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Explore Proctor's on-campus academic courses, athletics, arts, college counseling, and residential life programs to better understand the breadth and depth of a Proctor experience.

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English

Author and conservationist Edward Abbey, acerbic at times, nonetheless wished for us that our "trails be crooked, winding, lonesome, dangerous, leading to the most amazing view..." We like to apply that same blessing to the journey we undertake when we first open the pages of a good book. A truly engaged reader may find the path crooked and lonesome, and quite often winding and dangerous, but the reward of such a courageous trek is, without fail, an "amazing view." Such is the vista to which we attempt to guide our students at Proctor Academy through dynamic, interactive teaching practices and the breadth and quality of courses offered.

In addition to the diverse content, each course cultivates specific skills necessary for success in higher education; students master the fundamentals of grammar, usage and vocabulary, as well as standard narrative and rhetorical devices. Students exercise critical thinking skills through vigorous classroom discussion and by constructing cogent essays and research papers. Daily assignments utilize and advance reading and writing skills.

All students are enrolled in an English course at all times, earning a minimum of twelve credits to meet graduation requirements. Introduction to Literature and American Literature are required of ninth and tenth graders, respectively. Most juniors study British Literature, while a broad set of exciting electives encourages seniors to pursue individual passions. Advanced Placement English is offered to highly motivated juniors (Language) and seniors (Literature) with permission of the Department Chair.
  • American Literature (1)

    DESIGNATION: Level I requirement

    GOALS & MATERIAL COVERED:
    This yearlong required course for 10th graders affords students the opportunity to explore the American experience from two directions, combining the chronology of history with a critical approach to literature. The primary goal of the class is to build solid interpretive reading skills, and teach the process of analytical writing through intensive classroom discussion and regularly scheduled critical papers. During the winter, students study rhetorical devices in preparation for the Hays Prize Speaking Contest.

    TEXTS:
    Readings have included: The Crucible, Leaves of Grass, Adventures of Huckleberry Finn, The Great Gatsby, Our Town, Their Eyes Were Watching God, Catcher in the Rye, and a selection of shorter works from Emerson, Thoreau, Dickinson, Gilman, Hawthorne, Kingsolver, Irving, Silko, Snyder, Alexie, Wright, and Updike.
     
  • AP English: Language and Composition I

    DESIGNATION: Level I elective

    GOALS & MATERIAL COVERED:
    According to the College Board, AP English: Language “engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing.” In this full-year course, students will learn “to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers.” All students on campus in May take the AP exam.

    TEXTS
    : Readings may include, but are not limited to: works by John Locke, Thomas Carlyle, Jonathan Swift, Seamus Heaney, Ralph Waldo Emerson, Henry David Thoreau, Virginia Woolf, H.L Mencken, Melba Patillo Beals, Margaret Atwood, Cornel West, E.O. Wilson, Leslie Marmon Silko, Edward Abbey, David Quammen, and Stephen Jay Gould.

    PREREQUISITE:
    Juniors by departmental permission only.
     
  • AP English: Literature & Composition I

    DESIGNATION: Level I elective

    GOALS & MATERIAL COVERED:
    According to the College Board, AP English: Literature should include literary pieces that "invite and reward rereading and do not... yield all (or nearly all) of their pleasures of thought and feeling the first time through" and that "such reading should be accompanied by thoughtful discussion and writing." Students enrolled in AP English should be prepared to "read deliberately… [in order to] understand a work's complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form." In this full-year course, we engage in intensive, student-led, daily discussions moderated by the instructor. In addition to regularly scheduled short papers and longer critical analyses, students prepare for the exam by writing weekly in-class essays from released AP exams. All students on campus in May take the AP exam.

    TEXTS:
    Readings may include, but are not limited to: novels, plays, and poems from authors such as Joseph Conrad, Robert Penn Warren, Toni Morrison, Fyodor Dostoevsky, Virginia Woolf, Leslie Marmon Silko, Walt Whitman, Maya Angelou, Richard Wright, and Samuel Beckett.

    PREREQUISITE:
    Seniors by departmental permission only.
     
