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Advanced Studies Program 201760th session catalogue/application

IMPORTANT DATES TO REMEMBER

OCTOBER AND NOVEMBER 2016Regional Information Sessions

DECEMBER 15, 2016Student questionnaire due Parent questionnaire due

JANUARY 2017 TO MARCH 1, 2017Interviews with ASP alumni

FEBRUARY 1, 2017Teacher recommendation due

Activity Supervisor recommendation due

FEBRUARY 15, 2017Principal or Guidance Counselor recommendation due

MARCH 1, 2017Financial Aid form and IRS 1040 due

Last date for interviews

BY APRIL 1, 2017Admissions decisions mailed to applicants

JUNE 23, 2017Opening Day

JULY 30, 2017Graduation

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CONTENTS

Introduction ........................................................................................................................................... 5

Course Descriptions ............................................................................................................................... 6 Writing Workshop ........................................................................................................................... 6 Ancient Greece ................................................................................................................................ 6 Artificial Intelligence ....................................................................................................................... 7 Astronomy ....................................................................................................................................... 7 Biomedical Ethics ............................................................................................................................ 7 Changing the World ........................................................................................................................ 8 Data Driven ...................................................................................................................................... 8 Ecology ............................................................................................................................................ 9 Engineering ..................................................................................................................................... 9 Entrepreneurship ........................................................................................................................... 10 Forbidden Fictions ........................................................................................................................ 10 Japanese Language and Culture .................................................................................................... 11 Law and Governance ..................................................................................................................... 11 Marine Biology............................................................................................................................... 12 Mass Media .................................................................................................................................... 12 Molecular Biology .......................................................................................................................... 12 The Quest ...................................................................................................................................... 12 Shakespeare for Performance ........................................................................................................ 13 Studio Arts ..................................................................................................................................... 13 Sustenance and Sustainability: The Global Future of Food .......................................................... 14 World Religions ............................................................................................................................. 14

General Information ............................................................................................................................. 15 Facilities......................................................................................................................................... 15 Medical Arrangements ................................................................................................................... 15 Chapel Services .............................................................................................................................. 15 Recreation ...................................................................................................................................... 15 Evaluations .................................................................................................................................... 16 Regulations .................................................................................................................................... 16 Cell Phones .................................................................................................................................... 16 Daily Schedule ............................................................................................................................... 17 Weekends and Absences ................................................................................................................ 17 Application Procedures.................................................................................................................. 17 Internship Programs ...................................................................................................................... 18 Tuition and Financial Aid .............................................................................................................. 18 College Counseling ....................................................................................................................... 18 College Day.................................................................................................................................... 18

2014 College Destinations ................................................................................................................... 19

2016 Faculty and Interns ..................................................................................................................... 20

2016 High School List .......................................................................................................................... 22

About St. Paul’s School ......................................................................................................................... 25

Application Directions ......................................................................................................................... 26

Application Forms ................................................................................................................................ 27

Routes to St. Paul’s School .................................................................................................................... 39

PHOTOGRAPHY: Karen Bobotas, Suzanne Ellinwood, and Trent Smither

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The Advanced Studies Program was founded by St. Paul’s School in 1957 to provide talented New Hampshire public and parochial school students with challenging educational opportunities otherwise unavailable to them. In its 59 summer sessions, more than 12,000 students have participated in the program. Students apply in the fall of their junior year for attendance in the summer before their senior year of high school. Application materials and deadlines can be found in the back of this catalogue and on the ASP website at sps.edu/ASPapply. Please note that the student application deadline for the 2017 session is December 15, 2016.

Although there is a tuition cost for the ASP, there is also a very generous tuition assistance program. For the 2016 program, $293,350 in financial aid was given out to 116 families who qualified for assistance through our need-based financial aid system!

During the 5 1/2-week program, each student takes one major course of his or her choice. These major courses meet for 19 hours per week, Monday through Saturday. In addition to the major course, each student takes Writing Workshop, which meets for four hours per week. Students can expect to spend about the same amount of time studying outside of class as they spend in class.

The Advanced Studies Program is held on the grounds of St. Paul’s School. Classes meet in the Lindsay Center for Mathematics and Science, the Astronomy Center, the Hargate Arts Center, New Space, and the Schoolhouse. The Ohrstrom Library, with more than 75,000 volumes, 200 periodicals, and state-of-the-art research facilities, is in constant use during the summer session. The grounds also include 2,000 acres of woods and ponds and miles of pathways. This natural wildlife and watershed area provides an ideal outside labora-tory for science students.

The Advanced Studies Program is a stimulating and challenging educational experience for those who attend. The faculty is composed of St. Paul’s School master teachers, who are joined by outstanding teachers from other private and public schools and colleges. College students and recent

college graduates also take part in the program as teaching interns, assisting in the classrooms, tutoring and counseling students, coaching in the recreation program, and supervising in the houses.

The summer session stresses academic and personal growth, as students learn to live together and share in the School community. The program is entirely residential, and the class work is supplemented by athletics, participatory Chapel services, weekend social activities, and musical organizations. Summer school bands and a cappella singing groups are usually formed each year. Other activities, such as plays, open-mike performances, literary magazines, swing dancing, and chess matches are also common happenings, based on the particular interests and talents among each summer’s group.

In each session ethical behavior among students is expected. The program attempts to achieve a balance between the necessity for structure and the desire to allow students the freedom to mature in a new environment. The ASP seeks highly motivated students interested in academic challenge, hard work, and a stimulating environ-ment that will encourage them to learn and grow.

INTRODUCTION

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For the most current information on course offerings, please visit the ASP website at sps.edu/ASPapply.

We hope to offer all of the following courses for the 2017 program. However, the final list of offerings will not be determined until the faculty hiring process has been completed.

WRITING WORKSHOP (taken by all students) In this course, students explore what it means to be a writer and reader as they investigate such topics as identity and memory. Students practice the art of writing through the drafting and revision of personal essays. The genre of the personal essay offers opportunities for both creative self- expression and rigorous critical thought – skills relevant to other forms of writing – and prepares students particularly well for the writing of the college essay.

Writing Workshop is the only course taken by every student at the ASP, and as such it is the cornerstone of the ASP community. Meeting three times per week, students work through the writing process individually, with instruc-tors, and with peers. Readings, discussion, and writing exercises help students develop ideas, while multiple drafts and class workshops guide them through an extensive revision process. At the end of the course, each class will produce an anthology of the students’ best work. Each student will leave Writing Workshop with a portfolio containing at least one significantly revised essay, as well as numerous drafts and ideas to serve as resources for future writing.

COURSE DESCRIPTIONS

ANCIENT GREECEMany of the basic ideals and institutions of Western civilization have their foundations in ancient Greece. Greece lay at the crossroads of Europe, Northern Africa, and Western Asia and drew on older civilizations in developing endur-ing cultural cores, such as literature and public theater, scientific and philosophical inquiry, athletic competitions, and even the first democracies. This summer, we will explore the origins of these and other achievements as we discuss the various facets of ancient Greek civilization and culture: its peoples, history, politics, literature, art and architecture, philosophy, and religion. We will focus on making connections between Ancient Greek and modern day culture, but we will also examine how different the ancient Greeks were.

Most of what we will read are translations of ancient Greek texts themselves: epic poetry (Homer & Hesiod), history (Herodotus and Thucydides), lyric poetry, drama (Aeschylus, Sophocles & Euripides), comedy (Aristophanes), myth, legal oratory (Lysias), and a little philosophy (Plato). While we explore the material culture (archae-ology) and visual arts of the Greeks, this is a text- heavy course so a love of reading is a must. We will approach these sources with a combination of pedagogical methods (traditional lecture-style classes, interactive activities, and multimedia technology). We will take a field trip, most likely to the Museum of Fine Arts in Boston.

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ARTIFICIAL INTELLIGENCEThis course integrates computer technology with topics in mathematics, science, humanities, and the arts with the goal of investigating intelligent systems. AI systems created thus far are changing the way we live our lives and think about our- selves. The richness of the AI curriculum provides an ideal subject to study while concentrating on the practice of engineering. The course will spend time delving into the philosophical arguments for and against the possibility of intelligent systems, HandyBoard/VEX/FIRST robotics systems connected to sensors, effectors, and knowledge bases (and programmed using the C programming language) will be used to investigate areas of AI.

During the first weeks, classical AI topics such as knowledge representation, search algorithms, learning, expert systems, and logic-based systems will be explored. Students will learn the non-procedural language Common LISP and create an autonomous program that searches for prob- lem solutions. During the final weeks, we will concentrate on robotics systems while working individually or in small teams on VEX and FIRST robotics systems.

ASTRONOMYAstronomy examines the seemingly static skies and considers the questions they raise. How was the universe born, or was it always here? Will it die? How old are we? What else is out there? From constellations to quarks, Astronomy is the ultimate exercise in philosophy, abstract thinking, history, and exploration.

