The school’s mission statement holds that the school is “designed to afford its students well-rounded physical, intellectual, moral and religious training and instruction,” in order to “prepare young men for assuming leadership and responsibility in a competitive and changing world.” Although the school aims to prepare Marksmen in many ways — academically, athletically, artistically and in character — fewer, more distinct strengths have shaped the reputation of the school, both locally and internationally.
Reese Rawson, a junior at the Episcopal School of Dallas, says her views of her rival school have been shaped by the academically rigorous stereotypes surrounding St. Mark’s.
“It’s very prestigious,” Rawson said. “I think that’s because it’s one of the most expensive schools in Dallas to attend and the academics are so demanding.”
The academic nature of the school that many alumni like Brian Hanson ‘95 now admire once felt overwhelming. Reflecting on his time as a student at the school, Hanson feels that he did not realize its significance until later in life.
“I was probably not an ideal Marksman,” Brian said. “I don’t know if I really appreciated what the school was doing for me as a student, probably because I was young and not that bright. But as I got older, got married, had kids, I started to understand better what the school provided for me when I was younger; (what) I wouldn’t have had if I hadn’t gone there.”
Some alumni, however, had a vastly different experience. When Language Department Chair Zach Erwin ‘96 first came to the school, he immediately recognized that St. Mark’s was the best place for him to thrive.
“From the second I started here as a fifth grader, I loved my classes, I loved my teachers and I loved my friends,” Erwin said. “I found it to be a really intellectually stimulating place.”
Although many aspects of the school have evolved over time, Erwin believes the school has not fundamentally changed, still emphasizing the core ideas of academic excellence the school was founded upon. And while Hanson’s experience at the school was different, he agrees that the school’s curriculum remains the cornerstone of the school.
“I think that’s the special part about St Mark’s,” Hanson said. “It’s still based on its academics.”
Informed through the experiences of his sons, Owen, a junior at the Greenhill School, and Wyatt, a sophomore at St. Mark’s, Brian has seen that academic standards have been raised across all schools as the pace of technology and everyday life quickens.
“The speed of information that you get today compared to the speed of information that you got in the ’80s and ’90s — it’s not even in the same realm,” Brian said. “Now you need to have a ton more time management skills now to be able to make it and not just get chewed up at the school… who’s getting bigger and more specialized.”
However, this arduous emphasis on academics can be seen as a drawback by both St. Mark’s students and students of other schools. Owen believes that the reputation that St. Mark’s was built upon seems to have also formed negative experiences and stereotypes.
“There’s a stereotype of then school being extremely hard and rigorous,” Owen said. “Having gone there, I feel like there was so much homework at St. Mark’s to the point where you’re not really learning stuff in certain classes; you’re just doing work.”
As a member of the St. Mark’s community for decades, Erwin has seen this commitment to academics throughout different eras of administration, faculty and student body. In his view, it has fostered an image of competence and excellence across many disciplines and, importantly, of integrity.
“I think that, ideally, we want to be thought of as a school that challenges our students to reach their full potential as scholars, artists, athletes and young men of strong character,” Erwin said.
For Eugene-McDermott Headmaster David Dini these experiences in academics, fine arts and athletics all serve as a tool in which the school aims to develop each student into a good man. And as good men, Dini hopes that each student can have a positive impact on their respective communities.
“It’s embedded in (the Path to Manhood) statue,” Dini said. “It’s a younger boy on (an older boy’s) shoulders, carrying the future. It’s symbolic of what the school stands for and all the pursuits that (students) are engaged in.”
Erwin believes the school has transitioned to a more important and nuanced method of instruction: character development.
“I do think that our focus on character and leadership has become much more explicit,” Erwin said. “Because St. Mark’s is an all-boys school, we use the term ‘manhood’ to describe the kind of character we’re hoping to cultivate here. What we’re really trying to do is help our students grow into honorable, ethical, thoughtful citizens who are capable of being leaders in their communities. I would imagine that many schools have a similar goal, but what makes St. Mark’s unique is how much we talk very explicitly about these ideas and try to weave them into every part of the school day.”
To Owen, St. Mark’s seems unique from other schools in this way.
“One of the biggest changes for me when I went to Greenhill was not hearing the word ‘manhood’ for months.” Hanson said. “I didn’t hear that word for months. I thought that was like a normal thing that all schools talk about, but manhood is not discussed at all at Greenhill.”
According to Dini, the school’s well-established reputation is a reflection of the people that make up the community, yet maintaining this reputation is still something to always be mindful of.
“Our real principal focus is on sustaining our mission and values as a school,” Dini said. “I would say reputation… is more of a product of doing the right thing. Our conviction and belief is that if you do things the right way (with) consistent commitment to our mission and values, then reputation will take care of itself.”
