HISTORY OF THE WATERFORD SCHOOL

The power of a great school is derived from an indefinable harmony between what it says and what it is. Indefinable is essential to the definition. Waterford has sought and continues to seek the harmony of idealism and realism; it relies upon and trusts the grand history of classical education; the experience, wisdom, and intuition of its founding Head of School and pioneer faculty; and the traditions of educating students in ways which challenge their minds, expand their perceptions and abilities, acquaint them with the sweep of liberal arts learning, and, ultimately, ignite life-long intellectual, athletic, personal, and social inquiry and exploration.

This history begins with an overview and history of the School that explains the enduring philosophies that give it vitality. It then turns to a description of the programs, policies, and procedures that it has instituted as a workable expression of those philosophies.

Waterford opened its campus in Sandy, Utah fifteen years ago, in September 1986. The years since have been marked by three overlapping stages of development. During the first, Waterford established an independent college-preparatory liberal arts school with a rigorous academic program and built the core academic and P. E. facilities required to house the Lower, Middle, and Upper School programs. Within a few years of its opening, the School entered a second phase of development as it turned to its student and parent communities to address their needs and to develop the organization and procedures that would allow them to take full advantage of Waterford’ s program. The final phase began in the mid 1990’s as the School turned its attention to a comprehensive and ambitious curriculum redevelopment and campus building initiative, beginning with the Fine Arts Program, now housed in three buildings to the northeast of the original campus and the Lower Schools expansion and renewal.