Through readings, student presentations and papers, guest speakers, field trips, and observa-tions, students will measure and discuss the observable universe as well as that which is invisible to us. The St. Paul’s School Hawley Observatory boasts many domes, research quality telescopes, its own library, and databases. Whenever the skies are clear, observing sessions can extend as late as 2 a.m., as students become proficient with the equipment available to them. The ultimate goal is to complete an observing

project by the end of the course. To complement the work at the observatory, there are a number of laboratory exercises that are designed to give students an overview of the measurements astronomers must make to gain an understanding of how this mysterious universe ticks.

Successful completion of courses in algebra, pre-calculus, geometry, and chemistry is a prerequisite. Physics is helpful but not required. Background knowledge of astronomy is not assumed. A willingness to maintain unusual hours is a must!

BIOMEDICAL ETHICSWe are living in a period of tremendous scientific and cultural change, and nowhere is that more evident than in the biomedical ethical issues that appear almost daily on the front pages of the newspaper and on the evening news. These issues exist at the intersection of several important subjects: philosophy and medicine, private decision making and public policy, economics and scientific advancement, the individual and the society, popular culture, and science. The questions raised in the study of biomedical ethics are important to individuals both as health care decision makers and as citizens involved in the debate and formation of public policy. Through the study of contemporary medical ethical issues, we will examine, question, and clarify our own beliefs while understanding many of the thorniest personal and policy decisions of our time.

The course addresses such topics as genetic engineering, health care financing, allocation of scarce medical resources, death and dying, human experimentation, patient autonomy, stem cell research, and abortion. Class time is spent discussing difficult decisions and real cases, as well as developing formal analytical and presentation skills through research projects, debates, and written case analyses. Films, newspapers and magazine articles are also incorporated, along with field trips and a wide assortment of guest speakers.

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By the end of the course, students should be able to identify ethical conflicts in news stories, medical cases, films, etc.; identify stakeholders and articulate various opposing positions; analyze the arguments raised on multiple sides of a con- flict; take and defend a reasoned position, both in writing and in public speaking; and, most importantly, engage in civil, productive discus-sions about divisive, emotionally charged issues.

CHANGING THE WORLDIn this course, we will study the United States Civil Rights Movement of the 1950’s and 1960’s as a case study of how one can change the world.

As we study the movement, we will examine the key events, the roles of the individual leaders, grassroots organizations, youth, women, the churches, and the media. We will also examine the role of the courts and the politics in Wash-ington, including the actual passing of the key legislation of the movement. We will integrate into our discussions how society was respond-ing, including the changing racial relations and the resistance by Southern whites. We will see the panoply of human actions and emotions as soci-ety slowly but inexorably began to change: acts of courage and cowardice; acts of love and hate;

acts of joy and suffering; acts of liberation and of fear. We will examine Martin Luther King’s polit-ical and theological philosophy of non-violence and look at why and how the movement began to split in 1965 and the repercussions the split had on its effectiveness. Through all of this, we will identify the themes we are seeing, and how and under what conditions social movements can and cannot arise.

Finally, we will examine the effect the movement has had on our society, how it has and has not succeeded, and we will look at several ways it continues to manifest itself today.

DATA DRIVENOver the next decade, the cumulative amount of data collected since the beginning of human history will increase more than fiftyfold. We will need citizens who can understand how to sift through all that information and use it to improve our world. Data Driven is an applied mathematics course where students will learn how to collect, manipulate, analyze and visualize data, all backed by sound mathematical principles.

Students will learn data science skills in the context of trying to answer interesting questions with data, with topics of exploration drawn from current political issues, economic trends, pop culture and student interest. Mathematically, students will engage with data via statistics and mathematical modeling, learning how data can both describe a certain situation and also wield predictive power. Both in statistics and modeling, the class will rely on equally abstract and numer- ical methods. After learning these mathematical skills, students will practice using data-based conclusions to make persuasive, human arguments through infographics, data journalism and class debates.

Students will also explore how we deal with issues surrounding data in our society. The class will explore the mathematics undergirding crypto-graphy that helps us ensure our data stays private. Along the way, we will consider the growing tension between freely available data and individual privacy as data becomes easier and easier to collect, and is often collected without our knowledge.

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ECOLOGYAs our world population and resource use increase, we are faced with a range of ecological challenges. This course explores the issues and the science behind those challenges. Using the tools and methods of ecologists, students will explore the principles of local aquatic and terres- trial ecology. Students can expect to learn new computer, laboratory, and field skills; improve their science reading and writing techniques; and acquire an understanding of the scientific and political issues facing ecologists today. This course introduces students to the various branches of ecology: experimental, field, and sociopolitical.

Specific topics to be covered include biodiversity, water quality, pollution and its effect on all parts of the environment, ecosystems and the interac-tions of animals, plants, microbes, and abiotic factors within those ecosystems, the flow of energy, cycling of nutrients, and population dynamics. Students will participate in both group and individual work, canoeing and camping trips, an independent project, and numerous field-work opportunities.

Successful completion of a year of biology is a prerequisite. A prior chemistry course is also helpful.

ENGINEERINGThis course is designed for students who may be interested in pursuing engineering as a college major. Many students enter college without the perspective of what engineering is and for which field they are best suited. The purpose of this course is to give students a taste of the engineer-ing spectrum and the knowledge to determine whether they might want to pursue engineering in college. The course will address major fields of engineering.

Students in this course will explore engineering through an applied approach. Concepts will be taught using hands-on, practical, and familiar examples and explained with theory that builds on students’ current understanding of physics and math. Class work will be supplemented with field trips to organizations practicing engineer-ing. Students will be required to complete a long-term project which incorporates major engineering fields.

The culminating engineering project for the session will be the design, construction and testing of a “Sea Perch” submarine. The class will be divided into small competing design groups with each group engineering their own submarine.

Math through Algebra II (pre-calc preferred) is a prerequisite. Physics is recommended but not required.

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ENTREPRENEURSHIPThis course is a fast paced, challenging introduc-tion to the world of business ownership and being responsible for its successes and failures: in other words, entrepreneurship.

Entrepreneurship is a continuous process. Using personal finance as a “kick-start” to business jargon, accounting, budgets, debt and income, students will then harness opportunities and open a model business of their choosing.

Throughout this process, students will be encouraged to identify and cultivate a particular area of interest or core competency. Using what they have learned, students will develop a business plan, secure financing, develop marketing strategies, create a realistic budget, and manage inventories. In addition, tax planning strategies as well as entry and exit strategies will be dis- cussed. Students will be required to prepare and verbally present well organized, original ideas to peers and business owners throughout the course. Financial statements will be studied in order to identify strengths and weaknesses of existing and model businesses.

Through the development and sharing of ideas, discussing today’s markets and economy, field trips to local businesses, interviews and guest speakers, students will be exposed to the fun and exciting world of entrepreneurship and learn how to be their own boss.

FORBIDDEN FICTIONSMany works of fiction are avoided or even banned in high schools every year, yet these same texts are often taught to college freshmen. As a means of bridging this censorship gap, we will explore many such works in an effort to understand the complex issues the texts present and why those issues inflame censors.

We will examine novels, plays, poetry, and films by authors such as Samuel Beckett, Vladimir Nabokov, Margaret Atwood, George Orwell, Cormac McCarthy, and Anne Sexton. We will address the texts through various theoretical and cultural lenses, an example of which would be Louis Althusser’s notions of ideology. Through our studies we will ask how and why our society can and chooses to ban books and what kind of response is called for.

Run as a college-level seminar, the course will require students to lead their peers in discussion and to prepare ambitious independent research projects.

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JAPANESE LANGUAGE AND CULTUREOur relationship with Japan dates back more than 150 years, and over the last few decades the island nation has been both the U.S.’s dependable partner and fierce competitor in a region of the world whose global importance is steadily growing. The first Asian nation to modernize itself based on Western models, Japan’s society today bears some resemblance to the United States, yet thousand-year-old traditional values still hold sway as the Japanese people have continued to embrace Shinto and Buddhist beliefs, as well as Confucian ideals. After a sluggish “post-bubble” era in the 1990’s, Japan has re-emerged as a major world power not only for its resurgent economy, but also for its culture’s global influence, especially among younger generations. Learning the Japan-ese language and studying the Japanese culture is a fascinating journey that allows for insight into this nation.

During the program, students will learn the Japanese alphabet’s phonetic syllabaries and acquire a basic, practical vocabulary of the language. Conversational skills are stressed and the principles underlying the use of kanji (pictographs) are introduced. By the end of the program, students will be able to carry on basic conversation, read and write simple texts, and deliver a self-introductory speech. They will also have opportunities to interact with native speakers, including an honorary guest teacher from the Seikei School in Tokyo. Through readings and discussions, movies, museum visits, guest speakers, and hands-on experience, the class will explore many aspects of the Japan-ese culture, among them literature pre-dating the classics of the West, sports akin to religious rituals, handwriting as an art form, tea drinking as meditation, and an entire philosophy centered around gardening.

Student progress is evaluated through frequent quizzes, weekly tests, various projects through-out the session, and both a mid-term and final research paper.

LAW AND GOVERNANCEThis course examines the development of the American legal and political systems. Principally using primary source materials – historical documents, Supreme Court cases, speeches and bills – we will focus on the role of the U.S. Supreme Court, which helped define the legitimate powers of each branch of the federal government and determine the proper relationship between state and national governments. The course will also highlight the struggles to limit governmental power and guarantee civil rights and liberties. Students will write case briefs and legal memos. Discussions use Socratic dialogue to deepen our understanding of legal and political principles. Class activities include a mock trial, a Supreme Court simulation, and court opinions.

