Principia's Timeless Foundation

MUCH HAS CHANGED OVER PRINCIPIA’S FIRST 127 YEARS: the way we commute and communicate, the way we learn, the way we live.

But even as the winds of change blow across both campuses—bringing fresh ideas and new student populations—educators, administrators, and leaders are finding Principia’s whole-person educational approach more relevant and resonant than ever before.

The Purpose editorial team met with two dozen educators across all levels and a wide range of disciplines to learn how Principia’s holistic model continues to produce individuals of character and commendation, and how our founder’s wisdom is employed today to help develop tomorrow’s skills.

The whole-person concept is both timeless and foundational at Principia. The shift in our programming to incorporate a more future-ready, skills-based learning model opens the door to new opportunities across the whole-person landscape. We lead with our commitment to the individual spiritual growth of students and round out our whole-person experience by teaching and demonstrating the practical application of moral, intellectual, physical, and social skills.
—Dr. Merry Sorrells Associate Head of School and Middle School Principal

We found a broad alignment across levels, disciplines, and generations behind that founding educational vision. While tools and technology have evolved, Morgan’s model still animates the classrooms, locker rooms, dorm rooms, and personal lives of today’s Principians. Education at The Principia sits dog-eared on the desk of fifth-grade teacher Jason Hinthorne (US’05); a powerful passage hangs on Beth Juell-Pomeroy’s (C’99) Upper School classroom wall; College educators discuss it in a book club meeting; quotes casually roll off the tongue of College coach Ramiro Dominguez during basketball practice.

In fact, if the longevity of whole-person education teaches us anything, it may be that timeless truth endures the winds of change:

“Education is that which means the unfolding of individual capabilities along all right lines, physical, mental, moral, and spiritual.” (Education at The Principia, p. 6)

Deep learning happens best when students can make connections within their entire educational experience. The spiritual, moral, intellectual, athletic, and social lives of our students matter in the classroom, on the field, in the houses.
—Dr. Meggan Madden Interim College President

Leaders at all Principia levels have adopted a focus on cross-disciplinary learning and applied skills development as the approach to whole-person education. This approach breaks down barriers to prepare students for a rapidly changing world.

Interim College President, formerly Dean of Academics, Dr. Meggan Madden (C’93) and Upper School Principal Samantha Dry share a voracious appetite for new concepts and uncompromising commitment to elevating the education of their students. A conversation with either of them is an exercise in keeping up with the breakneck pace of their ideas and insights.

Madden, Dry, and their teams of educators are engaged in the ongoing work of, as Mary Kimball Morgan put it, “preparing [Principians] for real life—a life of useful service and strong purpose.” They are inventors, explorers, mad scientists . . . applying Morgan’s whole-person concept to meet the needs and opportunities of a paradigm- shifting generation of learners.

Both campuses boast groundbreaking learning models that prioritize the development of real-world skills. Communication, collaboration, critical thinking, and creative problem-solving—crucial skills for success in any endeavor, at any stage of life—are emphasized and reinforced from Early Childhood through College.

In the arena of higher education, the College’s new cross-disciplinary learning centers, which open this coming academic year, wrap the traditional liberal arts curriculum in career- ready, practical skill development. “Principia is dedicated to the Whole-Person educational model that is central to the liberal arts,” says Interim Dean of Academics Dr. Peter van Lidth de Jeude (C’04). “It’s a cultivation of the mind and character that nobody can afford to be without in the modern world.”

“We are leaning into our operational mission of developing creative problem solvers who use their skills to benefit their communities and the world,” explains Madden. “So that means a rigorous, globally focused curriculum and character-based approach, with co-curricular and experiential learning happening inside and outside the classroom.” This approach takes shape in the College’s new academic structure. All degree programs will be housed in one of five co-curricular Centers, which bring together disciplines in an integrated, “real-world” style of learning:

• Center for the Arts

• Center for Business and Computer Science

• Center for Civic and Global Engagement

• Center for Narrative, Meaning, and Media

• Center for Sustainability, Ecology, and Chemistry

“The Center for Civic and Global Engagement has at its heart selfless service to our local and global communities,” says the Center’s director, Dr. Sally Steindorf (US’93, C’97). “I think this connects well with Mary Kimball Morgan’s vision for a Principia education.”

In designing their curricula, Steindorf and her Civic and Global Engagement colleagues were inspired by Morgan’s statement, “This generation falls heir to troubled world conditions. The solving of these complicated problems will depend largely upon the wisdom and courage of the youth of today. Are we helping them to gain the stamina, perseverance, and courage necessary to cope successfully with such conditions?” (Education at The Principia, p. 57)

“In order to serve our communities, we need to have qualities like humility, empathy, and understanding of others’ experiences,” says Steindorf. “We need skills like interpersonal and intercultural communication along with deep listening. We need to develop as leaders and problem solvers. All of this involves character growth—this is not just an intellectual activity but is a kind of social and spiritual education as well.”

