Human beings are innately curious.  We want to know, to understand and to discover what is possible.  In almost every city of the world, research facilities, universities, schools, libraries, museums and galleries all speak to this insatiable human desire to "find out."

Ironically enough, school can sometimes complicate fundamental human curiosity.  Learning should be about the intensity of discovery, amazement, curiosity, evolving capacities, finding genuine interests, discovering the truth about the depth and complexity of our world.  Too often, school can be about what grade you got, whether or not you met someone else's expectations, dull repetition rather than understanding.

Our aim at Tabor is to make learning the heart of our mission.  Academic pursuit is the only way to bring the huge volume of human experience, subject matter and breadth of perspective to a manageable endeavor.   Pure academic pursuit,however, needs always to be balanced by hands-on experience, travel, personal discovery, trial and error.

To make this equation work, the teacher is crucial.  The Tabor faculty aim to achieve three central goals:  first, to make the classroom, lab, studio or rehearsal experience vital and lasting; second, to care about each student as an individual and to recognize the rich variety of approaches and understanding in any classroom; third, and perhaps most important, to guide students toward an understanding of how to establish and achieve high expectations for themselves.

Tabor's strategy for achieving these goals is exemplified by the way we approach learning.  Students should be together in small groups with highly qualified teachers, so classes at Tabor average 12 students.  Students and faculty should be engaged at appropriate levels of challenge, so Tabor offers introductory, honors and Advanced Placement courses in all disciplines.  There should be no end point to a student's ability to achieve, so it is possible (indeed, typical) for a Tabor student to take classes more commonly found in the course selection of a college freshman.

There are far more courses at Tabor than any individual student can take during four years.   This variety exists because of the diversity of talents and interests our students bring with them.  For example, while every student is required to take mathematics, some will stop at the pre calculus level while others will progress as far as vector calculus or beyond.  While every student takes science and most will take biology and chemistry, others might tackle AP Physics, Environmental Studies or advanced elective courses in Molecular Biology or Advanced Marine Science.

At its best, learning about the world and oneself, beginning to get a sense of the depth and power of history, science, the arts, mathematics and languages can be tremendously exciting and invigorating.  Our aim at Tabor is to make learning and discovery the most indispensable goal one can achieve.