The Law and Governance class normally collabor- ates with another course on a joint project. Past projects have included a simulated crime scene investigation, a courtroom trial, and formal student debates. Guest speakers active in the fields of government and law, and field trips to the State Capitol and Federal courthouse complement classroom activities.

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MARINE BIOLOGYIn order to appreciate the basic concepts of marine biology, students in this course will be exposed to topics in biology, ecology, oceanography, environmental science, and chemistry. The course is centered not only on classroom discussion and technical readings, but also on laboratory and field work.

Students gain firsthand experience in the collection and maintenance of local marine organisms by setting up saltwater tanks in the laboratory. Since St. Paul’s School is located within an hour’s drive of the New Hampshire seacoast, frequent excursions are planned to gain firsthand experience in rocky intertidal pools, mudflats, estuaries, salt marshes, and the open ocean. Data collection and analysis are completed after each trip. Students will produce written documents of their experiences. Students will also be responsible for directing seminars concerning current environmentally related issues. An independent study research project is expected of each student on a marine topic of his or her choice.

Successful completion of a year of biology is a prerequisite of this course. Courses in physical science and chemistry are recommended.

MASS MEDIAThrough readings, writing assignments, produc-tions, and class discussion, Mass Media students explore the field of communication in its many aspects: social, historical, critical, theoretical, technical, and creative. Classwork will include

close analysis and discussion of film, advertising, newspapers, radio, and television. Guest speak-ers, field trips, and hands-on projects such as newspaper and blog production, video editing, radio announcing, and television production complement these studies.

Students should expect to spend roughly the same amount of time working outside of the class as they do in class. In Mass Media, some of the work is collaborative, some of it is hands-on, and some of it is academic. Assignments include reading and writing about media, creating scripts and storyboards, shooting and editing videotape, and pitching/producing advertisements.

MOLECULAR BIOLOGYThis challenging course is designed to provide a solid foundation in the topics and techniques of molecular biology. Students will examine the structure and functions of the chemical com-pounds inside cells that make us look and work the way we do. Lipids, carbohydrates, nucleic acids, and proteins will be investigated through text readings, seminars, model building, group presentations, news articles and primary source readings, discussion and debate, an individual-ized project on the molecular basis of a disease/disorder, and labs. Some of the many molecular techniques students will perform include DNA extraction, protein purification, DNA finger-printing using restriction analysis, the poly-merase chain reaction, and prokaryotic genome modification to change protein expression pat- terns. The capstone project will be to conduct original research into the sequence of a gene that has never been studied. Successful completion of a year of both biology and chemistry is a prerequisite.

THE QUESTBuilt on the four pillars of reading, writing, listen- ing, and speaking, The Quest is a Humanities course that explores one of the most enduring inspirations for literature and art. Throughout history people have sought greater knowledge, both of the world around them and of the world within. Bringing its share of risks and rewards, this ongoing quest drives the human imagination,

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intellect, and spirit. In five weeks of intensive study, students will participate in their own quest as they investigate the various ways people have experienced and expressed the journey to enlightenment and acquisition of wisdom.

Using Joseph Campbell’s formulation of the quest narrative as a point of departure, we will first study the epic traditions of ancient stories, including Gilgamesh, the earliest known written story. Moving into the modern era, the second half of the course focuses on Frankenstein, Siddhartha, To the Lighthouse, Camus’ The Stranger, and Jon Krakauer’s Into the Wild. Along with these texts, shorter poems, and an introduction to current literary criticism, each week includes a film studies component in which the film texts parallel the themes of the written texts. In an interdisciplinary college-seminar approach, students spend class time primarily in large-group discussion, supple-mented by numerous age-appropriate activities such as small-group and partner work, presen-tations and role-playing, reflective and creative writing, and storyboarding.

SHAKESPEARE FOR PERFORMANCEThis intensive course examines the playwriting of William Shakespeare from the standpoint of the theatrical professional, rather than the literary analyst. Students rehearse and perform two full- length plays, back to back, in contrasting styles and locations, encountering Shakespeare’s language and theatrical sensibility in their intended context as live performance. Students will read background material on the life and times of Shakespeare, but the bulk of class time is de- voted to the plays themselves, each of which receives approximately two weeks of rehearsal before being performed for the School commu-nity, alumni, and parents.

Shakespeare for Performance offers students a chance to investigate the world’s greatest dramatist from the inside, to join a close-knit, dedicated company of young actors, and to experience the pressures and rewards of professional-style rehearsal. Fundamentals of acting technique, character development, line memorization, and script

analysis are taught as integral components of individual roles. Students can expect to play at least two (and frequently more) parts, balanced by size and prominence, in order to give each cast member the greatest possible equality of opportunity. No previous theatrical experience is necessary.

STUDIO ARTSContemporary art-making is a means of explora-tion, self-discovery, and expression. The poten-tial of attaining a more complete and profound understanding of the world makes the process of art creation a valuable asset in human society.

The Studio Arts course embodies a ’hands-on’ and a conceptual/philosophic approach to art making. Students make art to not only learn how to express themselves visually, but also to begin a life-long journey of exploring life itself. One of the goals in the course is for students to understand that art is connected to all aspects of life…there is no artificial separation between art, science, philosophy, politics, and any human endeavor that may exist.

Students explore still-life, self portraiture, and landscape from direct observation of nature. The importance of ‘seeing’ beyond the habitual manner of just looking at things is emphasized with the goal that it will be a life-long awareness of how we humans become so familiar with our lives that we become blind to the actual experience.

Students draw with pencil and charcoal, and paint with water-based mediums, as well as oils. Students are introduced to still-life and self-portraiture from direct observation. They are introduced to

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printmaking processes and ideas. A handmade artist’s book is constructed as a process to create a work that explores things that are important to the student. This book is a course-long project that culminates in the last week of the Studio Arts experience. Students will develop a portfolio of work exploring visual ideas that may be traditional, emotive, illustrative, or non- objective through the experiences provided by the master teacher and intern. They participate in individual and group critiques to strengthen their sense of aesthetics and critical skills.

To support classroom activities students may participate in field trips to museums, galleries, or artist’s studios. Throughout the program students study major artists and artistic ideas in history. The Studio Arts course challenges students of all artistic levels to create technically strong and expressive artwork culminating in their own exhibition that is pre- sented to the St. Paul’s community. Students con- clude the program with a strong collection of work in a personal portfolio and a sense of the wonder and power within an artistic community.

SUSTENANCE AND SUSTAINABILITY: THE GLOBAL FUTURE OF FOODFood is, and always has been, far more than a form of sustenance. Food is politics, it is religion, it is globalization. Food is philosophy, environ-mentalism, and history. It is fun and delicious. If we are what we eat, then self-knowledge is found at the dinner table; this course will push its students toward that process of discovery and challenge them to explore the intersections of agriculture, the environment, and our emerging and expanding global society. In doing so, we will study the following: the history of farming in America; the connection between agriculture and politics on a national and global scale; the local and organic movements; the environmental effects of our current food systems; global hunger and food security; food distribution and waste; social justice and labor issues; and the cultural and personal ties we have with food and family through works from a variety of authors and our own personal experience. This course will challenge its students to consider these various aspects of today’s global food systems and conceive of more sustainable models that will be successful

in the long term. It will also require hands-on learning and involve getting to know those in the greater local area who are fighting for our food and our health.

Run as a college-level seminar, students will be required to tackle complex questions and topics, to engage at a high level in the classroom, peri- odically lead discussions, and to prepare a variety of written assignments and research projects.

WORLD RELIGIONSThe search for answers to life’s most difficult human questions lies at the heart of the religious quest. This course is concerned with this quest for meaning and with the variety of journeys to the infinite undertaken by the many religions of the world. Each religious tradition offers its own unique approach to discover meaning through religious experience. As globalization and immigration continue to rapidly shrink our world, interactions among humankind’s many cultures and religions have become increasingly more challenging. Yet, the world’s religions offer humanity nuggets of wisdom from the past, a guide for living in the present, and the hope-filled promise of a bright future.

This course is an invitation to reflect on the world’s wisdom. Through the disciplines of philosophy and religious studies, this course offers a discus-sion of the major religious traditions through examination of their sacred texts, history, religious belief systems, the ways in which these beliefs have had an impact on the formation of society, and the thoughts of more contemporary adherents: authors, poets, and religious leaders who struggle to articulate their faith through poetry and fiction. While studying the variety of perspectives in the religious search for meaning, students are encouraged to reflect on their own journey.

As an introduction to the related disciplines of religious studies and theology, the course’s broad goal is to provide better understanding and heightened appreciation of the world’s many religions, both for intellectual enrichment and potential personal transformation. It integrates such media as art, architecture, music, and film as it seeks to nurture the critical skills necessary for interpreting human experience.

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FACILITIESAll students and interns live in St. Paul’s School houses (dormitories). Each house is under the supervision of a resident supervisor. Meals are served in the School dining hall. The program makes use of virtually every facility at the School, from the crew docks on Turkey Pond to multi-media classrooms in the Schoolhouse.

