Manlius Pebble Hill School

O u r m i s s i O nManlius Pebble Hill School is an independent, non sec­tarian, coeducational, college prep ar a tory school dedicated to the pursuit of academic excellence in a diverse setting. Our Prekindergarten through Grade 12 curriculum challenges students to become inquisi­tive and independent learners. We provide opportunities for intellectual and creative exploration within a caring and trusting environment. Manlius Pebble Hill fosters self­confidence, respect, integrity, and strength of character in our students to help them become responsible citizens in the local and global community.

The Handshake Ceremony is a decades-old tradition that marks the start of each new school year. Faculty and staff line up to greet and shake the hand of each student.

Office of Admission 315.446.2452, ext. 131

www.mph.net

Manlius Pebble Hill School 5300 Jamesville Road DeWitt, New York 13214-2499

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Manlius Pebble Hill School is located on a 26-acre campus in DeWitt, an eastern suburb of Syracuse, New York. With roots stretching back more than 140 years, MPH is Central New York’s oldest private educational institution and the area’s only Pre-K – Grade 12 indepen-dent school. Its more than 500 students are served by an administration and faculty philosophically committed to and guided daily by its mission.

The educational environment at MPH is characterized by an exceptional faculty, small classes, hands-on exper i en -tial learning, and extraordinary opportunities in inde pen dent study, the arts, athletics, extracurricular organizations, and community service.

The curriculum is demanding and stimulating. Because MPH is an independent school free of the constraints of standardized state testing, our teachers have the flexibility to adapt that curriculum to best serve students. MPH teachers are also able to use differentiated teaching styles to challenge every child, whether in Pre-K or Upper School — an acknowledgment that all students do not learn in precisely the same way or at the same pace.

MPH understands that education is not merely the process of accumulating information, but the process of developing the ability to think critically and to assess the ethical implications of decisions; it is developing the self-confidence to take risks and accept challenges; it is discovering one’s abilities, talents and passions; it is about self-realization and growing to understand one’s responsibilities to others. With attention to all aspects of education, MPH is intent upon graduating students who flourish as productive and contributing members of society.

To get a detailed look at what happens in (and outside) our classrooms, we urge you to spend some time on our website, www.mph.net. The best way, of course, to grasp what is special about an MPH education is to see learning in action. You are warmly invited to visit the School. Our Admission Office is always pleased to give tours, answer questions, arrange for you to sit in on classes, and schedule times for your child to visit. In the meantime, we hope this viewbook will give you a sense of Manlius Pebble Hill’s philosophy of education and of the way our mission is pursued on a daily basis.

A s you read through this viewbook,

you will discover numerous ways in

which an MPH education is distinct

from that offered elsewhere. As

you read, look for the ways in which

character development is infused in the

experience of every student in every grade.

Look for the ways in which differences are

celebrated and respect is demonstrated for

other people, other cultures, other religions

and philosophies.

Look for the many kinds of connections

that occur every day at MPH — connections

between ideas, between disciplines like

science and art or history and mathematics,

between students and teachers and players

and coaches, between students of different

ages, between school and family. You will

find not just a school, but a community.

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As young students travel through Lower School, they grow into independent, motivated learners. Our integrated approach to curriculum helps them discover the connections between things, people, and events.

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F rom birth, our children soak up every experience in their ever-expanding universe. They are curious beings whose senses and developing intellect drive them to look around corners and poke the world with their fingers.

To grow, curiosity and the desire to learn must be nourished by parents and skilled teachers. Beginning in Prekindergarten and continuing through Fifth Grade, the Lower School administration and faculty create a non-competitive environment in which it is safe to make a mistake, in which asking a question is smiled upon and the path traveled to find the answer is as significant as the answer itself.

In this atmosphere, young learners thrive as they advance in reading, writing, speaking, mathematics, science, and social studies and become more adept in such areas as art, dance, music, world languages, technology, and health and fitness. Their curiosity is channeled into increasingly more advanced activities and projects to challenge the mind and broaden horizons.

Lower School teachers have the freedom to develop lesson plans that complement childhood curiosity and allow children to explore concepts and find answers to questions through theme-based curricula. Teachers collaborate to provide rich interdisciplinary experiences. In Pre-K, for example, learning about various habitats can involve science, art, music, world language, math, social studies, reading, even recess. This integrated approach helps students discover how things, people, and events are interconnected.

As they learn, students build self-confidence and begin to master the independent learning skills they will need as their course work becomes more demanding. In First Grade, students undertake research in the classroom and library about a country of their choice and prepare exhibits of interesting facts about that nation. Their work culminates in a “World’s Fair” at which they share with family and friends the

favorite foods, clothing, and traditions of the country they studied. The World’s Fair takes place in the dining hall, where international flags hang from the ceiling, a constant reminder that we are not alone in the world, but are part of a global community. Each flag represents a country to which an MPH student has a cultural connection.

