When a good teacher and 12 young minds work together to analyze a poem or problem, sparks fly. Groton teachers are scholars in their respective fields, yet they are not distant. Groton was founded on the belief that a school is best modeled after the ideal of a family. Our teachers embody the high expectations, support, and encouragement of a good parent; they are thoroughly invested in the success of their students. Methods of critical and creative thinking are deeply ingrained, both from inspiring teachers and talented peers. Teachers find inspiration too—in the students who impress them every day.
Groton students lead a full life. Coursework is challenging, expectations high, and schedules busy. Groton grit is doggedness and the strength to stumble, then to rise with increased determination. Students here learn to handle the homework that comes with six courses, as well as to perform on stage or on the athletic field. A student at Groton cannot help but develop a strong work ethic and sense of balance, and understand that perseverance is vital to success. Groton grit is the resilience and resolve that contributes to success—on the Circle and throughout life.
Arete in the 21st Century
In ancient Greece, arete denoted excellence, effectiveness, and thorough fulfillment of potential. It is a driving influence at Groton. The School instills students with a deep commitment of one to another and of each to the whole. At Groton, arete means valuing both the traditional elements of a classical education and innovative approaches. Groton students develop arete, the tools required for success in the 21st century, and embody principles necessary for a life of meaning and purpose in any era.
Habits of Mind
Groton students learn the importance of a balanced life. They persist in the face of multiple challenges and understand the value of collaboration. At Groton, learning begets learning. Aristotle's observation that "we are what we repeatedly do" is brought to life in the steady rhythms of this School. But the 21st-century perspective of research psychologist Carol Dweck is pertinent too: she distinguishes between a fixed mindset, assuming intelligence cannot improve, and a growth mindset, purporting that people are, to a large extent, in charge of their intelligence. The growth mindset is alive and well at Groton.