<p>I’m an Exeter grad (not long ago), and I am NOT a math/science type. Initially, I personally didn’t like the way the math was taught at Exeter, but that was only because it was DIFFICULT. Eventually, I came to realize that this was a good thing, and that I was actually learning material much more deeply than I would have been by memorizing material by rote. Sure, it’s tough, but everything at Exeter is. You get used to it. I noticed that someone posted earlier on this thread that “it is [should be] the teachers job to teach,” but at Exeter, that’s almost false. At Exeter, it’s the teachers job to guide, and it is the job of every member of the class to solve problems together, to ask questions, to dig deeper and deeper until they find the answer. It works really well. If your son/daughter has any trouble with math/science at Exeter, the teachers are extremely accessible, and dorm life makes it easy to get help from peers. </p>
<p>One thing I feel that I should mention though, is that sometimes it’s difficult to judge what level of math a student should be placed in. For example, students coming in as new uppers should beware…if they were going to be in pre-calculus in the 11th grade at their high school, they probably won’t be during their first term at Exeter. A lot of the material is repeated. If a student wants to move ahead so that they make it to calculus by their senior year (as they would have done at their old high school), they are required do extra work over the break, proving to their teachers that they know the material already and can move ahead.</p>