord, Mass.Prior to Middlesex, Terence taught atSt. Andrew's for nine years, also servingas boys' housemaster, the facultyadvisor to the honor committee and acollege counselor.Terence attended St. Paul's School inConcord, N.H., and Amherst College,where he captained the crew. Graduatingmagna cum laude in religion,Te rence went on to earn his MTS fromHarvard Divinity School. He concentratedin world religions in the UnitedStates, and simultaneously took coursesat the Harvard Graduate School ofEducation, earning his teaching certificate.At St. Andrew's, Terence directs thecollege counseling office, teaches a classin the history of the Middle East andcoaches crew. He and his wife Hilary,who met each other in their first stintat St. Andrew's, live in Noxon House atthe end of the pond.89Wesley H. GoldsberryReLigious StudiesBasketbatlA.B., Davidson CollegeM.Di.v., Princeto11 TheoLogicaL Semi1wryAppointed 2004Born and raised in North Carolina,Wes is a graduate of William G. EnloeHigh School in Raleigh. He completedhis undergraduate studies at DavidsonCollege, obtaining an A.B. in music andphilosophy cum laude with honors inmusic. We s served as concertmaster ofthe Davidson College Symphony Orchestrafor two years, earning multipleawards from the music department foroutstanding scholarship and service.A member of Omicron Delta Kappa,he spent two seme5ters as an editor inchief for The Davidson ian, priming himfor a ten-month stint as associate editorof the Lake Nonnan Times newspaper inMooresville, N.C.Wes received a Tate MinisterialChallenge Scholarship in the springof 2001, sending him to ColumbiaTheological Seminary in Decatur, Ga.,for one year. He completed his Mastersof Divinity at Princeton TI1eologicalSeminary and is pursuing ordination inthe Presbyterian Church.We s has served as a teaching assistantat the Phillips Academy SummerSession and at Columbia TI1eologicalSeminary, teaching courses in geometry,journalism and biblical Greek, aswell as directing choral ensembles ateach institution.A musician of multifarious talentsand interests, We s plays a number ofstringed instruments, and has writtenseveral compositions and arrangementsfor chamber ensembles. A fan of basketball,bluegrass and the Boston RedSox, he lives in Founders Hall and is acorridor parent to V Form boys.

Penn GravesEnglishSoccer; LacrosseB.A., Davidson CoUegeBread Loaf School of EnglishAppointed 2005Penn graduated from Davidson Collegewith a B.A. in English in 2002. Whileat Davidson, she tutored elementaryschool children, served as an officerof Connor Eating House and playedvarsity soccer for four years. Duringher senior year she captained the soccersquad and was named team MVP. Shealso spent one semester traveling andstudying in New Zealand.Upon graduating from Davidson,Penn joined the faculty of BlairAcademy in New Jersey. During herthree years there she taught English,monitored a dorm of underclass girls,worked as Assistant Athletic Directorand coached soccer and lacrosse.Currently pursuing a master's degree inEnglish, Penn has studied for the pasttwo summers at the Bread Loaf Schoolof English. She also spent much of]une2005 traveling in Africa with five Blairgraduates.A 1998 St. Andrew's graduate, Pennserved as captain to the varsity soccer,basketball and lacrosse teams duringher senior year. She led the girls'lacrosse team to its first state championshipand won the King Prize fo rexcellence in sportsmanshtp.When not chasing after her puppy,Tui, Penn enjoys, reading, traveling,running and watching UNC basketball.Mark S. HammondPhysics, ChemistryCross-cou11try, SwimmingB.S., Davidson CoUegeM.A., Rice U11iversityPh.D., Rice UniversityAppointed 2002Mark grew up in Raleigh, N.C., beforeattending The Mercersburg Academy,where he was a member of the waterpolo and swimming teams. Duringgraduate school, he developed an interestin teaching, especially the uniquechallenges of conveying scientificunderstanding to non-science majors.He was awarded an Alexander vonHumboldt Fellowship to study physicsin We st Berlin after the completion ofhis doctoral dissertation. During thatperiod, he witnessed firsthand the fallof the Berlin Wall and the unification ofGermany.Mark returned to the United Statesto join several graduate-school acquaintancesin a high technology start-upventure, and spent the next 12 yearsworking in a variety of managementand scientific positions. He tl1en left theindustry to pursue his long-time desireto teach young people.Mark enjoys stargazing, hiking,cross-country skiing and reading. Helives with his wife, Noreen Tully, andtheir two children, Sadie '09 and Dav1s.E. Gary HarneyDirector of Choral MusicReligious StudiesB.M., University of KentuckyM.M., U11iversity of illinoisM.S., Union CoUegeAppointed 2001Gary's career as a musician began asassistant organist and choirmaster atChrist Church in Lexington, Ky., whilehe was pursuing his undergraduatedegree in organ performance. Followinghis college years, Gary went on to be theorganist in churches from 1975 until1998, when he moved into boardingschool life. Gary also spent five years asan adjunct insh·uctor in organ at SkidmoreCollege, and since 1981 has been amember of the Association of AnglicanMusicians. He is a harpsichordist, andhas founded and directed both vocaland instrumental ensembles.Part of Gary's adult life was spentworking in technology for the RaytheonCorporation, Teledyne BrownEngineering and the United StatesArmy Aviation and Missile Command.During this time, he was responsible formanaging large-scale software developmentprojects for defense systems.Gary andJo, a vocal music teacherat nearby St. Anne's Episcopal School,live on Baum Corridor with V and VIForm boys. They enjoy reading, going totheir geodesic dome in the mountainsof Pennsylvania and v1siting with theirthree children: Susan, Michael '98 andBenjamin '0 1.9b,,

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Peter M. HoopesDirector of Te clmologyFilm, MusicFootball, Te m1isB.A., The College of Wo ostaM.M., University of MiamiAppointed 1998Peter returned to his alma mater afterworking in New Yo rk City as a musicproducer and engineer. During hisstudent years at St. Andrew's, Peterwas active in varsity football, varsitybaseball, band and the Concert Choir.He graduated magna cum laude in 1989and was awarded the MathematicsPrize, the Scott Science Prize and theChoir Prize.Peter continued his studies atthe College of Wo oster, where heperformed with the Wooster JazzEnsemble, the Wooster Chorus andthe marching band. He graduated fromWo oster with honors in 1993, earninga B.A. in music composition with amathematics minor.Peter received his M.M. in 1995from the University of Miami, wherehe also was a teaching assistant in themusic technology department. Hisstudies focused on using the computeras a compositional tool and producingmusic for film and television.As the School's technology director,Peter has participated in many conferences,and has been a panelist representingthe Apple Macintosh platform.In his spare time, Peter enjoys golf,basketball, tennis and continuing hist11USI ··c Peter lives with his wife, Sarah,and his daughters, Ingrid and Sophie, inthe Naudain House.Esther HsiaoChineseYogaB.A., Soochow University (Taiwan)M.A., University of California, San DiegoAppointed 1998Esther grew up in Ta iwan and came tothe United States in 1992 fo r graduatestudy. As an undergraduate at SoochowUniversity, she was president of theSoochow English Speaking Society andcaptain of the varsity track-and-fieldteam. In her senior year, she set theschool record on the cross-countrycourse. She also worked herself throughcollege by teaching English to bothchildren and adults.After graduating in the top fivepercent of her class, she was hired byher alma mater as an instructor in theEnglish Language Lab. Her experiencein teaching language was enhancedwhen she worked as a Chinese languageteaching assistant at the Universityof California, San Diego, where shereceived her M.A. in comparativeliterature. She has translated two booksfor McGraw Hill International on businessmanagement and cross-culturalcommunications.In addition to teaching Chinese, Estheroffers yoga in the winter and servesas a corridor parent on Lower Fell.She enjoys reading, practicing yoga,hiking and cooking. She lives with herdaughter Jiachi, and sons Jiadi andJiakai in Lower Pel!.Gretchen B. HurttEnglishField HockeyB.A., Princeton UniversityEd.M., Harvard UniversityAppointed 2004Gretchen grew up in Pottstown, Pa., onthe campus of The Hill School. A 1990graduate of St. Andrew's, Gretchenplayed field hockey, basketball andlacrosse, was an editor of the Cardinal,played flute in the band and was a residentialleader.At Princeton, Gretchen majoredin English, played field hockey andlacrosse, and was student manager ofTiger Pizza. During the summers, shetaught at Salisbury Summer School inConnecticut and The Hill School SummerProgram.In 1998 Gretchen earned a master'sdegree in education at Harvard. Hercoursework included sociology, cognitionand technology in education.Gretchen has taught English at KentDenver School in Denver, Colo.; Harvard-WestlakeSchool in Los Angeles,Calif.; and Severn School in Annapolis,Md.During her summers, Gretchen hasstudied at the Klingenstein SummerFellowship through Columbia University,Berkeley Summer Study at OxfordUniversity, and The Curriculum Initiativeat Princeton University. In her freetime, she loves reading, spending timewith fa mily and enjoying the outdoors.Gretchen, her husband Callen '90,and their son Liam live in the Annex.92