  • EAC Literature

    COURSE:  EUROPEAN LITERATURE AND PHILOSOPHY
    Prerequisite:  For students doing an off-campus European Art Classroom term  only
     
    GOALS AND MATERIAL COVERED:  In this class students read selected short stories by classic European authors that highlight literary movements, philosophical beliefs, or cultural perceptions. The students craft responses to given prompts in their journals and participate in daily literary round tables. Likewise, an in-depth study of specific European cultures as well as short story elements are examined, analyzed, and mimicked as assigned. Three larger writing assignments required for this course may include, but are not limited to: a travel story based on one of their travel experiences; a comparative essay in response to a work of art and connections it appears to have with one of the selected short stories; and a final philosophical reflection on one of the cultures or literary movements studied.
     
    TEXTText: France in Mind by Alice Leccese Powers, Italy in Mind by Alice Leccese Powers, Life Studies: Stories by Susan Vreeland, and other selections by European authors
  • English Seminar: Contemporary Fiction

    DESIGNATION: Level I elective
    No Prerequisites
     
    GOALS & MATERIAL COVERED:  In the postmodern spirit, this course will examine several notable novels and short stories from the past 50 years. We will explore topics of contemporary interest and may also pursue independent reading based on students’ choices.
     
    TEXTS:  Common authors may include Richard Russo, Marilynne Robinson, Junot Diaz, Jennifer Egan, Jumpa Lahiri, Adam Johnson, Mohsin Hamid, or Donna Tartt.
  • English Seminar: Creative Nonfiction

    DESIGNATION: Level I elective
     
    GOALS & MATERIAL COVERED: Taught in conjunction with Digital Storytelling, Creative Nonfiction provides students with an opportunity to explore and hone their craft as writers in a supportive workshop setting. The course emphasizes learning the writer’s craft through imitation, experimentation, and wordplay, while introducing students to the basic building blocks and techniques of all great nonfiction prose—word choice, description, interviewing, research, pacing, scene setting, narrative organization, dialog, backstory, and suspense. With an emphasis on true-to-life narratives and literary description, students will be introduced to and given the chance to practice a variety of literary forms—list poems, scene sketches, haiku, profile articles, mimetic stories, serial essays, and others. Our focus in the fall will be on descriptive writing, while our focus in the winter will shift to profile pieces and investigative journalism. In the spring term, we will write long-form, feature articles, and restorative narratives. Many class periods each term will be reserved for reading and discussing student work, and each student should expect to have their writing workshopped twice a term. We will strive to create a rigorous classroom atmosphere in which thoughtful constructive feedback can flourish. Any student who is considering taking college writing and/or communication classes should consider taking this course.
     
    TEXTS: may include but are not limited to: Telling True Stories by Mark Kramer & Wendy Call; Writing Tools: 50 Essential Strategies for Every Writer by Roy Peter Clark; The Outermost House by Henry Beston. 

  • English Seminar: Culture and Conflict (Hon)

    DESIGNATION:  Level I elective Honors Class
                               Students should also sign up for Social Science Culture and Conflict
      This is designed to be two classes with two credits (English & Social Science)
     
    GOALS & MATERIAL COVERED: In this consecutive-blocks course, we will explore themes involving the family, politics, war, alienation, gender, migration, and issues of cultural assimilation. The aim is to examine cultures and ensuing conflicts from the perspective of various ethnic/racial/national backgrounds and to investigate how people of differing environments make ethical decisions during times of desperation. Students will be examining nonfiction work/critical essays, primary- source historical images, film, political cartoons and music that help provide frameworks for considering how literature reflects conflict, provides possible opportunities to resolve conflicts, as well as reveals the varying ways in which members of various cultural groups have responded to conflict. By delving into such areas of strife, we will strengthen our ability to empathize with those who have not had their stories heard in the past and consider how that might impact our relationships today. Topics/Units to be explored include: Native American/Indigenous peoples; Revolutions in the Caribbean and Latin America; War and Conflict in Southeast Asia, Africa, and Europe.
     