By Fourth Grade, children are conducting research projects on topics they individually want to know more about — topics that have ranged recently from solar cells, rock climbing, and the George Washington Bridge to the Titanic, the water cycle, and the Pythagorean Theorem! No matter the subject, these projects, which frequently culminate in oral presentations, help students further develop vital research, organization, time-management, and communication skills.

As they are growing into independent, self-directed learners, Lower School students are also growing to understand their roles as members of a community and how their behavior impacts that community. Their developing awareness of their responsibilities to others spurs them to act.

Through the EarlyAct Club, a Fifth Grade-led service organization sponsored by the Rotary Club of DeWitt, students in the Lower School grades collabo-rate on projects to benefit MPH, the Syracuse area, even communities far across the globe. Whether raising money for Syracuse’s Rosamond Gifford Zoo to aid endangered species, organizing a carnival to raise money for victims of the Haitian earthquake, or collecting used books for the Books for the World Foundation, students in the EarlyAct Club say their goal is to leave a “positive footprint” in the world.

The following pages will give you a look at the regular Lower School activities, which are scheduled in a six-day cycle.

The Lower School Experience

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T H e L i b r A r yOn the road to a lifelong love of learning, the library is a wondrous stop — a place where our youngest students indulge their curiosity, develop skills to find and digest information, and discover the joy in reading for pleasure.

“Read-alouds” expose our younger students to a wide range of genres and authors and provide diversity of perspective. Special library activities support what is being taught in the classroom and research skills are introduced as students begin to tackle in-depth projects.

T e C H n O L O g yTechnology is used every day to enhance learning in Lower School. In the Pre-K classroom, a Smartboard is utilized and, via the Internet, students have “Skyped” with their young peers in a classroom in France. Kindergarten students regularly spend time in the computer lab with Seventh Graders, who help them learn computer skills.

First and Second Grade students conduct online research. Second Graders also make use of netbooks and interactive white boards; their early keyboarding skills will

continue to advance through Fifth Grade. Third Graders, in addition to interactive white boards, use MacBooks; Fourth Grade students experiment with the creative applications of technology like flip cameras and ELMO presentation systems. They write, produce, digitally shoot, and edit their own film. In Fifth Grade, iPads are intro-duced and students learn how to verify online sources, look for bias, and assess the veracity of information.

A r T Art, taught twice in each six-day cycle, is an important part of the curriculum throughout the Lower School grades. Students learn to express themselves in a variety of media as they work on creative projects often related to topics being studied in their classrooms. They explore color, form, style, and technique and, along they way, they learn about some of the world’s past and present artists. They broaden their global awareness as they learn about the arts and crafts of different cultures. They begin to develop not only artistic skill, but an appreciation of all types of art.

m u s i CIt seems Lower School students are always singing! Twice in each six-day cycle, students from Kindergarten through Fifth Grade attend music class, where songs are sung and fine-tuned with the use of Orff instruments, Kodaly/Curwen hand signs, and Dalcroze movement activities. Pre-K students have music class once in each six-day cycle.

Often, to help them recall facts pertinent to the material they are exploring in the classroom, students learn songs containing those facts. Second Graders, for example, prepare for their State Fair by singing a song containing the names of all the U.S. states.

The Lower School Chorus (Grades Three through Five) meets twice during the six-day rotation to work on more challenging repertoire and frequently represents MPH in annual community performances. The chorus has also participated in several professional recording projects to raise funds for local charities.

Performance, a significant part of the Lower School music program, fosters confidence in appearing before an audience. All students in Kindergarten through Fifth Grade perform in the annual Winter Musical, in which the feature roles are filled by Fifth Graders. Kindergarten students get to shine, too, with their very own end-of-the-year musical. Second Grade students frequently present musicals based on curriculum studies in their classroom.

Tiny violins, violas, and cellos are a common sight on the MPH campus. MPH offers the only school-based Suzuki Talent Education Program in Central New York.

Students in Kindergarten, First and Second Grade learn to play string instruments through listening and imitating the teacher in weekly group sessions and in private lessons with a parent, who plays an integral part in their success. Suzuki students perform an annual concert. A“Pre-Twinkle” program designed for Prekindergarten students and their parents helps children prepare for the Suzuki program by listening for sounds, patterns, and rhythm even before they actually hold an instrument.

Small group lessons in woodwinds, brass, strings, and percussion are available to Third through Fifth Grade students during the week. Those with at least one year of experience are eligible to join the Lower School String and Band Ensembles during Performing Arts period and perform in concerts twice a year. Students also perform at the Elementary All County Festival and the New York State School Music Association Festival.

m O v e m e n T A n d d A n C eCreative movement and dance help develop strength, flexibility, and confidence.