W. Callender HurttDirectol' of A11nual GivingSq"as/1, CrewA.B., Harvard U11iversityB.S., Ullivusity of AlabamaAppoi11ted 2004Callen grew up in Rumson, N.J., andis a 1990 graduate of St. Andrew's. Asa student Callen captained the soccerteam, played squash and stroked thevarsity eight. He served as Warden ofthe Vestry, was a residential leader andwon the Henry Prize fo r athletics.Callen studied anthropology atHarvard, where he rowed varsitylightweight crew. While at Harvard,he worked at the Kennedy School ofGovernment and served as a teacherin Boston Public Schools through theHarvard Program for InternationalEducation.Immediately after his Harvard graduation,Callen moved to Alabama towork fo r a fa mily oil and gas company.From 1995 to 1998 he pursued his B.S.in petroleum engineering at the Universityof Alabama while working full timein the field. Callen received Alabama'sOutstanding Student in Mineral EngineeringAward each year he attended.He also coached and helped developthe University of Alabama club crewprogram.After getting his engineering degree,Callen moved to Price, Utah, wherehe worked as a drilling engineer, thenas the development manager of a largenatural gas field. When the companywas sold to Phillips Petroleum, Callenbecame their development manager forthe Powder River Basin, a major naturalgas field in Wyoming.Callen and his wife, Gretchen '90,enjoy hiking and camping. They livewith their son, Liam, and dog, Sugar, inthe Annex.Elizabeth M. HutchinsonDirector of Cow1Seli11gB.A., Arnhmt CoUegeM.Ed., Harvard U11iversityAppoi11ted 2000Whiz grew up in Wilton, Conn., andattended Amherst College where shemajored in psychology and anthropology.Her independent research in theserespective areas included the socioculturalcauses of eating disorders andindividual effectiveness in social change.While at Amherst, she met herhusband, Jay. After they married, Whizbegan teaching at Choate RosemaryHall. For the first five years, she taughtpsychology, ethics and anthropology.In 1989, W11iz went to Harvard topursue a master's degree in counselingat the School of Education. She taughtfor two years with Dr. Robert Coles.Her students selected her to receive anaward for Distinction in Teaching fromthe Danforth Center fo r Teaching andLearning.After her graduate studies, W11izreturned to working full-time at Choateas a teachet; dean and dorm parent. Shealso coached varsity gymnastics for 12years.In 1996, W11iz and Jay moved toSaint Mark's School in Southborough,Mass., where W11iz worked as the Deanof Students, was the head of an uppergirls' dorm and taught psychology.W11iz enjoys spending time with herfour-year-old son, Jack, while workingpart-time as a counselor at St. Andrew's.The Hutchinsons live in the Lewisfa rmhouse.93John F. HutchinsonAssistant Ci1aplai11Ci1ai1; Religious StLLdies DepartmetJtLacrosseB.A., Amherst CoUegelVf.Div., Harvard UlliversityAppoi11ted 2000Jay graduated from Sewickley Academyin Sewickley, Pa., where he waspresident of the sh1dent body and amember of the varsity soccer, wrestlingand lacrosse teams. He went on to playthose sports at Amherst College, wherehe majored in economics. At Amherst,Jay was the first recipient of the EugeneS. Wilson Scholarship.After graduating from college, Jaymarried his wife, W11iz. He taughtreligion and history for one year at t11eCanterbury School in New Milford,Conn., and coached soccer, wrestlingand lacrosse.In 1985,Jay joined W11iz on thefaculty at Choate Rosemary Hall. Hetaught religion, ethics and economicsand continued to coach all three sportsat the varsity level for 11 years. In 1993,he was named Boys' Varsity LacrosseCoach of the Ye ar. For his last five yearsat Choate, Jay was the first Directorof Community Service and createdthe program that won the Governor'sYouth Action Award in 1992.In 1996, Jay began his divinity schoolstudies in Massachusetts while workingpart-time at Saint JV[ark's School as areligion teacher, dorm supervisor andcoach of boys' wrestling and lacrosse,and boys' and girls' soccer. He graduatedfrom Harvard Divinity School in June2000 and was ordained an Episcopalpriest in May 2003.He and Whiz s11end their summersat their home on Squam Lake in Holderness,N.H., with their son, Jack.

Joleen M. HydeMichael W. HydeRebecca JamesAssistant Dea11 of StLLdentsCertificate DipLoma in PLLbLic ReLatioi'ISPublic ReLatiom I115ti.tuteof Southem Afr icaAppoi11ted 1999Joleen was born in Umtata, South Africa,the hometown of Nelson Mandela,and has full command of the three majorlanguages of South Africa-English,Afrikaans and Xhosa.From 1995 to 1998, Joleen workedfor the Institute for Democracy inSouth Africa, a non-governmentalorganization with the main goal ofmonitoring the new parliamentary governmentin South Africa. Joleen's jobwas to record and disseminate informationto civil society on politicians in thenewly formed government.In 2001 and 2004,Joleen took somefaculty and students to visit South Africa.The trip to South Africa includeda variety of community service projectsworking with less fo rtunate childrenin Cape Town and Johannesburg. St.Andrew's started a book drive for theirsister school's library (St. Mark's) in Pietersburg,sending 75 boxes of books. InCape Town, the students worked withthe Wa rmth Project, feeding schoolchildren in poor communities. J ole enhopes to do another trip the summerof2006.Joleen has organized many SouthAfrican evenings at St. Andrew's, whichincluded cooking traditional SouthAfrican cuisine and teaching studentsabout the culture and history of SouthAfrica. She loves cooking home-awayfrom-homemeals fo r students. She alsoloves traveling, reading and listening tomusic.Joleen, Mike and their children,Bridgett and David, live on campus.Director of Boys' Athletic ProgramAssistant Director of AdmissionHisto,·yBasebaLL, BasketbaLL, FootbaLLB.A., Wi LLiams CoLLegeM.A.L.S., Geo1:getown UniversityAppointed 1995A Wilmington native, Mike is a 1987graduate of Tower Hill School, wherehis father teaches and coaches.Mike completed his undergraduatestudies at Williams College, where heearned a B.A. in history in 1991. Heplayed varsity baseball for fo ur yearsand was elected co-captain, earning All­New England honors his senior year.Mike also started as a defensive backon the varsity football team for threeseasons-the last two of which the Williamsteam finished undefeated.Mike is the director of tl1e boys'athletic program and assistant directorof admission. He teaches U. S. Historyto III and IV Form students, as well as asenior tutorial on Jacksonian America.Mike is also the head coach of the varsityfootball team and an assistant coachfo r both varsity basketball and baseball.Mike recently completed his worktoward his master's degree (M.A.L.S.)in American studies at GeorgetownUniversity.Mike and his wife, Joleen, enjoytravel and live with daughter Bridgettand son David in the red brick homenext to North Hall.MathematicsTe nnis, DanceB.S., B.A., Auburn UniversityM.A., University of CaLifornia, Los AngeLesAppointed 2004Rebecca grew up in Birmingham, Ala.,attending Vestavia Hills High Schooland playing on both the varsity soccerand tennis teams. Also a member ofthe Vestavia Hills Math Team, shedeveloped an early interest in mathematics.Her love of math grew to be moreprofound as she attended Auburn Universityin Auburn, Alabama, graduatingwitl1 a B.S. in Mathematics and a B.A.in French. While at Auburn, Rebeccawas a representative and a senator forthe College of Sciences & Mathematics,played on the club soccer and flag footballteams, spent two summers abroadstudying French and tutored studentathletes witl1 Auburn's Tiger Tutorprogram. After graduation, Rebeccajourneyed to Los Angeles where shecompleted her M.A. in mathematicsat UCLA, taught for Kaplan and particpatedin a small ballet company.Rebecca teaches math, instructsballet classes, coaches the JV girls' tennisteam and lives on the 3rd floor ofFounders with her cat, Delilah. Herinterests include traveling around theworld, cooking, playing the guitar andflute and watching Auburn footballgames.94

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Diahann T. JohnsonFre11chB.A., Ober1i11 CoUegeM.A., University of DelawareAppoi11ted 1994Sabbatical 2005-06Diahann came to St. Andrew's from theUniversity of Delaware, where as a minorityfellow she received her master'sin foreign languages and literature witha minor in applied linguistics in 1993.Previously, Diahann worked in NewYo rk as a marketing manager at FranceTelecom International.As a child traveling through the WestIndies, she developed an interest in differentlanguages and cultures. Graduatingearly from Great Neck South SeniorHigh in New York, Diahann spent aseme5l:er abroad in London studyinghistory and Shakespeare at RichmondCollege.In the fail of 1981, she entered OberlinCollege on an academic scholarshipfrom the National Association of PostalWorkers and Federal Employees. Diahannspent her junior year abroad inFrance and also participated in a winterterm project in the former SovietUnion. After graduating from Oberlinwith the Edith P. Horner Priz.e fo rFrench, she lived in France and studiedinternational relations at the Universityof Paris. She is a member of the FrenchHonor Society, Pi Delta Phi.Diahann and her husband, Anthony,live with their daughters, Camille andCaleigh, in the nearby town of Smyrna.Eric L. KernerAssociate Academic DeanjM Mat/1 a1·1dScie11ceCl1ai1; Sciwce Depa rt111e11tSc.B., BmlVn Universitylvf.S., Nortlnvestem UniversityLehigh U11iversityAppoi11ted 1987Eric graduated magna cum laude fromBrown University in 1981 with a degreein materials engineering. After spendingthe following year at IBM in NewYork, he entered Northwe5l:ern Universityas Cabell Fellow, where he earned amaster's degree in materials science in1984. From Northwe5l:ern, Eric headedto the Cabot Corporation in Boston,where he conducted applied researchin the area of electronic materials. Justprior to coming to St. Andrew's, he wasa research fe llow in the Department ofMaterials Science at Lehigh University.Eric has an active interest in thephilosophy and history of science andscience writing. He has published twobooks, Maki1·1g and Usi11g Scientific Models(Franklin-Watts) and Experimentswith Te mperatare and Heat (Enslow).During the 2000-01 academic yeatEric spent his sabbatical as a visitingscholar in the chemistry departmentat Amherst College where he taughtintroductory chemistry and conductedresearch in molecular dynamics.In his spare time, Eric enjoys runingthe campus trails and playing bluesharmonica.Eric, his wife, Susan, and their threechildren, Benjamin '04, Laura '08 andSarah, live in a house on the easternedge of campus.Benjamin G. KennedyDimtor of Boys' Residential LifeEnglish, HistorySoccer, BasketbaUB.A., Dartmouth CoUegeWe sleyan U11iversityAppointed 2002Ben is a 1997 cum laude graduate ofSt. Andrew's. He grew up on independentschool campuses in New Englandand the Mid-Atlantic as the son of aheadmaster and teacher.As a student at St. Andrew's, Bentaught Sunday School, directed the JobsProgram and was a Residential Leaderfor a V Form dorm. Ben also participatedin varsity soccer and crew. He wasa three-time First Team AU-State selectionand two-time conference Player ofthe Ye ar in soccer and recipient of the\Varwick Crew Price. He captainedboth sports his VI Form year.Ben went on to Dartmoutl1 Collegewhere he majored in history andcompeted in intercollegiate soccer. Followingcollege, in the summer of2001,Ben moved to Episcopal High Schoolin Houston, Texas. At Episcopal, heworked in tl1e development office, taughthistory and coached soccer and lacrosse.In the fa ll of 2002, Ben returned to St.Andrew's. Since his return, Ben hasworked as the director of annual givingand the director of boys' residential life;as a teacher of English and history; as adorm parent for III and V Form boys;and as a coach of soccet basketball,lacrosse and crew.In his spare time, Ben enjoys studyingabout and collecting furniture fromthe Arts and Crafts Movement, trailrunning, gardening and traveling to outof-the-wayplaces.Ben and his wife, Christina, live onHillier Corridot where they superviseIII Form boys.

