Schoolgirl academies, especially in New England, have been the subject of extensive investigation during the last ninety years. Pioneering researchers such as Ethel Bolton and Eva Coe, Glee Krueger, Jane Nylander, Joan Stephens, and especially Betty Ring have identified the major schools, their teachers and students, and the salient characteristics of the students’ output. New facts occasionally come to light, however, that allow us to connect a little-known school and the body of work its students created.