    Texts may include, but are not limited to Dreaming in Cuban by Cristina Garcia, A Tempest by Aime Cesaire, Farming of Bones by Edwidge Danticat, Things Fall Apart by Chinua Achebe, Ceremony by Leslie Marmon Silko, Zuya by Albert Whitehat, Night by Elie Wiesel as well as select short stories by Junot Diaz, Viet Thanh Nguyen, and Chimamanda Ngozi Adichie. 
  • English Seminar: Environmental Literature

    DESIGNATION: Level I elective (Winter)
     
    GOALS & MATERIAL COVERED: John Muir said, “When we try to pick out anything by itself, we find it hitched to everything else in the Universe.” In this course we will explore the connection between humankind and the natural world and the conflicts that often accompany this relationship. In addition to our close literary analyses of a variety of texts, students will be responsible for writing a research paper that focuses on an environmental issue addressed in any one of the pieces we read. 
     
    TEXTS: Readings may include, but are not limited to: Edward Abbey’s The Monkey Wrench Gang, John Nichols’s The Milagro Beanfield War, Nicholas Evans’ The Loop, Barbara Kingsolver’s Prodigal Summer, Kurt Vonnegut’s Cat’s Cradle, Gary Paulsen’s The Island, and E.O Wilson’s Anthill: A Novel.
  • English Seminar: Identity Literature

    COURSE:  English Seminar: Identity Literature 
                      (Spring Term)

    DESIGNATION:  Level I Elective
     
    GOALS & MATERIAL COVERED: In this course unit, students will be challenged to examine their own identity and the identity of others. Students will first think critically about the essential question of who they are and how they function within society and then be challenged to do the same for other identities that might not necessarily match their own. Chimamanda Adichie’s TED Talk, “The Danger of a Single Story” will introduce students to the essential questions of the unit.

    What is identity? What is the “danger of a single story”? How is our identity and that of others constructed by the heteronormative? How do we locate ourselves within this heteronormative culture we live in? How can we act as agents for other identities that might not necessarily match our own? A variety of texts will help them explore answers to that question.

     
    TEXTS:  “Fat Girl” by Andre Dubus, “A Letter to Harvey Milk” by Leslea Newman, “Lust” by Susan Minot, “Paul’s Case” by Willa Cather; the novels The Color Purple by Alice Walker and This is How it Always is by Laurie Frankel; poems, “We Wear the Mask” by Paul Laurence Dunbar and “I’m Nobody” by Emily Dickinson
  • English Seminar: Journalism I

    DESIGNATION: Level I elective (Fall & Spring)

    GOALS & MATERIAL COVERED:
    This writing-intensive course aims to help students develop the full spectrum of writing skills used for feature articles, interviews, news articles, photojournalism pieces, and editorials. Students learn how to generate ideas, gather facts and information, write effective leads, and use the most incisive language to convey ideas in a concise and engaging manner.

    TEXTS:
    Readings may include, but are not limited to: The Art and Craft of Feature Writing, William E. Blundell.
     
  • English Seminar: Literature of the Bible

     
    DESIGNATION: Level I elective (Winter)

    GOALS & MATERIAL COVERED:
    This course provides an in-depth look at the history of the Bible and studies specific prose and poetic narratives. Students focus on the impact of the Bible on subsequent literature and art, including works by Dante, Milton, Shakespeare, Joyce, and Eliot. The course begins with selected books from the Old Testament, moves into the New Testament, and culminates in an overview of important works, both ancient and modern, that have been influenced by the Bible.

    TEXT:
    The Oxford Study Bible
     

     
  • English Seminar: Murder and Mayhem

    COURSE:  English Seminar: Murder and Mayhem

    DESIGNATION:  Level I elective
     
    GOALS & MATERIAL COVERED: In this course, students will utilize a variety of genres and sources from the British canon to explore how our fascination with the macabre serves as a doorway into a better understanding of the human condition. From our analysis of “the other” to our focus on more recent dystopian narratives, students will engage in both formal and informal discussions and will compose critical analyses as a means to consider the universal human experience through the lens of the marginalized, displaced, and corrupt.
     