Christina KennedyAdvisOJ' to the Hono1· CommitteeMatl1ematicsVo tleybatl, BasketbaLl.B.A., Bowdoi11 Cotlege1-ifesleya" UniversityAppointed 2002Christina graduated from BowdoinCollege in 2000 with a major in mathematics,a minor in economics and aconcentration in Mandarin Chinese.During her junior year she spent asemester studying applied mathematicsat St. Andrew's University in Scotland.Wl1ile attending Bowdoin, Christinawas the captain of the varsity volleyballteam, a member of the varsity basketballteam, a member of the co-ed a cap pellasinging group and a house leader for theWe llness Social House.After graduating from Bowdoin,Christina spent a year in China with thePrinceton-in-Asia program, teachingEnglish at the Dalian University of Te chnology.Before joining the St. Andrew'sfaculty, she taught at the WoodrowWilson Middle School in Boston withCitizen Schools, an afterschool and summerenrichment program for students intwelve inner-city public schools.Christina grew up in a school fa mily,attending independent and internationalschools in Massachusetts, the SovietUnion, Minnesota and Germany. Sheearned an International Baccalaureatediploma at the Frankfurt InternationalSchool, where she played soccer, basketballand softball, was a member of theschool band and chorus and worked as apeer helper.At St. Andrew's, Christina teachescourses in mathematics, coaches varsityvolleyball and]V basketball and servesas the advisor to the Honor Committee.She lives with her husband, Ben, onHillier Corridor where they superviseIII Form boys.Kimberly A. T. KlecanMati-Jem.aticsCo111111L111ity ServiceB.A., Uriversity oj DelaJVareAppoi11ted 1999Born and raised in northern NewJersey, Kim graduated from her publichigh school in 1995. She continued herstudies at the University of Delaware,where she discovered her passion forteaching. She worked both as a privatemath tutor and as a peer tutor and testproctor for UD's Preparatory MathProgam. Kim graduated magna cumlaude in 1999 with a bachelor's degreein mathematics education. Graduatingfirst in her major, Kim was awardedseveral prizes from the Departmentofl'v[athematics and was named theOutstanding Student Teacher in hersenior year.Although she was active in otherorganizations during her school years,Kim's greatest joy was being part of amarching band as a member of its colorguard. Kim was part of her high schoolmarching band for four years, the Universityof Delaware Fightin' Blue HenMarching Band for three years, and theUniversity of Delaware PeformanceEnsemble, a competitive indoor colorguard, in its inaugural year.At St. Andrew's, Kim teaches algebraand precalculus and works with thepeer tutoring program. Kim and herhusband, Brian, live across the streetin the Foley house with their daughterLydia and cat, Zilpah.Monica C. MatoukEnglishB.A., MiddlebLtry CollegeM.A., Bread LoaJSciJOol of English,MiddlebLtry Collegel'vf.A., Colw11via U11iversityJv[.pJ,i/., Co!Ltmbia U11ivmityAppointed 1988For most of her pre-secondary schooling,l'vfonica studied in French lyceesoverseas. A 1984 cum laude graduateof St. Andrew's, Monica went on toMiddlebury College, compiling anexcellent record there. She graduatedmagna cum laude and Phi Beta Kappa,with highest honors in her major, literarystudies. She spent her junior yearstudying at the Sorbonne.After teaching English at St.Andrew's in 1988 and 1989, Monicawent on to earn master's degrees fromthe Bread Loaf School of English atMiddlebury College and then studiedat Columbia University in the Ph.D.program in comparative literature.Monica brings to St. Andrew's aunique, international background. Shegrew up in Beirut with her brother,John '89, and since 1978 has lived inCairo and the United States.Monica lives with her husband, JohnAustin '83, and their children, Isabel,Alexander and Maia, in one of thehouses at the farm.97

John C. McGiffChair, Arts DepartmmtDrawing, Painting, PrintmakingB.F.A., State University of New YMk,PurchaseM.F.A., University of Pennsylval1iaAppointed 1996John's interest in art began while hewas a student at the Bancroft School inEssex, England, where he studied for his'A.' Levels in art, literature and history,and earned the school prize in painting.In 1984,John received his B.F.A.from SUNY Purchase, winning theDean's Commendation fo r Painting andDrawing. As part of his study for theM.F.A. at the University of Pennsylvania,which he received in 1989,Johnspent seven months in Padua, paintingfrom the Italian landscape and visitingthe many art meccas between Ve niceand Rome.Prior to coming to St. Andrew's, Johntaught painting, drawing and designfo r seven years at Temple and DrexelUniversities in Philadelphia.In 1998,John received a DelawareDivision of the Arts Fellowship inpainting and has shown his large oilcanvases in a variety of galleries, includingthe Design Arts Gallery at DrexelUniversity, the Fleisher Art Memonal,the Art Alliance of Philadelphia andthe Delaware Agricultural Museum.With his wife, Elizabeth, their children,Olivia and Aidan, and their catand two dogs, John lives in the Schoolfa rmhouse.Hope McGrathAssistant Di,·ectOI' of AdvancementE11gl.ish, Histo1·yB.A., Colwnbia UnivenityAppointed 2005Hope grew up in Smyrna, Del., andgraduated magna cum laude from St.Andrew's in 2001. As a student, she wasactive in the Ve stry and a Silver LakeTutor fo r fo ur years.After graduation, Hope struck outfor New York City. She graduatedcum laude from Columbia Universityin 2005, with majors in English andhistory. As part of the work-studyprogram, she assisted professors at theColumbia University School of SocialWo rk in their research on poverty andwelfare policies. The city's many communityinitiatives allowed her to serveas the volunteer leader of an advocacyand counseling program fo r the homeless,and act as an overnight coordinatorfor a women's shelter. Continuing herexperience at St. Andrew's, Hope alsotutored 7th and 8th graders from thecity's underserved public schools.An avid bluegrass and country musicfa n, Hope likes discovering new bandsand going to concerts. She loves totravel, play cards and eat. She is tryingto learn how to cook. Hope lives at ahouse across the road on Silver Lake.Joy McGrathDirector of AdvancementA.B., Harvard and Radcliffe CoUegesAppointed 1999Joy, who hails from nearby Smyrna,Del., is a 1992 magna cum laude graduateof St. Andrew's. As a student, shewon the Baum Prize for English andthe Amos Prize for Life Sciences, coxedthe girls' varsity crew and ran crosscountry.Joy continued her studies at HarvardUniversity. Among other activities,she worked at Harvard Law School,>}Jent ti.me as a nanny, and was thehead teacher of the Sunday schoolat the Memorial Church in HarvardYard. She graduated magna cum laude,distinguishing herself as a John HarvardScholar and an Elizabeth Cary AgassizScholar. She was also awarded theCabot House Prize for exceptionalcontributions to her residential community.After graduating from Harvard,Joy traded academics for politics andmoved to Washington, D.C. There sheworked for three years at the NationalPartnership for Women & Families,where she worked to improve access toquality health care and help women andmen balance the dual demands of workand fa mily.At St. Andrew's, Joy has been amember of the English department, butnow fo cuses her full attention on herwork in the Advancement Office and asa dorm parent.Joy is the dorm parent of IV Formboys on Schmolze Corridor, and liveswith her dog, Lucy, and her cats, CharlotteBartlett and Mr. Emerson.98

Peter K. McLeanBiologyEnviromnwta.L Coordi11atorB.A., U11iversity oj Virgi11iaM.A., CoLlege of Wi Lliam and MaryPh.D., U11iversity of TennesseeAppoi11ted 1989A native of Charlottesville, Va ., and agraduate of Lane High School, Peterhas experienced many different typesof" living" classrooms. After earning hisbachelor's degree in environmental sciencefrom UV A, Peter spent three yearsteaching biology and history at VirginiaEpiscopal School in Lynchburg. Duringthe summers, he led bicycle trips fo rhigh school students to England andFrance and was a backcountry ranger inYellowstone National Park.In 1984, he began work on his master'sdegree at the College ofWilliamand Mary, studying the feeding ecologyof Chesapeake Bay ospreys.Peter came to St. Andrew's afterfinishing his doctorate at the Universityof Tennessee, where he researched thepopulation dynamics of black bears inthe Great Smoky Mountains.During the spring, Peter leads groupsof St. Andrew's students on hiking tripsin the Appalachian Mountains, wherethey have assisted research on denningfe male bears. Peter's biology studentshave begun major long-term ecologicalstudies ofNoxontown Pond and otherlocal environments.Peter and his wife, Carol Ann Pala,an information specialist and SchoolLibrarian, enjoy biking, photography,gardening, reading and beekeeping.They live in one of the fa rmhouses, onewith geothermal heating and cooling,with their two children, Peter and Elsa,and their cat, Blackfeet.Ann M. McTaggartDirector of the Theata ProgramDrama, Public Speaki11gB.A., Bard CoLlegeM.A., RooseveLt UniversityAppointed 1993Sabbatical 2005-06A 1986 graduate of St. Andrew's,Ann was a three-time recipient of theSchool's Drama Prize, and she receivedthe Carter-Towbin Award for versatilityand achievement in theater at BardCollege.Ann has performed in opera, pantomime,musicals, contemporary comedyand Shakespearean tragedy. Work in regionaltheaters, study and research havetaken her from New York to California.Ann's favorite stage and film rolessince college include Dorothy in "TheWizard of Oz'; Tuptim in "The Kingand I'; and Grace Farrell in "Annie': Annhas sh1died with many well knowndirectors, Jonathan Miller and MarkLamos among them, and looks forwardto continuing her work as an actressand singer when her daughter is a bitolder. She recently received her master'sin directing from Roosevelt Universityin Chicago.Along with her other duties, Annchairs the Food Committee and sits onthe Chaplain's Committee as a supervisorto the layreaders.David P. MillerSpa11isl1Baseball, BasketballB.A., BeLoit CoLlegeM.A., Tu lane U11ivasityAppointed 2000David has always had a love for thegame of baseball. Growing up in Indiana,he dreamed about the time whenhe would play professionally and evenstarted studying Spanish so he would beprepared to play winter ball in PuertoRico. At Elkhart Central High, Davidplayed for the baseball team and was onthe honor roll.David had a triple major at BeloitCollege in Wisconsin. He studiedSpanish, philosophy and government.He continued to pursue his passionfor baseball at Beloit. He pitched andplayed outfield for the Division IIIschool. He was the treasurer of theCommunity Senate and a disc jockey onthe college radio station.In 1993, David taught English inCosta Rica and met St. Andrew's Spanishteacher Ana Ramirez, whom hemarried in 1999. David earned a master'sdegree in Latin American studiesfrom Tulane University in 1997. \Vl1ileat Tulane, he combined his academicpursuits with his passion for baseball byreceiving a grant to study the history ofbaseball in Nicaragua. After graduateschool, David lived and worked in theWashington, D.C. area before marryingand coming to St. Andrew's.David enjoys cooking and reading,and has recently resumed playingtrumpet-often joining the SchoolOrchestra. He lives with his wife, Ana,and their dog, Amber, on Upper Mosscorridor.99

