trevordayschool

e original Lincoln School began in 1917 and was formulated under the aegis of Teachers College, Columbia University. Newer pedagogical methods and experimentalism were hallmarks of its foundation, which the founders of the New Lincoln School (former Lincoln parents) sought to continue in 1948. A focus on the individual student and a curriculum that featured interdisciplinary programs that emphasized artistic creative expression differentiated these schools from other institutions. e Walden School was started in 1914 by Margaret Naumburg. Terms such as individual transformation and self-motivated learning are found throughout Walden's historical pedagogy, as are an emphasis on creative expression and performance arts. ere is also another connection to Columbia's Teachers College, as Ms. Naumburg was exposed to John Dewey's teachings and his concepts of collaborative experimentalism during her scholarship. Many of the faculty who have taught at these schools are themselves products of the education of Teachers College and similar institutions, such as Bank Street College of Education—the latter of which was founded by Lucy Sprague Mitchell, who also studied with Dewey at Columbia University. We tend to think of a school's curriculum as formed by some anonymous institutional entity—when in fact, it is usually the product of the faculty who teach it. e Day School of the Church of the Heavenly Rest started from humble beginnings as a Nursery– Kindergarten school in 1930 shortly after the completion of the church on 90th Street and Fifth Avenue. For the next three decades, it continued to grow and expand its levels of education, until in the late 60s, omas R. Mansfield was hired to lead the school as an independent institution. e school maintained the same physical space in the church, but 1970 marked the first year that e Day School was independent of religious affiliation and graduated its first 8th-grade class. is period is marked by change. Gone were required uniforms— allowing some modicum of student freedom of expression, which seemed radical in comparison to neighboring institutions—but more importantly, there was a conscious attempt to move toward progressivism in its pedagogy. As Mansfield wrote in a November 16, 1972 newsletter, "I think we are making progress in changing elementary education from schools of obedience to centers of learning." I'm reminded of a statement Eric Lindow, Grades 9–12 Computer Science and Mathematics Teacher (and Trevor's longest tenured faculty member), made about Mr. Mansfield. To paraphrase Mr. Lindow, he said that one of the most important things Mr. Mansfield did was to stay out of the curriculum meetings with the faculty. It wasn't for lack of caring; Mr. Mansfield set the overall strategy for the curriculum—but given his position, he understood the degree of influence that he would have in these proceedings. We also continue to... We also continue to... …study about the Hudson River in depth. …enjoy an annual festival; used to be in the fall…now, it's the spring. …bond with our incredible teachers and classmates.

• Cover