Pre-K students meet once within a six-day cycle for their movement and dance class. Kindergarten through Second Grade students participate in a once-per-cycle dance class for half the school year. Third through Fifth Grade students may take dance as part of their Performing Arts period.

P H y s i C A L e d u C A T i O nDaily physical education instruction and recess add fun in Lower School and encourage individual health and fitness, with a focus on striving to do one’s personal best. In the earlier grades, the emphasis is on cooperative rather competitive activities; team activities are introduced later. Through their participation, students develop self-confidence and good sportsmanship. There are well-equipped gymnasium and outdoor playing fields, as well as two playgrounds for recess.

“Because they are involved

in hands-on learning about

topics that are of interest

to them, Lower School

students approach each

day with enthusiasm. We

recognize the importance of

childhood, allowing children

to create, explore, and grow

at their own rates in a

non-competitive setting.”

Joline Hemminger, Director Early Childhood Education

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Tug of War between the classes is a favorite game at MPH’s annual Winter Carnival.

W O r L d L A n g u A g e sThe Lower School World Language Program is a stimu-lating and multidisciplinary study of French and Spanish that encourages children to embrace the world. In Prekindergarten, children explore the French language and learn about the cultures of French-speaking countries. Children in Kindergarten through Fifth Grade choose to study either French or Spanish.

Small classes allow students to actively participate in oral discussions, fostering communication in meaningful context. World language classes meet twice per six-day cycle for Pre-K and Kindergarten students; three times per cycle for Grades One through Five. Games and physical movement aid memorization and internalization of an extensive vocabulary. Students sing songs, play games, read books, make crafts and maps. To help them develop an in-depth understanding of different cultures and people, the program integrates literature, art, music and history into the study of language. As students learn about other languages and cultures, they also gain a better understanding of their own language and culture.

L O W e r s C H O O L A s s e m b L yAssemblies every cycle offer students the chance to share their knowledge and accomplishments with their peers while becoming comfortable with public speaking.

L u n C HWhile Pre-K and Kindergarten children share lunch with their friends and teachers in their classrooms, First through Fifth Grade students eat lunch in the dining hall. They sit at assigned tables with a Lower School teacher and classmates from various grades. Students can choose from a wide variety of meal options and, with a teacher’s guidance, apply what they have learned about making healthy nutritional choices. Appropriate manners and table conversation are an important part of the Lower School dining experience.

Good nutritional habits are encouraged in Lower School and healthy snacks like pretzels and fruit are available in classrooms during the day.

b e y O n d T H e C L A s s r O O mFor MPH students, a great deal of learning takes place in the world outside the classroom, too. The campus is frequently used as an outdoor laboratory or classroom, and field trips reinforce learning.

Children in Pre-K, Kindergarten, and First Grade enjoy visits to area pumpkin and apple farms and the zoo. First Graders, who learn about countries throughout the world, have lunch at a Japanese restaurant. They also join Second Graders for snow shoeing at Beaver Lake. Second Grade students visit a nearby organic farm and attend live theater productions.

Older students visit local historical sites like the Salt Museum and Erie Canal Museum in conjunction with their study of the history of Onondaga County. There are trips to Green Lakes State Park, where Lower School students learn about the environment and engage in community service projects, helping, for instance, to clear trails of debris and to plant native species of flowers.

Students look forward to their first overnight field trip in Fifth Grade — an outdoor education adventure.

e x T r A C u r r i C u L A r A C T i v i T i e sLower School students also have a host of opportunities outside the classroom to learn a hobby, play a sport, acquire a more global perspective on life, and expand their circle of friends.

Wide-ranging extracurricular offerings can change from year to year in response to students’ interests, but recently have included Chess Club, Go Club (Go is an ancient board game involving strategy), Linguanauts (fun after-school immersion programs in Chinese and Spanish), the Oneida Language and Culture Club, a Reading and Eating Club (students read books that feature food in some way and make snacks to go along with the book), karate, and lacrosse. In another exciting after-school project, a group of Fourth and Fifth Graders is producing a Lower School newspaper.

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Right from the start — an integrated approach to the teaching of world languages.

“Although we are a school

that focuses on academic

excellence, everything is

taught with the children in

mind. Our hope is to inspire

them, build their confidence,

and evoke a love of learning

that will last a lifetime.”

Katherine Johnson, Third Grade Teacher

C O m m u n i T yThe Lower School observes a number of longstanding traditions that help foster a strong sense of community. School opens each September with the Handshake Ceremony, in which students shake the hands of every MPH teacher and administrator. The handshake as a symbol of respect appears frequently in Lower School, including at the end of every day, when teachers shake their students’ hands as they leave the classroom.

