INDEPENDENTSCHOOLGUIDE

Stoneleigh-Burnham School

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STU DY AB ROAD

www.ross.org/boarding

Thinking of Visiting the Hamptons? Think Ross School.

Boarding for grades 7–12 in beautiful boarding houses.

Two campuses in East Hampton and Bridgehampton, New York, just 2 hours east of New York City.

Easily accessible by bus, train, ferry and air.

Global, integrated curriculum to educate the whole child for the whole world.

Opportunities for independent study, advanced classes, competitive athletics, extracurricular activities and travel.

UPPER SCHOOL

18 GOODFRIEND DRIVEEAST HAMPTON, NY

LOWER SCHOOL

739 BUTTER LANEBRIDGEHAMPTON, NY

986 forest road new haven ct 06515203.397.1001 www.hopkins.edu

a coeducational college preparatoryday school for grades 7–12

Celebrating350 Years

HopkinsSchool

St Hugh’s CollegeSt Hugh’s College

Summer School

CREATING YOUR SPIKEA spike is almost always based on a student’s interests. During ourfirst meeting with a student, we try to determine what he or she isinterested in—or better yet, passionate about. The problem is,very few students believe they have a passion. Sure, we’ve workedwith Intel finalists who seem like they were born in a biogeneticslab. Or that gifted athlete who has excelled on the soccer field.These lucky few have a readily identifiable passion, but for theremaining 99 percent, figuring out their passion is half the battle.

Many students believe that they don’t have any interests, nevermind passions. When we first meet with a student, we’re afraideven to utter that dreaded “P” word. But every student—youincluded!—has interests, even if it takes some careful thinking toidentify them. Many students also feel that they are just like every-one else. Wrong again: you are different from everyone else, evenif it requires some time to think of how to explain why.

What do you like doing when you don’t have to do anything?This is what you need to ask yourself first, although even thatquestion is difficult for most students to answer. Below is a list ofmany activities and interests. It is not meant to be comprehensivebut rather to give you an idea of the broad range of possibilitiesand to spark your imagination.

BRAINSTORMING Here are some questions you can ask yourself as you brainstormspike ideas.• What are you best at in school?• What causes move/inspire you? • What club or activity do you most look forward to attending?• What magazines do you always look at or buy?• What online sites are you drawn to?• What do you want to be when you grow up?• And most basic of all: What do you really enjoy doing?

Answer as many of these questions as possible. Which answerscame to you quickly? Why?

No one knows you better than you. Think about what makes

In!College Admissions and Beyond:The Expert's Strategy for Successby Lillian Luterman and Jennifer Bloom

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you different from everyone else you know. Keep in mind that interests can disguise themselves; sometimes you

might not even think of them as interests. You might assume, forexample, that interests have to be voluntary—but sometimes they’reimposed on you.• Do you need to take care of a younger sibling? A grandparent? Ahandicapped sibling?• Do you have an unusual medical condition?• Do you support yourself and/or members of your family throughyour own income?• Have you lived in other countries or immigrated to the U.S. or yourcurrent country of residence?

Many of our students have created passions out of these “obliga-tions,” turning lemons into lemonade. After all, dealing with any oneof these frequently stressful situations demands maturity, responsibili-ty, and determination, particularly if you use your experiences to helpothers as well. Even if you didn’t actively “choose” these duties as pas-sions, your creativity and investment of time and energy can reinventthem as such.

LAYERING YOUR PASSIONAfter plenty of careful thought, you’ve pinpointed an interest, maybeeven a passion—in other words, a potential spike. Now what?

The next step is to explore that area of interest. You can do thisin many different ways: in school, out of school, through employ-ment and summer programs. It really doesn’t matter how youstart—just don’t be afraid to start small. (Putting too much pres-sure on yourself to create something “big” at the outset is a recipefor indefinite procrastination!) School is the first place most stu-dents look; if you’re interested in French, for example, joining theFrench club is a great start. But that’s just what it is—a start. Weencourage our students to move beyond the limits of their highschool to explore their interest through far more unconventionalavenues.

Here are some questions to ask yourself as you begin exploring:• Is there a job, paid or unpaid, that would allow you to explore yourarea of interest more fully? • Could you learn more about your interest as an employee or internor volunteer in a company? A hospital? A day-care center? A vet’soffice? A museum? • Could you adapt your interest so that it’s accessible to children? Isthere a local Big Brother, Big Sister, or Boy or Girl Scout organization,or a children’s community center through which you might be able towork? • Could you create a program for senior citizens or geriatric residentsaround your area of interest? (Note: Teaching your passion to seniorsor children may mean teaching the most basic version of a sport, craft,computer program, and so on. That’s okay. Showing others the funda-mentals of something you’re advanced at has its own rewards.)• Is there a summer program that could help you further develop yourinterest? A course taught at a university, near home or abroad? Couldyou explore your interest through local community colleges or summer

courses at other colleges? • Could you sell your service to neighbors, family, or friends? • Could you create a Web site or online video about your interest?(Note that as college applications have become almost entirely elec-tronic, having an online resource to which you can direct admissionsofficers is often an advantage.)• Is there a need for an organization or Web site that centralizes infor-mation and resources about your interest?

Start with one opportunity and see where it leads, while keepingyour eyes peeled for others. Don’t shy away from avenues that are cre-ative and entrepreneurial; as you will see in our case studies, these oftenhave the biggest impact and garner the most success.

Why are we asking you to consider all of these off-the-beaten-pathideas? Again, pretend for a moment that you’re an admissions officer.You’re evaluating two students with similar backgrounds, test scores,and grades. One student loves French and is a member of her highschool’s French club; the other loves French and has taught prelimi-nary French to children at a local community center, created an onlinecommunity for other high school Francophiles, spent summers inFrance living with a French family, and interned (for fun) in a bakeryto learn how to bake French bread. Which student do you think ismore interesting? Which do you imagine has stronger letters of rec-ommendation? Which student would be more fun and compelling topresent to other admissions officers as a potential candidate? Which doyou envision making a more concrete impact on your college campus?

