Madeira Traditions

Thirteen Roses

“In 1906, ten years after she graduated from college, Lucy Madeira started her own school. She sent brochures to the four classes ahead of her at Vassar, and hopefully rented a house on 19th Street in Washington, with a part of the first $6000 she borrowed to start the school.”

“When September 1st came, she received a telegram from a man, asking if she had any places left for his daughter. She very bravely telegraphed back that all the places were left because she hadn't a single resident pupil registered at that time. The father took a place for his daughter, and by the time school opened, twelve more girls had registered, making thirteen pupils in the resident school.”

—Allegra Maynard, Recollections, May 1961

The thirteen red roses carried by every Madeira graduate on Commencement Day symbolize those thirteen original students enrolled in Miss Madeira's School.

Affirmation

Affirmation supplanted baccalaureate services or “Senior Vespers” services in 1974. The class of 1974 explained the beginning of the tradition in this way:

“We, the class of 1974, wanted an opportunity to present our accomplishments and to affirm our ideas developed through our experiences at Madeira. This ceremony has been created to express these achievements and to illustrate our dedication to upholding these values in the future.”

At the 1996 Affirmation ceremony, for example, Susan Morris of Gastonia, North Carolina, and Anya Kuznetsova of Moscow, Russia, recited a jointly authored poem that celebrated the solidarity of the friendship they had forged at Madeira.

To Recognize But Not Reward

“In this school there is no Reward where either the mind or the emotions are concerned. There are rewards in the athletics but in nothing else. We have no honor rolls and no prizes. No girl’s standing here is ever known except by herself and her parents unless she tells it. She is always treated as an individual. She is never put to shame or allowed to be puffed up with pride because of her mental attainments. She is treated first and last and always as a social being. If there are no rewards there is then no competition, for it is my belief that the principle of reward lies at the root of all difficulties as we live together as a nation. The principle of recognition is a correct thing, but not the principle of reward. For children and young people develop differently—some are very slow in their development, some are very rapid. They are not hindered in their development here by rewards of any kind. They are taught to see the value inherent in doing a thing well, and this is a spiritual value.”

Lucy Madeira Wing
The Fiftieth Anniversary Address
May 19, 1956

Red And White Teams

From The Tatler, November 1929:
“It was decided that the Athletic Association could become a more efficiently working organization if the entire student body was divided into two sides, the Red and the White; the record of each team is to be upheld by points scored by the girls individually and as a team. Thus each student is given an opportunity to support her side and also more of a chance to enter into the athletic activities than she had when the opposition was only between classes. Points are awarded for extra days of exercise, for making Red or White teams or squads; and for making varsity teams or squads.”

The first Red/White picnic was a festive gathering:

“Just as lunch was over, down the road came tearing a Ford decked all in streaming red and white ribbons. As the girls stood wondering, two special deliveries of scrolls were handed out. These scrolls were read aloud and were found to contain the lists of the members of the first Red and White divisions. Captains were then elected for the two sides. Anne Holloway [’31] was chosen for the captain of the Reds and Anne Hagerman [’31], captain of the Whites. Red and White buttons were then presented… After this came a short session of cheer practicing, when the two new cheerleaders, Babs Van Dyn [’30] and Alice Symonds [’32], were tried out.”

Junior/Senior Traditions

The special relationship of the junior and senior classes has always given rise to festivities, although the character of those activities has evolved dramatically over the decades. For the boarding students of the ’40s and ’50s, parties were major social events planned months in advance. The junior/senior party was the most elaborate of all. The junior class collaborated to write and produce an original music revue, the details of which were top secret until the night of the show. Only seniors attended the show that included a lavish feast, school songs, and presentation of the class rings.

The musical revue has fallen by the wayside, but the raucous, springtime party for the two classes remains. The ceremonies surrounding the class rings are no longer so formal. Seniors arrange individual, creative ring ceremonies that often feature the element of surprise.

Founder’s Day

Founder’s Day evolved from the traditional celebration of Miss Madeira’s birthday on May 19. Each year Miss Madeira wanted the same kind of celebration: some scenes from Shakespeare performed in the outdoor theater if weather permitted, singing by the combined Glee Clubs, and performances by the girls studying dancing. Strawberries (which Miss Madeira liked) and ice cream (which the girls liked) always concluded the festivities.

Today, Founder’s Day has become a moveable feast. The headmistress, in a cloak of secrecy, chooses a day in late spring when classes will be cancelled for a day of fun and relaxation. Bagpipers, tie-dyed shirts, picnics on the Oval, moonbounces, foot races, and faculty-student softball games have all become part of the Founder’s Day tradition.