The tradition of the “Lower School Five Cs” also contributes to the atmosphere of mutual respect and kindness at MPH. The Five Cs — concern, confidence, cooperation, consideration, and courtesy — form the basis of the “Big C” — character. Together, they are the foundation of all we do in Lower School.

Interactions with older students help Lower School children develop a feeling of “belonging” at MPH. Through a “buddies program,” students in a Middle or Upper

School grade are matched with a Lower School class and periodically help with projects. National Honor Society students provide after-school tutoring in math, as well.

MPH considers education a partnership between the School and each student’s family. To facilitate close communication between school and parent, teachers’ and administrators’ phone numbers and e-mail addresses are published in the school directory.

There are numerous occasions throughout the year for families to join the fun at school, including events like the Halloween Parade, Grandparents and Special Friends Day, and Red and White Day (our annual track and field day), in addition to concerts, plays, and special activities unique to each grade. Family members are also welcomed into the classroom to share their knowledge about a subject or talk about aspects of their culture with their child’s class. l

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The Middle School Experience

T he Middle School years, between 11 and 14, are filled with enormous change — physical, cognitive, emotional, and social. It is an exciting, fun period of time that occasionally can also be a bit tumultuous for children as

they work to define who they are and figure out how to deal with people and situations.

With measured amounts of independence, challenge, and encouragement, we guide Middle School students through those years of rapid change between Lower and Upper School. We channel their energy, curiosity, and skepticism into experiences that help them find their voice and discover their place in the world. Students develop well-placed confidence and gain the academic and social skills essential to success as they approach the demands of Upper School.

The underpinning of all that occurs in Middle School is the following statement, which each year Sixth, Seventh, and Eighth Graders discuss as a community and then sign individually.

This statement of commitment to community, coupled with a written explanation of the School’s behavioral expectations for Middle Schoolers, establishes an environment in which every student can succeed in learning and in contributing positively to the community.

“Members of the Middle School community at Manlius

Pebble Hill are committed to making our school the best it

can be for all members. We understand this commitment

to our community in the following ways: Members of the

Middle School strive to achieve their personal best and

show sound character in all academic and extracurricular

pursuits, as well as within personal relationships. My

signature below shows I understand this commitment

strengthens me as an individual and will strengthen the

school community of which I am a member.”

In science class, Middle Schoolers experiment with hand­built solar­powered vehicles.

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L e A r n i n g b y d O i n gA great deal of the learning in Middle School is hands on and experience-based, and the most powerful lessons often take place outside the classroom. Sixth Grade science classes, for instance, conduct scientific field investigations, with students donning wading boots to gather samples for biological and chemical surveys of nearby Butternut Creek. Their work culminates in an assessment of pollution levels and the relative health of the waterway.

Class trips are opportunities both for learning and for bonding with classmates. The entire Sixth Grade travels to Frost Valley in the Catskills to take part in an environmental education and team-building program. Seventh Graders learn about themselves, others, and teamwork through a specially designed outdoor education course in New Hampshire. On their class trip to Washington, D.C., Eighth Graders soak up the historical and cultural offerings of our nation’s capital, while learning to navigate a major city.

F O C u s O n C O m m u n i T yMiddle School classes are organized in a six-day rotating block schedule with four 80-minute classes each day. After the first class of the day, students have a 15-minute break for snacks of fresh fruit, cereal, milk or juice. A daily tutorial period gives students time to seek extra help from teachers or to meet with their advisor to discuss progress or seek advice on academic, social, or extracurricular matters.

Through the Middle School advisory program, students have the opportunity to interact in small groups, connecting closely with their peers and developing life skills in relating to others. In groups of seven to nine students, they meet approximately every two weeks with a faculty advisor to discuss topics social and emotional, as well as academic in nature. Middle School assemblies, also held roughly every two weeks, bring the entire Middle School together as a community to share announcements, hear speakers, and connect as a group. By building understanding and tolerance of the differences among individuals, programs like these help protect against the development of cliques and bullying.

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“We believe students need

to experience technology in

school as they encounter it

in the real world — while

they have a teacher to guide

them. We view student

encounters with technology

as teachable moments.”

Liza Morrison Director Information Services

i n T e r d i s C i P L i n A r y T e A C H i n gMiddle School students take classes in the traditional core subjects of a liberal arts education, but portions of curriculum are seldom taught in isolation at MPH. As teachers help students make connections between fields of study, Middle School students begin to see that the world is more complex than it perhaps had seemed. What scientific discoveries prompted social change? Why do the roots of modern mathematics lie in a host of cultures? How do historical events and movements shape the work of writers? Discussion surrounding these questions is found as often in a math or science class as it is in a social studies or English class.

