The articles in this issue begin with a recognition of the difference and legitimacy of summer experiences, their necessity for the personal, social and spiritual development of children. At the same time, day schools conceive of themselves as model worlds that students are meant to take with them throughout the year and throughout their lives. Authors explore creative ideas for layering the educational and spiritual goals of school with the activities and environments of summer camp and downtime. Other pieces describe ways for various day school stakeholders to use the quiet summer months to prepare for their work during the school year.
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