2010 Course Book

101st Season

93 Camp School Road
P.O. Box 390
Wolfeboro, NH 03894-0390

TEL: (603) 569-3451
FAX: (603) 569-4080
E-mail: school@wolfeboro.org
www.wolfeboro.org

Season For Success

Wolfeboro
The Summer Boarding School
101st Season
Since 1910

Season For Success

Course Book
ACADEMIC PROGRAM & ADMISSION FOR 2010

Since 1910
a summer
on the shore of Rust
Pond has meant a
"Season For Success"
for thousands of
young people.

Wolfeboro

1
Course Book
Ta b l e o f C o n t e n t s

TABLE OF CONTENTS 101st Season

2009 Administration and Faculty.........................................2
2009 Residential Staff and Board of Directors.....................3
Independent Schools Represented........................................4
Program of Studies..............................................................6
Middle School Courses........................................................8
Upper School Courses.........................................................8
Course Descriptions.............................................................9
Reading...............................................................................9
Written Expression.............................................................10
Literature...........................................................................12
Science...............................................................................13
SAT Preparation.................................................................13
History..............................................................................14
Mathematics.......................................................................15
Foreign Language..............................................................16
English as a Second Language...........................................17
Admission..........................................................................18
School Facts.......................................................................19

Life At School
Wolfeboro

WOLFEBORO: THE SUMMER BOARDING SCHOOL
2
ADMINISTRATION
Edward Cooper, Head of School William Cooper, Corporate Manager Alphonse Orio, Sr., Dean of Residential Life
Wolfeboro, NH Wolfeboro, NH Deptford Township High School
Appointed: 1978 Appointed: 1967 Deptford, NJ
Appointed: 1982
Laura Cooper, Dean of Faculty Joyce Ferris, Academic Dean
Brewster Academy Wolfeboro, NH Peter Orio, Director of Student Activities
Wolfeboro, NH Appointed: 2005 Monongahela Junior High School
Appointed: 1979 Sewell, NJ
Appointed: 1985

FACULTY
Patricia Alonso Schaft, Spanish Torey Davie, English Bradley Jarvis, ESL Robert Piazza, English
Rutland High School Wyoming Seminary Yanbu International School Hamden Hall Country Day School
Rutland, VT Kingston, PA Saudia Arabia Hamden, CT
Appointed: 1998 Appointed: 2008 Appointed: 2004 Appointed: 2008

Jack Bowers, Mathematics Edward Dobry, Reading Matthew Kearney III, English Kyle Reynolds, English
Hill School Central Catholic High School Mercersburg Academy Brewster Academy
Middleburg, VA Reading, PA Mercersburg, PA Wolfeboro, NH

Sarkis Boyadjian, Mathematics Ellen Ferguson, English William Mandigo, Jr., Mathematics Roger Richard, History
Westover School Montclair Kimberley Academy Middlebury College Morristown-Beard School
Middlebury, CT Montclair, NJ Middlebury, VT Morristown, NJ

Curtis Brown, Mathematics Larch Fidler, English William Mandigo, Sr., History Ted Schaft, Mathematics
St. Mark’s School (retired) Morristown-Beard School Burrillville School District (retired) Woodstock Union High School
Southborough, MA Morristown, NJ Harrisville, RI Woodstock, VT

Susan Chiulli, English Robert Googins, English Peter Mann, French Kimberly Severance, Studio Art
Woodstown Middle School Kingswood-Oxford School (retired) Brewster Academy Valley View Community School
Woodstown, NJ West Hartford, CT Wolfeboro, NH Farmington, NH

Daniel Chretien, Mathematics Tom Greenwood, English Frank Massey, English Beth Shiffler, Mathematics
Winchendon School Episcopal Academy Bement School Fenn School
Winchendon, MA Newton Square, PA Deerfield, MA Concord, MA

Jim Connor, History Tom Herold, English Kevin McCarthy, History Timothy Stark, Latin
Blair Academy Hotchkiss School Worcester Academy Harvey School
Blairstown, NJ Lakeville, CT Worcester, MA Katonah, NY

Mark Crawford, Science Anne Marie Hestnes-Harris, ESL Kathleen McLead, Mathematics Michael Sweeney, Mathematics
Rye Country Day School Hartford Area Career & Tech Ctr. Upper Darby High School Mercersburg Academy
Rye, NY White River Junction, VT Drexel Hill, PA Mercersburg, PA

John Daly, Reading Barbara Jarvis, ESL Robert Merrifield, Science Hyun Cathy Yun, ESL
Forman School Yanbu International School Blair Academy Walnut Hill School
Litchfield, CT Saudia Arabia Blairstown, NJ Natick, MA

Robert Parker, Summer Reading
The Hill School
Pottstown, PA
Appointed: 1981

Wolfeboro

WOLFEBORO: THE SUMMER BOARDING SCHOOL
3
RESIDENTIAL CAMPUS HEADS
Peter Gaynor Jeff Mandigo Sara Parker
Upper School - Boys Campus Head Middle School - Boys Campus Head Girls Campus Head
Stoneleigh-Burnham School Salisbury School Naples, FL
Greenfield, MA Salisbury, CT

RESIDENTIAL LIFE STAFF
Melanie Bozoian, RN Tracey Ferriter Sean Murphy Brian Small
Health Center Director Williams College Chungdahm Learning Institute Rowan University
Manchester Memorial High Williamstown, MA Hwaseong, South Korea Glassboro, NJ
Manchester, NH
Nathan Fisher Kathleen Nicholson Michael Small
Philip Chaput Rowan University Assistant Campus Head Gloucester County College
Thetford Academy Glassboro, NJ Kimball Union Academy Sewell, NJ
Thetford, VT Meriden, NH
Catherine Gaynor Michelle Smart
Caitlin Connelly Waterfront Director/Summer Reading Al Orio, Jr. Assistant Campus Head
Assistant Campus Head Stoneleigh-Burnham School Assistant Campus Head Springfield College
Miss Porter’s School Greenfield, MA Perkiomen School Springfield, MA
Farmington, CT Pennsburg, PA
Larrissa Hoffman-Terry Michael Wetzler
Daniel Cooper St. Lawrence University Raymond Orio St. Lawrence University
Assistant Campus Head Canton, NY Lebanon Valley College Canton, NY
Avon Old Farms School Annville, PA
Avon, CT Tyler Kallen Natalie White
Rochester Institute of Technology Kathleen Phelan Rivendell Academy
Kimberly Cooper Rochester, NY Temple University Orford, NH
St. Lawrence University Philadelphia, PA
Canton, NY Colin Lantry David Woodley
Middlebury College Mary Roseen Assistant Campus Head
Hannah Corkery Middlebury, VT Camping Program Director Poly Prep Country Day School
St. Lawrence University Miss Porter’s School Brooklyn, NY
Canton, NY Fani Martines Farmington, CT
Boston College Lani Wright
Emily DeSimone Chestnut Hill, MA Rosa Rumery, RN Middlebury College
Emerson College Assistant Nurse Middlebury, VT
Boston, MA Tyler McDougold Wolfeboro, NH
Mount Allison University
Gaetan DeSimone Sackville, New Brunswick Tiffany Seigars, RN
Marywood University Canada Assistant Nurse
Scranton, PA Wolfeboro, NH