Teachers collaborate in this interdisciplinary approach to teaching. A case in point: Sixth Graders’ study of the Great Pyramid of Giza in history class had students marveling at its enormous size. It was through their math class, though, that they were able to gain real perspective on just how big the 4,600-year-old pyramid is. In math class, students calculated the pyramid’s dimensions from the original royal cubit dimensions and, using their knowledge of ratios and

proportions, created a scale drawing and then, with material of their own choosing, a scale model of the pyramid. They also created a scale comparison object to more clearly judge the Great Pyramid’s size. It turns out you can sometimes count on mathematics to shed light on history.

s C i e n C e F A i rThe annual Middle School Science, Engineering, and Technology Fair, likewise, is an opportunity for learning beyond the obvious research and experimentation that culminate in a science fair project. Students present their original work and have conversations with adult evaluators from throughout Central New York, explaining what went right or wrong during their project, whether the results were unexpected, what they would do next time, how what they learned might be applied in the real world. Students benefit, of course, from doing the work, but also from having to organize their thoughts about that work and then discuss it with adults.

W O r L d L A n g u A g e sWorld languages continue in Middle School to be an important part of the MPH curriculum. Sixth Graders transition from the learning of French or Spanish in Lower School to a more vigorous college preparatory approach to learning language. Latin is also introduced in Sixth Grade. By the time students complete Seventh and Eighth Grade, they will have earned one credit toward their Upper School language requirement.

d i g i T A L n A T i v e sStudents become more immersed in technology in Middle School. As digital natives, they crave access to technology, and teachers help them understand the responsibilities that come with that access. Teachers help students further develop research skills, become more adept at evaluating the reliability of the inform ation they find, and remain mindful of the risk of plagiarism. Students engage in both individual and collaborative group work using laptops, tablets, and smart phones and also make use of cameras and digital video.

Local waterways provide an active laboratory for Middle School students to explore environmental processes and principles.

F i n e A n d P e r F O r m i n g A r T sThe creativity evidenced in Middle School fine and performing arts classes is remarkable. Fine arts classes allow students to explore numerous media — from watercolor and sculpture to fused glass and ceramics. The performing arts curriculum includes instrumental ensembles, chorus, dance, and drama. Students’ artistry and talent, their hard work and performance skills are all evident in concerts throughout the year.

A T H L e T i C sSixth and Seventh Grade students participate in a daily physical education class; Eighth Graders have physical education class every other day for 80 minutes. The curriculum is designed to open doors to sports and

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Students and faculty alike look forward to the friendly team competition of Red and White Day, our annual track and field day.

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“MPH allows me to teach

science where it’s most

appropriate. Because

experiential education is

wholeheartedly embraced

here, my students explore

scientific concepts outside

the classroom, developing a

deeper respect for

environmental processes.”

Sue Foster Science Department Chair

promote a healthy lifestyle through fitness and positive attitude. Faculty members, aware of the developmental stages of 11- to 14-year-olds (their heightened sense of self, their awareness of size), create games that group students not by ability, but in unexpected ways.

Beginning in Seventh Grade, students can be involved in interscholastic sports. The Middle School sports program offers students the opportunity to take part in team sports — soccer, volleyball, track and field, tennis, basketball, lacrosse, cross country, swimming, and alpine skiing. Participation, open to all students, is valuable in fostering leadership skills, teamwork, and a sense of camaraderie.

s T u d e n T C L u b sClubs available to Middle School students range from those that complement classroom studies to those that explore new areas of interest. Students are encouraged to suggest new clubs, and the array of club offerings can vary from year to year. Popular current clubs include Math Counts, Chess Club, Go Club, LEGO® Robotics Club, Comic Book Club, and Snowboarding Club.

MPH faculty members serve as club advisors and coaches of sports teams, providing opportunities for students to develop relationships with teachers outside the classroom. This contributes to an under-standing among Middle School students that their teachers are not merely instructors, but caring mentors.

L e A r n i n g — e v e n A T L u n C HLunchtime is purposefully designed to promote interac-tions between members of the Middle School community. Every six weeks, students are assigned to a new lunch table and each is given a rotating job — cleaning the table, serving as table leader, etc. A faculty member sits at each table and a moment of silence precedes the meal. Time is set aside for announcements about clubs, sports, and community events.

Even lunch at MPH can have a connection to curric-ulum. Middle School students learning about sustainable agriculture in science class, for instance, grow herbs and lettuces in the School’s greenhouse. They harvest the crops and deliver them to the dining hall, where they appear on that day’s salad bar or in a soup or lunch entrée — field to fork in a matter of yards!

s e r v i n g O T H e r sMPH has long stressed the importance of giving back to the community, of working to make the community better in some way. The Middle School Leadership Team (students elected by their peers) plans various community service projects during the year. This same team also organizes Middle School dances, bowling parties and other social events and conducts a monthly art contest. On a rotating basis, artwork from students in one of the Middle School grades is collected and the Leadership Team decides the winner. All the artwork is then displayed in the Middle School Office.