It is important not to concentrate all of your efforts on one activ-ity, but to explore your interest through a variety of small activities—adding one activity, then another, and another, taking a slightly dif-ferent approach each time. We call this process layering. Successfullayering will ensure that by the time you are a high school senior, youwill have created a record of achievement that shows real depth inone area—an area that has become your passion. This record willlook like no one else’s and paint a picture of you that is both com-pelling and unique.

Excerpts reprinted with permission of publisher, from In! College

Admissions and Beyond: The Expert’s Strategy for Success,

by Lillian Luterman and Jennifer Bloom, published by Abbeville

Press. A graduate of McGill University, Lillian Luterman has

been advising students on college and boarding school admis-

sions since 1989 and has expanded her practice globally. With

a master’s degree in speech pathology and counseling, Lillian

has worked with students of all levels and backgrounds, from

those with learning disabilities to gifted students aiming for

the top-tier colleges. She lives with her husband in Westport,

Connecticut. A graduate of Harvard University, Cambridge

University, and Harvard Business School, Jennifer Bloom began

working with her mother in 2006. Prior to that, she spent more

than ten years in marketing and advertising. She lives in New

York City. Together, Luterman and Bloom founded Entryway,

a provider of premier educational consulting services and

specialized workshops. www.entrywayinc.com.

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DAY & BOARDING SCHOOLS

Canterbury SchoolNew Milford, CTCanterbury School is a coeducational boarding and day schoolenrolling 360 students in a college preparatory program for grades 9-12. In addition to its strong academic program, the school is knownfor the beauty of its location, a true dedication to spiritual growth, andan exciting sports program for both boys and girls.

The school is situated on a hilltop adjacent to the historic section ofNew Milford, Connecticut, where Roger Sherman, one of the signersof the Declaration of Independence, lived. The campus is about 80

miles from New York City in an area of natural beauty near theHousatonic River and the Appalachian Trail.

Canterbury was founded in 1915 by prominent lay Catholics. Oneof the founders, Dr. Nelson Hume, was honored by Pope Pius XI forhis outstanding work in education. Today the Canterbury studentbody is a diverse mix of both Catholics and non-Catholics from 16countries and 21 states.

Canterbury’s buildings, set on 150 acres, are a rich architectural mixof traditional and modern. The Chapel of Our Lady is both the phys-ical center and the spiritual heart of the campus. The large, newly ren-ovated and expanded Robert Markey Steele Hall has a dining room, astudent center, two computer labs, a library, a 100-seat lecture room,and the Steers Admission Center. Next door, Nelson Hume Hall hasclassrooms, science labs, a 400-seat auditorium, and the TheaterDepartment’s “green room.”

The sports facilities include ten playing fields, three baseball dia-monds, eight tennis courts, a track, a new state of the art aquatic cen-ter, and the Hockey Arena. The athletic facility houses three basketballcourts, five international squash courts, locker rooms, a weight and fit-ness room, a wrestling room, as well as space for aerobics and dance.

There are eight student dormitories, which, like the classroombuildings, have wireless Internet access.

There are eighty faculty, most of whom also coach and serve asdorm advisors, and therefore may be working with a student in sever-al roles each day. Many live on campus, 30 with their families.

Canterbury School takes pride in the breadth and depth of itscourse options. Few boarding schools of Canterbury’s size offer asmany AP classes (19). Canterbury is among the very few offering APcourses in World History, Drawing, and Music Theory. The schoolalso offers four years of Latin.

100% of the seniors in the class of 2011 are continuing on to college.Students have enrolled at excellentschools, such as: Boston College,Boston University, Bowdoin, Colby,Colgate, Columbia, UConn, Cornell,Dartmouth, Fordham, Georgetown,Loyola, Northeastern, Notre Dame,Penn, Roger Williams, St. Lawrence,US Coast Guard Academy, US NavalAcademy, Villanova and Wesleyan.

Canterbury’s sports program isextensive, the athletic facilities aresubstantial, and the coaches are ded-icated. All students participate inathletics. Three team levels – Varsity,Junior Varsity, and recreational—arefielded in most sports to accommo-date players of varying skills, ages,and size. Boys’ teams are organizedin basketball, baseball, crew, cross-country, football, golf, ice hockey,

lacrosse, soccer, squash, swimming, tennis, track, water polo, andwrestling. Girls compete in basketball, crew, cross-country, field hock-ey, golf, ice hockey, lacrosse, soccer, softball, squash, swimming, track,tennis, and volleyball.

Students may earn academic credit for participating in theCanterbury Choir, Chorale and Octet as well as Chamber Orchestraand Jazz Band. Other activities include student government, theater,the school newspaper, the yearbook, and the literary magazine.Interest clubs are formed for the environment and recycling, diversityissues, and school spirit.

For more information contact: Keith Holton, Director Of Admission, Canterbury School101 Aspetuck Avenue, New Milford, CT 06776-2825860-210-3832, email: admissions@cbury.orgwebsite: www.cbury.org

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CANTERBURY SCHOOL

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Wooster SchoolDanbury, CT

What do you look for in a school?Challenging academics?Competitive sports?Innovative arts?Dedicated teachers?Small classes?The latest technology?A beautiful campus?These are important qualities of a fine school, and Wooster is one of

the finest. Since 1926, Wooster School has provided the premier educa-tional experience in Northern Fairfield and Westchester counties. But afirst-rate education is more than just the sum of its parts: Maybe whatyou’re really looking for is the best place for your child to grow up!