BOARD OF DIRECTORS
George K. Allison Edward A. Cooper Jennifer G. Haskell Ann Carol Price Frederick H. Wandelt III
Pennsburg, PA Wolfeboro, NH Wolfeboro, NH Columbia, SC Watertown,CT

Malcolm A. Borg William A. Cooper Daniel G. Lee, Jr. Eric G. Ruoss
Hackensack, NJ Wolfeboro, NH Fryeburg, ME Wilmington, DE

Wolfeboro

INDEPENDENT SCHOOLS
REPRESENTED IN 2009 4
Academy at Charlemont Escola Viva Miami Country Day School Stuart Country Day School of
the Sacred Heart
Allendale Columbia School Far Hills Country Day School Midland School
Tabor Academy
American International School Fay School Miss Hall’s School
Taft School
American School Foundation Fessenden School Miss Porter’s School
Taipei American School
American School of Kuwait Forman School Morristown-Beard School
Tec Milenio
American School of London Foxcroft School Moscow Secondary School
Tilton School
Avon Old Farms School Frederica Academy Najd International School
Town School
Belen Jesuit Preparatory School Gould Academy Nanke International School
Trevor Day School
Bement School Governor’s Academy Newton Country Day School
Trey Whitfield School
Benjamin School Graded School Norfolk Academy
Trinity-Pawling School
Berkshire School Grandview Preparatory School Oldfields School
Ursuline Academy
Berwick Academy Grier School Palmer Trinity School
Videdalskolan
Blue Ridge School The Gunnery Perkiomen School
Villa Maria Academy
Brewster Academy Highland School Ransom Everglades School
Washington Waldorf School
Canadian International School The Hill School Rectory School
Webb School (TN)
Cardigan Mountain School HKUGA College Regent School
Webb Schools (CA)
Cheshire Academy Hoosac School Rivers School
West Hill Institute
Choate Rosemary Hall Horace Mann School Rocky Hill School
Westmark School
Christ School Hotchkiss School Rosarian Academy
Westover School
Colegio Internacional de Caracas Indian Mountain School Rumsey Hall School
Wichita Collegiate School
Colegio Navarrete Institut auf dem Rosenberg Runnels School
Wilbraham & Monson Academy
Colegio San Patricio Instituo San Carlo St. Bernard Academy
Winpenny School
Colegio Vista Hermosa International School of Turin Saint Edwards’ School
Woodward Academy
Commonwealth Academy Instituto Leone XIII St. James School
Zurich International School
Dar Al Fikr School Kent School St. John’s School

Darlington School Kents Hill School St. Mark’s School

Darrow School Kimball Union Academy St. Paul’s College

Deerfield Academy La Lumiere School St. Stephen’s Episcopal School

Delaware Valley Friends School Lake Forrest Country Day Salisbury School
School
Derryfield School Seattle Preparatory School
Landheim Schondorf
Dunham School Seoul International School
Lawrence Academy
E.F. International Academy Sierra Canyon School
Lyford Cay International School
Eagle Hill School Spring Street International School
Lyndon Institute
Ecole Benedict Stevenson School
Maclay School
Ecole Internationale Boston Steward School
McLean School of Maryland
Emery/Weiner School Stoneleigh-Burnham School
Mercersburg Academy
Storm King School

NOTE: Boarding Schools noted in bold font.

Wolfeboro

PROGRAM OF STUDIES
6
Wolfebor o Cur riculum

W ithin a college preparatory curriculum, Wolfeboro’s
primary purpose is constructive scholastic work for girls and
boys age 10 to 18 and entering grades 6 through 12.
First and foremost, the program emphasizes effective and
efficient study habits, study skills, organization, motivation
and academic confidence.
Course selection is best developed in consultation with
Wolfeboro staff and, upon request, with the student’s school.
Course decisions can be deferred until after acceptance and
near the end of the current school year.
In addition to taking courses for credit, courses are taken to:
(1) Preview or Review specific academic courses.
(2) Strengthen skills in all traditional subjects.

Course Cr edit
Every course can be taken for credit purposes; courses are
taken for credit with written permission from the student’s
school. Courses for credit are arranged in advance between
Wolfeboro and the student’s school and can be designed to
meet the specific requirements of the other school.

Academic Schedule
• All students are in class for 3 class periods per day.
• Most students enroll in 3 different single-period subjects.
• Full year credit courses often require a two-period class.
• All courses meet for the entire session.
• Middle School students have structured academic time
four periods each morning - three class periods, one
period of extra help or quiet study and one recreational
break or extra help as needed. Two hours are dedicated
to evening study activities.
• Upper School students have structured academic time
five periods each morning - three class periods and two
periods of extra help or quiet study. Two hours are
dedicated to evening study activities.

Wolfeboro

PROGRAM OF S T U D I E S Continued
7
Per for mance Evaluation

A ll students earn at least one grade in each class every
day. In general, all teachers administer a daily quiz and a
weekly test. These assessments are graded and returned the
same or next day. Examinations are given at the end of all
courses. In those cases where a referring school requires their
own exam be taken, the school submits a complete course
outline and/or practice exam to Wolfeboro prior to the
beginning of the session.

Academic Suppor t and
Accountability
Extra help is required as needed each academic day. By
policy, students remain supervised until each assignment is
completed satisfactorily. A mandatory, structured, thoroughly
supervised two-hour evening session is part of every student’s
program. Evening study hall maximizes preparation for the
next day as well as fosters sustained focus and independent
productivity.

Academic Repor ts and
T ranscripts
Teacher reports and grades are provided weekly to both
the student and the Head of School. Parents receive
comprehensive teacher reports at the mid-term and at
the conclusion of the session.

A comprehensive summary report is written by the Head
of School or Academic Dean for each student and is sent
to parents after the end of the session. At the parent’s
request, an official school transcript and/or teachers
reports will be sent to schools.

