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The Architecture of New England’s Boarding Schools and Its Significance
By Claudia Chung, VI Form
The Architecture of New England Boarding Schools and Its Significance
Post Revolutionary War boarding schools focused on educating America’s elites. These schools were products of their time; their values reflect a set of specific principles that their founders deemed admirable. Although these values evolved over time, they often included concepts of leadership, service to the nation, and dedication to one’s family. Schools built in the mid- to late- eighteenth century, the “Academies”, seem to reflect vastly different values than those of their “Episcopal” counterparts founded in the mid- to late- nineteenth century. Following the religious teachings of the Episcopalian tradition, episcopal schools boasted community and family based values; while the academies prided themselves on their focus on classical academics and service. The architecture of these schools closely follows architectural trends of their time and, at the same time, serves as powerful testament to the schools’ founding values. Despite each school founding with different affiliations, purposes, and people, the architectures of these schools deeply reflect the principles valued by the school —from its founding to present day.
The History of Coeducation in America and at St. Mark’s
By Sarah Robertson, VI Form
The History of Coeducation in America and at St. Mark’s
Gender inequality has been an enduring issue in America. In 1848, there was a call to end discrimination when women signed the Declaration of Sentiments at the the first women’s rights convention in Seneca Falls, New York.[1] But, it was not until 1920, seventy-two years later, voters ratified the 19th Amendment, the right for women to vote. In 1972, Congress passed Title IX, prohibiting discrimination, exclusion, and denial of benefits based on sex in all federally funded education programs.[2] It took until 1972 for coeducation, for the government to protect education of students of both sexes together. Though these strides were positive, they were certainly drawn out. The progression towards coeducation, both in the United States as a whole and at St. Mark’s School in particular, was similar: slow, always a step behind. However, both America and St. Mark’s ultimately have become strong, healthy, coeducational environments.
LEO 