An Interview With Sarah Belle Parrott

Written by: Hollis W. Duncan

St. Margaret's School continues to provide young girls the same educational opportunities that it did when it was founded in 1921. A lot of water has flowed under the Thomas Downing Bridge since Sarah Belle Parrott was a St. Margaret's student in the 1960's. Today, Parrott, a charming lady possessing both old-fashioned values and a modern outlook on life, is the Chair of the St. Margaret's Board of Governors. It is her responsibility to see that St. Margaret's continues to attract prospective students by continuing to offer the proper balance of academic, athletic, and social opportunities necessary to be competitive in today's environment. An independent school cannot simply drift but must actively respond to new trends and change with the times.

Perhaps nowhere are the opening lines of Bob Dylan's 1964 song, "The Times They Are A-Changin," more evident and true than in the context of management of an independent boarding school.

Come gather around people wherever you roam
And admit that the waters around you have grown
And accept it that soon you'll be drenched to the bone

If your time to you is worth saving
Then you better start swimming
Or you'll sink like a stone

For the times they are a-changin

During a recent interview with Sarah Belle Parrott, Parrott provided her perspective on the issues confronting independent schools today and offered insight as to how St. Margaret's must manage itself in order to "remain afloat."

Sarah Belle Eason Parrott, the newly elected Board of Governors' Chair, grew up on the picturesque 1,000 acre campus of Woodberry Forest School (WFS) in Orange County, Virginia, where her father was a teacher. Parrott, the youngest of three children, has a brother who attended WFS and a sister who attended the Orange County public high school. "Being a teacher and raising two girls on a boy's school campus was not easy," reflects Parrott in describing the difficulties that confronted her father. Consequently, Parrott was encouraged by her parents to enroll into the tenth grade at St. Margaret's in 1965. The Parrott family also considered St. Anne's and St. Catherine's; however, Parrott did not like the five-day boarding plan at St. Anne's and did not want to attend St. Catherine's. She reluctantly agreed to enroll in St. Margaret's on a trial basis in order to determine whether or not she would like attending school there. Parrott rapidly adapted to her new environment, gained independence, made new friends and, in short order, fell in love with the school. "That was that," reminisces Parrott on her three-year stay on campus.

"A bunch of graying old women," laughs Parrott as she recalls how she viewed the Board of Governors as a St. Margaret's sophomore in 1965. "Today, I am one of those women," she jovially adds, "It's scary!" Parrott's roommate's mother was a member of the Board of Governors. Parrott remembers that the Board would meet on campus two or three times a year; however, she recalls that she was unaware of their purpose and had no knowledge of what they were doing. Parrott is quick to point out that times have changed significantly since 1965, citing that contemporary fifteen year-old girls are much more worldly than were girls of that era. Girls have a plethora of information available to them today that did not exist in the mid-1960's. The computer era, complete with the internet and multi-media news, has reshaped today's educational environment. The term "research," in a modern context, implies far more than reviewing books at the library. In fact, Parrott observes that there is so much information available today that one cannot absorb all of it easily; consequently, time management and organizational skills have become a major component of the educational process.

Other changes have occurred as well. Parrott, a mathematics major in college, was not enamored with the math department during her years at St. Margaret's. She recalls a "pretty incompetent" department head who had only a brief tenure at St. Margaret's. Students graduated, for a number of years, who were ill-prepared for college mathematics. To some extent, Parrott feels that this was symptomatic of the times (for girls' schools) as the St. Margaret's mathematics and science programs were weak while the English, history, and humanities programs were strong. Computer technology has forced additional emphasis to be placed upon mathematics and the sciences. In order to remain academically competitive, independent schools have been compelled to revise their programs to encompass computer-aided learning and computer-enhanced instructional techniques. For example, St. Margaret's now has a talented faculty, with individuals like George McDowell, history teacher and academic technology coordinator, who are helping to integrate technology into the curriculum. Another example of progress is the plans for an early 1999 groundbreaking ceremony, which signifies the commencement of construction for a new dining hall and state-of-the-art community/technology center, the latter which will enhance the school's physical science capabilities as St. Margaret's enters the 21st century.

Although St. Margaret's has undergone transition with the advent of the computer age, some of the school's values remain virtually unchanged. The purpose of the St. Margaret's experience is to prepare its graduates for life. "The girls of the school today are the same as they were then [in the 1960's]," says Parrott. "Although the school's mission may be a little more defined-a little more polished-the main goal of the school is the same." St. Margaret's strives to bring out the best in each student. Whether in the classroom, on the athletic field, at a community service project, or in the chapel, emphasis is upon the education of the whole person. "I think that St. Margaret's still works very hard at making the individual a better person and instilling a sense of value in each person," comments Parrott. "The school also teaches one a willingness to try new things. One has to have the confidence to take some chances," adds Parrott. St. Margaret's helps the individual to develop that confidence.