Wolfeboro

MIDDLE SCHOOL AND
UPPER SCHOOL PROGRAMS 8
Middle School Cur riculum
For students entering grades 6, 7, 8
Middle School Students are typically enrolled in three of the following courses:
Written Expression 1 Reading Math 6/7
Written Expression 2-1 Literature 1 Pre-Algebra
Written Expression 2-2 Literature 2 Algebra 1

Spanish 1,2 American History (Study Skills 1)
French 1,2 Ecology
Latin 1,2 ESL

Common Middle School course combinations:

Written Expression 1 Written Expression 2-1 Written Expression 2-2
Developmental Reading Literature 1 Latin 1 Preview
Math 6/7 Am. History (Study Skills 1) Algebra 1 Preview

Upper School Cur riculum
For students entering grades 9 , 10 , 11 , 12
Upper School Students are typically enrolled in three of the following courses:
Written Expression 3 Literature 2 Algebra 1 Biology
Written Expression 4 Literature 3 Geometry Chemistry
Written Expression 5 Literature 4 Algebra 2 Physics
Grammar Lab Summer Reading 2 Pre-Calculus

Modern World History (Study Skills 2) Spanish 1,2,3 SAT Critical Reading
Ancient World History French 1,2,3 SAT Mathematics
United States History (Study Skills 3) Latin 1,2,3 ESL

Common Upper School course combinations:

Written Expression 3 Written Expression 4 Literature 4
Literature 2 U.S. History Preview Pre-Calculus Preview
Geometry Preview Spanish Preview Chemistry Preview

The School serves as a valuable transition for students preparing for boarding school or a new school
setting. Through Wolfeboro, students experience boarding school without a full year commitment.

Wolfeboro

COURSE DESCRIPTIONS
9
T he School offers a traditional middle and secondary school college preparatory curriculum. Courses may be taken in
the subject areas of English, writing, literature, reading, mathematics, history, science, Latin, Spanish, French, SAT
Preparation, English as a Second Language and study skills. The School’s underlying emphasis is on the development and
cultivation of effective study skills and, more importantly, of effective study habits. The student’s non-academic program
is designed to be supportive of the academic program.
Course descriptions in this section serve as a general guideline for course content. Adjustments are made to meet individual
needs as well as specific credit requirements for individual schools. The combination of any three courses at Wolfeboro will
result in the further development of a student’s study skills as well as study habits.
All courses can be taken for credit. Please read our credit policy stated on page 6. Some courses will require a double period
thus leaving room for only one additional course. All students will be enrolled in courses meeting in three academic periods
per day — six days per week. Academic credit may be earned in Studio Art and/or Physical Education by documented
participation in the School’s recreational curriculum in addition to a student’s three course program.

Reading Pr ogram READING (Developmental)
Courses: All reading courses can be taken for credit and/or Designed For: Students reading on grade level or one to
skill-building purposes. two years below; intended to strengthen weak areas of
reading so that the student reads with competence and
Testing: At the time of application, parents are asked to
confidence and establishes a habit of reading.
submit complete school records which should include a
measure of the student’s current reading ability. All students Content: Word mechanisms, vowel and consonant sounds,
enrolled in reading will be administered a Stanford word stems, syllabification, vocabulary meaning, key words,
Diagnostic Reading Test at the beginning and the end phrase reading, selection of main ideas, noting details,
of the program. recognizing analogies, comparing and contrasting, drawing
conclusions and noting inferences and implications.
Reading For Pleasure: In addition to in-class activities and
out-of-class exercises for each student in the reading pro- Materials: Individually selected to meet the student’s needs.
gram, all students are expected to read a minimum of one
READING (Advanced)
hour per day from a book chosen in conjunction with both
the reading teacher and the student. The purpose of this Designed For: The above average reader.
additional reading is to help students develop the habit
Content: The course emphasizes speed and comprehension.
of reading and to learn to read for pleasure. Books include
Course includes speed reading, skimming and scanning.
fiction, adventure, mystery and sports stories. Informal
comment is encouraged as a student progresses through the Materials: Individually selected to meet the student’s needs.
book, but no written review is demanded. Most students
will read approximately 30 pages per day.
READING (Basic)
Designed For: Students reading at least two levels below
grade or with specific learning difficulties.
Content: Development of accurate word decoding skills,
reading techniques, vocabulary and comprehension.
Materials: Individually designed; parents or current school
must provide a detailed analysis of the student’s recent
reading program, materials used, recent evaluation of
progress and suggestions for areas of concentration. Every
effort is made to design a program as part of the student’s
developmental continuum and not an isolated series of
exercises. The School must know as much as possible about
each student’s educational history as well as proposed
programs for the future.

Wolfeboro

COURSE D E S C R I P T I O N S Continued
10
SAT 1 PREPARATION (Critical Reading) 3. Most students have made significant progress with summer
reading through this system. Since the reading activity is
Designed For: Rising 11th and 12th grade students in need
done by the student at the student’s discretion, the extent
of developing stronger verbal skills which will contribute to
of progress while at Wolfeboro can vary considerably and
greater success on the Critical Reading (verbal) section of
is dependent upon motivation and reading ability.
the new SAT 1.
Summer Reading Option 2
Content: The primary goal of SAT 1 Preparation (Critical
Reading) is to equip the student with the tools necessary to Designed For: The student with a challenging and/or exces-
approach the New SAT 1 with confidence. Course content sive summer reading assignment required by the student’s
will reflect the structure and content of the newly revised school and who would be overwhelmed with three-core
SAT 1 emphasizing critical reading and written expression to courses in addition to a summer reading requirement.
include grammar. Newly published SAT practice materials are This course is considered one of the student’s three allotted
used on a weekly basis. Short story content is used as a medium courses. Accordingly, students will receive weekly grades
for further developing active reading skills, analytical abilities, and teacher reports. Midterm and end-of-session grades as
as well as the improvement of critical reading, written well as reports will be sent to parents.
expression and reading comprehension skills. It is anticipated that very few students will be enrolled in
Materials: The New SAT 1 Workbook, (Kaplan); The Option #2.
New SAT 1 Writing Workbook, (Kaplan) and 11 Course Expectations:
Practice Tests for the New SAT 1, (Princeton Review). 1. Course meets six days per week.
2. Includes a minimum one-hour daily preparation to include
SUMMER READING reading as well as a written component.
3. Extensive in-class activities to include discussion of nightly
(Assigned by Student’s School) reading, response writing and journal entries.
Schools that require summer reading expect that reading 4. Careful completion of any related essays or reports as
will be a daily activity commencing at the conclusion of stipulated by the student’s individual school.
the school year and continuing until the project has been 5. A strong emphasis on the development of active reading
completed. Wolfeboro does not assume responsibilty for strategies essential for improved reading comprehension.
the student’s summer reading assignment but will
Materials: Titles as required by the student’s school. Please
support the project through two program options.
note that a second copy of each required book will be provided
It is anticipated that most students will be able to make to the teacher for reference purposes and will be charged to
satisfactory progress with their summer reading the student’s personal expense account. Additional organiza-
endeavors through Option 1. tional and support materials as required by the instructor.