Integrated character- focused education is paramount at the Upper School as well, where multi-disciplinary CoLAB classes and student-directed “quests” rely on scenario-based learning. Students combine scientific inquiry with history, literature, and writing to understand the cultural movements and technological developments of yesterday, today, and tomorrow.

Principal Dry takes direct inspiration from Mary Kimball Morgan’s statement that the academic subject is “a means to an end” and of secondary consideration to the preparation of students for a meaningful life. “Skills are starting to weigh heavier than content,” she says.

Beth Juell-Pomeroy (C’99) adds, “In CoLAB, we’re making great efforts to not only educate in the academic sense but also build skills they can use in a workplace that might look totally different than it does now. We’re focused on how we help students collaborate more and present more, while still developing those research skills and writing skills.” For Lower School students, developing these skills starts early and builds throughout the Principia experience. Lower School Principal Heather Tibbetts provides a grade-school version, with the ARTIful (authentic, relevant, transferrable, and impactful) learning model. “We challenge students to engage deeply with academic content while practicing critical thinking, problem- solving, and communication skills,” she explains. “By exploring real-world problems and applying their knowledge across disciplines, students develop curiosity and the ability to adapt to new ideas—which are essential qualities of a lifelong learner.” “We don’t just teach them the answers, we teach them how to ask the questions so they can access the explanation,” adds fifth-grade’s Jason Hinthorne (US’05). “That builds intrinsic motivation; it’s way more valuable than the teacher speaking at the student. They’re learning, what’s the next question I need to ask myself? What’s the pattern?’” Meanwhile, Upper School students walking into Juell-Pomeroy’s Co- LAB classroom are greeted by Principia’s Policy Six: Principia is dedicated to educating its students to think — and to think critically, clearly, rigorously, fearlessly, independently, compassionately, and unselfishly. “I point to that all the time,” she says. “It’s a reminder to me that I’m not just teaching a subject, I’m preparing them for the future.”

This is a great opportunity for them to understand the importance of the emotional, the moral, the intellectual, the physical, and the spiritual in combination together. If one of those things is missing, it’s hard to get better.
—Ramiro “Coach Ro“ Dominguez, Principia College Women’s Basketball Coach

Take a survey of readers of Education at The Principia and you’re likely to find one description repeated over and over again: “ahead of its time.” Morgan’s integration of the physical element into her educational model was particularly innovative. Today, athletic competition is an indispensable aspect of the educational experience across the country. Even terms traditionally associated with athletic competition—such as grit, resilience, leadership, and teamwork—are commonplace in academic circles. A century ago, not so much.

“The Whole-Person concept is ahead of its time; and now I see other schools trying to adopt similar language,” notes School Athletics Director Shawn Brown (US’00, C’04). “The physical component of the Whole-Person is so important, and it goes beyond the scoreboard. It’s about being tenacious and gritty; you have to be resilient and go through adversity. As a coach and a parent, I am grateful that we value the whole person at Principia.”

“[Principia] students express an uninhibited sense of self that feeds their individual fulfillment, along with creating a feeling of belonging and collaboration.”

College women’s basketball coach Ramiro “Coach Ro“ Dominguez concurs. “This is a great opportunity for them to understand the importance of the emotional, the moral, the intellectual, the physical, and the spiritual in combination together. If one of those things is missing, it’s hard to get better.”

But to be truly holistic, all elements need to work symbiotically. So, does the physical feed intellectual and character growth as much as other aspects fuel athletic success? College dance professor Erin Lane gives an unequivocal yes.

“Dance is about embodying an idea and turning it into movement,” Lane points out. “So, freedom, dominion, and self-knowledge are unique aspects of a physical approach to education. My students express an uninhibited sense of self that feeds their individual fulfillment, along with creating a feeling of belonging and collaboration. It helps them see themselves and others as infinitely capable and divinely whole, which is part of the College’s academic vision.”

Coach Ro credits this resilience and grit as instrumental in helping his 2025 women’s basketball team make Principia’s first trip to the NCAA Tournament. “We focus on two things,” he says. “The first is, the one-percent rule: Every day, we want to be one percent better than the day before. It’s a self-evaluation tactic, and it instills in them the importance of constant improvement.”

Ro continues, “The other one is the mindset of, ‘what’s next?’ We don’t dwell on a missed shot or a turnover, we get back on defense. That applies beyond the court— what’s next in the classroom, what’s next in your career? Things aren’t always going to go your way. You’re going to have triumphs and failures. It’s what you do next that determines your ultimate success.”