Located on the Ridgefield/Danbury border, our sceniccampus of over 100 acres provides a safe and peaceful envi-ronment that offers a variety of habitats for experimenta-tion, direct study, and outdoor fun. Central to its educa-tional mission, Wooster has maintained a longstandingcommitment to diversity in its student body, staff, faculty,and Board of Trustees. We cultivate the intellectual, cre-ative, athletic, spiritual, and ethical development of ourstudents – for their benefit and for the good of the world.

Lower School (Pre-K to 5) emphasizes the joy of learn-ing, integrating language arts with reasoning to create life-long readers, writers, and problem solvers. A science lab, aforeign language initiative, computer skills, thematic units, varied ath-letics and recreational facilities, and a myriad of innovative events andprograms are just some of our unique features.

Middle School (6 to 8) offers a challenging curriculum taught insmall groups by dedicated teachers. Students work with their advisorsto navigate through the waters of early adolescence, while preparing tobecome autonomous learners. We feature classes in Latin, French, andSpanish; math classes grouped by ability; hands-on science; requiredgeography; field trips integral to the curriculum; studio art, sculpture,and photography; private music lessons; and technology-infusedlearning. Athletes may try out for the 32 Upper School teams.

Upper School (9 to 12) provides an outstanding college preparatorycurriculum within the context of a strong liberal arts tradition.Academic excellence is promoted through independent study, collo-

quia, honors, and Advanced Placement courses. Sophomores are eligi-ble for our unique Year Abroad Program in France or Spain; all seniorsparticipate in Senior Independent Study; “self-help” is a communityphilosophy wherein children and adults act as stewards of the School;and 100 hours of community service are required. We have talented,professional artists and musicians who bring their passion and skills totheir classrooms. Sports teams compete in a 45-member Association aswell as in New England Tournaments.

Experienced counselors support students in the college applicationprocess. They explore their intellectual aspirations, personal goals, andcareer plans. Recent graduates have attended Amherst, Bard, Barnard,Boston College, Brown, Cambridge (UK), Carnegie-Mellon, Cornell,NYU, Pratt, Princeton, RIT, RPI, Tufts, UMichigan, UPenn,Wesleyan, and Williams.

Wooster School: 91 Miry Brook Road, Danbury, CT. 203/830-3916;www.woosterschool.org.

MarvelwoodKent, CT

A Marvelwood education is characterized by intensive personal attentionto the individual student, featuring honors and Advanced Placementcourses, English Language Learning, private Strategies and Math TutorialPrograms, and a dedication to experiential education. Our experiencedand dedicated faculty delivers a superior educational program, attuned to

individual strengths and weak-nesses. In every way, the structureof the School is thoughtfullydesigned to support college-bound students in their efforts toachieve positive intellectual,social, personal, and moralgrowth. Marvelwood graduatesgo on to top colleges includingPurdue, Brown and Syracuse.

Our beautiful 83-acre campusis two hours from New York City.

Nonacademic programs including weekly community service, visual andperforming arts electives, an impressive slate of interscholastic and non-competitive sports offerings, and a variety of leadership opportunitiesincrease the potential for engagement and success outside the classroom.

The Marvelwood Summer Program prepares students for the rigorsof all levels of high school and features classes for credit or enrichment,SAT and TOEFL preparation, ESL, and our Leadership Workshop.Small classes, experienced faculty and a dedication to each student’sindividual success distinguish Marvelwood’s Summer Program andprovide a solid foundation for academic success. The LeadershipWorkshop features rock climbing, canoeing and kayaking, hiking, peermediation, and community service.

The Marvelwood School: 476 Skiff Mountain Road, Kent, CT.860/927 0047; www.admissions@marvelwood.org

WOOSTER SCHOOL

MARVELWOOD

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Ridgefield AcademyBuilding a Strong Foundation from Preschool to Grade 8Ridgefield, CTA child’s early educational experience significantly impacts the waythey see themselves and the world around them. Research indicates thatthe critical education years from preschool through grade 8 are whenskills are developed, confidence is built, character is formed, and a loveof learning is instilled. At Ridgefield Academy, they know this best.

For over 35 years, Ridgefield Academy, an independent coeduca-tional day school located in Ridgefield, Conn., has helped educatechildren in a nurturing environment dedicated to building skills, con-

fidence, and character. RA is intentionally not associated with a highschool in an effort to focus on these formative educational years.Graduates leave the school well prepared for their secondary schoolexperiences and with the tools to help them live successful adult livesthat are filled with purpose.

An Engaging and Challenging CurriculumRidgefield Academy’s innovative teaching staff and small classroomenvironment help to nurture students with individual attention andencouragement. Through an emphasis on the whole child and highstandards of achievement, Ridgefield Academy strives to help childrenbecome thoughtful, independent, and confident learners. Classroomenvironments are a safe place for children to express ideas and takerisks. RA’s curriculum combines the traditional, core subject areas oflanguage arts, mathematics, science, and social studies with a rich pro-gram of music, art, and drama designed to inspire students and sparktheir creativity.

A School Built on ValuesThe RA school community is a caring community built on a founda-tion of shared values. In all areas of school life, students model andreinforce the principles of respect, responsibility, fairness, and service toothers. Service learning is incorporated into the curriculum to engagechildren in meaningful activities that reinforce the importance of serv-ice to others.

Focus on CommunicationAn important part of becoming a confident learner is mastering thetools to effectively communicate ideas to others. Research supportsthat children who are taught communication strategies and providedwith weekly practice at an early age are more adept at informal andformal public speaking.

At Ridgefield Academy, children are taught oral and writtencommunication skills as early as preschool. In second grade, chil-dren engage in a formal public speaking curriculum and are givenample opportunity to practice these skills through the curriculum.Every graduate completes his or her educational journey with apersonal graduation speech that highlights the success of RA’sPublic Speaking Program.