Summer Reading Option 1 Writing
Designed For: Students who have been assigned summer
reading by their school and are expected to make some
progress on the project while at Wolfeboro. This program
is provided as an optional service to students and is not a
graded course nor will the student be required to complete
P lacement in the proper writing course requires consider-
able input from those who know the student’s writing skills
the best. Teachers should be consulted about placement.
all related reading and writing assignments. Parents may
request that the student not participate. Students are excused Also, it is helpful if parents send a sample of the student’s
from the program upon completion of their reading writing which has been corrected by the teacher.
requirement. In addition to this option, a student must Written Expression 1 is the least challenging course; Written
take a three-core course program. Expression 5 is the most sophisticated. When attempting to
Outline of Option 1 Program: select the appropriate writing course, give consideration to
1. Each student is assigned a summer reading monitor. including a literature course and/or a study skills course as a
2. The monitor does the following: companion to a writing course.
a) Meets with the student two times per week during one
of the student’s morning study periods.
b) Tracks and records the student’s progress, encourages
continued reading, addresses unusual difficulties as
needed and provides a quiet time for reading or study.

Wolfeboro

11
WRITTEN EXPRESSION 1 (Basic) WRITTEN EXPRESSION 4 (The Process of Writing)
Designed For: Rising 6th and 8th grade students. Designed For: Rising 10th and 11th grade students.
Content: Grammar, punctuation, spelling, organization of Content: Reading and studying essays written in different
material and other topics judged appropriate by the teacher. modes; descriptive, narrative, persuasive, comparison/contrast.
Using model essays, students develop their own essays in each
Materials: Wordly Wise, Book 2 (EPS), Exercises in of the various modes. Following a process methodology, students
English, Level F; A Book of Short Stories 1 and other gain daily practice in the following: prewriting, mapping,
selected short stories. outlining, thematic focus, drafting, revision and editing. The
primary goal is the development of confidence in ideation and
WRITTEN EXPRESSION 2-1 (Grammar and the ability to express ideas. In addition to daily writing, activities
Composition) include journal keeping, class discussions and tutorials.
Designed For: Rising 7th and 8th grade students. Materials: The Longman Reader, 6th Edition (Allyn &
Content: Reading for understanding, vocabulary, grammar Bacon).
and composition.
WRITTEN EXPRESSION 5 (The Polished Critical
Materials: A Book of Short Stories 1, and other selected Essay)
short stories, Wordly Wise, Book 5 (EPS); Exercises in
Designed For: Rising 11th and 12th grade students.
English, Level G.
Content: This course supports the development of the polished
WRITTEN EXPRESSION 2-2 (Grammar and critical essay with specific reference to literature as well as
Composition) an introduction to college-level writing. This course also
Designed For: Rising 9th and 10th grade students. includes practice writing of a coherent college essay.
Course skills include the following: close reading of text,
Content: Reading for understanding, vocabulary, grammar developing a thesis from the text, supporting thesis statements
and composition with an emphasis on writing essays of with evidence and stylistic polishing. In addition to daily
personal experience. writing, students will complete a college essay draft for later
Materials: Wordly Wise, Book 6 (EPS); Evergreen with consideration.
Readings (Houghton Mifflin); Characters in Conflict (Holt). Materials: An Introduction to Literature (Longman);
WRITTEN EXPRESSION 3 (Tools for Writing) Writing a Successful College Application Essay (Barron’s).

Designed For: Rising 9th and 10th grade students. GRAMMAR LABORATORY (The Structure of the
English Sentence)
Content: Defining and practicing the components of a basic
essay. The course provides an introduction to elements of Designed For: Rising 8th, 9th and 10th grade students of
style including the following: writing vivid sentences, sentence average or above average ability in need of comprehensive
variety and sentence combination, use of active/passive voice, review of basic grammar and sentence construction.
word connotation, punctuation for emphasis, paragraph
Content: Students are taught grammar terminology, how to
development and transitions.
diagram sentences, and how to understand the structure of
Materials: Write Right (Ten Speed Press), Wordly Wise, grammar as a series of visual patterns. Through diagramming,
Book 7 (EPS). students learn to better understand the logic and structure of
sentences, which increases logical thinking in general, enables
them to transform simple ideas into more sophisticated
writing and improves reading comprehension.
Materials: Writer’s Choice: English Grammar
Workbook 8 (Glencoe, McGraw-Hill); and other materials
selected to meet individual student’s needs.

Wolfeboro

12
VOCABULARY BUILDING well as in analytical and inference skills. This course can
meet the needs of students requiring a credit in 8th, 9th or
Designed For: Rising 9th and 10th grade students of above
10th grade English, especially when Written Expression 3
average ability not achieving at a level commensurate with
or Written Expression 4 is taken as a companion course.
ability; an appropriate companion course for either Written
Expression 3 or Written Expression 4. Content: Emphasis is on the development of active reading
strategies and techniques. The course teaches students how
Content: A review of many of the fundamental principles of
to read literature in three genres-- short stories and compact
grammar and composition and the development of vocabu-
novels, poetry and drama. Students learn how to build
lary skills which will contribute to greater success on
vocabulary, increase comprehension and retention through
standardized tests of verbal ability.
annotating, paraphrasing and summarizing text, and how
Materials: IMPACT 50 Short Stories, 2nd Edition (Holt, to critically analyze the poem, the essay, the structure and
Rinehart and Winston). techniques of the drama and the elements of the short story.
Guided reading is an instructional cornerstone.
Literatur e Authors read include Steinbeck, Shakespeare, Fitzgerald,
Williams, Housman, and Hemingway.

T he following courses are designed to reinforce and develop
basic skills in English and meet the needs of students of
varying ages, abilities and learning styles. Although the
Materials: Perrine’s Literature Structure, Sound and
Sense, 8th Edition (Arp & Johnson); Sophocles/The
Oedipus Cycle (Harcourt Brace); other materials selected
to meet individual student’s needs.
courses follow a traditional syllabus, strong emphasis is LITERATURE 3
placed on meeting individual needs while developing an
appreciation for the intrinsic value of literature. Designed For: Rising 10th and 11th grade students whose
needs fall in between the challenge of Literature 2 and the
LITERATURE 1 rigor of Literature 4. This course can meet the needs of
Designed For: Rising 7th, 8th and 9th grade students needing students requiring a credit in 10th or 11th grade English,
improvement in reading motivation and comprehension and especially when Written Expression 3 or Written Expression 4
whose tested reading skills are average or below. Literature 1 is taken as a companion course.
proceeds at a somewhat slower pace than Literature 2, Content: Literature 3 presents the three genres of literature
covering fewer works but in greater detail. This course can (drama, poetry and short fiction.) Students will further
meet the needs of students requiring a credit in 7th, 8th or develop strategies of vocabulary building, comprehension
9th grade English, especially when combined with a Written and retention, paraphrasing, summarizing text and will also
Expression course. Students may also benefit from the improve their ability to critically analyze works of literature
Developmental Reading Program. in writing and in class discussion.
Content: Emphasis is on developing reading motivation, Materials: An Introduction to Literature, 12th Edition
concentration, comprehension and retention. Students learn
(Longman); other materials selected to meet individual
how to build vocabulary, paraphrase and summarize text, infer
student’s needs.
overall meaning, and how to visually outline, analyze, and write
about a poem, the essay, and the short story. Other strategies LITERATURE 4
taught include maintaining a daily journal of reading assignments
Designed For: Rising 11th and 12th grade students. This
and how to read, comprehend and interpret passages aloud.
course can meet the needs of students requiring a credit in
Authors read include Steinbeck, Poe, Updike, Thurber, 11th or 12th grade English, especially when accompanied
Shakespeare, Housman, Dickinson, Hemingway. by Written Expression 4 or Written Expression 5.
Materials: IMPACT 50 Short Stories (Holt, Rinehart Content: Literature 4 presents the three genres of literature
and Winston) and other selected short stories; To Kill a (drama, poetry and short fiction) and develops heightened
Mockingbird (a novel); other materials selected to meet strategies of vocabulary building, comprehension and reten-
individual student’s needs. tion, paraphrasing, summarizing and textual annotating, and
critical analysis. Students learn a variety of literature terms,
LITERATURE 2 how to select appropriate evidence within the structures pre-
Designed For: Rising 8th, 9th and 10th grade students in sented, and how to write critically about both the classical
need of further development in reading comprehension as and modern selections studied, which include a Greek play,