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Jason Hinthorne can barely contain his passion for education. His desk—a neatly arranged but overflowing landscape of papers, folders, and textbooks—is an apt reflection of the collaborative cacophony of his classroom in action, where rules and expectations are created and enforced by the students in a way that emphasizes personal accountability to the larger community.

A self-described learner, the teacher, coach, father of three (including a newborn) and PhD candidate readily quotes Mrs. Morgan alongside renowned contemporary educational innovators like Michael Fullan.

“If you can teach citizenship through the lens of empathy, compassion, perseverance, and proactiveness—those things are going to lead in the direction Mary Kimball Morgan wanted,” he notes. “We need to have core, foundational morals and ethics that we all agree upon as a community, that we want to follow and be true to. We can all be unique, but what unifies us is that love is reflected in love.”

The statement that “Love is reflected in love” (Science and Health with Key to the Scriptures, p. 17:7) is a fundamental one in Christian Science, and it neatly ties together two important aspects of Principia’s whole-person education: social and moral development.

“The social is how we engage in community. The moral is the individual that we bring to that community,” explains Dr. Jennifer Stollman, Director of Belonging and Community at Principia School and College. “The community is made up of individuals coming together, so there is no collective moral voice without the individual moral voice.” One way this social- moral interplay is made practical is through a peer-accountability structure that spans the Principia experience. The baby steps of self-governance are pioneered in Lower School and take flight in Upper School, where students gain real-world experience in maintaining and bolstering community mores.

“Peers can communicate with one another, saying ‘that wasn’t cool, that made me feel uncomfortable, that put a crack in our relationship,’ and then build that back,” says Principal Dry. “I want our kids to be contributing citizens. I think every parent wants their child to be a contributing citizen. So, we explore, what are those skills? What does the authentic practice of that skill look like? And how can we create that here?”

This includes leadership opportunities through organizations like the Student Leadership Council, student-led social groups and activities, experiential learning, and intentional community. “You can’t just say ‘let’s build that skill of being resilient, or a good citizen’ and have it happen. They need a space, a playground, to build those skills and experience that social and cultural awareness,” says Dry.

At Principia College, the exploration, community- building, and self-governance increase. “Research shows that self-efficacy and strong career decision-making are greater in students who engage in student activities, like clubs, house leadership, and athletics,” Madden points out. “So, Principia College is this beautiful cultivating ground. Students are engaging in activities that build their confidence to make future life decisions.”

Classes like The Metaphysics of Economics, a new offering by College economics professor Dr. Matthew Cocks, “will look at economics from the standpoint of the philosophy of mind,” he explains. “In other words, how does the way we think about the mind and the nature of human beings affect economic models and behavior? How do different religions and cultures view economics? And how does understanding this impact us?” In this way, all aspects of the student experience are infused with character and civic engagement development opportunities.

Ask 10 people about Gen Z and you’re likely to hear about 10 different challenges. “Epidemic of loneliness” is a common phrase used to describe the landscape young people must navigate today. So, too, are concerns about attention, relationships, and resilience.

Principia School and College take a different approach. “‘Flourishing’ is a term we use a lot at Principia,” says Associate Dean of Students Erin (Mottram) Rainwater (US’95, C’99). “We don’t look at students with a deficit mindset, but rather, [we ask] what qualities and skills do they bring to the table that are going to help them thrive? What mindsets are going to boost their ability to move through this world?”

“Flourishing has spiritual and moral elements as well—it’s at the intersection of moral, spiritual, and social-emotional well-being. That’s a wonderful place for Principia to have a foothold, because our spiritually focused lens naturally fosters the development of students’ moral commitments and sense of purpose. It leads students to discover and employ their character strengths, including those essential for success in college.”

Supporting students’ growth and sense of well-being takes different forms as a student grows and transitions. From peer support and accountability structures at the School to counseling, coaching, and spiritual life resources at the College, Principia is providing a supportive foundation that is relevant to today’s students while being true to its founding vision. “Students have access to a full-time licensed counselor who is also a class-taught Christian Scientist,” says Dean of Students Mark Hagenlocher (US’84). “Where else can you find that?”

“Mrs. Morgan’s whole-person concept is so critical . . . it’s a such a natural fit, because we’re removing barriers. We’re removing the barriers that are obstacles for a child to unfold.”

As with all aspects of Principia’s whole-person approach, “flourishing"—or what Morgan refers to as “the unfolding of true manhood and womanhood” (Education at The Principia, p. 92)—is not siloed-off as a feel-good add-on in the Student Life Department. It is fundamental to classroom work, athletic endeavors, and all parts of the Principia experience, and the educators take pride in making it their own.

“We don’t compartmentalize these elements,” says Upper School Principal Dry. “We put the whole child at the center, and rather than ask them to go from component to component—from class, to practice, etcetera—we bring the components to the child at the same time.”

