Education Research in China and Stringclusive Program

By Gavin Hu ‘27

This summer, I utilized the three St. Mark’s grants to fund two separate ventures. With the A.A. Jones International Studies Grant, I was able to travel to China to attend local high schools as a transfer student, journaling my experiences and talking with students about their daily lives and the education system. With support from the Warren Scholars and Matthews Fund grants, I continued Stringclusive, a free music program I started with friends that brings string instruction to Waltham and Sharon, Massachusetts.

Why China?

I spent one week in Guyuan, a small city in Ningxia in northwest China, and one in Dandong, Liaoning, which lies near the North Korean border. I visited these areas because many of my family members were born or currently live in these two areas, which gave me access to attend school as a student.

Program

I attended Guyuan No. 1 and No. 2 High Schools as well as Dandong No. 2 High School, experiencing class days and extracurricular activities. The Guyuan schools had noticeably fewer resources, being in a small rural city, while Dandong resembled an American private school, with boarding students and well-kept facilities. The most striking thing I learned was their daily schedule: school runs from 6:00 a.m. to 3:00 p.m., then continues after a break until 11:00 p.m. for afternoon study.

The students I met were extremely intelligent but shared many of the same daily struggles as we do: athletics, grades, and getting into college. A core research focus of mine was the Gaokao, the college entrance exam that determines which colleges you get into. The general consensus was that it takes up too much of their time and that having a singular test determine your future is stressful, especially considering how the curricula at these schools were designed to prepare high schoolers for the test. From the teachers’ standpoint, the process has improved over the last few decades, as students from these impoverished areas have gained some representation in China’s elite colleges.

Why Stringclusive?

As a long-time cellist who loves playing and listening to classical music, I owe many of my closest friendships to the communities I’ve gained through this interest. It is a privilege to study with a private teacher each week and to attend the programs that have pushed my playing further, and that realization is the motivation behind Stringclusive: rental costs, lesson fees, and a general lack of exposure keep students similar to me from having the same access to music.

Program

This year, we ran a program at the Prospect Hill Community Center in Waltham and the Temple Israel Synagogue in Sharon, teaching students in each area either the violin or the cello, along with rhythm and music theory exercises. We were able to access free instrument rentals from Johnson String Instruments.

Result

Our students were roughly five to ten years old. Over five days, they learned basic repertoire like “Ode to Joy,” and on the final day, they performed for their families. As much as they learned, I think we student mentors learned just as much, since we had to adapt to each child’s needs and learning preferences. In addition, this program reminded us of our original motivation: to create a community for people to enjoy music.

Impact of the Grants

The A.A. Jones Grant is what made my research in China possible, and seeing education and culture through students my own age gave me a parallel perspective on the resources available to me at St. Mark’s. The Warren Scholars and Matthews Fund grants allowed us to cover venue costs, food supplies, and music tools, turning Stringclusive from a lofty ambition into a concrete venture. Through this support, I’ve gained a clearer sense of the privilege my own interest stands on and of how a community, however small, can reach many when built around a valuable purpose.

Looking Ahead

What stayed with me most from China was how much it contrasted with my expectations, as I had assumed these students would be living a completely different life from me. That wasn’t the case. Although they have school days twice as long as ours, travel by e-scooter, and study advanced math in their first year of high school, my time with them outside of the classroom showed me that some things in life are universal.

From Stringclusive, I learned how indescribable it feels to introduce an instrument to a child who might never have held one otherwise. I hope to keep expanding Stringclusive, now in its fourth year, across Massachusetts and beyond, and I hope these experiences empower other St. Markers to understand other cultures more and to see that their own passions can serve people too.

If you would like to hear more about either grant experience, feel free to reach out in person or by email.

Clubs on Campus: Highlights

Claire Cho ‘28 and Joy Kim ‘28

This year, the St. Mark’s community embraced several new clubs alongside its existing options, offering a wonderful catalog for student sign-ups. Clubs provide spaces to share unique interests and develop projects enhanced by collaborative effort. The Community Life Fair, which took place on September 18, allowed students to explore the various organizations. Students of all forms gathered to browse posters brought by club leaders detailing objectives and plans. With options involving books, technology, film, and community service, students could find organizations that connected with their existing interests or encouraged them to try something unfamiliar. Many such clubs have already launched, with exciting plans in store. As members begin working together, students have the opportunity to contribute their own ideas and turn shared interests into meaningful activities. These activities also bring together students from different grades who might not otherwise meet through their classes or athletic teams.

The Library Ambassadors club has expanded to Library & Digital Learning Ambassadors; students who love reading and organizing may reshelve books. Keeping books in their proper places makes it easier for students to locate materials for coursework or independent reading. The expanded club also offers members opportunities to build technological skills, bringing together an interest in books with an interest in digital learning. Film Club offers another way for students to connect through a shared interest. The Film Club comes together to watch movies and share snacks, providing a fun, memorable experience and a chance to relax together. Events hosted by the club include outdoor movie nights and weekend trips to the cinema, allowing members to rewind from academic and athletic activities. Watching a movie together gives students a shared experience to discuss afterward, from a memorable scene to differing interpretations of a character’s choices. Non-profit organizations such as Educate Lanka offer moments for students to connect with communities outside of the school, fostering global citizenship and cultural engagement. Educate Lanka encourages students to look beyond the campus and connect with communities outside St. Mark’s. Participation offers an opportunity to consider how students’ time and collaborative efforts can support others. Alongside clubs focused on recreation and campus resources, organizations like Educate Lanka make service and cross-cultural engagement part of the range of experiences available to students.

Starting a club requires initiative, but sustaining one also relies on the enthusiasm and commitment of its members. The commitment takes shape through regular attendance, participation in planning, and a willingness to help with the practical work behind each activity. These organizations invite students to take an active role in shaping the experiences available at St. Mark’s. Together, these organizations reflect the variety of interests within the St. Mark’s community. They create spaces for students to contribute in different ways, whether through maintaining a shared resource, bringing people together for a film, or participating in service beyond the school. As the year progresses, these clubs have the potential to become lasting parts of the school, encouraging future students to bring their own ideas to the community.