Wolfeboro

13
a Shakespearean play, modern drama (e.g., Ibsen, Williams), Science
short fiction (e.g., Poe, Hawthorne, Faulkner), and poetry
(e.g., Dickinson, Owens, Eliot, Marvel).
Materials: An Introduction to Literature, 12th Edition
(Longman); other materials selected to meet individual
student’s needs.
P review courses are structured to survey the fundamental
principles with an emphasis on key vocabulary and
pertinent study skills. Credit courses often necessitate a
double period, emphasize the basic concepts of a full-year
SAT Pr eparation course and are modified to accommodate requirements as
directed by the student’s school.
NOTE: Students seeking a three-course program designed
to maximize SAT preparation should consider the following Please note: Biology, Chemistry and Physics are presented
three-course curriculum: without laboratory; the local environment serves as the
Course 1: Written Expression 5 (The Polished Critical laboratory for Ecology.
Essay) described on page 13.
Course 2: SAT 1 Preparation (Critical Reading) BIOLOGY
Course 3: SAT 1 Preparation (Mathematics)
Designed For: Secondary school students.
SAT 1 PREPARATION (Critical Reading) Content: This course presents an intensive study of traditional
Designed For: Rising 11th and 12th grade students in need secondary school Biology. The curriculum begins with the
of developing stronger verbal skills which will contribute to study of atomic and chemical concepts. The course is
greater success on the Critical Reading (verbal) section of designed to present cellular biology at the organism level
the New SAT 1. stressing part to whole relationships. Course content includes
human biological systems.
Content: The primary goal of SAT 1 Preparation (Critical
Reading) is to equip the student with the tools necessary to Text: Biology: The Web of Life (Foresmann--Wesley).
approach the New SAT 1 with confidence. Course content
will reflect the structure and content of the newly revised PHYSICS
SAT 1 emphasizing critical reading and written expression
to include grammar. Newly published SAT practice materials Designed For: Secondary school students.
are used on a weekly basis. Short story content is used as a Content: This course includes the essential topics included in
medium for further developing active reading skills, analytical a traditional secondary school Physics curriculum. Topics
abilities, as well as the improvement of critical reading,
include linear and projectile motion, Newton’s laws of motion,
written expression and reading comprehension skills.
momentum, energy, waves, sound and light. The curriculum
Materials: The New SAT 1 Critical Reading Workbook, can be modified to match the curriculum level of 9th and 10th
(Kaplan); The New SAT 1 Writing Workbook, (Kaplan); 11 grade conceptual physics courses as well as traditional physics
Practice Tests for the New SAT 1, (Princeton Review); 50 courses typically targeted at the 11th and 12th grade levels.
Great American Short Stories, (Bantam Books). Scientific calculator required.
SAT 1 PREPARATION (Mathematics) Text: Conceptual Physics (Addison--Wesley) or Physics
Designed For: Rising 11th and 12th grade students in need of (Merrill) as needed.
developing stronger mathematics and test-taking skills which
will contribute to greater success on the Mathematics section
CHEMISTRY
of the New SAT 1. Students must have completed the Designed For: Secondary school students.
equivalent of Algebra 1, Geometry and Algebra 2.
Content: The Chemistry curriculum includes the essential
Content: The course includes a review of relevant topics in topics typically found in a traditional secondary school program.
Algebra 1, Geometry and Algebra 2 as well as statistics, Major topics include classification and measurement systems,
probability and data analysis. Other primary goals include
atomic theory and periodic table, chemical nomenclature,
the development of test-taking strategies and confidence,
as well as a reduction in test-taking anxiety often associated writing and balancing chemical equations, stoichiometry, gas
with standardized test-taking. New SAT 1 practice tests laws, acid-base reactions and equilibrium reactions. Scientific
are utilized weekly. calculator required.
Materials: The New SAT 1 Math Workbook, (Kaplan); Text: Chemistry (Addison--Wesley).
11 Practice Tests for the New SAT 1, (Princeton Review).

Wolfeboro

14
ECOLOGY STUDY SKILLS 2 (World History Preview)
Designed For: Middle and secondary school students. Designed For: Rising 9th and 10th grade students. The course
is especially valuable to the student who plans to take World
Content: This course is designed to provide students with an
or European History the next school year.
appreciation for the delicate interdependent nature of global
environmental systems as well as the details and inter workings Content: Described above.
of individual ecosystems. Specific topics include energy and
matter in the ecosystem, ecosystem balance, terrestrial, fresh Text: World History: Perspectives on the Past (D.C.
water and marine biomes, organic fuels and nuclear energy as Heath ‘97).
well as alternative energy sources. The curriculum is modified STUDY SKILLS 3 (United States History Preview)
for different grade levels as needed.
Designed For: Rising 10th and 11th grade students.
Text: Environmental Science: Ecology and Human This course is especially valuable for the student who plans
Impact (Addison--Wesley). to take United States History the next school year.

Study Skills Content: Described above.
Text: The Americans (McDougal, Littell); Mastering

C ourses in this program have been designed to teach
specific study techniques and to complement, reinforce and
integrate with courses in reading, writing, literature and history.
United States Study Skills (Workbook).