David W. MyersJoyce E. NelsonDaniel]. O 'ConnellAssociate Directo>' oj TeclmologyCmnputer ScienceSocce>; CrewB.S., U11ive•·sity of DelawareAppointed 1999A lifelong Delaware local, Dave grewup in Rehoboth Beach attending publicschooL After junior high, Dave appliedand was accepted to St. Andrew'sSchool, graduating cum laude in 1996.While at St. Andrew's, Dave wasa leader of the boys' JV soccer team,held a seat on the varsity crew, wasawarded the Technical Drama Prize,and received the highest grade in theSchool on the American High SchoolMath Exam.Dave developed an interest in computersand computing technology at St.Andrew's, which was further developedat Wake Forest University.While in North Carolina, he wasa member of the Computer ScienceACM (Association of Computer Machinery)team fo r Wake Forest as wellas the Mathematics Modeling Competitionteam. Dave also co-foundedthe Wa ke Forest Ultimate Frisbee clubteam.After two years, Dave transferred tothe University of Delaware and beganworking part-time at his alma mater.After graduating from UD with a B.S.in computer science with a mathematicsminor, Dave began work fu ll-time atSt. Andrew's as the Associate Directorof Technology.Registm>'Adva»ced Placement CoordinatorDviver EdLtcation Coordi110tO>'Appoi»ted 1999Joyce graduated from MiddletownHigh School in 1964 and worked fortwo years with the Corporation TrustCompany in Wilmington, Delaware.Shortly after the birth of her son,Joyce began her career at St. Andrew'sworking part-time in the SAS AthleticOffice. Over the years, she has alsoworked in the Headmaster's, Admissionand Business Offices.Away from school, Joyce serveson the Board of Trustees at St. Paul'sChurch in Odessa where she also singsin the Chancel Choir. She is involvedin several community projects whichsupport local organizations such as tl1eM.O.T. Senior Center, Delaware SpecialOlympics and the American CancerSociety. She enjoys traveling to warmexotic places, cooking and reading.Joyce is also an avid teddy bear maker.Joyce and her husband Rich live inMiddletown.BiologyCross-countryB.S., Have>jo rd CoUegeM.A., J.D., University of Colomdo, BoulderAppointed 1999A native of Chatham, N.J., Dancaptained the cross-country and trackteams at Chatham Township HighSchooL He graduated with honors in1990 from Haverford College, wherehe competed on the varsity track andcross-country teams.At Haverford, Dan researched themolecular biology of bacterial ribosomesand the results of this researchw·ere published in prestigious journals.He went on to receive a master's degreein molecular biology from the Universityof Colorado at Boulder in 1992.Dan tl1en worked for a start-upbiotechnology company for three years,immersing himself in the search fornew tl1erapeutics for tl1e treatmentof life-tl1reatening inflammatory andimmune disorders. He recently earneda law degree from the University ofColorado at Boulder.In his free time, Dan enjoys camping,biking and running. He has completed50-mile trail races in Colorado andVermont.Dan, his wife, Qu inn Kerrane, andsons, Liam and Finn, have fa mily inDelaware and New Jersey. They live atHickory Point.

Jennifer O'NeillPhotographyB.F.A., BowLing Green State UniversityB.F.A., Corcoran CoUege of Art & DesigrM.A., University of DelawareAppointed 2005Raised in Ohio, Jennifer graduatedfrom Bowling Green State Universitywhere she received her B.F.A. in twodimensionalstudies. In 2000 she graduatedwith her B.F.A. in photographyfrom the Corcoran College of Art andDesign in Washington, D.C., and wenton to earn her Master's degree in Photographyin 2002 from the University ofDelaware.Prior to coming to St Andrew's, Jenniferwas the assistant professor of artand director of the Larrabee Art Centerat Washington College in Chestertown,Md., for three years.Jennifer's work in photography hasbeen exhibited in a variety of galleries,including the SFA Gallery in Nacogdoches,Texas, the Pleiades Gallery inNew Yo rk City, the Perkins Center fo rthe Arts in Moorestown, N.J., and theWhite Walls Gallery at the CorcoranCollege of Art and Design. Jennifer'swork has been published in ThePhoto Review on two occasions, and wasawarded for excellence in 2001. Mostrecently Jennifer received the ArtistHouse Artist Residency Fellowship atSt. Mary's College in Maryland whereshe will continue her research thissummer.Carol Ann PalaDirectory of Libraryllifonnation SpecialistB.S., U11iversity of DelawareM.L.I.S., University of TmnesseeAppointed 2002Carol Ann is a Wilmington nativeand graduated in 1977 from UrsulineAcademy where she started the firstintramural tennis team.Carol Ann completed her undergraduatework at University of Delawarein psychology with a concentration inphysiology in 1982. While in college,she worked as a research assistant in thefield of hemispheric laterality and shecontinued to work in psychology fo r thenext few years before pursuing the fieldof information technology.While assisting her husband with hisbear research in the Smokey Mountains,she completed her masters degree(M.L.I.S.) in Library and InformationScience at the University of Tennessee.Since then, she has worked in numerouscorporate and research oriented librariessuch as Oak Ridge National Laboratory,International Center for theApplication of Information Technology,the National Information Center ofLaven tho! & Horwath and the ThiokolCorporation.Carol Ann has worked part-time inthe Irene du Pont library as a systemslibrarian for the past three years, whilerearing her two children. She has upgradedthe online catalogue and createdthe library's first Web page, which canbe accessed anywhere on campus.Carol lives with her husband, PeterMcLean, and children, Elsa and Peter,and their extraordinary dog Mac (inspirit). She enjoys gardening and yogaHeidi L. PearceDirector of GirLs' Atl1Leti.c ProgramsFieLd Hockey, BasketbalL, LacrosseB.A.,]ohm Hopkins U11iversityAppointed 2004A native of Chestertown, Md., anda 2000 St. Andrew's graduate, Heidiearned a distinction as one of the mostaccomplished athletes in the School'shistory. She was twice named the statelacrosse player of the year, was part ofthe School's first state champion team,and continued to play lacrosse on ascholarship to Johns Hopkins Universityin Baltimore, Md. In 2002, Heidi wasnamed to the First Team All-Conference,and was the college's midfielder ofthe year in 2001 and 2002, and rookieof the year in 2001.In addition to her playing skills,Heidi has developed her coaching skillsat many camps, working with playersranging in age from 6 to 18.Heidi completed the major requirmentsfo r her B.A. in sociology by thespring of her junior year. She spent theher final semesters at Hopkins fulfillingthe prerequisite coursework for nursingschool, which she will continue this fallat the University of DelawareHeidi enjoys spending time with herfa mily, reading, running and anythingat the beach or on the water includingfishing, crabbing and water sports.and is currently training to become acertified Svaroopa• yoga teacher.101

Ana RamirezSpanishdean of studentsIV Form girls' dormThe excitMUe1tt 1a IMtjt.Wje ffrom- tlu opp

Emily L. PressmanFranchesa M. ProfaciAna G. RamirezHistoryTheaterB.A., Ya te UniversityAppointed 2003Emily grew up on the campus of theHotchkiss School in Lakeville, Conn.After Hotchkiss, she attended YaleUniversity, graduating in 2002 summacum laude and Phi Beta Kappa, withdistinction in history. In summer 2002,she worked as a teaching intern in historyat Phillips Exeter Academy; in theacademic year 2002-2003 she taught atPhillips Academy, Andover.At Hotchkiss, Emily served as headof the community service organizationand was deeply involved in the dramaprogram as an actor and director. In hercollege studies, she focused on Americanhistory, particularly Southernhistory and issues of race and slavery. Insummer 2001, she worked as researchassistant for a Yale historian and, supportedby a Richter Fellowship, pursuedher own research at UNC-Chapel Hill.Beyond academic pursuits, her senioryear in college found her directing aSondheim musical as well as serving asa residential freshman counselor.As the Richard M. Lederer TeachingFellow in History at Andover, Emilytaught world history, lived in a dormitoryas a house counselor, helped coachJV field hockey and directed the ninthgrade play. In summer 2004, she wasa fellow in the Klingenstein SummerInstitute offered through ColumbiaTeachers College.Emily's interests include reading,theater, music and cooking. AtSt. Andrew's, Emily teaches history,lives on Upper North, assists withdrama and serves as faculty advisor tothe Gay-Straight Alliance.Director oj Ftanned Giving & A1umniRelationsB.A., Smith CoUegeM.A., Washi11gton CotlegeAppointed 1990Chesa has promoted stewardship atSt. Andrew's for over a decade. She nowconcentrates her efforts on deferredcharitable giving, as well as continuingto direct alumni activities.She is a graduate of St. Andrew'sand Smith College and holds a master'sdegree in psychology from WashingtonCollege.Chesa had a great deal of experienceand variety in her professional careerbefore coming back to St. Andrew's,including working as an assistant editorat McCatl's magazine, an administratorat the Jockey Club in both New Yorkand Lexington, Ky., and a developmentofficer at Washington College aswell as several management consultingpositions.Chesa lives with her husband, MichalDickinson, and their son, Blaise, inChestertown, Md.Dean of StudentsSpanishB.A., Kwyon CotlegeM.A., Georgetown U11iversityAppointed 1997Ana was born in San Jose, Costa Rica,where she grew up, except for four yearsthat she spent living with her familyin Panama. Her study of the Englishlanguage at an early age sparked Ana'sfascination with languages and cultures.The desire to explore other worlds tookher to Switzerland in 1991-92, whereshe studied French.After beginning her undergraduatestudies at the University of Costa Rica,Ana transferred to Kenyon College inOhio. At Kenyon, she majored in Englishand taught Spanish as a teacher'sassistant for two years.She graduated from Kenyon in 1997magna cum laude and Phi Beta Kappa.In 2003, she obtained her master'sdegree in Latin American Studies atGeorgetown University.At SAS, Ana enjoys teaching, dormlife and advising students.Ana and her husband, David Miller,live in the Upper Moss apartment.103

Daniel T. Roach, Jr.Elizabeth M. RoachAlexandra E. RossHeadmafterEnglish, Religious StLtdiesB.A., Wi.tliams CoLlegeM.A., Bread Loaf School of English,Middlebury CoLlegeAppointed 1979Tad graduated from Williams Collegein 1979 and joined the faculty atSt. Andrew's School as an Englishteacher, dorm parent and coach.At St. Andrew's, Tad served as deanof students and assistant headmasterfor student life from 1985 to 1991 andacademic dean and assistant headmasterfor academic affairs from 1991 to1997. Tad was appointed St. Andrew'sSchool's fourth headmaster inJulyl997.Tad and his wife, Elizabeth, live inthe headmaster's house with their fo urchildren-Matthew '04, Hadley '07,Zachary and Anne.EnglishField HockeyB.A., MoLmt Holyoke CoLlegeM.A., Bread Loaf Scl1ool of English,Middlebury CoLlegeAppointed 1981A cum laude graduate of the NicholsSchool in Buffalo, Elizabeth did herundergraduate work at Mount HolyokeCollege, where she was a Sarah WillistonScholar and captain of the varsitytennis team. Graduating cum laude,with honors in English, Elizabeth washonored by the president of MountHolyoke as an outstanding studentleader fo r her contributions to the lifeof the college.She earned a master's degree withhonors from the Bread Loaf School ofEnglish at Middlebury College.At St. Andrew's, Elizabeth has servedas director of girls' athletics, housemasterand chair of the English Department.Elizabeth coached the girls'varsity tennis team fo r 15 seasons, withan overall record of 161-28. She led herteam to its first state championship inSAS history in 1987, and it won the titleagain in 1988 and 199G.In 1991, she was selected as Delaware'sCoach of the Year for girls' tennis.In 2004, Elizabeth was inducted intothe Nichols School Atl1letic Hall ofFame.With her husband, Tad, and tl1eirchildren-Matthew '04, Hadley '07,Zachary and Anne-and black lab, Tallulah,Elizabeth lives in the headmaster'shouse.Associate Director of AdmissionAssociate Di1·ector of CoLlege CoLmselingB.A., Kenyon CoLlegeAppointed 2004Alix is a native of New Jersey. Shepursued her passion for literature atKenyon College and graduated in 2002with a Bachelor of Arts in English. Anaward winning drill sargeant (in marchingband), flutist and saxophone playerin high school, Alix went on to use thosetalents in college in her work with pit orchestraand flute choir, as well as playingin a folk band touring various venues.Alix also hosted a weekly two hour jazzradio show and became very involvedwitl1 costume design and with backstagetech crew in the drama department.Initially she pursued her interest inteaching and education by volunteeringtwice a week in the local elementaryschool tutoring 1st-5th graders in basicskills. One of her passions became quilting,tl1rough tl1e Kenyon Craft Center,and she continues this hobby today.Right after graduation, Alix wentto work as an assistant director ofadmissions for Kenyon. She recruitedstudents, read applications and renderedadmissions decisions. She was chosen toserve on the Multicultural RecruitmentTe am, because of her deep commitmentto enhancing education throughdiversity. She also coordinated thestudent volunteers in the office and wassolely responsible for transfer studentadmissions.AlLx and her husband Evan Gutl1rie, asecond year medical shtdent at ThomasJefferson University, live in a house onNoxon town Pond with their new puppyHenry. Alix loves traveling, butterflywatching, writing, reading, quiltingand knitting in her spare time. She ispassionate about community service,especially work with animals.104

