THE EPISCOPAL DAY SCHOOL: A “LITTLE IMAGE” OF THE CHURCH

During the early 19th century, two of the greatest minds in the history of education—John Henry Newman and William Augustus Muhlenberg— began to shape the nature and influence of Christian schools. In a 2011 compendium of their philosophies, W. L. Prehn identified explicit components of their work that serve as guides to today’s Episcopal schools. With Dr. Prehn’s generous permission, major points gleaned from their respective works are incorporated into this essay.

In 1839, Episcopal High School opened its 80acre campus just west of the colonial port of Alexandria, Virginia, to “35 eager young men.” Its purpose was to develop “discerning individuals with the intellectual and moral courage to lead principled lives of leadership and service to others.” Over the next hundred years and well into the 21st century, the Episcopal school movement had begun its expansion around the nation. The degree and nature of the schools’ Episcopal identity varied, ranging from independent schools that identify as Episcopalian in name and philosophy only to diocesan and parish day schools that are officially aligned with Episcopal dioceses or parish churches.

Episcopal Schools Today

The National Association of Episcopal Schools (NAES), an independent organization formed in 1965 to “support, serve, and advocate for Episcopal

School education,” lists nearly 1200 member schools. While these schools may take any of several different formats, they are bound by the identity that aligns them with the Episcopal Church.

Episcopal Identity

As embodiments of the Christian faith, Episcopal schools are created to be communities that honor, celebrate, and worship God as the center of life. They exist not merely to provide a quality education, but also to demonstrate and proclaim the unique worth and beauty of all human beings as creations of a loving, empowering God. In keeping with the traditional Anglican approach to education, Episcopal schools are “Christian communities whose missions integrate spiritual formation into all aspects of the educational experience.” These ideals are achieved through worship and study based on the liturgical resources of The Episcopal Church; community life that supports and nurtures the physical, mental, and emotional health of all constituents; and the inclusion of community service and service learning (NAES).

Independent Episcopal Schools are financially self-sufficient, non-profit corporations. They may differ in mission, governance, and financial management. An independent Episcopal school may (or may not) be affiliated with an Episcopal parish or diocese, and may be accredited by, or a member of, an Episcopal accrediting agency.

Independent schools are typically governed by a Board of Trustees and supported primarily through tuition payments, fund-raising activities, and other charitable contributions. Regardless of their structure, name, affiliation, or accreditation, the primary emphasis in most independent Episcopal schools is on academics, but with religious studies and/or chapel either made a part of the curriculum or simply offered as an option.

Diocesan Episcopal Schools are officially affiliated with the Episcopal Church dioceses within which they are geographically located. They are typically overseen by a local Board of Trustees that answers to the diocesan convention, the bishop of the diocese, and/or a diocesan council.

Diocesan schools may vary in mission, educational policies, and governance in accordance with their respective canons. Like most independent schools, they typically stress academics as their primary mission, with religious studies, chapel, and/or other religious activities either made part of the curriculum or offered as curricular options. The diocesan Episcopal school is not officially aligned with a parish church.

Episcopal Parish Day Schools

According to the National Association of Episcopal Schools (2019), “Over 900 parishes and cathedrals in the Episcopal Church have a school as part of their ministry. Parish day schools are a vital dimension of the Episcopal Church’s ministry of outreach, and each year a growing number of children are nurtured in mind, body, and spirit in our parish schools.”

In most cases the parish day school is not separately incorporated but is a component of one legal entity within its sponsoring parish. While the parish vestry may delegate the day-to-day operation of the school to a school board (sometimes called a Board of Trustees or Directors) and a head of school, the Rector and vestry retain the ultimate legal and financial authority for the school and other decisions that may affect or otherwise relate to the operation of the parish. The Rector’s regular, active relationship with the school helps to ensure that the policies, governance, curriculum, and all activities of the school are in keeping with the mission and canons of the national church and the diocese, as well as the mission of the parish itself. The Rector is responsible for selecting and/or approving the engagement of all persons who are involved in delivering the spiritual components of the curriculum.

In a parish day school, faculty members view their teaching not merely as a job or a profession, but as a vocation—a calling from God. This calling helps to inform the methods and attitudes that they display in their teaching as well as their personal interactions with their students. Perhaps the most distinguishable characteristic of a parish day school is the symbiotic and collaborative relationship that exists between the school and the parish church. In keeping with his or her canonical duties, the Rector has oversight of the religious components (worship, religious instruction, and other faith-based activities) of the school. As pastor of the parish, the Rector works to integrate the church and school community into one Christian family. The Rector, head, vestry, and school board develop and utilize shared language to interpret the school and its mission to parishioners, parents, and the wider community, and the school is recognized as a major ministry of the parish church. The significance of this relationship and the school’s Christian mission are publicly and frequently demonstrated to the parish family, and parishioners are encouraged to enroll their children in the school.