Reflections of Havergal: 1994-2019

SCHOOL LIFE

TABLE OF CONTENTS

DAI LY L I FE

at the beginning and end of the week were often lost to holidays, and students always had a particular course at a particular time of day when they might routinely not be at their best. The mid-1990s saw the introduction of a new timetable, an eight-day cycle with four classes of about 75 minutes each day. Designed to facilitate deeper learning, the timetable meant that teachers saw their students for longer periods on alternate days, and students had fewer courses to prepare for on a daily basis. In addition, the class blocks “tumbled” every two days to avoid the problem with static course times. The 1990s also saw the introduction of the “Wednesday schedule” in the Upper School: given the pace of life, the “hecticity” factor (a term coined by Rosemary Corbett, former Vice Principal), classes in the Upper School end at 2:30 p.m. or shortly thereafter to provide more time for study or co-curricular activities—or rest and relaxation. Fall 2017 saw further significant changes to the daily schedule in the Upper School. The morning recess was extended to 25 minutes, like the much-loved break in the Junior School. Perhaps the change with the most far-reaching consequences is the addition of four “Day 9s” to the eight-day schedule, days devoted to experiential learning within and beyond the school, as explained in more detail in the chapter on curriculum. There have always been debates about the best ways to educate young people, but one practice that is rarely questioned is the organization of classes by age: there is obvious merit to the idea that ages are roughly equivalent to developmental stages. That was certainly the assumption when Havergal was founded. Form life encourages a sense of kinship: when students travel as a group through a full school day, they share experiences across a wide range of activities and disciplines, and, of course, develop meaningful friendships.

Inside a student’s student agenda, 2006.

There is also, however, much to be said for “vertical integration,” for the grouping of students of a range of ages over long periods of time, as has been common in schools that have instituted a house system. A house can feel like a supportive extended family, and it can provide leadership opportunities and a comforting sense of continuity that comes in part from shared symbols and traditions. Havergal’s house system has provided just those benefits over the years, and many more. As the Fall 2013 issue of Torch  explains, the system was first established in 1929 by second Principal Marion Wood as the basis for the organization of the Boarding School. In 1931, by popular demand, day school students adopted the House System too as it encouraged cooperation and school spirit. Today, every student, Old Girl, administrator, faculty and staff member is connected

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