Kevin R. SchroedterCandace W. SchullerMichael C. SchullerFrenchCommunity Service ProgramSquashB.A., Duke UniversityM.A., Middlebury CoUegeAppoi11ted 2002Kevin was born in Bogota, Colombia,and raised in Miami, Florida. AlthoughSpanish is his native tongue, Kevin ise>}Jecially passionate about French,which he pursued as an undergraduateat Duke University and then as a graduatestudent at Middlebury College.Since graduating from Middleburyin 1992, Kevin has worked at several independentschools, including St. Mark'sSchool of Texas and Stevenson Schoolin Pebble Beach, California. Kevin hastaught all levels of French and Spanishin grades 6 through 12.Kevin has also served as a director ofinternational studies, a role which drewupon his love for travel. He >}Jent thelast nine summers teaching and leadingtrips in France, and in the fall of 1999,Kevin was the French instructor for theSwiss Semester program in Zermatt,Switzerland.Outside of the academic arena, Kevinis an avid cyclist, enjoys hiking and is abig fan of independent cinema.Kevin lives in Founders' Hall with hiswife, Michelle.Swior Associate Director of CoUegeCow-.seLingB.A., Bowdoin CoUegeM.Ed., University of New HampshireAppointed 1998Candy worked in the Mount HolyokeCollege Career Development Centerfor eight years prior to coming toSt. Andrew's. She has guided studentsthrough the self-assessment and careersearch processes and advised them onapplying for graduate and professionalschool.For the past si..x years, Candy hasserved as associate director of collegecounseling and assistant director ofadmission. As interim director of collegecounseling at St. Andrew's, Candy helpsour seniors identify colleges and universitiesappropriate to their talents andinterests, and then present themselvesmost effectively on paper and in person.Candy graduated cum laude fromBowdoin College with a B.A. in English.After receiving her M.Ed. from theUniversity of New Hampshire with aconcentration in counseling, she workedin college and university career officesfo r the next ten years. In 1996, shechaired the Small College Career AllianceConference, comprised of23 selectliberal arts colleges.A mother of fo ur daughters (Carrie,a graduate of Dickinson College;Amy, a graduate of Darmouth; Megan'0 1, a graduate ofYale; and Casey, 10),Candy is kept busy with their school andextracurricular activities. Thus she isintimately aware of the college process.Candy and her family live in a homeoverlooking the playing fields, and >}Jendtheir summers on Mount Desert Islandin Maine.Chief Financial OfficerB.A., Ya le U11iversityAppointed 1998Mike grew up in the Hudson Valley,N.Y., and in Beirut, Lebanon, as the sonof a headmaster, and then attended theWooster School in Danbury, Conn.,where he was elected to the Cum LaudeSociety, wrestled, played soccer andserved as captain of the tennis team.A 1973 graduate of Yale University,where he majored in economics, Mikewas actively involved in intramuralathletics in college. Following Ya le,he joined Maine National Bank andbecame CEO of Bank Meridian, a communitybank serving New Hampshire'sseacoast region. In 1990, seeking tocombine his educational roots and convictionswith his interest and experiencein finance and management, Mikebecame the business manager and CFOof The Williston Northampton Schoolin Massachusetts.Long active in community affairs,Mike has been involved in United Wayleadership in three diffe rent communitiesfor more than 25 years.Mike continues his love for sportsboth on and off the field, and is 211 eagerbridge player. He and his family >}Jendas much time as possible on MountDesert Island in Maine, where theyhave a summer place in SouthwestHarbor.Mike, his wife, Candace, and youngestdaughter, Casey, live in a house atthe edge of the ::tthletic fields with theirgolden retriever, Riptide.105

Morgan ScovilleBeth Elaine ShapinksyWilliam S. SpeersAssistant Di,·ectOI' of AdmissionCross-country, CrewB.A., ViUanova UniversityAppointed 2005Returning to Middletown from Nashville,Tenn., Morgan graduated fromSt. Andrew's in 2000. While a shtdent,Morgan served on the Honor Committee,taught Sunday school, and enjoyedathletic successes as a member of boththe varsity cross-country and crewteams. He captained the cross-countryteam and stroked the Senior 8 in V andVI Form. He won two cross-countrystate championships and still holdscourse records throughout the state.Morgan attended Villanova Universityin Philadelphia, Pa., where hegraduated in 2004 with a B.A. in economics.He continued his competitivedistance running at Villanova, runningvarsity cross-country and track. Hiscross-country team earned a sixth-placefinish at the 2000 NCAA NationalChampionships. Morgan spent thesummer months at Camp Mondaminin Tuxedo, N.C, teaching kids how towhitewater canoe and kayak.An expert whitewater kayaker,Morgan organized and led 14 individualson a strenuous 21-day kayakingexpedition through the Grand Canyonin the winter of2004-2005. He and histeam successfully navigated 230 milesof Colorado River, home to some of thelargest navigable whitewater in NorthAmerica.Morgan enjoys hiking, fishing andplaying golf. He will work in the admissionoffice and help coach the crosscountryand crew teams.FrenchSocce1; Te m1isB.A., Kwyon CoLlegeAppointed 2005Beth has taught French at the secondaryand collegiate levels since 2000.Howevet her passion for French beganin the sixth grade. She shtdied Frenchliterature at Kenyon College and at theUniversite de Grenoble, Stendhal III.In 1999, she graduated cum laude, PhiBeta Kappa, and received the CharlesSinger Williams Prize in French. She;;pent the following year teaching ESLin Dole, France as a Fulbright TeachingAssistant.At St. Andrew's, Beth teaches Frenchand assists with the girls' soccer andtennis teams.Other interests include reading andwriting poetry, playing the violin andbaking.Beth lives in Gaul Hall.Dean of FawltyEnglish5qtta511A.B., Princeton Ur1iversityM.A., Bread Loaf School of English,Middlebw·y CoUegeAppoi11ted 1979Will attended Milton Academy andmajored in English at Princeton University,where he graduated with honorsand received the Harold Willis Doddsaward fo r "moral courage:'A past trustee of the Princeton BlairstownCenter and the Salisbury School(Md.), and a director of theSt. Anne's Episcopal School (Del.), Willreceived a fellowship from the NationalEndowment for the Humanities in1991 to shtdy Job. He was honored ata White House ceremony as a distinguishedteacher in 1991, and in 1996 hewas awarded a h1m1anities fellowshipby the Council for Basic Education. In2004, Will was honored by the Trustees,parents, alumni and other supportersof St. Andrew's with the creation of theSchool's first endowed chair.At St. Andrew's, Will has been chairof the English Department, director ofadmission and financial aid, director ofshtdies, dean of shtdents and assistantheadmaster for student life. As assistantcoach on the boys' varsity soccer team,he helped lead the team to the 1981state championship. He has also coachedgirls' varsity soccer and boys' and girls'varsity squash.During the summer, when not inNew Hampshire, he directs and teachesat the Milton Boarding Conference, aprogram that introduces new teachersto residential schools.Will lives in a home along the maindrive with his three boys, Christopher'O?,Joshua '09 and Carter.106

William). WallaceJoy E. WaltonHelen M. WolfCo-Directot; Ge11ereaux Aquatics CenterBioLogy, Chemistry, E11viwntnertal ScienceSwimmingWatetjwnt Dit·ectot'B.A., University of MaineM.A.L.S.,University of DeLawareAppointed 2000Bill grew up in Cumberland, R.I., andgraduated from Providence CountryDay School. A series of inspirationalteachers influenced him to pursuescience and directed him to enroll inthe School of Forest Resources at theUniversity of Maine. During threeof his summers at the University, Billworked fo r Dr. Ken Reinecke on aU. S.Fish and Wildlife Service project thatstudied black duck habitat and fe eding.Bill used aerial photographs to producecover type maps, and he collected andclassified aquatic invertebrates duringthose three summers.His true passion in life is teachingand coaching. Bill has taught chemistry,biology and environmental science atthe high school level and introductoryphysical science and life science at themiddle school level.Bill teaches chemistry, biology andenvironmental science, is an advisor,coaches the boys' and girls' swim teamsand co-directs the Genereaux AquaticsCenter with his wife, Donna. They livewith their two daughters, Lyndsay andSelena, their cats, Whispurr and Jewel,and dogs, Jeb and Leap, in Gaul 'v\Test.In their free time, they enjoy camping,watching movies and playing boardgames.ChaplainB.A., US. It1temati01·tal U11iversityM.S., Old Dominion Ur ivevsityM.Div., The GmevaL Tl·teoLogical Semi11aryAppointed 2005Joy came to St. Andrew's after servingfor seven years as rector of St. Cyprian'sEpiscopal Church in Hampton, Va.,and as associate rector at Old DonationEpiscopal Church in VirginiaBeach. During more than 30 years inthe Diocese of Southern Virginia asan active layperson and as clergy, shewas involved in the work of the churchat the local and national levels. Forseveral years, she served on the diocesanLiturgical Commission and the boardof Episcopal Relief and Development(ERD). In 2003, Joy chaired the deputationfrom the diocese to the GeneralConvention of the Episcopal Church.Prior to ordination in 1994, she workedin the field of Community HealthEducation.Joy lives in a house overlookingNoxon town Pond. Her two daughters,Kellye and Dana, live with their familiesin Columbia, Md. She is the proudgrandmother of Jordan, CJ and Justin.Director of Health Set·vicesB.S.N, U11iversity of DelawareAppointed 1993Helen graduated from the Universityof Delaware with a bachelor of sciencein nursing. In her senior year, she wasinducted into Sigma Theta Tau, thenational nursing honor society, andawarded the Madeleine McDowellAward, which is given to the senior whohas demonstrated promised to contributeto the future of nursing.Before coming to St. Andrew's,Helen was busy caring for patients atChristiana Care Medical Center. Helenserved as assistant nurse for hvo yearsat St. Andrew's before being appointedthe Director or Health Services in1995. During the summer, she can befo und caring for the campers and staffat Camp Arrowhead on Rehoboth Bay.She is an a dive member of St. Anne'sChurch in lv[iddletown. She serves onits vestry and sings in the choir. Shealso serves on the Diocesan Council forthe Diocese of Delaware. She is an activemember of the Independent SchoolHealth Association serving as a member-at-largeworking with outreach.'v\Then she is not working, she enjoysgardening, camping, vacationing in Lincoln,Maine, and visiting her son, Dan'96, in Seattle. Helen and her husband,Charlie, live in nearby Townsend withtheir children, Stephen and Sarah.107