The Right Secondary PlacementRidgefield Academy dedicates itself to helping each student find theright secondary school for the next step of his or her educationaljourney. This is their commitment to every eighth grade student.

The RA DifferenceMany families have discovered the difference the Ridgefield Academyexperience can make in their child’s confidence and development. Byutilizing a comprehensive curriculum delivered in a supportive schoolenvironment, Ridgefield Academy helps students build a strong foun-dation for future success. www.ridgefieldacademy.org; Libby Mattson:(203) 894-1800 x112.

RIDGEFIELD ACADEMY

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Hampshire Country School Rindge, NH

Hampshire Country School is a small boarding school designed forboys of high ability who want to please their teachers but whose impul-sivity or idiosyncrasies keep getting in the way of their good intentions.

It may be a good option for the boy who has managed elementaryschool because of supportive teachers and a comfortable structure butwho is likely to struggle with the complex demands of a large middleschool. The school offers a friendly environment, a good education, apeaceful rural setting, and a wide variety of after-school and weekendactivities. The best entering age is 8 to 11 years old. Students mayremain into high school.

The elementary education program, through 6th grade, is designedto strengthen skills and knowledge in reading, writing, math, science,and social studies while accommodating students who may be signifi-cantly advanced in some areas (perhaps, reading) and seriously defi-cient in others (perhaps, writing). The secondary program, beginningwith 7th grade, is more traditional. Students move from one subjectteacher to another for courses in English, history, science, math, and aforeign language. A typical class has 3 to 5 students.

School work is important at Hampshire Country School, but so islife after school and on weekends, when students have time for sched-uled activities and also for spontaneous play. Boys who have beenafraid of organized sports discover the fun of informal soccer orWiffleball. Those who have been isolated find other students whoshare their interest in Legos, complex board games, or obscure bits ofknowledge. Those who have been without friends in other places real-ize that the boys with whom they explore a stream, build a fort, andsled down “death-defying” hills are, in fact, their friends.

All this happens because Hampshire Country School is a manageableworld where life can be exciting but is not overwhelming. Both scholas-tic and behavioral expectations are high but with the realization thatbright, sensitive, energetic children may become stubborn, movearound too much, blurt out remarks they should not, or explode inunnecessary meltdowns. Hampshire Country School is not for the child

who intentionally misbehaves and needs aggressively imposed limits, butit can be the place for a boy who gives in to his frustration and regrets itlater. The school is also for boys who seem a bit different and have neverbefore found a setting where they fit intellectually and socially.

For the right boy, Hampshire Country School can be an idealworld and a place to discover abilities, develop a love for life, andbuild some of the happiest memories of growing up.

Hampshire Country School is located at 28 Patey Circle, Rindge, NH.For more information, contact the admissions office atadmissions@hampshirecountryschool.net or 603/899-3325; or visitwww.hampshirecountryschool.org.

The Knox SchoolA Home by the ShoreSt. James, NYThe Knox School was founded in 1904 in Briarcliff Manor, NewYork by Mary Alice Knox, the former principal of the Emma WillardSchool. After moves to Tarrytown and Cooperstown, in 1954 Knoxsettled on Long Island’s North Shore in the Village of Nissequogue inSt. James—on 48 beautiful acres bordering Stony Brook Harbor.Originally an all-girls school, Knox became fully co-ed in the 1970’s,and currently serves both boarding and day students in grades 6

through Post Graduate.Knox has always been a close-knit community, with alumni and

students alike referring to it as their “home by the shore.” They servefewer than 200 young men and women and have a student to teacherratio of 6:1, so every student has a voice. Here, young people can takethat AP course, captain the team, become a student council officer,and earn a role in the play. And in such a warm and safe community,everything they do is geared toward helping individual studentsbecome exceptional scholars and people.

Knox students thrive as they develop a strong sense of belonging tothe community and become part of something bigger than them-selves. It’s easy to do so with all of the varied and cherished traditionsat Knox. Students love to ring the Victory Bell after athletic contests;

HAMPSHIRE COUNTRY SCHOOL

THE KNOX SCHOOL

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each year the entire community, faculty and students, participate in ayearlong “Red Team vs. White Team” competition; and their LanternParade, annual all-school trips, and daily Morning Meetings becomepart of the fabric of life at Knox, leading always to a one of a kindshoreline graduation ceremony.

Their academics include Advanced Placement offerings in everysubject area, outstanding Visual and Performing Arts, a 5-level ESLprogram and a support program called BOOST for students who havemild learning differences or simply require additional support for testtaking strategies and overall skill building. Their athletics includestandards like soccer, basketball, volleyball, baseball and tennis, butthey also have a nationally renowned Equestrian program, and theyrecently added a crew team. Clubs and activities abound, keepingtheir students engaged in meaningful endeavors not only on campusbut all over the country and abroad as well.

A rigorous college preparatory program in a family style setting;proximity to the wonders of the North Shore and the endless culturalopportunities of nearby New York City; a profoundly optimistic anddynamically diverse community—this is The Knox School.

Contact admissions@knoxschool.org; 631/686-1600 ext.414.www.knoxschool.org. 541 Long Beach Road, St. James, NY

Stoneleigh-Burnham SchoolSmall School, Big WorldGreenfield, MAStoneleigh-Burnham School, founded in 1869, is a girl’s boardingand day school nestled in the Pioneer Valley of WesternMassachusetts. Educating girls grades 7-12 on its beautiful 100-

acre campus, the school’s mission is to inspire its students tobecome their best selves, to value intellectual curiosity, to embracediversity and to act with integrity. As a college preparatoryschool, Stoneleigh-Burnham offers a full array of challenging aca-demic courses that launch students into focused study and leader-ship as they go to college and beyond. Now the only girls’ schoolin New England to become an International Baccalaureate Worldoffering the IB Diploma, Stoneleigh-Burnham will raise its expec-tations for global awareness to another level as it positions itself toprovide the best of 21st century learning. The IB DiplomaProgram provides the option of a rigorous two-year program forjuniors and seniors that complements the school’s dedication tomulticultural education.