Histor y
AMERICAN HISTORY
This program has evolved from an acute awareness of the need
to provide the student with a realistic arena in which skills Designed For: Rising 7th, 8th and 9th grade students in need of
can be learned, refined and practiced within the context of American History.
subjects commonly encountered in school. Content: This is a survey of American History with emphasis
Results are best attained by using social studies and historical on selected topics of major events which shaped the history
materials as the base on which each course is built. Among of the United States beginning with early voyages to the New
the study techniques which are emphasized are outlining, World and ending with the Vietnam conflict. Strong empha-
note taking, interpretation of maps, charts, graphs, tables sis is placed on reading strategies, the construction of a good
and primary sources. The ultimate goal is to teach the student essay, note taking, outlining and test preparation.
to read, synthesize and respond intelligently in essay form Text: The American Nation (Prentice Hall).
to the subject under consideration. For some students,
a study skills course can be taken for credit in history or ANCIENT WORLD HISTORY
social studies. Designed For: Rising 9th, 10th and 11th grade students in
need of Ancient World History or an equivalent course.
Please note: The goal of teaching and learning broadbased study Course content can be modified to meet requirements as
skills is integrated into all courses at Wolfeboro. It is not neces- requested by a student’s individual school.
sary to take a course within this specific curriculum in order to
improve a student’s study skills. The combination of any Content: Ancient World History covers the period between
three courses at Wolfeboro will result in the further devel- the Classical Civilizations to the height of The Middle Ages.
opment of a student’s study skills as well as study habits. The course focuses on the development of Western
Civilization but may include other cultures. Political, economic
and social developments are central to the curriculum.
STUDY SKILLS 1 (American History Preview)
A student in need of a preview of Ancient World History may be
Designed For: Rising 7th, 8th and 9th grade students.
best served through our Study Skills 2 course.
The course is often used to supplement a course in Reading
and/or Written Expression. Text: World History: Perspectives on the Past (D.C.
Content: Described above. Heath ‘97).

Text: The American Nation (Prentice Hall).

Wolfeboro

15
MODERN WORLD HISTORY MATH 6/7 (Arithmetic Foundations)
(Western Civilization, Principles of Geography or Modern Designed For: Rising 6th, 7th and 8th grade students who
European History) have completed or nearly completed the usual elementary or
Designed For: Rising 9th, 10th and 11th grade students in middle school arithmetic program but need additional
need of Modern World History. strengthening of basic skills.

Content: Modern World History covers the period between Content: The course emphasizes addition, subtraction, mul-
the Enlightenment and the Age of Imperialism. The course tiplication and division of whole numbers, fractions, decimals
focuses on the development of Western Civilization but may and percents. Additional topics are covered on an individual
include other cultures. Political, economic and social develop- basis after the student has mastered the core curriculum.
ments are central to the curriculum. Text: Mathematics: Course I (Dolciani, Houghton Mifflin).
A student in need of a preview of Modern World History may
MATH 8 (Pre-Algebra)
be best served through our Study Skills 2 course.
Designed For: Rising 7th, 8th and 9th grade students who
Text: World History: Perspectives on the Past (D.C. have not yet mastered the concepts or procedural skills
Heath ‘97). prerequisite to the successful study of first-year algebra.
UNITED STATES HISTORY Content: Addition, subtraction, multiplication, division of
Designed For: Rising 10th, 11th and 12th grade students in rational numbers, basic plane geometry, measurement,
need of United States History. percents, ratio, proportion, solution of simple algebraic
equations and an overall emphasis on the fraction concept.
Content: This is an upper-level United States History course,
starting with the American Revolution and the creation of Text: Mathematics: Course II (Dolciani, Houghton Mifflin).
government through World War 1. The course emphasizes
the economic and political development of critical issues ALGEBRA 1
which shaped the history of the United States. Modification Designed For: Rising 8th, 9th and 10th grade students who
can be made to satisfy specific requirements for individual have not completed a full course in first-year algebra or who
school credit courses. are in need of further development of first year algebra skills.
A student in need of a preview of United States History may be Content: A full course in elementary algebra through the
best served through our Study Skills 3 course. solution of quadratic equations. Students are taught the
fundamental concepts as well as essential procedural skills.
Text: The Americans (McDougal, Littell).
Major topics include a brief review of pre-algebra content,
manipulation of algebraic espressions, linear equations,
Mathematics inequalities, factoring, word problems, graphing functions
and quadratic equations.

A ll mathematics courses can be taken for credit. Credit
courses cover the material traditionally presented in a full-
year course. Frequently, a double period of course work is
Text: Modern Algebra: Structure and Method (Dolciani;
McDougal, Littell).
PLANE GEOMETRY
necessary thus leaving room for only one additional course. Designed For: Rising 9th and 10th grade students who have
Please read our policy regarding academic credit as stated on not yet completed a full course in Plane Geometry or those in
page 6. Selected topics in a course can be deleted or added need of further skill development.
at the request of the student’s school. We can administer
Content: Traditional secondary school course in Plane
another school’s final exam, although most students take
Geometry including the axiomatic system, line and angle
the Wolfeboro exam.
relationships, polygons, congruency, similarity, geometry
Preview and Review: Every mathematics course can also be of the circle, area and volume.
taken for preview and skill building purposes. Course content
Text: Geometry Jurgenson/Brown/Jurgenson (McDougal,
is modified accordingly.
Littell).

Wolfeboro

16
ADVANCED FOUNDATIONS SAT 1 PREPARATION (Mathematics)
Designed For: Rising 9th and 10th grade students who demon- Designed For: Rising 11th and 12th grade students in need of
strate underdeveloped calculation skills and who need to revisit developing stronger mathematics and test-taking skills which
the study of decimals, fractions, percents, ratios, proportions, will contribute to greater success on the Mathematics section
related skills and their applications. of the New SAT 1. Students must have completed the equiva-
lent of Algebra 1, Geometry and Algebra 2.
Content: Intensive drill with fractions, decimals, percents and
their applications. The curriculum is modified to meet each Content: The course includes a review of relevant topics in
student’s individual needs and goals. Algebra 1, Geometry and Algebra 2 as well as statistics,
probability and data analysis. Other primary goals include
Text: Selected by the teacher in accordance with the student’s the development of test-taking strategies and confidence as
needs. well as a reduction in test-taking anxiety often associated
ALGEBRA 2 with standardized test-taking. New SAT 1 practice tests
are utilized weekly.
Designed For: Rising 10th, 11th and 12th grade students who
have yet to fully complete Algebra 2 or those who are in need Materials: The New SAT 1 Math Workbook, (Kaplan);
of further skill development at the Algebra 2 level. 11 Practice Tests for the New SAT 1, (Princeton Review).
Content: Course topics include linear and quadratic functions,
coordinate geometry, the trigonometry of the right triangle
For eign Language
and systems of equations. The course begins with a brief
review of first-year algebra. The course prepares students for
a traditional course in Pre-Calculus.
Text: Algebra and Trigonometry: Structure and Method
(Dolciani; McDougal, Littell).
L anguage at Wolfeboro focuses on the four skills of writing,
reading, listening and speaking. Major emphasis is placed on
grammar and writing; pronunciation is emphasized in speaking.
For some students, Wolfeboro may require a double period of
PRE - CALCULUS
a language, thus leaving only one single period available for a
Designed For: Rising 10th, 11th and 12th grade students who third course.
have successfully completed Algebra 2 and are now ready for
an advanced course in mathematics or for students who are in Preview and Review: All foreign language courses can be
taken for preview or skill-building purposes. Course content
need of further work at the Pre-Calculus level.
is modified accordingly.
Content: The major emphasis is on the study of elementary
functions. Topics covered include coordinate geometry, cir- SPANISH 1
cular functions and their inverses, polynomial functions, loga- Designed For: Students seeking a full course of first-year
rithmic and exponential functions and advanced algebra. Spanish or those students in need of further work at this level.
Graphing calculator required.
Content: The course includes topics covered in a traditional
Text: Advanced Mathematics Brown (McDougal, Littell). Spanish 1 program recognizing that students may have been
exposed to different vocabulary inventories. Included is the
CALCULUS study of regular and irregular verbs in all three verb conjuga-
Designed For: Rising 11th and 12th grade students who have tions. Particular attention is paid to agreement of subject
demonstrated adequate mastery through the Pre-Calculus with verb and noun with adjective.
level. Offered as enrollment permits.
Text: Spanish First Year (Amsco).
Content: The course includes a review of essential Pre-Calculus
topics and introduces the student to the basic concepts and SPANISH 2
procedures of differential and integral calculus. Designed For: Students seeking a full course of second-year
Spanish or those students in need of further work at this level.
Text: Calculus (Larson, Hostetler & Edwards).
Content: The study of Spanish 2 continues the study of topics
usually covered in a traditional Spanish 1 program. Vocabulary
is expanded, writing skills refined and grammar drilled in greater
depth. Special attention is paid to the relationship between the
preterit and imperfect tenses and in uses of ser and estar.
Text: Repaso (Published by NTC).