Al WoodLouisa H. ZendtAthletic Tra iner (NSCA and ACSM)Assistant Athletic DirectorB.A., Urriversity oj Delarva.reAppointed 1998AI was born and raised in downstateDelaware and attended Lake Forest HighSchool, where his father was a mathematicsteacher and football coach andhis mother taught business. In athletics,he was elected first team all-conferencehis senior year of soccer.AI went on to attend the University ofDelaware, initially as a civil engineeringmajor, but after a year decided to pursuehis interest in human anatomy andphysiology in the biology department. In1993, he became a member of the LambdaChi Alpha fraternity and went on toearn his B.A. in biology in 1996. The followingyear, Al pursued a certification inathletic training through the UniversityofDelaware's internship program andbegan a two-year, 1,000-hour volunteerperiod at William Penn high school.After passing the NATA certificationexam in June of 1998, he began workingat St. Andrew's as the certified athletictrainer the following fall.AI is also the assistant athletic directorand holds certifications from theNSCA as a Certified Strength andConditioning Specialist and from theACSM as a Performance EnhancementSpecialist. His professional interests arein the use of new flexibility, strength andconditioning programs to prevent commoninjuries in athletics. AI enjoys hisinvolvement with the Chapel programand feels that the spiritual talks andmentoring of students at St. Andrew'shave been among the most rewardrngaspects of his career.. .Al's hobbies are woodwork.rng, graphrc·t playing the guitar and exercising.ar , (. · cAI lives at the Ford house with hrs wne,Shara, and his triplets, Bryer, Ty ler andCaden.Director of Admission and FinanciaL AidB.A., Univasity oj Pennsylva11iaAppointed 1997Louisa first came to St. Andrew's as astudent during the early years of coeducation.She earned varsity lettersin crew and field hockey, and servedon the Discipline Committee, as vicepresident of her senior class and as aresidential leader. Graduating cumlaude in 1978, Louisa also won theCrew Prize, the St. Andrew's Cross andthe Malcolm Ford awards fo r service,leadership and school spirit.Pursing her interest in art and education,Louisa undertook an internship atthe Philadelphia Museum of Art duringher college years, and after graduatingfrom the University of Pennsylvaniashe taught art for ten years at theMontgomery School in Pennsylvania.Moving with her fa mily to the westcoast in 1992, Louisa then served fo rfive years as Director of Admissionand Financial Aid at Oregon EpiscopalSchool, in Portland. In 1997 the Zendtswere lured back to the east coast and toSt. Andrew's.At St. Andrew's Louisa has workedin admissions and financial nid, as astudent advisor and as a crew coach.Currently, Louisa serves on the ProfessionalDevelopment Committee fo rthe Secondary School Admission TestBoard (SSAT) and on the Board of Directorsfo r the Association of BoardingSchools (TABS).Louisa lives nearby in Townsendwith her husband, Harvey, headmasterof St. Anne's Episcopal School, and childrenPeter '09, Becca '05 and Christy.108

In additUJn to our 70 facuity our 111.M1f C!fhers w1w JOU will 3et-to k.t!Jw very w-di:70-plus staff membersGO-plus fa culty children21-plus cats18 dogs3 parakeets3 sheep2 horses1pony

Faculty andAdministrationJohn P. N. AustinAcademic DeanEnglish, HistoryB.A., Williams CollegeM.A., Bread Loaf School of English,Middlebury CollegeM.Phil., Columbia UniversityPh.D., Columbia UniverityDemond L. BaineCeramicsB.F.A., Tmman State UniversityUniversity of the ArtsSarah BowersTheaterB.A., Boston UniversityG. Lindsay BrownChair, History DepartmentB.A., Williams CollegeM.A.L.S., Dartmouth CollegeGordon E. BrownleeSeniar Director of DevelopmentB.A., Marietta CollegePamela U. BrownleeAssociate Director of CounsdingB.S., Marietta CollegeM.S., Southern Connecticut State UniversityJohn B. BurkAssociate Director of CoUege CounselingPhysics, Computer ScienceB.S., Duke UniversityDarcy F. CaldwellChair, English DepartmentB.A., Brown UniversityEd.M., Harvard UniversityPeter J. CaldwellAssistart Headmruter fo r Student LifeAssociate Director of AdmissionHistoryB.A., Bowdoin CollegeEd.M., Harvard UniversityChris ChildersClassics, Creative W>tingB.A., University of North Carolina,Chapel HillMargaret CoffeyMathematicsA.B., Stanford UniversityM.S., George Mason UniversityNathaniel G. CostaDirector of StudiesChair, Cla>sical Languages DepartmentB.A., Yale UniversityJennifer S. CottoneChemistryB.S., Suffolk UniversityPh.D., University of FloridaAndrew DeSalvoMatiJematicsB.A., Rollins CollegeDavid P. DeSalvoChair, Mathematics DepartmentAssociate ChaplainB.A., University of the SouthM.S.T., University of New HampshireSchool of Theology, University of the SouthGregory S. DoyleCoordinator of Ao·ts Centerand Intemal PublicationsB.S., Villanova UniversityDonald H. Duffy, Jr.Chair, Jv[odem Languages DepartmentSpanishB.A., George Washington UniversityM.A.T., The School for International TrainingStacey DupreyDirector of Girl's Residential LifeAssistant Directot· of AdmissionDirector of DiversityUniversity of PennsylvaniaA.S., Bronx Commw1ity CollegeWilson EverhartHistoryB.A., Colby CollegeM.A.L.S., Wesleyan UniversityNicole LB. FurlongeChair, English DepartmentDirector of DiversityB.A., University of PennsylvaniaM.A., University of Mich iga nUn iversity of PennsylvaniaNigel D. FurlongeHistoryB.A., University of PennsylvaniaM.A., Villanova UniversityFrederick). GeiersbachMusicB.A., Williams CollegeM.A., Teachers College, Columbia UniversityEd .D., Teachers College, Coltunbia UniversityTerrence GilheanyDirector of CoUege CotmselingHistoryB.A., Amherst CollegeMTS, Harvard Divinity SchoolWe sley H. GoldsberryReligious StudiesA.B., Davidson CollegeM.Div., Princeton Theological SeminaryPenn GravesErglisl1B.A., Davidson CollegeBread Loaf School of EnglishMark S. HammondPhysics, ChemistryB.S., Davidson CollegeM.A., Rice UniversityPh.D., Rice UniversityE. Gary HarneyDirector of Choral MusicReligious StudiesB.M., University of KentuckyM.M., University of IllinoisM.S., Union CollegePeter M. HoopesDirector of TechnowgyFilm1 MusicB.A., The College of WoosterM.M., University of MiamiEsther HsiaoChineseB.A., Soochow University (Taiwan)M.A., University of California, San DiegoGretchen B. HurttEnglishB.A., Princeton UniversityEd.M., Harvard UniversityW. Callender HurttDirector of Amwal GivingA.B., Harvard UniversityB.S., University of AlabamaElizabeth M. HutchinsonDirector of Coumel.ir1gB.A., Amherst CollegeM.Ed., Harvard UniversityJohn F. HutchinsonAssistant ChaplainChair, Religious Studies DepartmentB.A., Amherst CollegeM.Div., Harvard UniversityJoleen M. HydeAssistant Dean of Stt1dentsCertificate Diploma in Public RelationsPublic Relations Institute of Southern AfricaMichael W. HydeDirectO>' of Boys' Athletic ProgramAssistant Director of AdmissionHistoryB.A., Wt!liams CollegeM.A.L.S., Georgetown UniversityRebecca JamesMatlwnaticsB.S., B.A., Auburn UniversityM.A., University of California, Los AngelesDiahann T. JohnsonFrwcl1B.A., Oberlin CollegeM.A., University ofDelaware

Eric L. KernerAssociate Academic Dean for Math and ScienceChair, Science DepartmentSc.B., Brown UniversityM.S., Northwe!ltern UniversityLehigh UniversityBenjamin G. KennedyDirector of Boys' Residential LifeEnglish, HistoryB.A., Dartmouth CollegeWesleyan UniversityChristina KennedyAdvisor to the Honor CommitteeMathematicsB.A., Bowdoin CollegeWe sleyan UniversityKimberly A. T. KlecanMathematicsB.A., University of DelawareMonica C. MatoukEnglishB.A., Middlebury CollegeM.A., Bread Loaf School of English,Middlebury CollegeM.A., Columbia UniversityM.Phil., Columbia UniversityJohn C. McGiffChair, Arts DepartmentDrawing, Painting, PrintrnakingB.F.A., State University of New York,PurchaseM.F.A., University of PennsylvaniaHope McGrathAssistant Director of AdvancementHistory, EnglishB.A., Columbia UniversityJoy McGrathDirector of AdvancementA.B., Harvard and Radcliffe CollegesPeter K. McLeanBiologyEnvironmental CoordinatorB.A., University of VirginiaM.A., College of Wi lliam and MaryPh.D., University of TennesseeAnn M. McTaggartDirector of Theater ProgramDrama, Public SpeakingB.A., Bard CollegeM.A., Roosevelt UniversityDavid P. MillerSpanishB.A., Beloit CollegeM.A., Tulane UniversityDavid W. MyersAssociate Director of Te chnologyComputer ScienceB.S., University of DelawareJoyce E. NelsonRegistrarAdvanced Pl.acement CoordinatorDriver Education CoordinatorDaniel]. O'ConnellBiologyB.S., Haverford CollegeM.A., J.D., University of Colorado, BoulderJennifer O'NeillPhotographyB.F.A., Bowling Green State UniversityB.F.A., Corcoran College of Art & DesignM.A., University of DelawareCarol Ann PalaDirector of LibmryInformation SpecialistB.S., University of DelawareM.L.I.S., University of TennesseeHeidi L. PearceDirector of Girls' Athletic ProgramB.A., Johns Hopkins UniversityEmily L. PressmanHistoryB.A., Yale UniversityFranchesa M. ProfaciDirector of Planned Giving & Alt