MEDICAL ARRANGEMENTSA nurse is available daily from 12:30 to 7:30 p.m. at Clark House, the St. Paul’s School health center. The Concord Hospital and the Dart-mouth-Hitchcock Clinic are one-half mile from the School. As necessary, the ASP also has the services of the resident SPS medical director in Clark House.

Students must submit a medical form and immunization record filled out by parents/guardians or family physician. Each student must have appropriate accident and health insurance throughout the program.

CHAPEL SERVICESThe tradition of attending Chapel services at St. Paul’s School dates from its foundation in 1856 and continues to this day, both in the winter School and the Advanced Studies Pro-gram. Four mornings a week all students and

faculty gather to hear presentations from members of the ASP community or from guests. Music, drama, poetry, reflections on current events, or personal narratives are only some of the forms Chapel might take. This is a time for quiet reflec- tion, a time to hear major works from the organ repertoire, a time to join in song and prayer.

Although St. Paul’s School is affiliated with the Episcopal Church, the Chapel program is ecu- menical and inclusive in expression and practice. A chaplain is appointed to the Advanced Studies Program not only to program events in the Chapel, but also to organize transportation to religious services in the area.

RECREATIONEach student will be expected to participate in the recreational program four afternoons a week. Traditional team sports as well as other non-competitive activities are available. An athletic director will oversee the recreation program. In the past, the program has offered badminton, basketball, crew, dance, fencing, field hockey, personal fitness, rock wall climbing, soccer, squash, swimming, tennis, ultimate Frisbee, volleyball, weightlifting, and yoga.

In addition, a strength and conditioning coach is on staff to provide individualized training programs for interested students, and to teach proper fitness techniques.

GENERAL INFORMATION

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EVALUATIONSA written commentary on each student’s growth and achievement is compiled by the master teacher in the major subject, the master teacher in Writing Workshop, and a residential supervisor, and then reviewed by the director. These remarks, along with any distinctions earned, will be sent to students in the fall. The evaluations may be sent to colleges at the student’s request. It should be emphasized that the focus of the program is not on grading students, but on challenging them, broadening their horizons in the college-selection process, and preparing them for the college experience.

If a student is dismissed from the program, or leaves early without the written permission of the director, that student will not be entitled to an evaluation and will not be considered a graduate of the ASP.

REGULATIONSThe Advanced Studies Program at St. Paul’s School is a community of scholars. It is assumed that all students come to St. Paul’s for five and a half weeks of serious study, balanced with wholesome recreation. The session is brief and intensive, and the emphasis throughout the summer is on self-discipline and personal

responsibility. Students are expected to use common sense and intelligence in their behavior and to live amicably, respecting the rights, interests, and property of others. Anyone unable to assume the responsibility of living within the program regulations should not attend the program.

All final disciplinary decisions rest with the ASP Director, who has the authority to impose such disciplinary action as is warranted. The director, in consultation (under normal circumstances and when possible) with teachers, house supervisors, interns and/or assistant directors, may suspend or dismiss a student if he believes it to be in the best interest of the student or the School.

CELL PHONESIn the interest of students being present and engaged with their peers and other community members at all times, the Advanced Studies Program has a strictly enforced cell phone policy. Students are allowed to bring cell phones (or any other wireless connecting devices) to the ASP. With the exception of laptops, these devices are to be kept in the student rooms and can only be used while in or immediately outside the owner’s respective dormitory. Exceptions to this rule will only be made for the most extenuating of circumstances and must be approved by the director.

17

DAILY SCHEDULE 6:45 a.m. Breakfast

8:00 a.m. Chapel (Monday, Tuesday, Thursday, Friday)

8:30 a.m. Classes (except Sunday)

12:45 p.m. Lunch

3:00 p.m. Recreation Program

5:30 p.m. Supper

7:30 p.m. Quiet Study (except Saturday)

10:00 p.m. Dorm Check-in (except Saturday)

10:45 p.m. In Rooms (except Saturday)

11:30 p.m. Lights Out (except Saturday)

WEEKENDS AND ABSENCESSpecial recreational programs as well as movies and dances will be planned for the weekends. Parents and friends may visit during specified times on Wednesday, Saturday, and Sunday. On one weekend only, students will be required to leave after class on Friday, spend Friday and Saturday nights at home, and return to St. Paul’s School on Sunday evening. Otherwise, students may leave St. Paul’s School during specified times on Wednesday, Saturday, and Sunday. In regard to absences, it is important to under-stand that all students accepting an invitation to participate in the ASP are expected to commit 100 percent of their time and energy to the program. Outside of the designated weekly times, additional requests for absences are infrequently approved and are granted only due to the most extenuating of circumstances. In addition, students are not allowed to hold outside employ-ment during the course of the ASP.

APPLICATION PROCEDURESEach year, schools in New Hampshire are asked to nominate outstanding 11th grade students for the Advanced Studies Program. These students are then invited to apply to the program. However, any 11th grade student who attends a New Hamp- shire public or parochial school and intends to return for their senior year is welcome to apply; all applications will be considered equally. Please note: Juniors who chose early graduation from high school are not eligible to attend the ASP.

Beginning in October, the director and alumni will conduct regional information sessions for inter-ested students, parents, and guidance counselors. These presentations will be held in several schools throughout the state. Interested students are also encouraged to learn more about the program by speaking with ASP alumni in their own schools.

Student applications must be postmarked by December 15. A $30 application fee must accom-pany the student application form. This catalogue also contains forms to be filled out by parents/guardians, a teacher, an activity supervisor, and the principal or guidance counselor of the student. An application for tuition assistance is also in the back of this catalogue. In addition, all applicants are strongly encouraged to have a personal interview. ASP representatives will interview applicants throughout January and February. Interviews will be arranged through guidance offices. Admissions decisions are mailed by April 1. A non-refundable deposit will be required of students accepting a place in the program.

Admission to the Advanced Studies Program is highly competitive. In 2016, 263 students attended the ASP, with the vast majority of applicants being in the top 20 percent of their class. Students are evaluated on the basis of courses, grades, and aptitude tests; on their responses to essay ques-tions; and on the recommendations of teachers, activity supervisors, counselors, and interviewers.

Unfortunately, due to space limitations, not all applicants who are academically qualified can be admitted. The admissions process, therefore, must take into account other factors besides demonstrated academic excellence, including extracurricular involvement, geographic distribution, and other personal characteristics that might benefit the summer community in the classroom, dormitory, and elsewhere. Consideration also is given to how much an applicant is likely to benefit from attendance at the ASP. The admissions policy cannot be reduced to a formula. The admissions process is a balance among many factors and is particularly an attempt to admit those applicants who will bring the most to the program, as well as those applicants who stand to benefit the most.

18

INTERNSHIP PROGRAMSCollege students interested in participating in the Internship Program should contact their college career office, the ASP office, or visit the website (sps.edu/asp) for an information packet and application. Applicants must be at least in their second year of college. The director will interview candidates during the winter or spring preceding the summer session. The intern application deadline is January 10, 2017.

Interns will assist in the presentation of courses and in the supervision of laboratories, and will also assist in the supervision of houses, the library, and the recreational and extracurricular activities. In 2016, 37 interns were selected from a pool of 175+ applicants.

TUITION AND TUITION ASSISTANCEThe tuition or general charge for students includes instruction, book and course fees, housing, and meals. The charge for the 2016 program was $4,150, and the tuition for the 2017 session will be set by January 1, 2017 (and will be posted on our website).

No one should be deterred by financial limitations from applying for admission. Last summer, 44% of the student body received tuition assistance. Every year we do our best to meet the demon-strated need for those who qualify through our need-based financial aid system, and are proud of the fact that we could distribute $293,350 to 116 members of the 2016 class. Thanks to the very generous support of alumni and friends of the program, we were able to offer full tuition support to 17 families, and for an additional 59 families, we were able to offer financial aid totaling at least half of the $4,150 tuition.

Breakdown of tuition assistance in 2016: 17 students received full tuition assistance, $4,150 59 additional students received over $2,000 28 additional students received over $1,000 12 additional students received up to $1,000

Tuition assistance for students is available on the basis of demonstrated need. To apply for tuition assistance, parents/guardians must complete

Form G (Tuition Assistance form) and return it to the ASP Office postmarked by March 1, 2017, accompanied by a copy of their IRS 1040 for 2016. Tuition assistance decisions are mailed together with letters of admission by April 1.

COLLEGE COUNSELINGCollege counseling is provided for all students during the ASP. Counselors are available for individual half-hour sessions to discuss subjects such as choosing a college and navigating the application process and answering any other questions about the college process. Weekly 60-minute workshops are offered on a variety of topics such as Interview Dos and Don’ts, Market-ing One’s Talents, Selective College Admissions, Tuition Assistance, and The College Essay. Two mandatory college workshops are scheduled. The first consists of a panel discussion covering a variety of topics to consider when choosing a college. The second session focuses on how to make the best use of one’s time on College Day. College Day is an excellent opportunity for students to meet with more than 60 college representatives during the morning and spend a half-hour session with three of their top-choice schools in the afternoon.