Wolfeboro

17
SPANISH 3 FRENCH 2
Designed For: Students needing a full course of third-year Designed For: Students seeking a full year course in second-year
Spanish or those students in need of further work at this level. French or those students in need of further work at this level.
Content: The study of Spanish 3 continues the study of topics Content: The study of French 2 continues the study of topics
typically covered in a traditional Spanish 2 curriculum. As with usually covered in a traditional French 1 program. Vocabulary
all courses in the Wolfeboro curriculum, course content will is expanded, writing skills refined and grammar drilled in greater
be developed to mirror the skills and rigor inherent in the depth. Special attention is paid to all personal pronouns and to
student’s other school’s curriculum as appropriate. the comparison of the two tenses, imparfait and passé composé.
Text: Selected by the teacher in accordance with student needs. Text: French Two Years (Amsco); Le Monstre dans le
Métro et dáutres Mervielles (Amsco).
LATIN 1
Designed For: Students seeking a full course of first-year Latin FRENCH 3
or those students in need of further work at this level. Designed For: Students needing a full course of third-year
Content: The study of Latin is pursued up to and including French or those students in need of further work at this level.
the four uses of the subjunctive. Content: The study of French 3 continues the study of topics
typically covered in a traditional French 2 curriculum. As with
Text: Cambridge Latin Course, Part I.
all courses in the Wolfeboro curriculum, course content will
LATIN 2 be developed to mirror the skills and rigor inherent in the
student’s other school’s curriculum as appropriate.
Designed For: Students seeking a full course of second year
Latin or those students in need of further work at this level. Text: Selected by the teacher in accordance with student needs.
Content: The course covers sections of Caesar’s Gallic Wars ENGLISH AS A SECOND LANGUAGE
or equivalent material specified by a student’s own school.
Each year approximately 20 to 25 students seek admission to
Text: Cambridge Latin Course, Part II. Wolfeboro for the primary goal of improving their abilities in
English. Concurrently, many of these students are also
LATIN 3 seeking to experience a traditional boarding school routine in
Designed For: Students seeking a full course of third year preparation for eventual placement in an American boarding
Latin or those students in need of further work at this level. school setting. Enrollment in the English as a Second Language
program and curriculum is purposefully limited in number in
Content: As specified by the student’s school.
order to ensure maximum immersion and skill development.
Text: Selected as needed.
Designed For: International students seeking concentrated
FRENCH 1 work in English to include reading, written expression and
conversation. All English as a Second Language courses can
Designed For: Students seeking a full course in first-year French
be taken for credit.
or those students in need of further work at this level.
Content: English as a Second Language is offered at the begin-
Content: The course includes topics covered in a traditional
ning, intermediate and advanced levels. Students in the begin-
French 1 program recognizing that students may have been
ning and intermediate levels take courses in reading, writing and
exposed to different vocabulary inventories. Included is the
conversation. Students in the advanced level take one course in
study of regular and irregular verbs in all three verb conjuga-
reading, one course in writing and a third mainstream course.
tions. Particular attention is paid to agreement of subject
Advanced level students may take modified courses in subjects
with verb and noun with adjective.
such as history, mathematics or literature. TOEFL preparation
Text: French First Year (Amsco). is integrated into all coursework at each level.
Materials: Course materials are individualized by section
and level.
NOTE: Please consult our ESL literature for additional
information.

Wolfeboro

STUDENT EXPECTATIONS
18
Admission

G irls and boys who have completed the 5th grade are
eligible to attend the School. Enrollment is for the full session
only. The maximum age is 18.
Wolfeboro 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 race,
color, national or ethnic origin in administration of its
educational policies, admissions policies, financial assistance
and athletic and other school-administered programs.
Basic Fees
A flat fee is charged for residence, board, and tuition for the
entire session. Most activities are included in the fee except
personal expenses and some optional off-campus activities.
See Application for 2010 fees.
A deposit of $3,000 is due when application for admission
is presented. If the student is not admitted, the $3,000 is
returned. If the student is accepted, the $3,000 is credited
toward the total fee for residence, board, and tuition and is
not returnable.
Application
An application is enclosed with our school literature and is
available at www.wolfeboro.org.
Invoice
An invoice is presented upon written confirmation of the
student’s acceptance and is payable by June 1st.
Personal Expense Deposit
A $1,400 personal expenses deposit will be included on the
invoice. This deposit allows the student to make charges for
items such as allowances, laundry, books, entertainment,
trips, and various incidental expenses. An exact accounting
will be made of this fund. Parents are responsible for over-
charges; credits are returned.
Foreign Service Fee
For students whose residence is outside the United States,
an additional $150 fee will be included on the invoice to
support correspondence and processing costs.