Success at St. Margaret's requires students to devote significant energy to academics; consequently, hard work generates its own rewards. The camaraderie developed through academic labors, diligent study, and the trials of attending school together forms lasting friendships and creates memories that are cherished forever. "I may not talk to one of my good friends from St. Margaret's for six or eight months," says Parrott, "but that doesn't matter when we get together. It is always the same and that is kind of nice." Education extends far beyond the confines of the classroom at St. Margaret's; students develop important, community-building relationships with faculty members. Parrott knows from experience that it is not always the most talented or gifted teacher who inspires students the most. Her favorite faculty member, Mrs. Blair, came to St. Margaret's in her early 60's as a classical language teacher; however, she is best remembered for sharing herself with her students. "She taught Latin," says Parrott, "I couldn't tell you whether or not we learned any Latin but she had a wonderful sense of humor and such a great appreciation for life. I loved Mrs. Blair." It is indeed comforting to know that sometimes a teacher's actions provide more instructional benefit than his/her words. School President, Senior Anne C. Worthington, summarizes her experience by saying, "I appreciate the relationships developed at St. Margaret's. Since you know the faculty as dorm parents, activities sponsors, coaches, and friends, it is easier to approach them in the classroom and visit them at TA (teacher available)."

Boarding school life offers many appealing features. However, Mrs. Parrott warns that such an environment can become all-encompassing, nurturing an attitude of an easy existence. Not "easy" in the sense of presenting no difficulties but rather in the sense that students become engulfed within a caring, intellectually stimulating environment that is somewhat insulated. Close relationships develop between students and faculty. Both students and faculty can develop the tendency to remain in this sheltered environment all of the time. It becomes particularly important for students to take time for themselves and "get away" in order to gain a fresh perspective. John Wemple, biology teacher and activities coordinator, recommends that the girls adopt a "smoothie" approach when selecting their extracurricular activities in order to participate in a wide variety of interests during their leisure hours. "Students and faculty need to go out, get another perspective, and bring it back," says Parrott.

Additionally, a boarding school presents new challenges to students coming to St. Margaret's from a public school background. It requires time to become acclimated to the structured environment. Students struggle with having to forfeit privileges that they formerly had; however, at the same time, they develop a newly found sense of independence. "The gains far outweigh being able to drive every day and stay out late," adds Parrott, "Many girls come who need a new environment, a change of scenery, and a new beginning. St. Margaret's rewards those who come each year with a very different and worthwhile experience."

When asked how she became the Board of Governors' Chair, Parrott laughs and asks, "Could you tell Margaret Broad no?" Parrott had completed the second of two three-year terms and was planning to take a year or two off when she was visited in her Roanoke home by Headmistress Broad in the early summer of 1998. To Parrott's surprise, Headmistress Broad broached the subject of her succeeding Janie Sellers as Chair of the Board of Governors. "Following Janie [Sellers] made me fearful. I had trepidations about following such an intelligent, dynamic, and self-confident woman," says Parrott. However, her husband, John, himself a fifteen year teaching veteran and also very dedicated to independent education, encouraged her to accept Headmistress Broad's offer.

Parrott, who grew up eating her meals in a dining hall, is no stranger to independent boarding schools. She brings a wealth of experience to her position. At Woodberry Forest, Parrott was exposed to many individuals who helped to formulate her ideas regarding education; there were intellectuals who taught her something every time she met them; eccentric bachelor's with diverse interests and philosophies; also a group of wonderful people who dedicated their lives to education. Parrott feels that she acquired three important qualities from her association with Woodberry Forest: experience, stamina, and a sense of humor. These traits, along with her vibrant personality and poise, equip her well for her duties as Board Chair.

Nothing is more important in providing direction to a school than its Board of Governors. A good Board manages the overall business affairs of the school and is not concerned with the day-to-day operations, personnel administration, and similar types of issues. As Chair, Parrott works closely with Headmistress Broad, Assistant Head, Director of Development, Mark Eastham, and the school staff. Parrott, as Head of the Executive Committee, must plan and organize Board meetings and ensure that raised issues are addressed. "I have nothing to do with making day-to-day rules concerning the student body," says Parrott, "The Board looks at issues such as the future focus of the school, enrollment, and various school assets." "We look at tomorrow to ensure that the school will be healthy, fiscally and otherwise, in order to guarantee that St. Margaret's will continue to be here" adds Parrott.