COLLEGE DAYEach year, on the fourth Saturday of the summer term, the Advanced Studies Program sponsors a special college information day for students and parents/guardians. College Day gives students and their families an opportunity to meet with admissions officers to have their questions answered and to find out more about the colleges that interest them.

Classes are shortened, a buffet lunch is served, and information sessions, including an open- browsing period, are offered by the admissions officers. In 2016, there were officers from more than 65 colleges and universities at College Day, representing schools throughout the nation and abroad. (A photo of the open-browsing period can be found on page 16.)

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COLLEGE DESTINATIONS (CLASS OF 2014)*

Amherst CollegeAssumption CollegeBarnard CollegeBates CollegeBerklee College of MusicBoston CollegeBoston UniversityBowdoin CollegeBrandeis UniversityBrigham Young UniversityBrown UniversityCase Western Reserve AcademyClark UniversityClarkson UniversityColby CollegeColby-Sawyer CollegeColgate UniversityCollege of the Holy CrossColumbia UniversityConnecticut CollegeCornell UniversityDartmouth CollegeDavidson CollegeDickinson CollegeDrexel UniversityEckerd CollegeElmira CollegeElon UniversityEmerson CollegeEmmanuel CollegeFlorida Southern CollegeFranklin Pierce UniversityGeorge Mason UniversityGeorge Washington UniversityGeorgetown UniversityGeorgia Institute of TechnologyGettysburg CollegeGoucher CollegeHamilton CollegeHarvard UniversityHaverford CollegeHawaii Pacific UniversityHobart & William Smith Colleges

Hood CollegeIthaca CollegeLehigh UniversityLiberty UniversityMaine Maritime AcademyMarquette UniversityMassachusetts College of Pharmacy & Health SciencesMassachusetts Institute of TechnologyMiddlebury CollegeNew Hampshire Technical InstituteNortheastern UniversityNorwich UniversityNova Southeastern UniversityOhio State UniversityPlymouth State UniversityQuinnipiac UniversityRensselaer Polytechnic InstituteRochester Institute of TechnologySacred Heart UniversitySeton Hall UniversitySt. Anselm CollegeSt. Lawrence UniversitySt. Michael’s CollegeStanford UniversityState University of New York

Syracuse UniversityTufts UniversityUnion CollegeUnity CollegeUniversity of CaliforniaUniversity of ChicagoUniversity of ConnecticutUniversity of HartfordUniversity of IllinoisUniversity of MassachusettsUniversity of New HampshireUniversity of PittsburghUniversity of Rhode IslandUniversity of RochesterUniversity of VermontUniversity of VirginiaVassar CollegeVillanova UniversityWake Forest CollegeWellesley CollegeWentworth InstituteWesleyan UniversityWheaton CollegeWilliams CollegeWorcester Polytechnic InstituteYale University

*As ASP students are rising seniors, we do not receive college decisions for the previous year’s class until after this issue goes to print. The included list is the most current.

20

2016 FACULTY AND INTERNS

FACULTYMichael G. Hirschfeld, M.A.

Rector, St. Pauls’ School

Michael S. Ricard, M.A. ASP Director

Erin Ainor, B.A. College Counselor

Olivia Ball, B.A. Assistant Director

Jeff Beltramo, B.S. Engineering

Scott Betournay, M.S. Molecular Biology

Chris Canfield, M.A. Forbidden Fictions/ House Supervisor

Laurynn Chalifour, B.A. House Supervisor

Leslie Chamberlain, Ph.D. Astronomy

Abigail Charbeneau, M.M. Organist

Erin Corcoran, J.D. Law & Governance

Caitie Cotton, B.A. Biomedical Ethics

William Jackson, D.V.M. Entrepreneurship

Marla Jones, M.Ed. Marine Biology

Laura Kremmel, M.A. Writing Workshop

Gerard Kuenning, B.A. House Supervisor

Ben MacBride, M.A. House Supervisor

Emily Marvin, M. Ed. College Counselor

Toby Nicholson, B.A. House Supervisor

Rick Pacelli, M.A. Ecology, Chaplain

Will Renauld, M.S. Engineering

Jessie Robie, M.F.A. Writing Workshop

Michele S. Rogers, B.S. Athletic Director & Athletic Trainer/House Supervisor

Stephen Rosnick, M.A. Writing Workshop

Abigail Ross, B.S. Assistant Director

Brian Schroyer, B.S. Studio Arts/House Supervisor

Will Sheffer, B.A. House Supervisor

Michael Stevens, M.P.A. Changing the World

Anna Swenson, M.A. House Supervisor

Grace Van Noy, M.S. Biomedical Ethics

Terry Wardrop, M.B.A. Artificial Intelligence

Leah Williams, M.F.A. Writing Workshop

Michael D’Angelo, M.F.A. Writing Workshop

Bowman Dickson, M.A. Data Driven

Grant Edwards, B.A. House Supervisor

Pierce Ellinwood, B.A. Assistant Director

Peter Ellinwood, B.A. House Supervisor

Suzanne Ellinwood, B.A. House Supervisor

Sara Erdmann, M.F.A. Writing Workshop

Kevin Gardner Shakespeare for Performance

Lauren Gatewood, M.S. Ed. Japanese Language & Culture

Nate Green, M.A.L.S. Mass Media

Greta Ham, Ph.D. Ancient Greece

Mark Holding, M.A. The Quest

Courtney Jackson, B.A. Sustenance & Sustainability

21

INTERNSBailey Beltramo

Mass Media Norwich ’17

Kathleen Bolton Engineering RPI ’17

Grace Clunie Mass Media Bates ’17

Hannah Cunningham Biomedical Ethics Fairfield ’16

Ben Emery Astronomy UVM ’16

Robert Erickson Forbidden Fictions Middlebury ’18

Hannah Gorman Writing Workshop Amherst ’15

Kyle Gouchoe-Hanas Studio Arts Smith ’16

Alexander Gould The Quest Davidson ’17

Michael Horowicz Writing Workshop Bates ’17

Devon Kenney Shakespeare for Performance NYU ’17

Clare Knowlton Sustenance & Sustainability Trinity ’17

Lauren Krzaczek Data Driven St. Michael’s ’17

Jillian Lanney Changing the World Brown ’16

Jordan Lassonde Writing Workshop Mt. Holyoke ’15

Parker Lawlor Artificial Intelligence Middlebury ’18

Rachel Liff Shakespeare for Performance Brandeis ’16

Rebekah Lofgren Japanese Language & Culture Kenyon ’17

Laura Machado The Quest U Notre Dame ’17

Annie McClements Ecology Williams ’16

Michael Mignanelli Ancient Greece UNH ’16

Joe Minichiello Marine Biology Dartmouth ’17

Jill Moraski Engineering Wesleyan ’16

Nick Muccio Writing Workshop Bates ’16

Clare Pacelli Forbidden Fictions UVM ’17

Zachary Perry Writing Workshop Pfeiffer U ’18

James Peterson Molecular Biology Bates ’16

Rachel Picard Biomedical Ethics Fordham ’16

Hannah Provost Writing Workshop U Notre Dame ’18

Kathryn Record Marine Biology St. Michael’s ’17

Jesse Ross Ecology UNH ’17

Andrew Shea Studio Arts Dartmouth ’17

Sarah Simon Law & Governance U Penn ’17

Kassidy Snair Entrepreneurship St. Michael’s ’17

Kayla Snyder Astronomy Goucher ’17

Drew Swedberg Changing the World Muhlenberg ’17

Henry Upton Ancient Greece Kenyon ’15

22

2016 HIGH SCHOOL LIST

ACADEMY FOR SCIENCE & DESIGN

Hannah Knapp-Broas

ALVIRNERobert AngelliKess PartridgeKatherine Towle

BEDFORDRyan BelleroseMorgan CappaElizabeth HealdNatalie KelleyEmily LawrenceEmily LussierJack ReadmanMollie RedmanNeelam SandhuPaige WallatJordan WasylakRachel WidrigBridget WidrigSamuel WinslowConnor Zendzian

BELMONTSarah Chase

BERLINAllison GallagherMatthew LandryRenee MorrissetteRobyn Parker

BISHOP BRADYGarrett Cahill

BISHOP GUERTINHeather DeHavenJackson MurrinUdit SharmaZachary WallatMariel Wissmann

BOWKailey AndrewSara AnoliSohani DemianMason Elle-GelernterAndrea Fortin

Nandita KasireddyJon MerchanMichael MullenClaire MulvaneySamuel NeffJack Olson

CAMPBELLCarolyn Spaulding

COE-BROWNCassandra BarnhartWilliam Girard

COLEBROOKKiahna SmithMakaila Weir

CON-VALSage CawthernSawyer CawthernSylvie HoldingSarah JohnsonJordan KaniaColleen MinnihanGracyn MoseLuke Wilson

CONCORDBrinkley BrownAdam BryantThomas BurnsSebastian Coleman-LarsenGretchen ConantLiam ConnollyMaxwell CrossAjah EillsEsther ElongaSamson GalvinSabrina Hart-MeyerLindsay IrwinNatalie IrwinSimone KlemannGordon LewisGabrielle McDonaldOlivia PainchaudMargaret PrenticeJodie SimontonMackenzie Witham