In addition to robust academic offerings, Stoneleigh-Burnham pro-vides opportunities outside the classroom for a well-rounded educa-tional experience. These include an array of sports, clubs and after-school activities as well as nationally recognized equestrian, debate andperforming arts programs. Summer Programs are available to girls ages9-17 in riding, debate and dance as well.

Stoneleigh-Burnham’s Equestrian Program is one of the mostextensive and challenging in the country. Riders of all levels mayreceive instruction in Hunters, Jumpers, Equitation, Dressage andCombined Training. The program’s competition schedule includesUSEF, USEA, NEHC and IEA competitions both on and off cam-pus. Stoneleigh-Burnham riders have been IEA national championsfour times. Stoneleigh-Burnham’s Equestrian Center includes sta-bling for 63 horses, an extensive indoor riding complex, two out-door sand rings, a European-style Derby Field, a cross-countrycourse, a bridle path surrounding the campus and a newly renovat-ed paddock area.

The Stoneleigh-Burnham School Debate and Public SpeakingSociety encourages students to articulate ideas with power and clarity.Members participate in public speaking tournaments, planned cross-examination debates, extemporaneous debates, Lincoln-Douglasdebates and parliamentary debates. Nine Stoneleigh-Burnham stu-dents have ranked as world competitors in debate and public speak-ing, and countless others have gone on to careers in law, education,advocacy and government.

Stoneleigh-Burnham’s Performing Arts curriculum fosters success inindividual creativity and a critical awareness of one’s cultural identity.Students participate in a rich and extensive array of arts courses andmay choose to focus on an independent study while preparing a col-lege portfolio through studies in Instrumental Performance, StudioArt, Vocal Music, Music Composition, Dance and Theatre.

Girls develop best when they are in a community that knows themand where they feel connected. At Stoneleigh-Burnham, students livein a safe and inspiring environment that allows them to take risks, findtheir strengths and gain confidence. Each student is encouraged toexplore who she really is, discover her individual passions and to findher own voice.

Contact admissions@sbschool.org to schedule a visit or learn more. 574Bernardston Road, Greenfield, MA. 413/774-2711; www.sbschool.org.

STONELEIGH-BURNHAM SCHOOL

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SOLEBURY SCHOOL

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The Storm King SchoolCornwall-on-Hudson, NYLIFE OF DWIGHTDwight Ramseran-Hyman was encouraged by his parents to takeadvantage of Storm King’s Student for a Day program when he wasin eighth grade. “I was so nervous when I arrived, but I was notnervous after the first hour,” he says. “Everyone was so nice.” Later,

when his parents asked if he could see himself attending the school,he said, “Definitely.”

Dwight was happy with his Catholic middle school, and he is stillin touch with his old friends. But he also has many new friends and ismuch more comfortable talking to people he just met. On the first dayof ninth grade, Dwight was seen with his nose in a book everywherehe went, even walking the paths on campus. He was reading Life of Pi,and he “took a lot of comfort from reading.” But right away, he felt at

home on campus. “The School has a very tight-knit community,” andDwight was welcomed into it quickly. He soon added an active sociallife to his love of reading.

And he is soaring academically despite a hectic schedule. He is vicepresident of the Provisional Community Government and an editor atThe Voice, the School’s art and literary magazine. He serves as a tourguide and a dorm leader. And he stays on top of the homework for achallenging array of classes that include Honors American Literature,

Honors Biology, AP Art History,Mandarin Chinese Basics, Spanish IV,Music Production, and private pianoinstruction.

Before Storm King, Dwight had notbeen very involved in theater, but in thefall of freshman year, he auditioned forMame. He was given a very small partand worked with props backstage.When another student missed a per-formance, Dwight filled in for the two-line role. “I realized at that momentthat it was a whole lot of fun—bothbackstage and centerstage,” he says.Sophomore year, Dwight took on big-ger roles and served as stage manager,and he continues to direct and star inshows on stage. “I haven’t seen a singleshow since I’ve been at Storm King,” hesays. “I’m always in them.”

Dwight’s mother’s heritage is Indian,but her family has lived in Trinidad formany generations. During family vaca-tions, Dwight often spends time withhis extended family there, enjoying thegentle pace. There’s always lots of timefor reading, he says, and he reflectsfondly on the communal preparationand enjoyment of fresh meals in theIndian and Trinidadian traditions.

For this summer, Dwight has appliedto Harvard’s Summer School. And hissenior year at Storm King will be evenbusier than before as he works on col-lege applications. Ultimately, he plans

to work in international affairs or international business—a passionfor global understanding that “comes from being around so manyinteresting people at The Storm King School.”

He began meeting those people on campus the moment he firstlooked up from Life of Pi.

For more information, visit www.sks.org or call David Flynn at (845)534-9860. Dwight and the rest of The Storm King School community areeager to welcome you for a visit.

314 Mountain Road, Cornwall-on-Hudson, NY 12520.

THE STORM KING SCHOOL, PHOTO BY KATHY SYVERTSEN

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Riverside Military AcademyGainesville, GAFounded in 1907, Riverside Military Academy (RMA) offers a tradi-tional, American-style education where personal values, honor, andlove of country still matter. Riverside is not owned or operated by

any particular religious denomination, but supports the spiritual andeducational goals of all families. Riverside’s 2010-11 Corps of Cadetsconsists of over 380 cadets from 15 countries.