St. Margaret's is a member of the Diocese of Church Schools of Virginia. As such, the school has the unique advantage of being able to confer with other member boards, seeking their help or guidance on specific issues with which they have expertise. "Our support system works very well," states Parrott, "We are part of a group that a lot of other schools don't have." The Board of Governors must also work in close conjunction with the school's business office. "It would be very difficult for those of us who are not here every day to decide how much [money] should be spent in each specific area. We have to rely on the expertise of the people here," notes Parrott. The Board approves the school's overall annual budget in the spring and revises the estimate in the fall. The recommendations of the staff are adhered to insofar as possible. However, Parrott points out that sufficient funding must be available before any initiative can be implemented. To illustrate this point, Parrott uses an example if the school were to decide to outfit every student with a notebook computer. There would not be enough money within the budget to allow this to happen. If the Board of Governors voted approval, then Parrott, Headmistress Broad, Business Manager, Nancy Smith, and the Finance Committee, comprised of Board members, would identify cuts in other programs in order to provide the requisite funding.

Another priority of the Board of Governors is to make St. Margaret's more attractive to the pool of girls contemplating attendance. Increasingly, independent schools are being forced to remain competitive against one another in the face of austere societal and economic pressures. It is demanding work to recruit and maintain enrollment at required levels. Unless a school has a clearly defined vision of where it is heading and, is willing to assess itself from time to time, it will find itself "sinking like a stone" in the Dylan analogy. "We need to maintain the individuality of the student. We cannot be all things to all people," says Parrott. The Board must also identify and recruit competent faculty and staff members who will meet the needs of the students. This process is made more difficult in a rural setting such as Tappahannock. "There is not a lot in the community to attract young people, let alone make them want to stay. It is a very difficult place to live for many young people," admits Parrott. Parrott also quickly points out that St. Margaret's is blessed to have a stimulating mix of faculty, staff, and students with a broad range of attributes and talents which help to formulate the strong feeling of "community" on campus.

Parrott also adds that it is rewarding to work with a Board comprised of dedicated and energetic people. Current Board members have adjusted their schedules to enable themselves to spend social time together in addition to attending business meetings. This increased interaction has brought the members closer together, helping them to build stronger ties with one another.

Parrott views three areas of concern that were raised during the conduct of an independent survey which asked current St. Margaret's students what issues they would like to address to the Board of Governors. The first issue involved more diversity in the school curriculum. Parrott was not certain specifically what the students meant by diversity. She acknowledges that it would be nice to offer a more diversified selection of courses but emphasized that it was important to acquire the basics first. "Fluff doesn't get you anywhere," says Parrott. Acquiring basic skills and grasping fundamental concepts are of primary importance; without them, additional course offerings have no value.

The second issue expressed the students' desire to have athletic facilities that were comparable with other area independent schools. A softball field, in particular, was desired. It was felt that new additions would increase the school's marketability and, perhaps, lead to more scholarships. Parrott pointed out that St. Margaret's is encumbered by being landlocked within the city of Tappahannock. As property becomes available, the school is attempting to buy it, but land is not readily available. She added that zoning laws are another problem, citing the unsuccessful attempt to convert Pettigrew Hall, located across from the gymnasium on Water Lane, into an upper-class dormitory. Parrott agrees that more athletic fields would be a wonderful improvement. She emphasizes that the Board is working on this issue and states that it is unfortunate that St. Margaret's does not have the advantage of schools like Collegiate, that are located in a region where land is plentiful and easier to obtain. The last issue was a statement by one student that "St. Margaret's is not about the money or the politics, but about the people." Parrott could not agree more. She firmly believes that the school must keep up with the times in order to attract the quality of students that have made St. Margaret's what it is today. It is, in her opinion, the challenge of the Board of Governors to "keep the momentum going in that direction." However, Parrott is determined to see that this is accomplished without compromise of the school's mission: educating young women for life.

Bob Dylan forewarned us in 1964 that we had better start swimming to avoid "sinking like a stone." Whether or not he was referring specifically to independent boarding schools (and he probably wasn't) is beside the point. The times are "a-changin" today, just as they were then, and the challenge remains how well we adjust to change.

In short, the St. Margaret's Board of Governors helps to hold the school's focus through pivotal times. Without these hardworking individuals, like Sarah Belle Parrott, who give back their time, energy, and expertise to the school, St. Margaret's might otherwise sink. When asked what one thing she would say to the Board of Governors if given the opportunity, Junior Carolyn Stephenson replied, "Keep up the good work!!"

Carolyn speaks for us all.

(Excerpted from this Winter 1998 edition of The Thistle, St. Margaret's alumnae magazine.)