DOVEROlivia ChagnonAbigail EckerSamantha KhatchadourianJenna Kleiman

EPPINGCarson Lustenberger

EXETERJessica Trumpler

FALL MOUNTAINGrace BushwayMason LeonardLauren MacLachlanMatthew ManwaringMorgan Mastrianni

FARMINGTONJoshua Howard

GILFORDConnor CraigieAlexa DembiecJack HardingHannah SullivanKassandra Weston

GOFFSTOWNKatie GallettaKatherine McKimHannah ThomasEmilie Veilleux

GORHAMLauren GralenskiCaitlin MaliaChelsea Pike

GROVETONSadie Kennett

HANOVERCaitlin BlinkhornHenry MackallJuliana TaubeHye Rine UhmAlexis Webber-McCollaumJoe Zhang

HILLSBORO-DEERINGSamuel Taylor

23

HOLLIS-BROOKLINEKyle ChrystalJoel DeLongAmit EshedNaomi GoodmanHayden KubishtaGrace LouJack MacLeodLuke MartinMagnolia MoskunCaitlin RossRyan Swope

HOMESCHOOLEDViviana Tso

HOPKINTONMichael CianceCameron CyrJohn DurantMatthew LewisTimothy MeserveKayl Murdough

INTER-LAKESBrianna Knauss

JOHN STARKAlycia Silva

KEARSARGECara BartlettBee ChambersHannah ChristiansenGunnar NurmeEric Scheuch

KEENEDiego BetancourtIsabel CoppolaCaleb HanselGrace HorneRebecca RedfieldJessica SpearMazie Starratt

KENNETTElizabeth DavisIndia DrummondLogan HagertyZoe McKinneyWilliam Synnott

KINGSWOODMary Kretchmer

LACONIATaylor LovelyAllyssa MinerGladiana Spitz

LEBANONRachel BardenTerran CampbellMarina LiotEli Weitzman

LIN-WOODDaniel O’Connor

LISBONEmily McCormackJacob McCormackJoshua McCormack

LITTLETONAbhinay BurraYu Sheng ChengGriffen Northrop

LONDONDERRYAnna GruchotGretchen McGrath

MANCHESTER CENTRALBowen BilodeauMatthew BissonMargaret DelaneyElizabeth GoodmanJames HansonCarl HarrisLillian HaywardElias KacavasNicholas KacavasAidan LatonaChristopher LenoxJenna RyanAidan RyanAndriana Skaperdas

MANCHESTER MEMORIALSara BeauchesneJessica LazzarAshlynn WhitfordBrenden Wood

MANCHESTER TRINITYAlexander Craighead

MANCHESTER WESTJustin O’Rourke

MERRIMACKJustin CalauttiAnna CorreiaLauren HatfieldBenjamin Page

24

MERRIMACK VALLEYVirginia Butt

MILFORDChristina ArnoldyShannon DrewCatherine Kasparek

MONADNOCKKimberly Guay

MOULTONBOROUGHKaleigh MacDonaldKelsey Mako

MOUNT ROYALCooper McCrillis

NASHUA NORTHJillian IrelandAlexandra NorrisJackson PowellEmily Vail

NASHUA SOUTHAlexandra DunhomShannon FitzgeraldEmma LongJillian MacGregorTenley MazerolleOlivia Montine

NEWFOUNDCharles GouldJoshua MacLean

NEWPORTJacob Merritt

NUTEAngel Lea Lermond

OYSTER RIVERFiona GroveMolly HoganSusan McDonoughAlice Sperry

PELHAMAngela Getty

PEMBROKECasey BardierKennis BarkerJulia DriscollEmma GagneLily GilbertSailor HurleyJonah MitchellCole Sporcic

PINKERTONBrittany CardozaAlyssa GreigWyatt Hoppa

PITTSBURGCassidy DeWitt

PLYMOUTHDylan DonahueSean HarrisSheyenne LesterAidan TemperinoIsabella Wingsted

PORTSMOUTHJohn DurkinCaroline HinsonCameron MarkovskyChloe RichardsNoah Shoer

PROSPECT MOUNTAINDaniel DruryJonathan Libenson

RIVENDELLMorgan DexterAbigail HinsleyGabriella Miles

SALEMTaylor NiziakLaura Perrault

SOUHEGANMadeline MauraisKatherine McCannAnna RedwayJake Upton

SPAULDINGEmily BensonCaroline DrewTaylor GauthierMolly StanleyKerry Winfrey

ST. THOMAS AQUINASIra Toracinta

STEVENSTimothy BerryNicholas EaganMichael MillerSamantha Woodman

SUNAPEEKeir Lucas

TIMBERLANEWilliam Gannon

WHITE MOUNTAINSJared CapeKatherine Wert

WILTON-LYNDEBOROUGHJon Knowles

WINNISQUAMKaelyn ButlerMakayla Foster

WOODSVILLEJoseph D’AngeloSamuel Pushee

25

St. Paul’s School was founded in 1856 by Dr. George Cheyne Shattuck, a Boston physician who gave the land and buildings of his summer home in Millville, two miles from the center of Concord, New Hampshire. Dr. Shattuck’s two sons formed two-thirds of the original student body. The School’s first Rector (headmaster) was the Reverend Henry Augustus Coit, who for a time was the only teacher as well. During the school year, St. Paul’s School has a student body of approximately 500 boys and girls in grades 9 through 12 and a faculty of about 100. It consists of more than 100 buildings and some 2,000 acres of land bordering the Turkey River.

St. Paul’s School is located on U.S. 202 (Pleasant Street) west of the center of Concord. The offices of the Advanced Studies Program are in the School- house, centrally located on the School grounds.

The Advanced Studies Program has been made possible by an original grant from The Fund for the Advancement of Education and by grants and gifts from The National Science Foundation and The Smith, Kline, and French Foundation of Philadelphia. Funds to help meet continuing needs are provided through parents and alumni of the Advanced Studies Program, corporations, foundations, and individuals in the state of New Hampshire and beyond.

ST. PAUL’S SCHOOL ADMISSIONS POLICYSt. Paul’s School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the School. It does not discriminate on the basis of sex, race, religion or color, national and ethnic origin in the administration of its educational and admissions policies, scholarship and loan programs, athletic or other programs or activities administered by the School.

ADDRESS INQUIRIES TO:Michael S. Ricard, Director

Advanced Studies Program

St. Paul’s School

325 Pleasant Street

Concord, NH 03301-2591

Telephone 603/229-4777

Fax 603/229-4767

E-mail [email protected]

For more information and application forms, consult the website sps.edu/ASPapply.

ABOUT ST. PAUL’S SCHOOL

APPLICATION DIRECTIONS

The Advanced Studies Program Application consists of: Form A: Student Questionnaire

Form B: Family Questionnaire

Form C: Teacher Confidential Recommendation form

Form D: Activity Supervisor Confidential Recommendation form

Form E: Interview Report form (not included here)

Form F: Principal or Guidance Counselor Confidential Recommendation form

Form G: Tuition Assistance Request form (optional)

1. Read the Catalogue carefully and consult with your principal or guidance counselor.

If possible attend an ASP information session in your area. See schedule at sps.edu/ASPapply.

2. Complete Form A and mail it with the $30 application fee (payable to St. Paul’s School – ASP) postmarked by December 15, 2016.

Additional pages may be attached if necessary. Please staple any attachments to the form. Please submit Forms A and B and the $30 fee in the same envelope.

3. Parents/guardians should fill out Form B and return it by December 15, 2016.

Additional information is required of families who wish to apply for tuition assistance.

You will not be registered as an applicant un- less Forms A and B are postmarked by Decem-ber 15, 2016.

4. Give Form C and a stamped, addressed envelope to a teacher who knows you well, knows your work, and is willing to write a recommendation for you.

Students should fill out the first three lines of the Teacher Recommendation form and also provide a stamped envelope addressed to the ASP Office. This form must be postmarked by February 1, 2017.

5. Give Form D and a stamped, addressed envelope to an adult who has supervised you in one of your most meaningful extracurricular activities.

Must be postmarked by February 1, 2017.

6. Give Form F and a stamped, addressed envelope to your principal or guidance counselor.

Must be postmarked by February 15, 2017.

7. INTERVIEWS: Soon after the ASP office receives Forms A and B, we will forward your name to an ASP alumnus/alumna interviewer in your area.

The interviewer will schedule individual inter-views through your guidance office beginning in January. You may be asked to interview at a site other than your school. In some schools, interviews will be conducted over several days and by more than one interviewer.

After each interview, the interviewer will send an Interview Report form (Form E, not included in this publication) to the ASP Office, where it will be added to your application file. All applicants are encouraged to have an interview, although it is not required for admission.

8. TUITION ASSISTANCE: If you would like to apply for tuition assistance, please give Form G to your parents/guardians.

Form G must be returned to the ASP Office postmarked by March 1, 2017, along with a copy of your parents’ IRS 1040 for 2016. If the 2016 tax return is not ready by March 1, please fill out Form G with your 2015 infor-mation and send us the 2015 tax return as well as copies of your 2016 W-2’s. Please send the 2016 return as soon as it is available.