Wolfeboro

FACTS
Wolfeboro 19
Season
Vision Academic Program
For Success A Season For Success Purpose
The primary purpose is constructive
Mission scholastic studies. All courses are offered
Daily Schedule To create a program and community
for credit. Each student’s program is
designed to maximize the opportunity
Academics individualized and guided by a specifically
for each student to achieve his or her
6:45 am Rising Bell developed Goals Document. Every
individual goals and live the life of a
7:05 Waiters’ Bell course addresses the development of
successful student for 6 weeks.
7:15 Breakfast effective and efficient study skills, habits,
7:45 Daily Chores Program organization, motivation and confidence.
and Inspection A traditional, college preparatory program
Support
8:05 am Class Bell is integrated with supportive recreation,
• Positive environment
8:10 1st Period activities and residential life. The School
• Individualized Goals Document
9:00 2nd Period emphasizes preparation in core academic
• Required Wolfeboro Planbook
9:50 3rd Period subjects. The development of organiza-
• Emphasis on organization/study skills
10:40 Recess/Snacks tional and study skills as well as sound
• Thorough accountability
10:50 4th Period study habits is paramount. The simplified
• Daily evaluation and grading
11:40 5th Period environment promotes confidence, focus
• Weekly internal written reports
12:30 pm End of 5th and success.
• Weekly academic recognition
Period Location • Supervised evening study halls
Lakes Region of Central New • Extensive and required extra help
Activities Hampshire. Lakeside campus 2 miles
Overview
12:50 pm Waiters’ Bell from the village of Wolfeboro.
• Each student takes 3 courses per day.
1:00 Dinner Year Established • Each course meets 6 days per week.
2:00 Programmed 1910 • Two periods per day are designated
to Activities and for extra help, study and/or rest.
5:00 Sports Head of School
• Typical class size is 4-6 students.
5:15 School Meeting Edward A. Cooper
• Approximately 70 students take at least
5:50 Waiters’ Bell Staff Total - 108 one course for credit each year.
6:00 Supper Teaching Faculty.....37 Administration..6
6:40 Intramural Course Offerings by Subject
Residential Faculty..31 Medical Staff.....4
to League Play English SAT Preparation
Support Staff .........30
7:20 Written Expression Mathematics
Average full-time teaching experience Literature Biology, Chemistry
exceeds 15 years per teacher. Vocabulary & Physics
Academics Reading History
7:20 pm Prep for Facilities Grammar Latin, Spanish
Evening Studies •128 acres •1250 feet of shore line
Study Skills & French
7:30 Evening Studies •36 classrooms •3 study halls
ESL
8:30 Break •3 residential campuses
8:45 Evening Studies Travel to Wolfeboro
Principal Buildings
9:30 End of Evening Chartered supervised bus travel is pro-
•Jousson Dining Hall
Studies vided to and from the airport at the
•Johnson Center
9:45 Prep for Lights opening and closing of the session.
•William Cooper Student Center
Out Driving time
10:00 Lights Out Other Facilities
From Boston 2 hours
3 tennis courts, 2 basketball courts,
From Westchester County, NY 6 hours
volleyball court, softball/baseball field,
From Manchester, NH 1-1/4 hours
soccer field, weight room, complete
waterfront (6 swimming lanes, Medical Resources
sailboats, canoes, kayaks) Huggins Hospital 1-1/2 miles away
Fire/Rescue 1-1/2 miles away
Nursing Staff On campus
911 Calling
Wolfeboro

FACTS

A simplified environment
Continued
Admission

Applicants must be at least 10 years
old by the start of the session. The
20
maximum age is 18; grades 6-12; Typical Yearly Enrollment
promotes learning
enrollment is for the full session 2005 - 2009
only. Admission policies are non- Total Enrollment: 195
Events of the Day
discriminatory. The school is a
Tuesday, July 14, 2009 Boarding Boys:137
non-profit organization.
1:50 pm Prep Bell for WLM/MAPS Boarding Girls: 58
Admission information and 2010
2:00 pm WLM/MAPS Week 4 Continues:
application are available at
Group 4 - Day Hike www.wolfeboro.org
Group 5 - Boating Safety or by request. Typical Yearly
Group 6 - Water Safety
Boarding Student Enrollment
Group 1 - Camp Sports
Group 2 & 3 - Basic Fitness 2005 - 2009
Non-Academic Program Age Distribution:
MAPS Studio Art
Lifeguard Training
Daily Activities and Recreation: Ages 11-14: 68 (32%)
Weight Room
Ages 15-16: 92 (48%)
Basketball
Lifeguard Training/Water Safety Ages 17-18: 35 (20%)
Ping-Pong/Barn
Softball Intramural Sports
Geographic Distribution:
Fall Sports Training
3:00 pm MAPS Tennis
CPR/First Aid United States: 149
MAPS CPR
MAPS Studio Art Studio Arts International: 46
MAPS Baseball Physical Fitness
MAPS Soccer
MAPS Basketball Swimming, Sailing, Canoeing, States & U.S. Territories
Weight Room Kayaking, Hiking, Soccer, Basketball, Represented 2005-2009
Canoeing/ Kayaking
Sailing Baseball, Softball, Volleyball, Alabama New Hampshire
General Swim Tennis, Ping Pong, Lacrosse, Alaska New Jersey
Arizona New Mexico
Aerobics, Weight Lifting
4:00 pm Open Studio Art California New York
Weight Room Colorado North Carolina
Weekend Trips:
Basketball Connecticut Ohio
MAPS Hiking Groups A,B,C Movie Theaters Roller Skating Delaware Oklahoma
Swim Lessons District of Columbia Oregon
Sailing
Water Park Bowling Florida Pennsylvania
Canoeing/ Kayaking Minor League Baseball Game Georgia Puerto Rico
General Swim Amusement Park Idaho Rhode Island
Illinois South Carolina
5:00 pm All School Meeting Indiana South Dakota
Countries Represented 2005-2009 Kansas Tennessee
6:40 pm INTRAMURALS: Kentucky Texas
Afghanistan Mexico Louisiana Utah
Softball: Average Joe’s vs. Angola Nicaragua Maine Vermont
Mind Erasers Antigua Nigeria Maryland Virgin Islands
Soccer: The Octagon vs. Bahamas Palestine Massachusetts Virginia
The Tropics Belgium Panama Michigan Washington
Basketball: Hollabacks vs. Bermuda Philippines Minnesota West Virginia
Channel 5 News Team Brazil Poland Mississippi Wisconsin
British West Indies Portugal Missouri Wyoming
Volleyball: Semi Pro vs. Canada Republic of China Nevada
Ellusive Eels Dominican Republic Russia
8:45 pm Intramural, Hikers and East Africa Saudi Arabia
Boaters of the Week go to town Ecuador Singapore
for ice cream. England South Korea Typical Yearly Regional
France Spain Representation 2005- 2009
Germany Sweden
Ghana Switzerland New England (CT, MA, ME, NH, RI, VT) 31
Hong Kong Taiwan Mid-Atlantic (DC, DE, MD, NJ, NY, PA, VA, WV) 44
Iceland Thailand
93 Camp School Road India Turkey Southeast (AL, FL, GA, KY, LA, MS, NC, SC, TN) 26
P.O. Box 390 Italy Venezuela Southwest (NM, OK, TX) 8
Wolfeboro, NH 03894 Jamaica Vietnam
Japan West Indies Midwest (IL, IN, KS, MI, MN, MO,OH,SD,WI) 13
TEL: (603) 569-3451 Kuwait Rocky Mountains (AZ, CO, ID, NV, WY, UT) 8
FAX: (603) 569-4080 Pacific Coast (AK, CA, OR, WA) 18
E-mail: school@wolfeboro.org
www.wolfeboro.org Wolfeboro US Territories (PR, VI) 1

2010 Course Book

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

2010 Course Book