YouthAct is a Middle School service organization that operates at MPH with the support of the Rotary Club of DeWitt. Students have undertaken service projects that benefit charitable organizations like Habitat for Humanity and “Teens for Jeans,” a national effort to provide clothing to homeless youth. l

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“What sets MPH apart is the

deep collaboration students

and teachers engage in every

day. The real action takes

place outside class in

conversations aimed at

improving students’

understanding and honing

their work. Students know

they can approach teachers

for this counsel; teachers

look forward to sharing it. In

those interactions,

something truly remarkable

takes place.”

Edward Curtis History Department Chair

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E xperience has taught us that relevant learning oppor tuni ties, high expectations, and respect for individual ability combine to produce graduates ready and eager to face the chal-lenges of college, career, and life.

We have seen that when an accomplished faculty excites young minds and challenges students to achieve, those students very often soar far beyond their self-perceived limits. They also come to under-stand that the ultimate responsibility for their learning rests with them.

As they progress through Upper School, MPH students find that they are able to define a significant portion of their own education. Through independent studies in virtually all disciplines, an expansive choice of elective courses, abundant co-curricular opportuni-ties, and the Senior Thesis Project, MPH empowers students to participate in shaping their own learning.

Students benefit from the flexibility and creativity that uniquely distinguish independent school curri-cula. A faculty member at MPH is able to adapt the course curriculum, perhaps to take advantage of a pertinent guest lecture at Syracuse University or to incorporate newly updated information — or to respond to students’ desires to more deeply investigate a portion of the material. The majority of teachers have written their own course curriculum. The teacher-created curriculum of a geology course, for example, takes advantage of opportunities for field visits to drumlins and other geologic formations in Central New York. Originated and co-taught by the chairs of the English and History Departments, the curriculum of a course entitled “America in Black and White” examines issues revolving around race through the context provided by historical documents.

Through athletics, domestic and international travel, experiences in the arts, and innumerable club activities, students expand their universe and discover new interests. Whether through soccer or dance, musical theater or community service, Model United Nations or the student newspaper, students find opportunities not only to achieve, but to develop and demonstrate leadership.

The emphasis on character development that we see in Lower and Middle School continues in Upper School. Learning thrives in an atmosphere where respect for individuals and the differences among them is coupled with a genuine understanding of the notion of community. Believing firmly that one of the ultimate powers of education is the ability to use it to help others, MPH encourages and provides innumerable opportunities for student engagement in community service efforts. Those opportunities have ranged from fundraising for local nonprofit organizations to service learning trips — for example, helping repair hurricane damage along the Gulf Coast or building roads and agricultural greenhouses in impoverished South American communities.

The Upper School experience is, by design, chal-lenging and invigorating. The demanding curricu lum asks students to engage in evaluative, higher-level thought. Seemingly limitless opportunities for learning beyond the classroom lead them on a discovery of their own interests, talents, and abilities. Students are expected to balance the increasing independence they are afforded with a heightened sense of responsibility. And as they further define who they are as individuals and identify their personal goals, they are asked to act also as part of a wider community, to think beyond themselves.

The Upper School Experience

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F L e x i b i L i T y i n L e A r n i n gThe Upper School years are packed with both challenge and opportunity. In any given subject area, the majority of MPH students are doing accelerated work. Students can earn college credit through a legion of Advanced Placement (AP) courses. More than 85 percent of students enroll in AP courses, and their scores are consistently among the very highest in Central New York.

With the approval of the department chair and the head of Upper School, students with the desire to study topics beyond the regular curriculum may elect to do half- or full-year independent studies under the auspices of a faculty member. MPH students may also take courses offered through Syracuse University, Le Moyne College, and Onondaga Community College.

At MPH, a student wishing to explore a particular area of academic interest is afforded the flexibility to structure a schedule that fits his or her needs. Recently, for example, a Senior interested in advanced physics was able to arrange a one-to-one class with a faculty member.

With class sizes averaging 16 students and a six-day rotating schedule of 80-minute classes, teachers are able to interact closely with students, providing extra assis-tance when needed or lending the support and direction to move through material at a faster pace. Recruited nationally, MPH faculty members have years of experience in their fields and are selected for their ability to inspire students. Adjunct faculty with specific expertise may be hired, as well, to teach additional courses seldom found in high school curricula — for example, anatomy.