Students and parents/guardians are encouraged to contact the Advanced Studies Program Office if they have any questions regarding the admissions procedures or forms. Replacements may be obtained from principals or guidance counselors, the ASP Office, or our website (sps.edu/ASPapply).

For your convenience, these application forms have been perforated for easy removal. Please keep photocopies of all materials you send.

Form A: To be completed by the student.A $30 check made out to St. Paul’s School – ASP must accompany this form. As an applicant for admission to the Advanced Studies Program, you are asked to answer the questions below frankly and concisely. Answers should be written in ink or typed. If you prefer, you may write or type questions 1-3 (below) on a separate page.

Last name ___________________________________ First ___________________________ Middle __________________ Preferred __________________

Mailing address _______________________________________________________________ Student E-mail _______________________________________

City ________________________________________ State/Zip ______________________________ Student Cellphone _______________________________

Birthdate ________________________________ Gender ______________

Race/Ethnicity information (optional) ❑ African American ❑ Asian ❑ Caucasian ❑ Hispanic ❑ American Indian ❑ Other ________________________

Parent/Guardian name(s) (include title, e.g., Mr., Mrs., Dr., etc.) _____________________________________________________________________________

High School ________________________________________________________________________ Grade _________________________________________

From the choices in the 2017 Advanced Studies Program Catalogue, list in order of preference, the courses you would like to take. We strive to give every student who is admitted one of their course preferences, so it is in the student’s best interest to offer alternative courses as well (also in order of preference). Do not list Writing Workshop, as all students take this in addition to their major course.

1st choice _________________________________ 2nd choice_________________________________ 3rd choice ___________________________________

Alternate choices ____________________________________________________________________________________________________________________

Teacher completing Form C ___________________________________________ Subject taught by teacher _________________________________________

Activity supervisor completing Form D ___________________________________________ Type of activity _________________________________________

Academic distinctions or honors ________________________________________________________________________________________________________

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PLEASE ATTACH SHEETS IF YOU WISH TO TYPE YOUR ANSWERS

1. Why do you want to attend the Advanced Studies Program? _______________________________________________________________________________

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ADVANCED STUDIES PROGRAM

STUDENT QUESTIONNAIRE 2017

Please turn to other side

Postmarked by December 15, 2016

325 Pleasant Street, Concord, N.H. 03301 Tel 603.229.4777 Fax 603.229.4767 E-mail [email protected] sps.edu/ASP

Please return this form together with Form B and the $30 application fee postmarked by December 15, 2016. Make the check payable to St. Paul’s School – ASP. Thank you.

Michael S. Ricard, Director, Advanced Studies Program, St. Paul’s School, Schoolhouse, 325 Pleasant Street, Concord, NH 03301

2. Describe how you spent your last two summers. _________________________________________________________________________________________

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3. Think over the experiences you have had. Select one that has had significant meaning for you or for others. Describe it. Indicate what part you played in the

episode. ____________________________________________________________________________________________________________________________

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How did you learn about the ASP (check all that apply)?

❑ Guidance Office ❑ ASP Alumnus/a ❑ Family ❑ Friend or classmate ❑ ASP Informational Session

❑ Other (please specify) _______________________________________________________________________________________________________

Form B: To be completed by the parent(s)/guardians.No student will be registered as an applicant until this form, signed by the parent(s) or guardian, is on file at the Advanced Studies Program Office. Please type or print in ink. If you have two parents living in separate households, please feel free to submit two Family Questionnaires.

1. Applicant’s last name ________________________________________ First _________________________________ Middle ________________________

Mailing address _______________________________________________________________ Student E-mail _______________________________________

City ________________________________________ State/Zip ______________________________ Student Cellphone _______________________________

Birthdate _________________________ Gender _________ High School ____________________________________________________ Grade _________

2. Parent/guardian full name (include title, e.g., Mr., Dr.) ___________________________________________________________________________________ ❑ Mother ❑ Father ❑ Guardian ❑ Deceased (if applicable)

Mailing address _______________________________________________________________ Parent E-mail ________________________________________

City ________________________________________ State/Zip ______________________________ Telephone ______________________________________

Business name, address _______________________________________________________________________________________________________________

City ________________________________________ State/Zip ______________________________ Business telephone ______________________________

Nature of business _____________________________________________________________ Position held _________________________________________

Last academic degree completed (optional) _______________________________________________________________________________________________

3. Parent/guardian full name (include title, e.g., Mr., Dr.) ___________________________________________________________________________________ ❑ Mother ❑ Father ❑ Partner ❑ Stepmother ❑ Stepfather ❑ Deceased (if applicable)

Mailing address _______________________________________________________________ Parent E-mail ________________________________________

City ________________________________________ State/Zip ______________________________ Telephone ______________________________________

Business name, address _______________________________________________________________________________________________________________

City ________________________________________ State/Zip ______________________________ Business telephone ______________________________

Nature of business _____________________________________________________________ Position held _________________________________________

Last academic degree completed (optional) _______________________________________________________________________________________________

ADVANCED STUDIES PROGRAM

FAMILY QUESTIONNAIRE 2017


TUITION ASSISTANCE: Parents/guardians who wish to apply for tuition assistance should fill out the form in the back of this catalogue. The form should be returned to the Advanced Studies Program Office postmarked by March 1, 2017, with a copy of your IRS 1040 for 2016. No tuition assistance requests will be considered after a candidate has received a letter of acceptance. Requests for tuition assistance do not affect admissions decisions.

Postmarked by December 15, 2016


Please return this form together with Form A and the $30 application fee postmarked by December 15, 2016. Make the check payable to St. Paul’s School – ASP. Thank you.


4. Did a parent/guardian attend the Advanced Studies Program? (If so, please indicate year(s) attended). ____________________________________________

5. Names and ages of other children. If any have attended the Advanced Studies Program, please indicate year attended. _____________________________________________________________

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6. Please provide further information that may be helpful to the Advanced Studies Program in considering your child’s application for admission (e.g. goals,

experiences, setbacks, parental perspective, etc.). __________________________________________________________________________________________

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We have checked this form for omissions and errors. To the best of our knowledge the information is complete and correct.

Signature of parent(s) or guardian __________________________________________________________________ Date ______________________________

Signature of parent(s) or guardian __________________________________________________________________ Date ______________________________

Form C: To be completed by the student and the teacher.Student: Please fill out the first three lines of this form and give it, along with a stamped, addressed envelope, to the teacher. All remarks are held confidential and therefore are not available for student review.

Applicant’s last name ________________________________________ First ___________________________________ Middle ________________________

High School _____________________________________________________________________________ Grade ___________________________________

Advanced Studies Program course chosen by applicant (1st choice) ___________________________________________________________________________

Teacher: The above student has applied for admission to the Advanced Studies Program, a five-and-a-half-week intensive, residential academic program. Your answers to the questions on this form will help us to determine this student’s suitability for the program. If you are teaching the applicant for the first time, please do not rush to return this form; wait until you are able to give an evaluation based on adequate observation. However, please have it postmarked no later than February 1, 2017. Feel free to type your responses on a separate page or staple additional pages to this form. For more information on the ASP, see our Web site at: sps.edu/ASP.

1. Teacher’s name ____________________________________________________________________________________________________________________

2. I have had this student in my class in (subject) ________________________________ Number of years _______ Grade(s) received __________________

3. Explain what you feel is this student’s greatest strength. __________________________________________________________________________________

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4. In what areas (e.g., academic, interpersonal, etc.) would you like to see this student improve? ___________________________________________________

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ADVANCED STUDIES PROGRAMTEACHER CONFIDENTIAL RECOMMENDATION 2017


Postmarked by February 1, 2017


Please return this form by February 1, 2017. Thank you.


5. Please provide specific examples that elaborate upon any of the above characteristics, particularly those which help to distinguish this student from

other high-achieving students. ________________________________________________________________________________________________________

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6. What other information would help us to understand this student better? ____________________________________________________________________

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Teacher’s signature ____________________________________________________________________________ Date _________________________________

NO BASIS BELOW AVERAGE AVERAGE EXCELLENTGOOD(above average)

VERY GOOD(well above average)

Scholastic achievement

Scholastic ability

Creative, original thought

Written expression

Oral expression

Commitment to learning

Initiative

Works well with peers

Self-discipline

Responsibility and maturity

Leadership ability

Character, honesty, integrity

Response to setbacks

Form D: To be completed by the student and the activity supervisor.Student: Please fill out the first three lines of this form and give it, along with a stamped, addressed envelope, to an adult of your choice. Choose someone (other than your parent) who has supervised you in an extracurricular activity, either at school, in the community, or at work (paid or volunteer), and who knows you well. All remarks are held confidential and therefore are not available for student review.


High School ________________________________________________________________________________________________________________________


___________________________________________________________________________________________________________________________________Activity Supervisor: The above student has applied for admission to the Advanced Studies Program, a five-and-a-half-week intensive, residential academic program. Your answers to the questions on this form will help us to determine this student’s suitability for the program. If you are supervising the applicant for the first time, please do not rush to return this form; wait until you are able to give an evaluation based on adequate observation. However, please have it postmarked no later than February 1, 2017. Feel free to type your responses on a separate page or staple additional pages to this form. For more information on the ASP, see our Web site at: sps.edu/ASP.

