Seattle Preparatory School
| Seattle Preparatory School | |
|---|---|
 |
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| Address | |
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2400 11th Avenue East Seattle, Washington, (King County) 98102 United States |
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| Coordinates | 47°38′29″N 122°19′03″W / 47.641387°N 122.317531°WCoordinates: 47°38′29″N 122°19′03″W / 47.641387°N 122.317531°W |
| Information | |
| Type | Private |
| Motto |
Virtus in Arduis (Virtue in Hard Work) |
| Religious affiliation(s) |
Roman Catholic Jesuit |
| Established | 1891 |
| CEEB code | 481160 |
| President | Kent Hickey |
| Principal | Erin Luby |
| Faculty | 55 |
| Grades | 9–12 |
| Gender | Coeducational |
| Enrollment | 720 |
| Average class size | 13 |
| Student to teacher ratio | 11:1 |
| Campus type | Urban |
| Color(s) | blue and white |
| Fight song | "Hail to thee our fighting Panthers" |
| Athletics conference | Metro AAA League |
| Mascot | Panther |
| Nickname | Seattle Prep |
| Team name | Panthers |
| Rival | Bishop Blanchet - Braves |
| Accreditation | Northwest Accreditation Commission |
| Publication | Panther Tracks Magazine |
| Newspaper | The Seattle Prep Panther |
| Tuition | $17,900 |
| Website | seaprep.org |
 McDonnell Hall with PACCAR Commons |
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Seattle Preparatory School, popularly known as Seattle Prep, is a private, Jesuit high school located on Capitol Hill in Seattle, Washington.
Seattle Prep has a long history of educational excellence in the Jesuit tradition. In 1891, 137 boys formed the first class at Immaculate Conception School (the name changed to Seattle College in 1898). Each school day began with Mass, and the young men were expected to master a traditional Jesuit curriculum patterned after the Ratio Studiorum (established by the Society of Jesus in 1599): Latin, Greek, math, literature, science and religion. In order to provide access to Jesuit education, in 1899 Seattle College charged a modest $15 per year in tuition, although costs far exceeded the charge.
In 1919, T.C. McHugh purchased Adelphia College, a Swedish Baptist seminary and school, and donated the property to Seattle College. In fall of that year 143 students began classes at the new Interlaken campus, and our school has been located on this property ever since that time.
In 1933, the high school officially changed its name to Seattle Preparatory and in 1948 Seattle College became Seattle University (the two had split into high school and college in 1931). In the ensuing decades, the Seattle Prep community continued to meet every challenge and seize many opportunities including numerous building projects:
2010s Ohno Field at Montlake, Muglia Science Lab, Fr. Paul Fitterer, SJ Community Ministry Center, the Learning Resource Center, Adelphia Memorial Hall, Our Lady of Montserrat Chapel and Rudolf Athletic Field.
The 1970s witnessed equally dramatic changes inside Prep’s buildings, both in structure and educational vision. In 1975, Seattle Prep, having determined that Jesuit education should not be restricted to half the population, celebrated its first female graduates. At the same time, Matteo Ricci College was born out of a fruitful collaboration between Seattle Prep and Seattle University. This unique program continues to connect Prep students to the outstanding teachers and innovative curriculum offered at Seattle University through MRC.
These structural changes in the 1970s were accompanied by a re-visioning of Prep’s educational philosophy. While retaining the academic rigor of the Ratio Studiorum, Prep shifted to an integrated approach to studies designed to develop students’ abilities to analyze, synthesize, reflect, and problem solve. Prep’s emphasis on integration and collaboration challenges students to grapple with ideas, not fact memorization, and emphasizes building connections between concepts instead of merely assimilating information.
Prep’s Collegio model is illustrative of this unique approach. Collegio synthesizes the core humanities – English, history and theology – into one class taught by two instructors. What would this mean, for example, in a Sophomore Collegio? In one unit, students analyze The Tale of Two Cities while exploring broader historical and religious movements in 18th century Europe. The learning experience transitions from fact mastery to connecting ideas, from the specific to the general: What are the root causes of all revolutions? And back from general to specific: How do the root causes of all revolutions apply to the recent uprisings in the Middle East? What religious movements contributed to these revolutions? This integration happens within a spirit of collaboration as students and teachers work together toward the common goal of deeper understanding.
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