    TEXTS:  May include, but are not limited to: William Shakespeare’s OthelloMacbethor King Lear; Samuel Taylor Coleridge’s The Rime of the Ancient Mariner; Joseph Conrad’s The Secret Sharer; Oscar Wilde’s The Picture of Dorian Gray; Sir Arthur Conan Doyle’s Hound of the Baskervilles; Kazuo Ishiguro's Never Let Me Go; Kamila Shamshie's Home Fire; poems by authors such as Shelley, Keats, Yeats, and Byron.
  • English Seminar: Personal Narratives

    COURSE: ES: Personal Narratives
    no prerequisites; grades 11, 12, PG
     
    DESIGNATION: Level I elective 
     
    GOALS AND MATERIAL COVERED:  Some of the best writing today is occurring in nonfiction. Working both from a class texts or and books chosen independently, students will explore topics of interest to them through reading and writing texts drawn from real life.  Authors may include Annie Dillard, Laura Hillenbrand, Eric Larson, Kathleen Norris, John McPhee, and/or Michael Paterniti.
     
    TEXTS: Class texts and books chosen independently by students
     
  • English Seminar: Philosophy in Literature

    DESIGNATION:  Level I elective
     
    GOALS & MATERIAL COVERED: This course will introduce students to some of the major topics in the field of Philosophy like the mind and body problem, free will and determinism, the existence of God, and the nature of truth through the reading of original philosophical texts and various works of literature. The word “philosophy” comes from the Greek philo, meaning “love of,” and sophia, meaning “wisdom.” One main goal of the course is to ignite a “love of,” inquiry, analysis, critical thinking. Another is to use this new love as a lens through which to consider current political and social issues.  Students will also get the chance to listen to, and question, various class visitors (philosophers, artists, and scientists) throughout the term.  This elective class is open to juniors and seniors who are interested in “diving deeply” into difficult concepts and texts.
     
    TEXTS:  Authors may include, but are not limited to Plato, Sophocles, Rene Descartes, Samuel Beckett, Bertrand Russell, Jean-Paul Sartre, Karl Marx, and Albert Camus.  
  • English Seminar: Poetry I

    DESIGNATION: Level I elective (Fall & Spring)

    GOALS & MATERIAL COVERED:
    This course provides students with the opportunity to study award-winning contemporary poetry, and to practice the writing of poetry through daily writing exercises, the development of a manuscript of five to ten polished poems, and the presentation of one major poetry project.

    TEXTS:
    Readings may include, but are not limited to: The Language of Life, Bird by Bird: The Practice of Poetry, A Handbook of Poetry, and The Best American Poetry, as well as works by Lee, Gluck, Hoagland, Oliver, Kenyon, Stern, Leirs, Hickok, and Duhamel.
     
  • English Seminar: Sense of Place

    DESIGNATION:Level 1 elective (Fall)
     
    GOALS & MATERIAL COVERED: Everything happens somewhere. Whether writing fiction or nonfiction, a sense of place and atmosphere are important, even essential, elements. The goal of this writing-intensive course is to develop techniques of researching place and person, and to explore and develop writing skills which create a sense of place in our narratives. Writers usually write best about what they know, and this course aims to develop the skill of capturing a sense of place, whether known or unknown to the writer. We will work by discussion of selected texts and excerpts, class writing exercises concerned with sense of place and person, and formal writing in which we examine the importance of creating a setting to surround and place the action of a fictional or nonfictional work.
     
    Texts: may include but are not limited to: Richard Llewelyn’s How Green Was My Valley; Naguib Mahfouz’s Palace Walk; William Trevor’s Mrs. Eckdorf in O’Neill’s Hotel or Felicia’s Journey; Jean Rhys’s Wide Sargasso Sea; Gregory White Smith and Steven Naifeh’s On a Street Called Easy, In a Cottage Called Joye; Forrest Carter’s The Education of Little Big Tree; excerpts TBA.
  • English Seminar: Short Story Writing

    DESIGNATION: Level I Requirement
     
    GOALS & MATERIAL COVERED: The goal of this writing intensive class is to introduce the students through exploration and practice the elements intrinsic to the art of writing short fictional works. From finding ideas for stories, developing point of view, plot structure, character creation and convincing dialog, the student will discover how all these elements play into the creation of a well constructed, fluid work of fiction. The brevity of the form all but ensures the completion of an end product – a well-developed and enticing short story.
     