MPH faculty members see themselves not merely as instructors, but as mentors. They relish communication with students and their parents. Their phone numbers and e-mail addresses are published in the school directory, and students and parents are encouraged to contact teachers whenever questions or concerns arise.

b e y O n d T H e C L A s s r O O mDiscovery and learning at MPH happen as much outside the classroom as within. An Upper School environmental science class, for example, not long ago transformed into a civics class when students acted on a matter of great concern to them — impending budget-related closures of New York State parks. They arranged to travel to Albany, where they presented a petition in protest of the closings and spoke with officials in both the Governor’s office and the state legislature, arguing against the move by presenting facts about its probable impact on state residents and state government.

Model United Nations students have traveled across North America, turning in stellar debate performances at major MUN conferences from Montreal to Berkeley. Upper School dance students have attended area performances and workshops led by dancers with the Paul Taylor, Alvin Ailey, and other dance companies.

P e r F O r m i n g A r T sPerforming arts are a valued part of the Upper School curriculum and courses include sophisticated and unusual high school offerings, including stagecraft, conducting, and choreography. There are more than 30 performing arts groups at MPH, from a cappella singing groups to concert chorale, string quartets to big band ensembles. The annual MPH Jazz Fest, which showcases our student jazz musi-cians, is an exciting and popular community event.

The strength of the MPH performing arts program is evidenced by the extent to which its students excel in outside theater, dance, and musical organizations. Those organizations include the New York State School Music Association (NYSSMA) the Onondaga County Music Educators Association (OCMEA), All-County, Area All-State, Conference All-State, Syracuse Children’s Chorus, Syracuse Symphony Youth Orchestra, and Syracuse Stage. Close to 90 percent of Upper School students are performing artists.

“Why do I teach at MPH?

Because of the sense of

community among faculty

members and students and

because MPH students are

truly interested in and

invested in their education.

This is a joy for a teacher.”

Beth Krauss Science Teacher

As graduation from MPH approaches, Twelfth Graders

undertake a culminating project that lies at the

intersection of character education and service

learning. The Senior Thesis Project is intended to help

students become agents of change within their own

community, taking on projects that have deep personal

meaning and that create a lasting impact on the community.

Senior Thesis Projects allow students to personalize their

education while, at the same time, doing public good. The

projects are wide ranging. One Senior with an interest in

medicine organized an American Red Cross blood drive at

MPH and succeeded by more than 40 percent her projected

goal for donations from the MPH community. She hopes her

effort, which coincided with an emergency call by the local

Red Cross chapter for blood donations, will be replicated in

the future by students interested in public health.

Through her position as a student representative on the

MPH Board of Trustees’ Green Committee, another Senior

undertook a project whose goal was to eventually eliminate

the use of plastic beverage bottles on campus. Her research

and convincing communications about the environmental

impact of unnecessary use of plastics led to removal of

bottled water from the School’s Campus Shop. Bottled water

is also no longer provided at school events, including Board

of Trustees meetings.

A T H L e T i C sAs with performing arts, nearly 90 percent of students are involved in MPH athletics. Our no-cut policy encourages participation and allows every student to be part of a team. Team coaches are faculty members, providing another dimension to the student-teacher relationship.

MPH has had many divisional, regional, and state championship teams in soccer, tennis, and other sports, and we offer Central New York’s only scholastic alpine ski team. Among the varsity sports offered are cross country, swimming, soccer, volleyball, basketball, tennis, alpine skiing, track and field, softball, lacrosse, and golf.

At MPH, you can perform both on the athletic field and the stage.

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C L u b sThere are innumerable clubs, too, which present additional opportunities to explore areas of genuine interest while having fun with friends. Love languages? Join the French, Spanish, or Chinese Club. Get a kick from participating in academic competitions? Join MasterMinds or Math League. Interested in finding real-world applications for the science, technology, and mathematics learned in the classroom? Join the Robo t ics Club. Looking to get involved in service projects that help others in the Greater Syracuse area? Join the Z Club. Want to learn about programming, recording, and editing for electronic media? Join the Broadcast Journalism Club. The fact is, you’ll almost certainly find a club suited to your interests. If not — start one!

e x P e r i e n C i n g T H e W O r L dAt a time when schools across Central New York are cutting back or eliminating student travel, MPH remains committed to offering those experiences that broaden students’ horizons and nurture their understanding of the world and their place in the global community.

Whether to Boston, New York City or elsewhere, annual class trips in Upper School are designed with academic purpose and as bonding and team-building adventures. In addition, trips abroad to French- and Spanish-speaking countries are offered during school breaks. Trips to other destinations also occur during school breaks or after the close of the academic year. MPH students have traveled in recent years to China, India, Russia, Denmark, Turkey, and several South American countries.

On these world journeys, students experience firsthand life in other cultures, staying with host families, studying and working alongside their native peers. Our students witness the differences between our country and theirs and discover for themselves the similarities. Their connection to those beyond our borders is established, and as their appreciation for other cultures, religions, and traditions grows, so does their confidence in navigating the world.

