- Academics
When Second Formers arrive at Lawrenceville from around the globe, they bring a wealth of knowledge from their previous education and experiences. How do Cultural Studies teachers harness those diverse perspectives and prepare students for the rest of their Lawrenceville career? History educator Rebecca Missonis begins at the beginning, taking her Second Form Cultural Studies students to investigate the School’s history in Stephan Archives.
"From the outset, our goal is to equip students with the tools they need not just for history, but for all their academic pursuits," explained Missonis. "We start with foundational skills like crafting a clear thesis, analyzing textual evidence, and constructing cohesive arguments."
Central to the curriculum are structured frameworks such as O-C-P-V-L (Origin, Context, Purpose, Value, Limits), uniquely tailored to Lawrenceville's educational ethos. This approach encourages students to delve into the deeper significance of historical texts and artifacts, linking past events with contemporary issues in a meaningful way.
School Archivist Jacqueline Haun recently prepared an extensive array of materials that included official Lawrenceville catalogs and student handbooks, some pre-Civil War discipline cases, and a handful of 20th-century articles from The Lawrence, the student newspaper, on student experiences with rules and discipline.
“Whenever students use our collections, we in the Archives encourage them to think about the experiences they might still share in common with Lawrentians of the past, as well as which things may have changed and why,” said Haun. “In a broad sense, we always challenge students to think about how they now fit into the two-century-plus history (and the future!) of this unique place. What did it mean to be a Lawrentian in the past? What does it mean now? What do they want it to mean in the future?”
One of the artifacts was a letter from nine Lawrentians who told Head Master Samuel McClintock Hamill that they were running away from school, moved by their consciences to join the Union Army during the Civil War. Ultimately, the group decided to return to campus - and instead of being expelled, they were welcomed back without harsh punishment. By actively engaging with primary sources, students were able to trace Lawrenceville's evolution and reflect on enduring values.
“We saw many examples of Lawrenceville teachers going out of their way to give students second chances,” Missonis said.
Second Former Parth Gupta said the project was ‘fascinating.” It was interesting to learn, he said, how Lawrenceville's commitment to its core values can be traced back through the archival documents.
His classmate, Layla Nunez ‘28 was surprised by the vast amount of material stored in the Archives. She noted that most of the major school rules have stayed the same, but smaller rules and punishments have changed over time. “I remember looking into how strict the study hall rules were back in the 20th century, and how they have shifted to be more comfortable for the students,” she said.
Mara McKithen '28 concurred, noting how interesting it was to learn “what Lawrenceville valued in some of the early days” and “found that the core values didn’t change at all!”
The Archives, Missonis said, aren’t just about history. “They are about empowering students to think critically about their own community and its values. This research project is a hands-on approach that bridges the gap between past and present,” she explained. "It’s the start of preparing students not just for college, but for a lifetime of critical inquiry and informed citizenship."
For additional information, contact Lisa M. Gillard H'17, director of public relations, at lgillard@lawrenceville.org.