RMA is first and foremost a college preparatory school. They offerhigh quality academics in a structured environment designed to meetthe needs of boys in grades 7-12. The military setting adds structure,responsibility, accountability and yes, consequences when necessary.All contribute to a well-rounded young man. This environmentworks for those who have historically underachieved, who simply havenot been able to manage their time, and who tend to procrastinate inevery endeavor. The rigorous days at RMA are filled with academics,military activities, social activities, and athletics. Thus, there is littletime for non-productive activities.

Over 70% of their faculty hold advanced degrees and encourage theircadets to develop the daily habits essential for success at home and in theworkplace. These habits include organizational skills, time manage-ment, and the ability to manage stress through preparation and exercise.Cadets of Riverside Military Academy benefit from a small class size anda 14:1 student teacher ratio. Their entire educational program centersaround the way young men learn best.

Because Riverside believes that there is a strong connection betweenphysical and mental development, extra-curricular activities, field trips,and outdoor activities play an important role in the daily lives ofcadets. The RMA program takes full advantage of its 206-acrecampus, athletic facilities, and proximity to Lake Lanier, whichis located in the foothills of the Blue Ridge Mountains.

Riverside’s college center assists cadets in preparing for andplacing their college applications each year. The graduating

class of 2010 consisted of 74 cadets who were admitted to over 90 uni-versities, including the U.S. Naval Academy and the U.S. MilitaryAcademy –West Point, and received over $4,100,000 in scholarships.

Upon graduation, a Riverside cadet has experienced the challengesof the military model of education and is completely prepared for therigors of college. He is poised, polite, and confident in any social envi-ronment. Riverside cadets stand tall, offer a firm handshake, respectauthority, and display a level of confidence that parents may not haveobserved previously.

Riverside Military Academy holds dual accreditation in SACS andSAIS. Located in Gainesville, Georgia, just one hour north of Atlanta’sHartsfield-Jackson International Airport, Riverside is easily accessible tocadets and their families from around the world. In addition, RMAoffers shuttle service to and from the airport for their cadets.

Riverside Military Academy’s comprehensive program of rigorousacademics, athletics and leadership development sets the stage for alifetime of success. They invite you to learn more about RiversideMilitary Academy by visiting www.riversidemilitary.com or by callingthe admissions office at 800/462-2338.

SUMMER SCHOOLSLandmark College’s 2011 SummerPrograms for High School and College StudentsLandmark College’s acclaimed Summer Programs introduce highschool and college students who learn differently to academic skills andstrategies that will improve their academic success and ability to learn.

Landmark College was established in 1985 in Putney, VT as thefirst degree-granting institution of higher education dedicated to serv-ing students with diagnosed learning disabilities, dyslexia, and hyper-activity and attention deficit disorders.

Unlike Landmark’s two-year associate’s degree program, a diagnosedlearning disability is not required to participate. Financial aid is avail-able to qualifying students.

High School Summer Programs for Rising Juniors & SeniorsThis popular three-week program features East and West Coast locations:

June 26 – July 16: Landmark College, Putney, VT July 10 – July 30: Southern Oregon University, Ashland, OR The program has three points of focus: daily academic classes, skills

development and co-curricular activities. Students will develop skills

RIVERSIDE MILITARY ACADEMY

LANDMARK COLLEGE

they can apply in high school, including instruction in assistive tech-nology. Students in the program will:

• Develop a writing process that uses proven techniques to writemore clearly, faster and with fewer struggles.

• Discover their academic strengths and personal learning style andlearn to leverage them in all coursework.

• Integrate strategies and practice into engaging activities.

Transition to College Program for College-Bound Seniors July 17 – July 30, 2011: Landmark College, Putney, VT

This two-week program immerses recent high school graduates inan actual living/learning college experience. Students will:

• Discover strategies for the different types of teaching styles andformats they will experience in college.

• Become familiar with the requirements for academic writing,including structure and organization, diction and mechanics.

• Review and practice the study skills essential for success in intro-ductory college courses, including note-taking, active reading, testpreparation and time management.

• Better understand their learning differences as the basis for strate-gy development, self-advocacy and the use of college resources.

Visiting College Student Summer ProgramJuly 3 – August 6: Landmark College, Putney, VTThis program focuses on providing effective learning skills and strate-gies for college-level studies. Students also have the opportunity toearn up to five college credits.

• Study with other bright and motivated students who learn in an entire-ly different way — visiting students from a variety of colleges and univer-sities around the country as well as Landmark College’s own students.

• Gain an in-depth understanding of their learning differences anda personal learning style.

• Learn to self-advocate for their needs as a learner.• Build their comprehension, writing and executive function skills. Last year, visiting students came from colleges and universities nation-

wide, including Brown University, California State University, GeorgiaPerimeter College, Lehigh University, Loyola University Chicago,Northeastern University, Pennsylvania State University, Rollins College,Rutgers University, Sarah Lawrence College, Savannah College of Artand Design, Smith College and Syracuse University.

To learn more, contact Landmark College’s Office of Admissions at802/387-6718 or visit www.landmark.edu/summer.

St. Hugh’s College Summer SchoolOxford, EnglandThe St Hugh’s College Summer School, now in its 13th year, is a three-week academic program offered by one of the more than forty collegesand permanent private halls that constitute the University of Oxford.

Founded in 1886 by a great-niece of the poet William Wordsworth,St Hugh’s College is situated on a fourteen-acre “island site” in fashion-able North Oxford one mile north of the city centre. Faculty and stu-

dents of St Hugh’s enjoy one of the loveliest College gardens in Oxford. Summer School students live and dine “in College” exactly as

University of Oxford students live and dine in their respective collegesthroughout the University. They receive academic instruction frommembers of the University in much the same way students at theUniversity of Oxford have done for centuries. The resulting experienceis therefore very similar to that of students pursuing an undergraduatedegree at the University of Oxford.