    TEXTS: Materials may include but are not limited to the following: Telling Stories: An Anthology for Writers; Creating the Story; The Writing Life; Writing Tools: Fifty Essential Strategies for Every Writer; Models for Writers; Echo Chambers:Figuring Voice in Modern Narrative
     
  • English Seminar: The Modern Mind

    DESIGNATION: Level I elective 

    GOALS & MATERIAL COVERED: New systems by Charles Darwin, Sigmund Freud, and other thinkers challenged artists to express consciousness in new ways beginning in the early 20th century.  Their discoveries were profound; one critic claims it is difficult for us moderns to think of ourselves in pre-Darwinian or pre-Freudian terms. Examining early Modernist literature in Great Britain through formal discussion and critical analyses, students will assess the extent to which we still use these thinkers’ and artists’ ways of knowing to understand ourselves and our world.
     
    TEXTS: may include, but are not limited to: William Shakespeare’s The Tempest; James Joyce’s A Portrait of the Artist as a Young Man; Virginia Woolf’s To the Lighthouse; poetry by T.S. Eliot, W.H. Auden, H.D., and others; and E.M. Forster’s Howards End.
  • English Seminar: The Romantic Spirit

    COURSE:  ES: The Romantic Spirit

    DESIGNATION: Level I Core Course
    no prerequisites; grades 11, 12 and PG

    GOALS & MATERIAL COVERED:
     A love of childhood, the conviction that everything good, beautiful, and true is already within us, along with a love of nature, and abiding hope in possibility characterized the Romantic period.  This was an artistic movement in the nineteenth century. Looking at influential Romantic poets in England -- Wordsworth, Keats, Shelley, Byron among them -- this course will also feature a great English novel such as Pride and Prejudice, Wuthering Heights, or Jane Eyre, and an examination of how Romanticism shaped the Transcendentalists in America and subsequent artists here and in Europe.

    TEXTS
    : Readings may include, but are not limited to writings by:  Wordsworth, Keats, Shelley, Byron, and novels such as Pride and Prejudice, Wuthering Heights, or Jane Eyre
     
  • English Seminar: Voices of Color

    DESIGNATION: Level I elective (Spring)

    GOALS & MATERIAL COVERED: 
    This course is an introduction to writers from various racial and ethnic backgrounds.  We will explore both the literary and cultural content of the works below as well as consider how these writers have expanded the bounds of the American literary canon.  Students will also examine the ways in which these texts comment on the construction of nationality and reflect differing American ideologies about the immigrant experience.  Students will engage in traditional literary analysis, Harkness discussions, and conduct research in conjunction with project based learning assignments.

    TEXTS: may include, but are not limited to the following: Mama Day by Gloria Naylor; The Joy Luck Club by Amy Tan; Flight by Sherman Alexie; and Exit West by Mohsin Hamid; as well as short stories by Sandra Cisneros, Junot Diaz, Jhumpa Lahiri, Viet Thanh Nguyen, and Chimamanda Ngozi Adichie; and poetry by Joy Harjo, Yusef Komunyakaa, etc.
  • English Seminar: Voices of Women I

    DESIGNATION: Level I elective (Fall & Spring)

    GOALS & MATERIAL COVERED: In this course, students will focus on both the role of women in literature and female writers throughout the British canon.  We will begin with Shakespeare’s most famous wife, continue with Jane Austen, then move through the 19th and 20th centuries, using both informal and formal discussions as well as critical analyses to understand how the perspective of such writers as the Bronte sisters, George Eliot, Rebecca West, and Virginia Woolf both reflected and influenced the changing roles of women in greater Western Society.  We will continue our journey in the second trimester of the course into the 21st century, looking at how the British woman’s voice transcends the boundaries of the British Isles to comment on her place in today’s world.
     
    TEXTS:  may include, but are not limited to: William Shakespeare’s Macbeth; Jane Austen’s Pride and Prejudice; George Eliot’s Silas Marner; Emily Bronte’sWuthering Heights; Virginia Woolf’s The Voyage Out; Rebecca West’s Return of the Soldier; Zadie Smith’s White Teeth
  • English Seminar: Women in Literature

    DESIGNATION: Level I elective (Spring)
     
    GOALS AND MATERIAL COVERED: This course aims to explore the vast and unique perspective offered by women writers around the world. From early writers who paved the way to more current authors reflecting modern women’s changing roles and experiences, the course will proceed both chronologically and thematically through the genre. Students will compose literary analyses of the texts covered, and each student will choose a writer to research further in preparation for the final assessment.
     