1 II II

am delighted that you are interested in St. Andrew's. The admission process is designed toI acquaint prospective parents and students with as much of the school as possible. In turn,we hope to learn as much as we can about you, your academic interests, talents, hobbies, aspirationsand your interest in St. Andrew's.We value our distinctive community and seek students of good character who will contributeto our vibrant School. Bright, motivated students who are ready to immerse themselvesin all aspects of school life are encouraged to apply. Need-based financial aid is available to alladmitted students who qualify through a separate, confidential process. If you think you areinterested in St. Andrew's and a good match for the school's academic and student life programs,you should apply for admission, regardless of your ability to pay full tuition.Please don't hesitate to call the Admission Office if you have any questions about the admissionor financial aid process. I look forward to getting to know you and welcoming you toour campus. As we go through this process together, I hope we discover that St. Andrew's is agreat match for you.t

How toIApplyICome visit St. Andrews. A visit includes a tour ofNote: Members of the Admission Committee travelthe campus and an interview with a member of theAdmission Committee. If time permits, we wouldlike you to stay for lunch or visit a class. Allow atleast two hours for your visit. Call the AdmissionOffice to schedule a tour and interview; visits areschedLJed on weekdays when classes meet and onduring the fa ll term to meet pro;;pective students andfa milies at boarding school fa irs and at St. Andrew'sgatherings hosted by alumni and currents. Please checkour admission travel schedule on our web site to see ifwe can meet you in or near your hometown.some Saturday mornings.Submit your application by January 15. Pleaseask your school to forward the math and Englishteacher recommendations and your transcript tothe Admission Office by January 30. All applicationmaterials are included in a separate applicationfolder and available for you to download fromthe admission pages of our School website. http:/ Iwww .standrews-de.orgWe welcome the interest of internationalstudents and encourage students fromTake the Secondary School Admission Test(SSAT) in Novembetj December or January.Be sure to request that your scores be reported toSt. Andrew's (#6280). The SSAT website will providefurther information. http:/ /www.ssat.orgKeep in touch with St. Andrews. Completedapplication files are reviewed by the AdmissionCommittee during January and February. Decisionsare mailed on March 10 and accepted studentsare expected to reply by April lO. While youare waiting, don't hesitate to call us if you have anyall over the world to apply. In additionto taking the SSAT, international studentsfo r whom English is a second languagemust take the TOEFL. Informationabout the TOEFL can be found ontheir website, http:/ /www.ets.org/toefl/.Admission criteria for international studentsincludes near fluency in Englishand a campus visit.questions.

Financing an Education at St. Andrew'sTuition for the academic year 2005-2006is $33,000. The tuition fe e covers instructionalprograms, room, board, athletics, otherco-curricular programs and most campus socialactivities. In addition to granting financial aidto qualified families, the School makes availableseveral payment plans to allow parents to meetexpenses in the manner that best fits their financialcircumstances.Since our founding, one of the hallmarks ofSt. Andrew's School has been our deep commitmentto providing an exemplary educational opportunityto students regardless of their financialmeans. At a time when many boarding schoolshave become accessible only to the affluent inAmerica, St. Andrew's commitment to needblindadmissions and socioeconomic diversitywithin the School enables us to develop a trulydistinctive student body and School culture.Currently, about 45 percent of our students receivesignificant financial aid.St. Andrew's is affordable for and accessibleto qualified students of all backgrounds. Parentsunsure about their ability to pay the full tuitionshould apply for financial aid. The fact that astudent's family receives financial aid is held instrictest confidence. Currently, the School grantsover $3,000,000 a year to qualifying families. Theaverage financial aid grant is nearly $25,000. Becauseof the difficulty in determining financial needin a foreign currency, tax structure and foreign standardof living, internati011al students only receivelimited financial aid in special circumstances.For more information about the financial aidprogram at St. Andrew's, please see the 2005-2006 Financial Aid Brochure.Steps to apply for financial aid1 On our Application for Admission, we ask if you are intereed in applying for financialaid. Begin the financial aid process by checking the "yes" box.2Soon after we receive your admission application, we will send you the St. Andrew's financialaid packet which includes the Parents' Financial Statement (PFS) for you to fillout and send to School and Student Services for Financial Aid (SSS), located in Princeton,New Jersey, a parent questionnaire and a letter outlining the application deadlines.3 We will also request a copy of the past two years of your 1040 Federal income tax forms.Notification of a financial aid grant will come directly to the parents at the same time thatthe student is notified of acceptance to the School.4 If parents are separated or divorced, both parents need to complete the financial aid processindependently.115

Enrollment270; 144 boys and 126 girls; all boardingStudents of ColorInternational StudentsGeographic Diversity23 percent6 percent23 states, 8 foreign countriesAverage Class SizeStudent Teacher RatioGrades Enrolled115:1III Form-V I Form (Grades 9-12)Tuition for 2005-2006Estimated Additional Expenses$33,000$700-$1,500Financial Aid GrantedStudents Receiving GrantsAverage Grant$3,136,00046 percent$25,000Admission PhoneAdmission FaxSchool Web Site302-285-4231302-285-4275www.standrews-de.orgHeadmasterDirector of AdmissionDaniel T. Roach,Jr.Louisa H. ZendtSt. Andrew's School is accredited by the Middle States Association of Colleges and Schools andis a member of the National Association of Independent Schools, the Educational Records Bureau,the College Board, and the Secondary School Admission Test Board.St. Andrew's School admits students of any race, color, gender, sexual orientation, religious affiliation,and national or ethnic origin.St. Andrew's School ·:· 350 Noxontown Road •:• Middletown, Delaware 19709-1605116

School Calendar2005-2006FIRST SEMESTERAUGUST29 VI Form Leaders by Invitation (Mon.)SECOND SEMESTERJANUARY29 Second Semester Begins (Sun. at 6 p.m.)31 Football, Soccer, Cross-Country, Field Hockey,Volleyball Camps by Invitation (Wed.)FEBRUARYSEPTEMBER2 VI Form Arrives (Fri. by 5 p.m.)4 All Other Students Arrive (Sun. 10 a.m. - 2 p.m.)Parents meet with Headmaster (2 p.m.)24 Alumni Day (Sat.)OCTOBER8 SAT Te sting (Sat.)8-12 Long Weekend (Sat. noon - Wed. 6 p.m.)14-15 Trustee Weekend (Fri. - Sat.)15 School Te sting Day (Sat.)22-23 Theatre Production (Fri. - Sat.)22-23 Parents Weekend (Sat. - Sun.)NOVEMBER5 SAT I and SAT II Te sting (Sat.)19 Thanksgiving Va cation Begins (Sat. at noon)27 Students Return (Sun. by 6 p.m.)DECEMBER3 SAT I and SAT II Testing (Sat.)11 Service of Lessons & Carols(Sun. 2:30 & 5 p.m.)17-18Trustee Meetings (Fri. - Sat.)24-25 Winter Theater Production (Fri. - Sat.)MARCHSpring Break Begins (Wed. at noon)16 Spring Camps Return (Thurs. by 2 p.m.)19 Students Return (Sun. by 6 p.m.)APRILSAT I Te sting (Sat.)15-18 Long Weekend (Sat. noon - Tu e. 6 p.m.)29-30 Dance Weekend (Fri. - Sat.)MAY1 -12 Advanced Placement Exams (Mon. - Fri.)5-6 Trustee Weekend (Fri. - Sat.)6 SAT I & SAT II Te sting (Sat.)13-14 Spring Theatre Production (Sat. & Sun.)13-14 Arts Weekend (Sat. - Sun.)27 Awards Night (Sat.)28 Commencement (Sun.)29 Final ExaminationsMay 29 -June 1 (Mon. - Thu.)15Christmas Va cation Begins (Thurs. at noon)JUNEJANUARY2 Athletic Practices Begin (Sun. at 2 p.m.)3 Students Return (Tue. by 6 p.m.)20-25 First Semester Exams (Fri. - Wed.)25 End of First Semester (Wed. at noon)Second Semester EndsSummer Vacation Begins(Thu. at noon)3 SAT I and II Te sting (Sat.)6 Final Faculty Meeting (Tue.)9-11 Reunion Weekend (Fri. - Sun.)25-29 Long Weekend (Wed. noon - Sun. 6 p.m.)117

A. [ 1Directions and AccommodationsillDirections to St. Andrew's SchoolFrom Philadelphia and the North:Take I-95 South into Delaware. If you are coming fromNew York City, you will enter Delaware going over the I-295 Delaware Memorial Bridge. Continue on I-95 Southtowards Baltimore. Exit at 4-A (sign to Christiana Mall)and follow signs to Route 1 South. Stay on Route 1 goingover the bridge with the yellow arches and continuethrough the tollbooth ($1.00). Remain on Route 1 Southuntil Route 299 (Middletown/Odessa Exit). Take a rightonto Rte. 299 towards Middletown. At the second light,turn left onto Silver Lake Road. Proceed until it ends atNoxontown Road. Cross Noxontown Road and enterthrough the stone pillars. Park in the circle in front ofFounders' Hall.From Washington, DC:Go east on Rt. 50 over the Bay Bridge until it intersectswith Rt. 301. (Middletown is approximately 1 hour fromthe Bay Bridge). Continue on 301 North into Delaware.One half mile past 301 Hess Truck Stop you will cometo a traffic light with a Lowes on the right; turn right atthe light onto Rt. 299 East. Continue on 299 through thecenter of Middletown. At the fourth light take a rightonto Silver Lake Road. Proceed until it ends at NoxontownRoad. Cross Noxontown Road and enter throughthe stone pillars. Park in the circle in front of Founders'Hall.From Baltimore and the South:Take I-95 North to Delaware state line. About 1 mile aftertollbooth, exit onto Rt. 896 South; continue on Route896 for 10 miles to a traffic light where the road becomesRt. 301/71. (Do not turn left where sign points 896 toRt. 13.) Continue through the traffic light fo r 3 miles tothe next light. Immediately after Dunkin Donuts bear tothe left. Go left across railroad tracks until you reach thethird traffic light in the center of town. Turn left ontoMain Street, Route 299 East. At the third light take aright onto Silver Lake Road. Proceed until it ends atNoxontown Road. Cross Noxontown Road and enterthrough the stone pillars. Park in the circle in front ofFounders' Hall.Accommodations5 Minutes Away - Odessa and Townsend DECarol Coleman's B & B, Odessa, 302-378-4179Willey's Flower Pot B & B, 302-378-247925 Minutes Away - Chesapeake City, MDInn at the Canal, 410-885-5995Blue Max Inn, 410-885-2781Bohemia House B & B, 410-885-302430 minutes away - Christiana, DE (Exit 4B off i-95)Fairfield Inn (Marriott), 302-292-1500Christiana Hilton Inn, 302-454-1500Comfort Inn, 302-368-8715Marriott Courtyard, 302-456-380030 minutes away - Dover, DEComfort Inn, 302-674-3300Hampton Inn, 800-426-7866Holiday Inn, 302-734-5701Sheraton Inn, 302-678-8500Super Lodge, 302-678-0160Little Creek Inn Bed & Breakfast, 888-804-- 130035 minutes away- Wumington, DEHotel duPont, 302-594-3100Sheraton Suites, 302-654--8300Hilton Wilmington/Christiana, 302-454--1500TransportationPhiladelphia International Airport (PHL)60 minutes away - www.philadelphia-phl.comDelaware Express: 1-800-648-5466Car Rentals: Budget, 1-800-527-0700Dollar, 1-800-800-4000Hertz, 1-800-654-3131National, 1-800-227-7368Baltimore Washington International Airport (BWI)90 minutes away - www.bwiairport.comCar Rentals: Dollar, 1-800-800-4000Enterprise, 1-800-325-8007Hertz, 410-850-7400National, 410-859-8860Wilmington Train Station- AMTRAKWilmington Bus Terminal (across from AMTRAK)30 minutes awayAmtrak:Greyhound:Car Rentals:www.amtrak.com1-800-437-3417www.greyhound.com1-800-229-9424Hertz, 1-800-654-3131Budget, 1-800-527-0700We do 11ot recommend usi11g a taxi service-the costs ca11reach $90-100 each way.us

