Celebrating 25 Years of the Edith Hamilton Scholars Program

By Aeven O'Donnell ’20

“All things are to be examined and called into question. There are no limits set on thought.” Edith Hamilton, The Greek Way, 1930

Arna Margolis, a key player in the founding of the Edith Hamilton program, said that they named the projects for Edith Hamilton, or as she calls her, “St. Edith,” because “she expected rigor.” Although Ms. Margolis was central to the development of the program, it was Jackie Sanders, then Head of School, who had the idea for it. The faculty involved were excited about the idea of a program which was open to all rising seniors, “not just the usual top of the class,” shared Ms. Margolis. "We wanted to emphasize original research, mentoring by non-BMS faculty, love of pure learning; something that gave you an 'itch' and no credit, no grade.” The program “demands that you set your own goals for learning,” said Bridget Sullivan ‘12. The Edith Hamilton program began in the 1999-2000 school year, so the 2024-2025 school year marks its 25th anniversary. Over 175 Bryn Mawr students have participated in the program in 25 years, studying everything from Greek rhetoric and its manifestation in great American speeches, to the history of quantum physics and its relationship to abstract art.

Many Edith Hamilton scholars celebrate the confidence which the program instilled in them, particularly around reaching out to experts, as Edith scholars often do. As the program requires a mentor, “the Edith,” as it’s called, not only allows its scholars to gain the benefits of a mentorship but also to undergo the process of entering said mentorship. This can involve sending cold emails and reaching out blind to people highly accomplished in their field, a somewhat daunting task for a high schooler. But this process leaves students with a new sense of confidence and poise which they carry with them into their careers.  “I trace a lot of that poise to Bryn Mawr and Edith Hamilton. [...] That serves me every single day,” said Kate Klots ‘10, who studied the increasing polarization of cable news. 

The projects begin with a proposal and an interview. Successful applicants then embark on a year-long journey of research, which culminates in their convocation speech. Although the Edith Hamilton project is full of big asks like this, many are motivated to undertake it. As Ms. Sullivan put it, “curiosity takes you halfway there. Community will take you the other half.” She said it meant a lot “to have my classmates support me so vehemently.” Indeed, Edith Hamilton scholars are supported not just by their classmates, but by faculty and alumnae as well. That said, the bond that forms within the scholar cohort is special. Shreya Gandhi ‘22, who studied the psychology of happiness, recalls study sessions at The Bun Shop in Towson, where she and her fellow Edith scholars would gather to snack and work.

But the unique experience of pursuing an Edith Hamilton extends well beyond Bryn Mawr. The particular skill set required to both research a topic and then applying that research to a creative pursuit — some Edith Hamilton convocations have featured paintings, choreography, chamber music, fashion shows, and documentaries — has served many alumnae in their careers and lives. Clarke Williams ‘16 said that her Edith Hamilton project, which culminated in a dance piece in reaction to Baltimore police brutality, helped to instill in her that “creativity has a place in academia [...] The ventures that I started after Bryn Mawr were at that crossroads of creative and academic.” 

An Edith was, for many, the culmination of their Bryn Mawr education.  “Everything at Bryn Mawr served me very well, Edith Hamilton being a microcosm of the skills and support that you get,” said Ms. Klots. Ms. Gandhi said it was “probably my favorite thing I did senior year.” And, as Sara Eisman Davis ‘04 put it,  “I’m grateful I got to be a part of it.”