Education professor Dr. Galen Benson (C’89) is just one of the educators bringing this approach into the classroom. “Research has identified the age range of 18 to 22 as the prime time to develop self-knowledge and self-identification,” he says. “We can foster that type of inner growth by allowing students to think through and reflect, process, and then answer. It helps with their self-knowledge, self-confidence, and ability to cope. It’s all connected.”

One way the College is fostering that growth is through the Foundations of Character and Community Seminars, a collection of modules that run through the entirety of students’ Principia College experience. “It’s another way we connect the concept of wholeness to the academic program,” says Rainwater.

For Dr. Stollman, the ideas expounded in Education at The Principia struck an immediate chord. “Mrs. Morgan’s whole-person concept is so critical, and for me it’s such a natural fit, because we’re removing the barriers that are obstacles for a child to unfold.”

Hagenlocher adds, “We’re continually strengthening one of Mrs. Morgan’s revolutionary ideas. It’s part of our strategic plan, it’s foundational to who we are, and it’s a concept that has always set us apart.”

“At the end of the day, no matter how future-ready you are, skills-wise or knowledge-wise, you still need to find harmony, peace, and happiness in your life,” says School Director of Spiritual Life Brad Warrick (US ’90, C’94). “And we know that lasting harmony and happiness come from being spiritually grounded and living a purpose-filled life.”

It’s not a rebuttal of Dry and Madden’s skills-focused approach to curricula, but more like finishing their thought. He continues, “Mary Kimball Morgan was way ahead of her time, and she was imperative that what makes Principia different from other schools is that we’re trying to spiritualize thought—to help our students grow spiritually.” When the Director of Spiritual Life has also led the Home Department and spent 15 years as head football coach, it’s clear that a focus on spiritual growth pervades all aspects of Principia School life.

“. . . we know that lasting harmony and happiness come from being
spiritually grounded and living a purpose-filled life.”

Both Warrick and College Chaplain and Director of Spiritual Life Roger Gordon take expansive and inclusive approaches to their roles—expanding spirituality beyond the confines of Sunday School or a reading of the weekly Bible Lesson. Spiritual growth and exploration undergird every aspect of the Principia experience, and they are putting it front and center.

Working from a curricular framework developed by Interfaith America, Gordon introduced a new student orientation program called Bridging the Gap. “It’s about being in dialogue with Christian Science and their own faith, including being in dialogue across faiths,” explains Gordon. “Everybody is engaged in spiritual growth, and they all have a sense of belonging.”

On a recent cold Sunday morning, the impact of this approach was on display. A Christian Science Organization (CSO) service attracted a variety of students, with about a third of attendees coming from non-Christian Science backgrounds.

“We see everyone as an unlimited, perfect idea of God,” adds Gordon. “And if our students and graduates can go into the world with that point of view, that’s going to bring healing.”

At the School, new student life program opportunities begin with a one-on-one spiritual interview, and the student experience includes Bible class and weekly Chapels, with themes that are supported and highlighted through a community newsletter and faculty-staff discussions. “By creating that culture and celebrating those a-ha moments, more people will buy into it and feel comfortable being a part of it,” Warrick says.

The end goal is for Principia students to gain a love for spiritual exploration. Warrick reflects on a lesson learned from legendary educator Bill Simon (US’54), “Coach Simon used to say it’s our job to plant the seed. It may germinate immediately, or it may take years, but the seed has been planted.”

He continues, “our spiritual approach—our goal for graduates as we move into the future—is for Principia to be a community where they feel loved and seen the way God sees them. That is how we can best serve the Cause of Christian Science.”

Approaches to Life

Key to understanding Principia’s Whole-Person educational approach is comprehending the concept of integration. The elements expounded by Mrs. Morgan aren’t so much discrete disciplines of study as they are types of character development that are employed in varying combinations to feed and nurture the whole—more akin to food groups than a pie chart.

Tempting though it may be to consider the components as subjects to master or muscles to build, they would be better considered as lenses through which any and all subjects (and muscles) are developed at Principia.

“The students are applying what they’re learning in their courses, on the athletic field, and in the dining hall or houses. It’s all part of the experience,” explains Dr. Madden. “These aren’t silos. They’re all connected.”

Warrick adds, “We know that character is all about how we respond to challenges. And spiritual insight gives us that character, that resilience to face those challenges, overcome them and become successful in any challenge that comes our way.”

While the whole-person concept may look like just another educational approach, for Principia’s faculty and staff, it’s a mission. “At Principia, this is our essence,” continues Madden. “We looked at high-impact practices in higher-education—what are good practices that we know support student success? And it turns out that we’ve been doing this for decades, if not over 100 years. So, Principia has been cutting edge for a long time. And right now, we’re saying, what’s next? How are we being led to do this work?”

“These aren’t just approaches to learning,” summarizes Hinthorne, “they’re approaches to life.”