1. Activity supervisor’s name ___________________________________________________________________________________________________________

2. Activity in which you supervised this student. __________________________________________________________________________________________

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3. How long have you known this student? _______________________________________________________________________________________________

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4. Your observations of this student’s social skills and maturity level are very important. Keeping this in mind, how would you characterize this student’s

maturity relative to other students you have observed? ____________________________________________________________________________________

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ADVANCED STUDIES PROGRAMACTIVITY SUPERVISOR CONFIDENTIAL RECOMMENDATION 2017






5. Please describe what impresses you most (e.g., traits, achievements, etc.) about the student in the activity that you supervise. Please cite examples based

on your experience with this student. __________________________________________________________________________________________________

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6. What other information would help us to understand this student better? ____________________________________________________________________

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Supervisor’s signature __________________________________________________________________________ Date _________________________________

Form F: To be completed by the student and the principal or guidance counselor.Student: Please fill out the first three lines of this form and give it, along with a stamped, addressed envelope, to your principal or guidance counselor. All remarks are held confidential and therefore are not available for student review.


High School _____________________________________________________________________________ Grade ___________________________________


Principal or guidance counselor: Please complete both sides of this form, staple to it a copy of the student’s transcript for grades 9, 10, and 11 (first semester) and return it by February 15, 2017.

Years of attendance at this school _______________________ Student’s academic work has been ❑ Superior ❑ Very good ❑ Good ❑ Fair

Student’s rank (if available) Weighted: ______ out of ______ students. Unweighted: ________ out of ________ students.

Enclosed are (please check) ❑ High school transcript ❑ PSAT/SAT scores ❑ Junior year grades through mid-year

PSAT Scores: Reading ________ Percentage ________ Writing _________ Percentage _________ Mathematical ________ Percentage _________

Selection Index ___________________ . Other standardized tests: ________________________________________________________________________

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Academic honors or awards (e.g., National Honor Society, etc.). ______________________________________________________________________________

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How would you distinguish this applicant from other excellent students? ______________________________________________________________________

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ADVANCED STUDIES PROGRAMPRINCIPAL OR GUIDANCE COUNSELOR

CONFIDENTIAL RECOMMENDATION 2017






Discuss the quality of this student’s extracurricular experiences. Please include any evidence of unusual capacity for leadership or significant impact the

student has made on the school or community. ____________________________________________________________________________________________

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Additional comments _________________________________________________________________________________________________________________

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Name (please print) _________________________________________________________________ Position ________________________________________

Signature __________________________________________________________________________ Date ___________________________________________

ADVANCED STUDIES PROGRAMTUITION ASSISTANCE REQUEST FORM 2017


Form G (Optional): Tuition for the 2016 program was $4,150. Tuition for the 2017 session will be determined by January 1, 2017, and posted on the ASP website – this covers instruction, room, board, textbooks, and course fees. All tuition assistance is awarded on the basis of need, demonstrated by the information provided on this form. Families are expected to make an appropriate contribution toward tuition when possible. Please alert the ASP Office of any local support from school or civic organizations which may have an impact on our determination of need. Please print neatly or type, and complete all sections.

Late filing of this application may jeopardize your student’s chances of receiving tuition assistance. Please return this form with a copy of your 2016 IRS 1040 tax return postmarked by March 1, 2017, to: Director, Advanced Studies Program, St. Paul’s School, Schoolhouse, 325 Pleasant Street, Concord, NH 03301-2591. (If the 2016 tax return is not ready by March 1, please fill out this form with your 2015 information and send us the 2015 tax return as well as copies of your 2016 W-2 forms. Please send the 2016 return to us as soon as it is available.)

Student’s last name ______________________________________________________ First _____________________________________________________

High School _____________________________________________________________________________________________________________________

Section I. Parent’s Information

Marital status ❑ married ❑ separated ❑ divorced ❑ widowed ❑ remarried ❑ single

Father’s last name _______________________________________________________ First _____________________________________________________

Employer/company _________________________________________ Nature of business/position _____________________________________________

Mother’s last name ______________________________________________________ First _____________________________________________________

Employer/company _________________________________________ Nature of business/position _____________________________________________

2016 Adjusted Gross Income (from IRS Form 1040). . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ _________________________ 2016 Untaxed Income and Deferred Income, including: . . . . . . . . . . . . . . . . . . . . . . . . . . $ _________________________

2016 U.S. Income Tax (from page 2 of IRS Form 1040) [total tax]. . . . . . . . .. . . . . . . . . $ __________________________

Father’s 2016 Income earned (wages, salaries, tips, etc.) . . . . . . . . . . . . . . . . . . . . . . . . . . $ __________________________

Mother’s 2016 Income earned (wages, salaries, tips, etc.) . . . . . . . . . . . . . . . . . . . . . . . . . $ _________________________

Voluntary salary deductions, such as: • IRA/KEOGH contributions in 2016 • 401K and 403B contributions (you are NOT required to include total amounts in these retirement funds, only the amount contributed during the prior tax year) • Dependent care & medical expense reimbursement account contributions/cafeteria plans • Other retirement plan and insurance premiums paid out of pre-tax dollars

Social Security BenefitsTax-exempt interestEarned Income CreditForeign Income ExclusionHousing or food allowances receivedAid to Families with Dependent ChildrenChild Support or alimony received from another householdOther untaxed income or benefits

Postmarked by March 1, 2017

(Parents/guardians MUST complete EVERY LINE of this form to be considered for tuition assistance.)


To be considered for tuition assistance, please return this form with your 2016 IRS 1040, or your 2015 IRS 1040 and 2016 W-2 forms, postmarked by March 1, 2017. If you have any questions, please contact the ASP Office. Thank you.

NAME AGE GRADE SCHOOL (OR DAYCARE) YEARLY COST PARENTS PAID

(Parents/guardians MUST complete EVERY LINE of this form to be considered for tuition assistance.)Do you own or rent your residence? ❑ own ❑ rent

Current cash, savings, checking accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________________

Investments: including stocks, bonds, money market funds, trusts, CDs, etc. . . . . . . . . . __________________________ (Do not include the value of retirement plans.)

Other real estate equity excluding primary residence (value less debts) . . . . . . . . . . . . . . . __________________________ Business or farm equity (value less debts) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________________

Family size (people in household supported by parents; please include parents and the student) __________________________

Dependent children (please fill in information completely)

2016 Medical and dental expenses not reimbursed by insurance . . . . . . . . . . . . . . . . . . . __________________________

Child support paid in 2016 to another household . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________________

Age of student’s older parent/guardian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________________

Section II. Student’s Information

Current cash, savings, checking accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________________

Total value of other investments, stocks, bonds, real estate, etc. . . . . . . . . . . . . . . . . . . . . __________________________ (including Trusts and Uniform Gifts To Minors)

Section III. Other Information

Amount of ASP tuition which can be paid by family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . __________________________

If parents are divorced, is there any agreement specifying a contribution for this student’s educational expenses? If so, please indicate amount or percentage. . . . . . . . . . . . . . . . . . __________________________

❑ If there are unusual expenses or circumstances relevant to your financial aid request, please attach a note with details.

I/We declare that the information that I/we have provided is true, correct, and complete. Date _______________________

Parent(s)/Guardian(s) signature(s) _______________________________________________________________________

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39

From Logan Airport Take the Airport Expressway to Boston via Sumner Tunnel; follow Interstate 93 North (approximately 66 miles) to I-89, just south of Concord. [Follow directions from *From I-89 listed below]

From the Manchester Airport From Airport Exit Road turn right onto Brown Avenue, follow signs for Interstate 293. Take I-293 to I-93 North. Follow I-93 North to I-89, just south of Concord. [Follow directions from *From I-89 listed below]

From the Massachusetts Turnpike Exit 11a at Interstate 495 North to Massachusetts Route 3 North (becomes Everett Turnpike in N.H.) to I-93 North. Follow I-93 North to I-89, just south of Concord. [Follow directions from *From I-89 listed below]

From I-93 Exit 13, turn at end of exit ramp (left if north-bound, right if southbound) onto Route 3 North; go through three sets of lights. At fourth light, turn left onto Pleasant Street (Route 202 West); continue past Concord Hospital. The St. Paul’s School sign is on the left; turn left onto Dunbarton Road.

*From I-89 Exit 2, Clinton Street; turn right at the end of the ramp. Follow signs and take a left onto Langley Parkway. Continue to the end to the intersection of Pleasant Street (across from Concord Hospital). Turn left onto Pleasant Street. Go about a half mile and turn left at the St. Paul’s School sign onto Dunbarton Road.

ROUTES TO ST. PAUL’S SCHOOL

ADVANCED STUDIES PROGRAM 325 Pleasant Street, Concord, NH 03301-2591

TEL 603-229-4777 FAX 603-229-4767 E-MAIL [email protected] WEB sps.edu/ASP

printed on recycled paper

ST. PAUL’S SCHOOL

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