The theme of the Summer School is an exploration of the viewthat “Oxford is not a place — it is an idea.” All students partici-pate in this core course but concentrate their studies in a particu-lar, approved academic discipline. Tutorial topics include but arenot limited to art and architecture, biology, computer science, eco-nomics, history, law, literature, medicine, music, philosophy,

physics, politics, psychology, sociology. Students receive three one-on-one weekly tutorials from members of the University of Oxfordin the academic discipline they have been approved to study.Lectures are also by members of the University of Oxford. Topicsinclude, for example, art and architecture, economics, history, law,literature, music, philosophy, political science, psychology, and thehistory of science.

Academic work is reinforced by related activities, including full-dayexcursions to such places as Gloucester, Salisbury and Tintern Abbey,as well as visits to the many museums in Oxford and theatrical andmusical performances in Wadham College Gardens and theSheldonian Theatre.

Upon successful completion of the programme, a student receives aCertificate of Participation and is eligible for letters of recommenda-tion. Students who demonstrate superior performance in their aca-demic work may be invited to work toward a Certificate of Completionand recommendation from St Hugh’s College for three semester hoursof university credit. To earn a Certificate of Completion and recom-mendation for university credit, a student must demonstrate superioracademic performance in both written and oral work.

Summer School students come from many different countries andare accepted to prestigious universities in the United States and else-where. A number of Summer School students have been accepted tostudy at the University of Oxford.

While the Summer School is academically rigorous, there isample free time to engage in a wide range of social and recreationalactivities, including weekly dance instruction from the University’sdance coach.

For further information please visit the Summer School website:www.sthughs-summerschool.info or email extramural@st-hughs.ox.ac.uk.

INDEPENDENT GUIDE

2 3 4 W E S T O N M A G A Z I N E G R O U P. C O M

ASA SummerfuelCollege Experience and Study AbroadProgramsASA Summerfuel has 28 years of experience creating unique, qualitysummer programs that give high school students the opportunity tomake many new friends and create extraordinary memories whilebeing better prepared for college. ASA challenges you to use your sum-mer in a unique way for a valuable experience that allows you to devel-

op academically and socially and feel inspired to reach new levels ofachievement. Led by a dynamic team of world-class experts, directorsand staff, programs focus on everything from language immersion tocollege admissions prep. The challenge and enjoyment of discoveringsome of the world’s most beautiful locations and prestigious universi-ty campuses and the friends you make, are essential qualities of theexperience. Students return from an ASA summer experience withbroadened horizons, increased maturity and confidence.

What we do has been followed by other companies. How we do it is,we believe, still unique. ASA partners with leading universities andhand picks academics, local experts, writers, producers and languageexperts that represent the best and brightest in their fields for an excep-

tional summer experience of learning and fun. Students choose morn-ing and afternoon classes for the duration of the program. Classes rangefrom SAT preparation to politics, Spanish, psychology, law and medi-cine. Teachers are hired not just for their academic credentials but theirability to engage with students and create a dynamic classroom envi-ronment. Teachers are enthusiastic about their subject and passionateabout the learning process that takes place naturally in an environmentthat is free from the familiar stress and pressure of the academic year.Students learn by doing and developing a dialogue with their classmates

and teachers as opposed to worryingabout test scores and exams.

College experience programs atStanford, Yale, UC-Berkeley, Tufts,Columbia, UMass-Amherst andOxford give an authentic taste ofcollege life. Students live on cam-pus, have classes and meals in thevery same facilities used by under-graduates and also have full accessto the sports and recreationalopportunities of these dynamic andprestigious campuses. ASA studentslive in fully supervised accommo-dations and are overseen by anexperienced team of residentialadvisors and senior residence staff.Equal attention is given to theactivities and social time spent oncampus with a daily array of sports,entertainment, discussions andguest speakers that draw upon theresources of the host institution aswell as the nearby cities of SanFrancisco, Boston, Los, Angeles,New York and London.

ASA Summerfuel study abroadcultural immersion programs inSpain, France and Italy allow stu-dents to go beyond tourism andtake advantage of daily language

classes, cultural visits and excursions. In Spain there is the option ofliving in a university residence in Barcelona or living with a homestayfamily in one of four different coastal Andalusian towns. Similarly inNice, France and Florence, Italy students get day to day exposure tothe culture, tradition and history of these spectacular locations by liv-ing like locals.

From Barcelona to Berkeley, ASA’s college experience and study abroadprograms balance expert instruction, scheduled activities, travel and free-dom to foster greater independence and personal growth. Return homewith greater insight into yourself and the world around you.

ASA Summerfuel: 375 West Broadway, Suite 200, New York NY.212/796-8340; www.summerfuel.com.

ASA SUMMERFUEL

D P DINDEPENDENT DUIDE

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DarrowSchoolA College-Preparatory Boarding and Day School for Grades 9-12

� Challenging Academic Program –Real-world learning using a unique com-bination of classroom instruction andcommunity involvement

� Individualized Approach– Inspiring classroom environment and one-on-oneTutorial Program offer strategic mentoringfor academic success

� Commitment to Sustainability –Responsible stewardship of environmentalresources and environmental awarenesspermeate the Darrow culture

� Hands-to-Work/Community Service –A tradition that cultivates an appreciationfor purposeful work and builds connectionto the community

� Inclusive Athletic Opportunities –Eight competitive team sports and severalnon-competitive sports, including skiingand snowboarding five days a week

� Visual and Performing Arts – Robustart offerings, in-depth music curriculum,and a dynamic theater program fostercreativity and collaborative learning

Small Community. Big Opportunities.That’s Darrow. And there’s more…

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Please join us for an Open House!

