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<p>I second this query! Alexz825Mom - can you tell us more?</p>
<p>[Boys</a>’ Life - Google Books](<a href=“Boys' Life - Google Books”>Boys' Life - Google Books)</p>
<p>I seem to recall that the “schools” were modeled on the English boarding school model, catering to the wealthy. The “academies” were for capable boys from a wider range of families. (?)</p>
<p>Some (not all) of the “schools” have a significant religious dimension to the experience. The “academies” do not.</p>
<p>Academies: Originally established to prepare boys for college, the New England academy is the oldest type of boarding school in the United States. The origin of the academy is obscure, although it is believed that Benjamin Franklin may have suggested the idea. That it was intended to be a place of intellectual inquiry is evident from the word academy, which was the name of the school where Plato taught in ancient Greece. </p>
<p>Academies often had close ties with their surrounding communities, and it was a common practice to assign the name of the town to the academy.</p>
<p>Schools: Usually founded before the turn of the turn of the century and located in New England, the early Episcopal prep schools epitomize the ethos of the elite tradition, because they modeled themselves after the British public schools. The central feature of the public school was the idea of using total institutions for the creation of a collective identity and the development f a leadership cadre. From their inception their American counterparts attracted many of the children of the Episcopal Establishment.</p>
<p>While the founders of the American Episcopal schools did not replicate all the features of the British schools (their schools were smaller, for example), they adopted similar architecture, sports such as cricket ad crew, the use of prefects for enforcing discipline, and some terminology, such as “form” for grade. </p>
<p>Because of the development of the collective identity is so highly stressed in these schools, the students are brought together on a frequent basis.</p>
<p>Entrepreneurial schools: a number of nondenominational, or what we term entrepreneurial, schools were founded around the turn of the century by wealthy non-Episcopalians. The also adopted some of the features of the British schools. Their discipline reflected an effort "to strike a balance between the freedom of the academies and the heavy paternalistic discipline of the church schools.</p>
<p>Academies: Deerfield Academy, Phillips Andover Academy , Phillips Exeter Academy</p>
<p>Schools: Groton School, St. Paul’s School</p>
<p>Entrepreneurial Schools: The Hotchkiss School, The Choate School</p>
<p>Girls Schools: Emma Willard, Miss Porters</p>
<p>Catholic Schools: Canterbury School, Portsmouth Abbey School</p>
<p>Western Schools: Thacher School, Webb School, Cate School, Fountain Valley</p>
<p>Progressive Schools: Putney School</p>
<p>Quaker Schools and military schools</p>
<p>Thanks, Periwinkle, ELW, & Alexz825Mom! Interesting. And I didn’t even give a thought, til now, about whether it was ‘school’ or ‘academy’ in the name. Alexz825Mom, do you think that Preparing for Power, overall is still a good read despite its 1983 publication? I’ve been curious about the book but wishing that there had been a new edition.</p>
<p>For everyone, do you think that the schools mentioned above, and others with ‘school’ or ‘academy’ in their name, still ring true to the definitions of these words, as originally intended? Or has it all evolved over the years & gotten more muddled by now, as trends have changed (many schools have become coed, towns have grown or stayed small, etc). For example, I seem to recall hearing that SPS gives a lot of freedom to its students, which would be one of the hallmarks of an academy.</p>
<p>Both the “academies” and “schools” have evolved over the years, but I feel that the academies are still a bit more progressive and more pioneering in embracing social changes while many schools are more attached to their traditions through which the desirable “sense of community” is emphasized (In that sense, I think Deerfield is actually more of a “school like academy”). The perceived prestige and “feeder school” status of both academies and schools have been diminished significantly.</p>
<p>2kids–for a parent that didnt attend bs I thought it was a GREAT book. From a historical point of view I found it very informative and enlightening. I am a teacher so I found the educational philosophy eye-opening. Many of the ideals are still strong at some schools. </p>
<p>Example…the ideas of house/hall feeds…the why, the what and the how…very interesting. </p>
<p>Once my d decided to attend DA, the first book I read was “The Headmaster” written by an alum. It discusses the ideals and actions of the academy. In this case the school is extremely dedicated to its traditions and philosophy. As I have spent the last year reading, listening and observing the school, faculty, students and even the Head of School, I find that the schools is committed to its history, but in a modern way. </p>
<p>Coming from a very “catholic” background, I can appreciate the structure that is embedded into the fabric of the program. Even down to cookies (served by the head-of-school) and cocoa Friday afternoons, which I observed on a recent visit. Kids passed through to say hi, fill their cups, grab a cookie and go; In 30 minutes maybe 200 kids . I was surprised at so many coming and then I remembered that many kids like/need structure and found comfort in stability and regular actvities. </p>
<p>I cant comment deeply on other schools, but I did also get that feeling somewhat at St. Paul’s and at Miss Porters.</p>
<p>Thanks, Alexz825Mom! I’ve added the book to my reading list.</p>
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<p>Alexz825Mom (or anyone who would know more on this), would you mind giving a little bit more detail for those of us who were not at the meeting? And how much of that original ethos remains in 2011? Thank you for your help!</p>
