PLEASE SCROLL DOWN 

FOR MORE INFORMATION 

ON THE SCHOOL

“Moravian School – Ever a Frontier” 

The current Moravian School had its beginning in 1962 in the mission house on the grounds of the Moravian Memorial Church.  From a modest start which catered to the lower grades, it expanded to its present operation on two campuses (Nisky and Memorial) and offers an academic product that shapes the intellectual and moral development of children from Pre-K to the Eighth grade.

While the current operation may be traced to 1962, the history of the Moravian Church in field of education goes back more than three centuries of mission work and training for Christian discipleship.  To be sure, the contribution made to the field of education leads us to the towering figure of the Moravian Bishop – John Amos Comenius.  He wrote the first picture book for children.  He believed that schools “should not be places of torture, slaughter houses of the mind but places where teaching and learning are pleasant, thorough and quick.” His effort in education reform earned him the title, Father of Modern Education.

With regard to mission history, the Moravian Church has always pursued its ministry mindful of the vital and necessary role of education as a tool of empowerment and evangelism.  Long before it was popular to educate the masses, especially the most disadvantaged like the Negroes in the then Danish West Indies, the Moravians were fully committed to the lifting of the life, enlivening of the soul and the enlightening of the mind.  Consequently, the operation of day schools was never an option but always a necessity.  Such good work was done by Moravians in St. Croix that the King of Denmark gave the Moravians the responsibility of managing schools on St. Croix, St. Thomas and St. John.  This role was performed with distinction from 1841 to 1879.  It is also noteworthy that on February 1, 1885 a theological seminary was opened at Nisky, by mandate of the General Synod of 1883.  Moreover, in 1893, a High School was started.  Therefore with regard to the Moravian Ministry from the earliest times until now, the field of education is ever a frontier.  One cannot think of Moravian mission without reference to both its contribution and commitment in the field of education down through time.  In the words of the late Bishop G. Oliver Maynard – “The field of education is still a missionary frontier of the church…and there is no excuse for not recognizing the church’s continuing mission in this area.”  Therefore, what is required of us in the 21^st century is no less a charge than that which the rich legacy of the past places squarely before us: a continued resolve to see the inseparable connection between field of mission and the field of education, and to give ourselves more fully to the task – morally, materially and spiritually. Indeed, when we consider the current needs and future plans of the Moravian School we are challenged not to betray so great a trust.

Now, in critical reflection on the distance traveled, we are led to confess that much has changed since the glory days of mission history as well as those modest beginnings of the 1960’s.  We have a school that must meet and is ever seeking to meet the challenges of the 21^st century world.  With a current enrollment of 238 and a staff complement of thirty-two persons, the current Moravian School is pursuing a curriculum that is geared to providing foundational and fundamental strength to the balanced educational development of every student.  This objective is based on the need to prepare students for academic success and for wise growth in life.  In other words, the academic product is more than a quest to satisfy curricula requirements. It is a commitment to raise a child “in beauty of character and in favor with God and humanity.”  As Bishop Comenius stated: “Education is not merely the training of the child at school or at home, but a process affecting the child’s whole life and the countless social adjustments that s/he must make.”  Consequently, the effort has been made to track the journey of several students who attended Moravian School and it is clear that the school has been enjoying commendable and comparable levels of success in its mission.   However, our changing and challenging world environment forces us to change if we are to creatively compete and continue to improve student achievement levels.  For example, education delivery methods are changing and must change.  The use of technology to enrich, enhance and expand the learning experience is being strongly promoted.  With the aid of Title V Funding – the use of electronic media such as laptops, promethean boards and the internet have become increasingly indispensable to effective teaching.  Via technology, we seek to meet the challenge of the 21^st century learners and to promote self-directed and interactive learning.  Four promethean boards (technology enhanced interactive media learning alternative to the chalkboard) have already been installed and another five will be installed by the end of the academic year 2008-09.  We have a modestly sized computer lab and we are moving to develop a multimedia/reading lab as a complement.  In terms of our current needs and other the required changes to meet the challenge of the 21^st century space is increasingly limited.  This brings me to the physical facility. 

Over the life of the Moravian School, the old mission houses have been used to accommodate both campuses.  The historic nature of these buildings and the high cost of maintenance add to the cost of operating the school annually.  Moreover, because the buildings were constructed as dwelling houses, the configuration and utility of the available space can sometimes be challenging. It is therefore encouraging to know that there are plans afoot to create new and additional space to house the school.  The proposed plan involves the construction of at least one new building and the appropriately spaced renovations and re-configuration of the old mission house at Nisky.  It is obvious that the convenience of having the lower grades in the heart of Charlotte Amalie cannot be denied but after appropriate review and in keeping with perceived needs, a decision will have to be made with regard to continuation.  To bring this proposal to fruition, the capital expenditure will be steep and shall require the support of the public, alumni members and Moravians of all walks of life, local and overseas.  Current financial resources are inadequate to cover annual expenses.  Few persons realize that the Moravian School requires revenues in excess of $600,000, in order to meet the financial obligations of each year.  Tuition received accounts for about 85-90% of the required revenues.  This means that other sources of help are needed.  Some help comes via the Federal – Title V provisions.  However, such funds are supplemental and cannot be used for other than the intended purpose.  Much more is therefore required than is often available especially in the summer months when school is out.

If we are to secure the future of our beloved Moravian School, and if the heritage we have received is to be enhanced and passed on to the succeeding generation, we must encourage Moravians to support Moravian School.  We must also widen the base of resources by tapping into available grants and donations from government and non-government organizations and/or commercial entities.  We also need to consider the professional development of our teacher and other staff members. In fact, there is a suggestion that the church should consider offering scholarships to members whose chosen career is teaching, and thereby prepare a cadre of persons equipped to share in the ministry of the church via the classroom.  This idea is not entirely new.  A similar rationale led to the establishment of a high school and a seminary in the latter years of the 1800’s. It is an idea that should be taken seriously as the field of education is still a mission frontier.  I dare say that it is an ever expanding frontier in the 21^st century. In an era when trust in and loyalty to the institutionalized church is slipping; and the social and cultural choices are many, multifarious and ambiguous, the need to equip persons to make wise and discriminating decisions is paramount. To be sure, the mind must be nourished and the soul must be nurtured if a person is to live discerningly. And, if as Bishop Comenius urged, “We are to teach all things to all persons from all points of view,” then Moravian School must continue to be a means of sound, academic, and intellectual training as well as spiritual formation.  Indeed, a creative, courageous, and committed approach to this frontier mission/ministry opportunity is required as “God Steers our Course.”