St. Andrew's SchoolCampus Map DirectoryMain Entrance to Campus Other Facilities ResidencesFounders Hall4 College Counseling, Registrar(ground floor)11 Pell HallFFaculty Houses12 Moss Hall H Headmaster's House13 Moss AnnexReception, Headmaster, 14 Trapnell Alumni HouseSports FacilitiesAdmission (1st floor) 2 Cross-Country Starting line16 Edith Pell Student CenterHillier Corridor (2nd floor)5 School Store, Computer lab(ground floor)Business Office ( 1 st floor)Hillier and Fleming Corridors(2nd floor)6 Main Common Room,Dining Hall (1 st floor)Sherwood Corridor(2nd floor)Schmolze Corridor (3 rd floor)17 Amos Hall:English, Computer lab, Science 10 T- Dock3 Paddle Te nnis Courtslabs, Amos lecture Hall (1stfloor)15 Kip duPont Boat HouseScience labs, Math (2nd floor) 21 Rodney Point Pavilion and18 Facilities Services Building:Campus Plant OfficesSecurityWoods hopTra nsportation19 Miller Health CenterDocks26 Old Gymnasium:Fitness Center, Tra iner'sOffice, Squash Courts,Wrestling Rooms27 New Gymnasium:7 A. Felix duPont Jr. Chapel Basketball Courts, locker(ground floor) 20 Child Care CenterRoomsClassical languages, History, 22 North Hall28 Genereaux Aquatic CenterReligious Studies (1st floor)Sherwood Corridor23 Gaul East29 Va rsity Soccer and lacrosse(2nd floor) 24 Gaul West FieldsSchmolze Corridor (3 rd floor)25 O'Brien Arts Center: 30 Te nnis Courts8 Forbes Theatre (ground floor) Engelhard Performance HallModern languages, languagelab, Computer lab (1 st floor)Baum Corridor (2nd floor)Wa rner Art GalleryPainting, Ceramics, Film,Photography Studios31 Va rsity Football and lacrosseFields32 Varsity Baseball FieldVoorhees Corridor (3 rd floor) Music Rehearsal Rooms 33 Va rsity Field Hockey Field9 Irene duPont libraryTa wes Music library119

Directions and AccommodationsDirections to St. Andrew's SchoolFrom Philadelphia and the North :Take I-95 South into Delaware. If you are coming fromNew York City, you will enter Delaware going over the I-295 Delaware Memorial Bridge. Continue on I-95 Southtowards Baltimore. Exit at 4-A (sign to Christiana Mall)and follow signs to Route 1 South. Stay on Route 1 goingover the bridge with the yellow arches and continuethrough the tollbooth ($1.00). Remain on Route 1 Southuntil Route 299 (Middletown/Odessa Exit). Take a rightonto Rte. 299 towards Middletown. At the second light,turn left onto Silver Lake Road. Proceed until it ends atNoxontown Road. Cross Noxontown Road and enterthrough the stone pillars. Park in the circle in front ofFounders' Hall.From Washington, DC:Go east on Rt. 50 over the Bay Bridge until it intersectswith Rt. 301. (Middletown is approximately 1 hour fromthe Bay Bridge). Continue on 301 North into Delaware.One half mile past 301 Hess Truck Stop you will cometo a traffic light with a Lowes on the right; turn right atthe light onto Rt. 299 East. Continue on 299 through thecenter of Middletown. At the fourth light take a rightonto Silver Lake Road. Proceed until it ends at NoxontownRoad. Cross Noxontown Road and enter throughthe stone pillars. Park in the circle in front of Founders'Hall.From Baltimore and the South:Take I-95 North to Delaware state line. About 1 mile aftertollbooth, exit onto Rt. 896 South; continue on Route896 for 10 miles to a traffic light where the road becomesRt. 301/71. (Do not turn left where sign points 896 toRt. 13.) Continue through the traffic light for 3 miles tothe next light. Immediately after Dunkin Donuts bear tothe left. Go left across railroad tracks until you reach thethird traffic light in the center of town. Turn left ontoMain Street, Route 299 East. At the third light take aright onto Silver Lake Road. Proceed until it ends atNoxontown Road. Cross Noxontown Road and enterthrough the stone pillars. Park in the circle in front ofFounders' Hall.Accommodations5 Minutes Away - Odessa and Townsend DEB & B, Odessa, 302-378-4179r Pot B & B, 302-378-247925 Minutes Away - Chesapeake City, MDInn at the Canal, 410-885-5995Blue Max Inn, 410-885-2781Bohemia House B & B, 410-885-302430 minutes away - Christiana, DE (Exit 4B off I-95)Fairfield Inn (Marriott), 302-292-1500Christiana Hilton Inn, 302-454-1500Comfort Inn, 302-368-8715Marriott Courtyard, 302-456-380030 minutes away - Dover, DEComfort Inn, 302-674-3300Hampton Inn, 800-426-7866Holiday Inn, 302-734-5701Sheraton Inn, 302-678-8500Super Lodge, 302-678-0160Little Creek Inn Bed & Breakfast, 888-804-130035 minutes away- Wilmington, DEHotel duPont, 302-594-3100Sheraton Suites, 302-654-8300Hilton Wilmington/Christiana, 302-454-1500TransportationPhiladelphia International Airport (PHL)GO minutes away - www.philadelphia-phl.comDelaware Express: 1-800-648-5466Car Rentals: Budget, 1-800-527-0700Dollar, 1-800-800-4000Hertz, 1-800-654-3131National, 1-800-227-7368Baltimore Washington International Airport (BWI)90 minutes away - www.bwiairport.comCar Rentals: Dollar, 1-800-800-4000Enterprise, 1-800-325-8007Hertz, 410-850-7400National, 410-859-8860Wdmington Train Station- AMTRAKWdmington Bus Terminal (across from AMTRAK)30 minutes awayAmtrak:Greyhound:Car Rentals:www.amtrak.com1-800-437-3417www.greyhound.com1-800-229-9424Hertz, 1-800-654-3131Budget, 1-800-527-0700We do not recommend using a taxi service-the costs canreach $90-100 each way.118

ST. ANDREW'S SCHOOL...-·: · : :. .MIDDLETOWN, DELAWARE

Wa shburnCoveNoxon town Pond

St. Andrew's SchoolBoard of TrusteesKatharine duP. Gahagan Chair]. Kent Sweezey '70 PresidentCaroline duP. Prickett Secretary/TreasurerAmy L. Barto '86 Alumni Term TrusteeRobert B. Blum Sr. Trustee EmeritusGay Kenney Browne 78William H. Brownlee '44 Trustee EmeritusJohn S. Cook '45Viviana Davila '85Andrew C. Florance '82 Alumni Term TrusteeSabina Forbes Parent TrusteeRobert G. GahaganFrancis GiammatteiJr. '47Monie T. Hardwick Parent TrusteePaul H. Harrel! Jr.Maureen K. HarringtonHenry N. Herndon Jr. '48 Trustee EmeritusThomas H. Hooper III 71Cynthia Primo MartinCarolyn M. Matthews '77Arthur Miller '70Deval L. Patrick Parent TrusteeTimothy W Peters '66Steven B. PfeifferSally PingreeTomas A. Puky '89 Alumni Corporation PresidentHenry duPont Ridgely '67Daniel T. Roach Jr. HeadmasterH. Hickman Rowland Jr. '58Winthrop deV Schwab '36 Trustee EmeritusHenry H. Silliman Jr. Thtstee E1net·itusScott M. Sipprelle '81Edward M. Strong '66Richard B. Vaughan '88 AlLtmni Te rm TrusteeWayne P. Wright Bishop of the Episcopal Diocese oj Delawm·eCredits:Principal Photographer: John AbbottPhotography: Carlos Alejandro, Don Blake, Tom Crane,Elizabeth Crook, Eric Crossan, Hadley Roach, AndersonWolfe, Becca Zendt, Gregory Doyle, Ben Kennedy,Louisa ZendtDesigner: Amy MacKenziePrinted by Pavsner Press, Inc., Baltimore, MDPrinted on paper with recycled content

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St. Andrew's SchoolBoard of TrusteesKatharine duP. Gahagan Chair]. Kent Sweezey '70 PresidentCaroline duP. Prickett Secretary/TreasurerAmy L. Barto '86 Alumni Te rm TrusteeRobert B. Blum Sr. Trustee EmeritusGay Kenney Browne '78William H. Brownlee '44 Ti·ustee EmeritusJohn S. Cook '45Viviana Davila '85Andrew C. Florance '82 Alumni Term TrusteeSabina Forbes Parent TrusteeRobert G. GahaganFrancis GiammatteiJr. '47Monie T. Hardwick Parent TrusteePaul H. Harrell Jr.Maureen K. HarringtonHenry N. Herndon Jr. '48 Trustee EmeritusThomas H. Hooper III '71Cynthia Primo MartinCarolyn M. Matthews '77Arthur Miller '70Deval L. Patrick Parent TrusteeTimothy W Peters '66Steven B. PfeifferSally PingreeTomas A. Puky '89 Alumni Corporation PresidentHenry duPont Ridgely '67Daniel T. Roach Jr. HeadmasterH. Hickman Rowland Jr. '58Winthrop de V Schwab '36 Tr ustee EmeritusHenry H. Silliman Jr. Trustee EmeritusScott M. Sipprelle '81Edward M. Strong '66Richard B. Vaughan '88 Alumni Term TrusteeWayne P. Wright Bishop of the Episcopal Diocese of DelawareCredits:Principal Photographer: John AbbottPhotography: Carlos Alejandro, Don Blake, Tom Crane,Elizabeth Crook, Eric Crossan, Hadley Roach, AndersonWolfe, Becca Zendt, Gregory Doyle, Ben Kennedy,Louisa ZendtDesigner: Amy MacKenziePrinted by Pavsner Press, Inc., Baltimore, MDPrinted on paper with recycled content