Experience the Darrow School CommunityAttend a Darrow class, meet our dedicated faculty and enthusiastic students, enjoy lunch,

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110 Darrow Rd., New Lebanon, NY 518.794.6000 | admissions@darrowschool.orgwww.darrowschool.org

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At Westover School, your daughter will live only an hour from home – yet she’ll experience the world

Westover School is a rigorous college preparatory program for girls in grades 9 -12 located in Middlebury, Connecticut. Our community includes students from 17 countries and 16 states. These bright young women enrich one another with their varied backgrounds, talents, interests, and ideas.

Call 203-577-4521 or visit westoverschool.org

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EF International Academy New York is a private boarding school with a global focus. It offers rigorous academic programs, including the world-renowned International Baccalaureate Diploma curriculum, and its campus is home to students from around the world.

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Founded in 1804, Wilbraham & Monson Academy is a boarding school of 380 students in grades 9-postgraduate. The Academy is dedicated to preparing students for successful competitive college admission and facing the challenge of global leadership.

Hampshire Country SchoolRindge, New Hampshire

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Best entering age: 8 to 11 years old.Students may remain into high school.

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Stoneleigh-Burnham School is an academic community for girls grades 7-12 based on honor, respect and intellectual curiosity.

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SHP’s Biking AdventuresLIVE BEYOND THE MOMENT

Nothing strikes fear in the hearts of parents like the thought of their teens spending

the summer on the sofa watching reruns of Scary Movie. As the summer months

approach and the 11th hour arrives, the decision to do something of value is more

critical than ever before: Like sending your teen to cycle through the country roads

of New England or on the cobblestone streets of Amsterdam.

Help your teen Live Beyond the Moment and send them on a SHP Biking Adventure,

where they can check out the Tour de France when biking from Amsterdam to Paris, jump

in a Vermont lake or bike across the Golden Gate Bridge. They can even bike cross-country!

Call 800-343-6132

or visitwww.bicycletrips.com

Give your child the summer adventure they crave!

“Landmark’s summerprogram gave me the confidence to be amore organized andeffective learner.”Jessica came to Landmark froma major West coast university.She found the Visiting CollegeStudent Program so valuablethat she decided to continue atLandmark to build her skills before returningto her home college to become a teacher.“Every day at Landmark, I learned what Ineeded to be a better student.”

Summer Programs for Students Who Learn Differently

For Rising Juniors & Seniors in High SchoolEAST COAST/June 26 – July 16 • WEST COAST/July 10 – July 30 Offered at Landmark College in Putney, VT and Southern Oregon Universityin Ashland, OR, this program focuses on daily academic classes, skills development and co-curricular activities.

For College-Bound SeniorsJuly 17 – July 30 • Putney, VTLandmark’s Transition to College program immerses students in an actualreal living/learning college experience.

For Visiting College StudentsJuly 3 – August 6 • Putney, VTThis program builds effective learning skills and strategies for college-levelstudies. Students can earn up to five college credits.

The College of Choice for Students with Learning Disabilities and AD/HD

Learn more at:WEBSITE: landmark.edu/summerPHONE: 802-387-6718

Financial aid is available.

Jessica Kimbell • Sacramento, CA

A co-ed day and boarding school for children in grades 4-9.

SHP’s Biking AdventuresLIVE BEYOND THE MOMENT

Nothing strikes fear in the hearts of parents like the thought of their teens spending

the summer on the sofa watching reruns of Scary Movie. As the summer months

approach and the 11th hour arrives, the decision to do something of value is more

critical than ever before: Like sending your teen to cycle through the country roads

of New England or on the cobblestone streets of Amsterdam.

Help your teen Live Beyond the Moment and send them on a SHP Biking Adventure,

where they can check out the Tour de France when biking from Amsterdam to Paris, jump

in a Vermont lake or bike across the Golden Gate Bridge. They can even bike cross-country!

Call 800-343-6132

or visitwww.bicycletrips.com

Give your child the summer adventure they crave!

St Hugh’s CollegeSt Hugh’s College

Summer School

Building a strong foundation from preschool through grade 8(203) 894-1800 | www.ridgefieldacademy.org

and inspiring teachers.A challenging curriculum.

Small class sizes and .A kind and respectful community.

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www.eaglehillschool.org45 Glenville Road · Greenwich, CT 06831 · 203 622 9240

Register now for 2011 Summer Academic Programs!

TEACHING BRIGHT CHILDREN WITH LEARNING DISABILITIES SKILLS THAT CAN BE USED FOR A LIFETIME

EAGLE HILL SCHOOL

www.marlboro.edu Marlboro College • PO Box A • Marlboro, VT 05344 • 800-343-0049

• Private, co-educational, 4-year liberal arts college

• Highest academic rating from Princeton Review

• 69 percent of students attend graduate school

• Student-designed curriculum from 33 areas of study

• 330 students; 8:1 student-faculty ratio

• International study opportunities

• 330 acre rural campus in southern Vermont (4 hrs from New York City)

• Number of books checked out of the library: 40 per student per year (national average for small colleges: 8)

“Marlboro not only academi-cally prepared me for my masters’s program, but also became the foundation for the way I live my life. I learned how to merge my passions, discover their intersection and develop them into a tangi-ble project.”

-- Abby Case Fitzgerald ’04

The only accredited college

offering B.A. and A.A. degrees

exclusively for students with

learning disabilities, or AD/HD,

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Leesburg, Florida

Celebrating 21 Years With Ground Breaking Growth!

(352) 638-9730 • admissions@beaconcollege.edu • www.beaconcollege.eduBeacon College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

• Creative, hands-on, interdisciplinary K-8 grade program• Rich, varied arts and culture (dance, theater, drumming, music, art)• Inclusive Quaker values: simplicity, peace, integrity, community,

equality and stewardship of the earth• Main campus on five wooded acres; a second, 15-acre campus used

as a “living” classroom• Outstanding faculty with advanced degrees and

conflict resolution training• Outdoor education and leadership program317 New Canaan Rd / Wilton, CT 203-762-9860 www.ctfriendsschool.org