A six-week summer language and cultural immersion program has proved an extraordinary opportunity for students studying Mandarin at MPH. Through the National Student Language Initiative for Youth (NSLI-Y), MPH has been awarded grants funded by the U.S. State Department to take groups of students to study in China on full scholarship.

NSLI-Y is a presidential initiative to “develop a cadre of Americans with advanced linguistic skills and related cultural understanding who are able to advance interna-tional dialogue, promote the security of the United States, [and] compete effectively in the global economy.” The NSLI-Y program is so intensive that, in six weeks, students receive the equivalent of a full year of Mandarin study in a typical American high school course.

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“I love teaching at an

independent school where

I’m free to shape my own

curriculum to fit the needs

and interests of my students.

At MPH, we don’t teach to

state-mandated tests; we

teach to students’ passion,

creativity, and curiosity.”

Pat Bentley Hoke English Teacher

C H O O s i n g T H e r i g H T C O L L e g eMPH students aim high, scoring in the top 92nd percentile nationally on the SAT. Our website offers updated information on SAT and ACT scores, National Merit awards, and college selections.

Helping students choose colleges with the “right fit,” our College Counseling Office guides students and families through the entire college application process. Each year, 100 percent of the Senior Class is accepted by some of the nation’s most competitive colleges and universities — and each year, those schools offer MPH graduates millions of dollars in merit scholarships. l

Can You Picture Your Child at MPH?

T his viewbook, we hope, has given you a sense of what independent education is all

about and a look at the unique learning experiences that children have every day at

mPH. For an even closer look, please visit our website, www.mph.net.

CAn yOu PiCTure yOur CHiLd AT mPH? Call our Admission Office, 315-446-2452,

anytime — we would be delighted to answer your questions and arrange a visit to our campus.

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Office of Admission 315.446.2452, ext. 131

www.mph.net

Manlius Pebble Hill School 5300 Jamesville Road DeWitt, New York 13214-2499

Manlius Pebble Hill School5300 Jamesville RoadDeWitt, New York 13214­2499

Phone: 315.446.2452Facsimile: 315.446.2620E­mail: mphinfo@mph.netWebsite: www.mph.net

C A m P u s The 26­acre campus is located in a quiet residential neighborhood east of Syracuse.

F A C u L T yOur academic community includes roughly 80 highly qualified faculty members and administrative staff. The student­to­faculty ratio is 8:1.

s T u d e n T sThe student body is representative of a wide range of ethnic, cultural, socioeconomic, and religious backgrounds. Students come to MPH from 36 different school districts, six counties, and eight foreign countries. Roughly 20 area school districts provide free bus transportation to and from MPH.

e n r i C H e d C u r r i C u L u mThe Lower School core curriculum is enriched by the study of French and Spanish and instruction in vocal music, art, and dance. MPH offers the region’s only school­based Suzuki Talent Education Program for Prekindergarten through Second Grade students. Instruction in instrumental music continues in Grades Three through Five. Physical education instruction and recess occur daily.

The Middle and Upper School college preparatory curriculum provides course electives in every discipline, independent study opportunities, and a full complement of fine and performing arts choices. Classes are small, averaging 13 to 16 students.

A d v A n C e d P L A C e m e n TDepending on course enrollment, as many as 20 Advanced Placement (AP) courses may be offered each year. In the last five years, more than 85 percent of the typical Senior Class has elected to do AP course work while in Upper School.

T e C H n O L O g yMPH is a networked campus, with high­speed Internet connections in all classrooms and additional wireless connectivity in all academic buildings. There are computer labs for Lower, Middle, and Upper School students. The MPH library provides electronic access to numerous journals, newspapers, and reference materials via online database subscriptions. Computer­aided media, including digital imaging and video production/editing is also supported.

A T H L e T i C sA full range of fall, winter, and spring sports is available to students in Grades Seven through 12. MPH offers 17 varsity sports and has won numerous state and sectional team championships.

C O L L e g e P L A C e m e n TEvery year, 100 percent of our graduates are accepted at some of the most competitive colleges across the country.

F i n A n C i A L A s s i s T A n C eMPH offers need­based tuition grants in all grades and merit scholarships for new students entering Grades Six through 12. Roughly 50 percent of our students receive some form of tuition assistance.

A C C r e d i T A T i O nManlius Pebble Hill is accredited by the Middle States Association of Colleges and Schools and is chartered by the New York State Board of Regents. MPH is also a member of the National Association of Independent Schools, the New York State Association of Independent Schools, the National Association of College Admission Counselors, The College Board, and the National Association for Gifted Children.

Manlius Pebble Hill School accepts students without regard to race, religion, gender, ethnic or national origin.