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MAY 2004


Christopher Marblo:
New Headmaster at Town School

by Joan Baum, Ph.D.

This summer, when Christopher Marblo completes his first year as head of The Town School, a small, quiet pre-K to 8, tucked away on a cobblestone street off The East River at 76th, the 91-year old school will have already moved on one of his recommendations—to increase diversity among both students and faculty. A director of diversity, a new position, is already on board and will be implementing plans in the fall in accord with the headmaster's commitment to maintain and enhance The Town School's reputation for delivering rigorous academic preparation with compassion and sensitivity. Town School students do well, Marblo notes, and gain acceptance at some of the most prestigious upper schools in the city, among them Trinity, Columbia Prep, Horace Mann and Fieldston, not to mention the high-achieving public high schools. Admitting a greater percentage of students of color and of children from financially disadvantaged families—a population recently cited by the president of Harvard as a target admissions area—is just one of Marblo's carefully considered enthusiasms, and given his affable, forthcoming, low-key manner, it seems fair to say that what for many institutions might constitute a collision course of tradition and innovation will be integrated with ease at The Town School.

Tone is set at the door. A visitor is immediately aware of an atmosphere of welcome, a sense reinforced by new headmaster's sunny confidence. He is also remarkably frank and modest, citing as one reason the 382-student school rarely if ever experiences difficulty, the fact that it does not run through the 12th grade. A native Long Islander who is delighted to have come home after years working in Maryland K-8 and middle schools, Marblo seems to know intuitively that the key to success in education is involving a school's various constituencies. The Town faculty, parent, and trustee committees that meet regularly, formally and at monthly coffee sessions, serve in significant capacities without being intrusive. Marblo seems to have managed a course between administrative support and hands-off trust, with the result that the school seems unusually relaxed—“stretched but not stressed”—secure but not smug. There's something civilizing in the air, a culture of respect for the value of courtesies and customs, a recognition of the importance of a ritual such as dress-up Fridays, where everyone comes together to hear students read poetry and perform.

Mentoring is central to The Town School mission, with older children, Marblo's particular research focus, serving as buddies to younger ones, that is, when faculty and staff and the head master himself are not doing so. How many headmasters can play mean guitar in the school band? (A son in the 8th grade has struck out on his own—on drums). Music, in fact, was Marblo's first major in college, before he went on to pursue English literature, ethics, philosophy, religion, and finally, on fellowship, education at Teachers College, Columbia. His interest in adolescents, “who may be among the most maligned group in America,” thanks to irresponsible media exploitation, has led him to expand the media and literacy program and devise a media and ethics course which he himself will teach. Teachers are attracted to The Town School, he says, because of its emphasis on real world modeling of the disciplines. That means that teachers are not only specialists in their subject but know how professionals work. Of course, there is also the school's generous support of faculty by way of professional development, funds for travel, graduate study, and special summer projects, all designed to encourage interdisciplinary study and a collaborative exchange of ideas. Clearly, at The Town School community is at the heart of educating the mind.#

Education Update, Inc.
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