<p>^ ^ I’m curious, too. Did Deerfield’s plan to have a town run through it materialize? I know it is rural; don’t know anything about how it may interface with the community.</p>
<p>Haven’t heard Jane Fried speak on this, but I would note that Concord Academy is smack dab in the middle of Concord Center, while Middlesex School (also in Concord, MA) is a 5-10 minutes drive outside the town center. CA students, some of whom take the train to school, are often seen wandering around Concord, Middlesex students much less so.</p>
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<p>Someone who’s more familiar with Deerfield should probably answer this. I am still confused every time I visit the school. Deerfield Academy is not only in the historic village of Deerfield, it is the historic village! Although there are newer buildings which are also part of the campus, all (or most?) of the really old buildings are part of the campus, too - serving as either dormitories or faculty houses. Nowadays, the historic village is more of a showplace, and I don’t think anybody lives there who’s not associated with the school . . . but I guess, once upon a time, that the village and the school were more side-by-side.</p>
<p>Now, please, can someone jump in and correct all the mistakes I’ve just made?</p>
<p>DA owns many of the historic buildings in Old Deerfield and there are many teachers and staff who live on Main Street. There are also many historic buildings that are part of the tourist showplace. However, there are also regular ordinary Deerfield citizens who live in old Deerfield houses and have no association with the school. in addition there is a boys private (Eaglebrook) and a coed private elementary (Bement) also in the village of Old Deerfield. Main Street does run through campus, although it is a very residential street with very, vary little traffic.</p>
<p>Dodgersmom, if you’re interested in Deerfield, I recommend John McPhee’s The Headmaster, about Frank Boyden. Frank Boyden arrived in Deerfield in 1902. The town fathers hired him to wind down the small school, at which mission Frank Boyden failed miserably.</p>
<p>Periwinkle - </p>
<p>Thank you! I’ve found a copy of The Headmaster and will see if I can’t pick it up later today. </p>
<p>Interestingly, my search for that book led me to another book of interest: Murder at Mount Hermon - the true story of the unsolved murder of a former Mount Hermon headmaster, written by a man who was a Mount Hermon student several decades later. Now I have to find that one, as well! Keylyme - are you familiar with it?</p>
<p>dodgersmom: I am an NMH alum and am familiar with that book, and of course, with the story. I remember as a tour guide making decisions about how much gore I would communicate (fabricate?) to certain parents…lo those many moons ago.</p>
<p>Klements - Thanks for joining the discussion! Honestly, I think if the boarding school decision had been made a few years ago - when my son was 9 or 10 - NMH would have won hands down based on this chapter of its history alone!</p>
<p>Wish all the tour guides and parents and all would just be comfortable telling it like it is. No one school is going to be right for all kids. We all just want to be happy & find the right place.</p>
<p>Even though this subject has not been responded to in awhile, I thought I might share my experience after just completing a five school tour in 4 days. Of the five schools visited, my child loved Andover (primarily because it and Exeter are the only two that offer a course she wants), and I loved Choate. </p>
<p>All schools we visited have excellent academic reputations but the Choate people from the tour guide to teachers we met to the admission staff were great! I couldn’t have asked for more insight especially during a summer tour. The senior tour guide, although a day student, was able to speak about boarding based on hanging out and spending the night with boarder friends. What I especially liked about the tour guide was that she was able to give me some historical perspective which I found lacking among our other young school guides. There is a large bell tower that sits on the Andover campus and our guide didn’t have a clue what it represented. Nor did our guides (other than Choate) know why all the flags were flying half staff on their campuses (sadly, the Sikh shootings).</p>
<p>My child loved Choate also because everyone was so friendly and really put her ease making her interview much easier. I think the tour guide did such a wonderful job treating my 13-year old like one of the family making the interview process more successful than it might have been. First impressions are lasting impressions. Although I will admit that taking the tour first in hot weather and then the interview did leave me a bit sweaty which was not the refreshing first impression I wanted to make :)</p>
<p>Exeter is an interesting place but did not make our list other than it offered a course my child wanted. Our guide walked and talked so fast, and it seemed that she was in a hurry to return to the admissions office. We did see our guide and a bunch of the student guides depart as soon as we returned. The secretary was not able to answer a few of our questions that, of course, a student guide couldn’t answer. So, Exeter is off the list.</p>
<p>I like Milton Academy and its urban funkyness and dedication to community service. They are academically on par with the other schools. Taft was a nice visit but we were on our own and just walked about the beautiful campus.</p>
<p>We will return in the fall to see the three campuses in full student action (Milton, Choate, Andover). We will also be applying to a local high-end private day school that is on par with any boarding school academically. For us, it’s about locale and the ease of travel to get to the school, a good fit which is critical, academic offerings though child might not get the school which offers the desired course, and interaction of staff with students when they might need a little hand holding. Independence is to be expected but these are still children.</p>