Premier School Models

Why Do Private Schools Get a Bad Rap?

As a Young Person

I remember being intimidated by the private schools in my hometown of Montreal. I only became aware that there was such a thing as a private school in fifth or sixth grade when a couple of my classmates took the entrance examinations at Lower Canada College and Selwyn House School. I don't recall much discussion at home about the schools except that the academic work was hard and that my parents couldn't afford to send me to a private school. Then, in high school, we got a couple of new classmates who had previously attended a boarding school in the Eastern Townships. These lads struck me as snobbish, arrogant, rich, undisciplined, and not serious about learning. So, I understood why they had been asked not to return after a year at their school. That was the first time I knew private schools strive to be genuine learning institutions.

As a Parent

I had a different impression of private schools when we began thinking about preschools and elementary schools for our daughters. My late wife had attended private schools in Manhattan, so sending our kids to private schools made sense. Both girls attended preschools operated by the churches we attended. My eldest daughter then participated at the local Waldorf school for the elementary grades. Again, we had positive experiences at all three of these schools. A few years later, we moved to Litchfield County, Connecticut.

Have you ever wondered how a private school got its start? When and why was it founded? Who founded it? As I researched this article, which is a companion article to several I have written for Boarding School Review about boarding schools, I found a common thread. The founders of all these schools sought to provide a balanced, comprehensive, excellent education for their students.

Allen-Stevenson School, New York, New York

- Founded in 1883
- 200 students
- Grades K-8
- Boys
- Non-denominational
- Urban setting

The Allen-Stevenson School in New York City was founded in 1883 by Francis Bellows Allen at a home on Fifth Avenue and 57th Street. It started with only three boys enrolled in its first class. In 1885, the school moved to rented rooms at Madison Avenue and 44th Street with an enrollment of 20 boys. In 1904, Allen met Robert Alston Stevenson, a tutor, and they joined forces, moving the school to 50 East 57th Street with 100 students.[5] By 1918, enrollment exceeded 200 students. In 1924, the school purchased two brownstones and moved to its present location at 132 East 78th Street on the Upper East Side. Allen retired in 1939 at age 80 after 56 years of service, while Stevenson retired in 1947 after 43 years, with his son Robert "Huck" Alston Stevenson Jr. succeeding him as Headmaster. Over the years, the school has expanded its facilities, introduced new academic and extracurricular programs, and celebrated significant milestones like its

Leadership, Legacy, and Learning: Pillars of Top Schools

Now and then, the question that occurs to me, as it should to you, is precisely why I think a particular school is one of the best.

• I have to conclude that the best schools have all of the following characteristics. What's more, they have them in abundance.
• Now, before you start thinking that I am only talking about older established schools, that ain't necessarily so.
• I am aware of a couple of newer schools that fit neatly into the category of best schools simply because they have all of the characteristics explained below.

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So let's look at what I think are the traits of the best schools:

• Great Leadership
• Solid financial backing by their graduates
• Stellar faculty
• Extensive academics
• Extensive extracurricular activities
• Superb facilities
• Graduates accomplishing great things

Great leadership

The best schools have strong, dynamic, dedicated leaders.

• They are led by women and men who envision their goals and have the experience to execute their plans to achieve that vision.
• The head of the best school is a superb fundraiser, capable administrator, and leader by example.
• She expects the best from everybody in her school community.

I know of several schools which could have been great. But they never made it because their fractious board of trustees kept getting in the way of progress.

• Change is never easy. But it seems

https://www.aetc.af.mil/News/Article-Display/Article/3813058/flight-academy/All About JROTC

How did JROTC get its start?

The Junior Reserve Officers' Training Corps (JROTC) program has its roots in the National Defense Act of 1916.

• The NDA of 1916 authorized military training in secondary schools.
• Initially known as the Reserve Officers' Training Corps (ROTC), the program aimed to prepare young Americans for military service while still in high school.
• Following World War I, the ROTC underwent significant expansion. In 1919, the first high school unit was established at Manual High School in Indianapolis, Indiana.
• Over time, the program evolved to include junior-level training, leading to the establishment of the JROTC in 1964.

Photo by iStockPhotos

JROTC's primary purpose is to instill in students the values of citizenship, service to the community, personal responsibility, and a sense of accomplishment.

• While military training remains a core component, the program also emphasizes leadership development, character education, and physical fitness.
• Today, JROTC has units in over 1,700 high schools across the United States and its territories.
• These units are sponsored by the Army, Navy, Air Force, and Marine Corps and operate under the guidance of active-duty or retired military instructors.

Participation in JROTC is voluntary, and students who complete the program are not obligated to join the military.

• However, they may benefit if they enlist or pursue a commission.
• Overall, the JROTC program plays a vital role

In this article, I do an imaginary interview with another of my early childhood education heroes, Loris Malaguzzi, founder of the movement known as the Reggio Emilia Approach.

I know that you will find Signor Malaguzzi's answers helpful as you explore your options for preschool and kindergarten. In this interview, we delve into the essence of the Reggio Emilia approach, its underlying principles, and how it can nurture the development of your young ones. Let's gain valuable insights directly from the source and embark on a journey of exploration with Loris Malaguzzi.

Rob: What inspired you to develop the Reggio Emilia approach, and what are its core principles?

Loris Malaguzzi: The inspiration behind the Reggio Emilia approach stemmed from the dire need for a new educational model in the aftermath of World War II. Our primary aim was to create an environment where children could thrive, express themselves, and construct their knowledge. Our approach emphasizes the belief in the immense potential of children and their capability to shape their learning. Fundamental principles of the Reggio Emilia approach include:

a) Image of the child: We view children as strong, competent, and curious, with the right to actively participate in their education.

b) Emergent curriculum: Learning is driven by children's interests, questions, and discoveries. Teachers guide the exploration and investigations based on the children's inquiries.

c) Collaboration and community: We believe in the power of collaboration between children, teachers, and parents, fostering a sense of community and