    TEXTS: Authors may include but are not limited to the following: Alice Munro, Margaret Atwood, Edwidge Danticat, Virginia Woolf, Toni Morrison, Anna Quinlan, Louise Erdrich, Mary Shelley, Jane Austen, Isak Dinesen, Charlotte Perkins Gilman, Kate Chopin, and Wendy Wasserstein.
  • Introduction to Literature (1)

    DESIGNATION: Level I requirement

    GOALS & MATERIAL COVERED:
    This yearlong course required for 9th graders is designed to improve students' language and communication skills, and to expose them to various genres and themes in literature. Students study the short story, poetry, drama, and the novel as a way to understand the complexities of written expression, become familiar with literary terminology, and acquire new vocabulary. In addition, students hone their grammar and writing skills through homework, in-class exercises, and regularly scheduled critical analyses, creative pieces, and personal narratives.

    TEXTS
    : Readings have included:
    Oedipus Rex, Antigone, A Midsummer Night’s Dream, The Tempest, A Raisin in the Sun, Things Fall Apart, and The Odyssey, as well as the fall play and selected poetry and fiction, including but not limited to, works by Shakespeare, Frost, Keats, Kenyon, Hughes, cummings, Oliver, Ginsberg, Whitman, Angelou, Bradstreet, Dillard, Cisneros, Orwell, Bradbury, Huxley, and Lee.
     
  • Mountain Classroom/English

    Mountain Classroom English
    Prerequisite: 
    For students doing an off-campus Mountain Classroom term  only
     
    GOALS AND MATERIAL COVERED: Mountain Classroom English is designed to improve descriptive writing skills. Through a series of readings, discussions and writing exercises, students explore a number of written forms and styles as a means of helping to document the varied surfaces of everyday experience. While traveling across the country, students maintain a journal in addition to more formal practice of the specific forms as a means of developing a daily writing practice and honing their abilities to capture moments in time.
     
    ASSESSMENTS: All assignments are hand written in a composition notebook that is collected and graded periodically. These notebooks include reading responses as well as sample writings of the forms that we study throughout the term. In addition to their writing notebooks, students are required to maintain a daily journal which is graded solely on completion (content is not read by the instructors). The term culminates with each student’s compilation of an anthology comprised of their work throughout the course.
     
    TEXT: Readings may include, but are not limited to:
    Desert Solitaire by Edward Abbey, , Mountains and Rivers Without End by Gary Snyder, Field Guide to Nature Observation and Tracking byTom Brown, Miracle of Mindfulness byThich Nhat Hanh, How to Haiku by Bruce Ross, Getting Over the Color Green: Contemporary Environmental Literature of the Southwest edited by Scott Slovic, Tao Teh Ching by Lao Tzu, Writing Down the Bones by Natalie Goldberg
     

Faculty

  • Shauna Turnbull

    English Department Chair
    603-735-6627
    Bio
  • John Bouton

    English Teaching Faculty
    603-735-6628
    Bio
  • Karin Clough

    Assistant Head of School/English Department Faculty
    603-735-6643
    Bio
  • Jennifer Fleming

    English Faculty/EAC Co-Director
    603-735-6637
    Bio
  • Melanie Maness

    English and Social Science Faculty/Girls' Tennis
    603-735-6628
    Bio
  • Fiona Mills

    English and Social Science Departments / Multicultural Coordinator
    603-735-6628
    Bio
  • Elibet Moore

    English Department Faculty
    603-735-6628
    Bio
  • Thomas Morgan

    Interdisciplinary Studies Coordinator & English Faculty
    603-735-6628
    Bio
  • Morgan Salathe

    USSA/FIS Program Coordinator, English Department
    603-735-6681
    Bio
  • Peter Southworth

    English Department
    603-735-6628
    Bio
  • Mark Tremblay

    English Department/Baseball
    603-735-6228
    Bio
Located in  Andover, NH,  Proctor Academy is a private coeducational day and boarding school for grades 912. Students benefit from a rigorous academic program, experiential off-campus programs, fine and performing arts, competitive athletics, and a wide selection of extracurricular activities.
204 Main Street  .  PO Box 500  .  Andover, NH 03216
p. (603) 735-6000   f. (603) 735-6300   webmaster@proctoracademy.org