Parents of Doug '13, New York, N.Y.
- Robbie and Lisa Huffines
Where did you attend high school? How does EHS compare to the high school you attended?
Robbie and I attended independent day schools in Richmond, Va. and Tulsa, Okla., to which we remain devoted and indebted. Both of us benefited from high expectations, committed and stimulating teachers, and warm, enveloping communities that shaped our characters as no other institutions have. EHS has more than met this high standard; in fact, we have found that the boarding element only amplifies all that is wonderful about a first-rate secondary school. In particular, the diverse student body EHS offers has given Doug access to perspectives and life experiences that most communities simply cannot offer.
Why did you decide to consider a boarding school for Doug ’13?
Our boarding school search was completely at Doug’s initiative, but we approached it with a certain familiarity and comfort level. As we began visiting schools, we quickly got excited about the adult relationships boarding school would make possible for Doug. At 13, he was already making clear his need for independence and separation from us. Letting him go away would, we sensed, allow him to pursue close relationships with teachers, advisors, and coaches on his own terms. This has indeed been a fantastic, and perfectly timed, experience for him.
Why did you choose to send Doug to EHS?
Again, the decision was ultimately Doug’s, but a number of factors were important to him and to us in selecting EHS from the eleven schools we visited. Episcopal’s rural-like campus in an urban setting was unique. We loved that all students, and nearly all teachers, live on campus. The school’s size, and lack of PG athletes, seemed just right – large enough to form a vibrant community, yet small enough to feel intimate. And, the admissions process felt the most personal to Doug and to us. When Doug was making his final decision, he told us he felt EHS “wanted him” more. When we assured Doug that every school that accepted him very much wanted him to attend, he replied, “I know, but Ms. Atkinson’s the only one who gave me a hug.”
How has the decision to send Doug to boarding school affected his relationships with you and with his sisters?
We definitely get “the best” of Doug when he is home or when we visit him. He and his sisters are thrilled to see each other, and he is always full of good news and funny stories. He relaxes so much at home, in fact, that we have had to explain to his much younger sisters that, in fact, Doug does work very hard at school. They think he is quite lazy! As a parent, I have somewhat mixed feelings about getting mostly the happy surface of Doug’s life. Not dealing with the daily minutiae and changeable moods is an adjustment. But he has chosen to handle a great deal on his own, and EHS has provided a framework for him to do so. Of course, there is an ever-present safety net, and Doug’s teachers and advisors have been quick to step in when needed. But, for a child who is ready, EHS offers great opportunities for self-sufficiency and independence. It changes the family dynamic, of course, but in a healthy way.
How has EHS impacted Doug’s life?
At EHS, Doug has found a world that is all his own, and he has mastered it. I can think of nothing more elevating for a teenage boy. When I think of who he was when he left home, his confidence and self-assurance are breathtaking, but so are his impeccable Southern manners (particularly astonishing in his home town of New York City), his resilience, his humility and his regard for other people.
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