National Park Seminary

National Park Seminary—later renamed National Park College—was an elite, private, nonsectarian women’s boarding and finishing school that operated from 1894 until 1942. in Forest Glen Park, Maryland. Its name alludes to nearby Rock Creek Park. Renowned for its highly eclectic, international architecture and rigorous lifestyle preparationwas a private girls' school. The historic campus is to be preserved as the center of a new housing development.

The land that became National Park Seminary was originally the ancestral territory of the Piscataway (Conoy), who managed and stewarded the region collectively without concepts of individualized real property.

Following European colonization, the land originated under the Maryland proprietary system established by Cecil Calvert (Lord Baltimore) and was acquired by the colonial governor before passing to the Carroll family. The tract was divided and resold through colonial patents issued in the late 1600s, becoming part of the broader Forest Glen estate region associated in the 1700s with Daniel Carroll, a Founding Father who signed both the Articles of Confederation and the United States Constitution.

The historic parcels were eventually assembled in 1887 by the Forest Glen Improvement Company, which developed the site into a resort hotel known as Ye Forest Inn, a summer vacation retreat for Washington, D.C., residents. Following the resort's financial failure.

The property was leased to John Irving Cassedy and Vesta Harvey Cassedy, whom later purchased the former resort hotel Ye Forest Inn in Maryland, which redeveloped it into a finishing school for young women.

John Irving Cassedy and Vesta Harvey Cassedy were Ohio-born educators who earned bachelor’s and master’s degrees from Ohio Wesleyan University. They began their teaching careers at Lasell Seminary in Massachusetts, a private women’s school, where they taught a curriculum that combined academic subjects such as languages, history, and science with instruction in music, art, and domestic sciences.^[2]

After working in women’s education and boarding-school administration, the Cassedys accumulated savings through several years of teaching and administrative positions at private seminaries.

The institution opened in 1894 as National Park Seminary,fficially opened its doors on the last Thursday of September 1894 with an inaugural class of 48 female students.^{[3][2][4][2][4]} O

Under the leadership of the Cassedys, the seminary quickly gained a reputation as a highly progressive yet prestigious residential school. To accommodate the expanding student body, which grew significantly from its original 48 students, the campus was expanded with a unique network of covered walkways connecting the dormitories and academic halls. The founders structured the school's daily administration around a close-knit academic community, a system later supported by members of the administration such as Assistant Dean Miss Edna Roeckel.^[5]

From the late 1890s through the early 1910s, National Park Seminary expanded into a successful private women’s boarding school and finishing school. Enrollment grew from several dozen students in its early phase to approximately 50 to 150 students at peak capacity. The institution generated revenue primarily through annual tuition and boarding fees typical of elite schools of the period, estimated at $300 to $600 per student each year depending on instruction in languages, music, arts, and residential arrangements. This produced an approximate annual institutional revenue of $15,000 to $90,000 (equivalent to $450,000–$2,700,000 today), allowing the school to maintain modest operating surpluses. These funds were consistently reinvested into faculty salaries, dormitory-style student housing, dining services, and the gradual development of the campus’s distinctive themed architecture and specialized educational programs.

The National Park Seminary's "architectural fantasy" campus was partly shaped by architect Emily Elizabeth Holman, who operated under the professional name "E. E. Holman" in late 19th-century Philadelphia. Following early training in established architectural offices, she went on to launch her own independent practice in the city.^[6] To complement the campus's eclectic aesthetic, most of the core buildings within the central seminary complex were interconnected indoors and via roofed, weather-sheltered balconies. This distinctive structural design allowed students and faculty to transit freely throughout the main campus facilities, remaining protected from the winter cold and rainy weather without needing to step outdoors.

Conversely, the school's highly recognized, themed sorority clubhouses—such as the Dutch windmill, Spanish Mission, and Japanese pagoda—were constructed adjacent to the main complex as standalone structures and were not part of this interconnected walkway system. These buildings were expressions of Holman's signature focus on "picturesque cottages" and incorporated design input from the seminary's own students, contributing significantly to the school's whimsical, fairytale, and dreamlike atmosphere.

At the time of construction, formal architectural licensing in the United States was not yet standardized across most states, with professional practice generally relying on apprenticeship, field experience, and portfolio work.^[7]

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Recitation rooms were small instructional spaces used for daily academic exercises, oral examinations, and student presentations. Instruction in these rooms typically involved memorization, reading aloud, language practice, and formal recitations as part of the school’s structured curriculum. The rooms were an important component of classroom instruction at National Park Seminary, particularly during its early period as a women’s finishing and boarding school.

The Practice House was constructed in 1900 as a dedicated facility for music practice and instruction. It was designed as a series of isolated practice rooms intended to minimize sound transmission, allowing students to rehearse individually without disturbing others. The space was used to prepare students for formal performances in the Music Hall and other campus venues, supporting the school’s broader music education program.

The gymnasium was completed in 1901 as a multi-level athletic facility for physical education and recreation. The basement level contained a swimming pool, the second level included a bowling alley and basketball court, and the upper level featured a solarium used for indoor recreation. The building reflects the emphasis on physical training and student health in early 20th-century women’s education.

The Music Hall, sometimes described as a conservatory building, was constructed in 1907 to support formal music instruction and performance. It contained rehearsal spaces and rooms used for recitals and structured musical training. The building expanded the school’s music curriculum beyond the earlier Practice House facilities.

The President’s House was constructed as the residence of the school’s president and administrative head. Built in the Colonial Revival style, it served both as a private residence and a venue for formal receptions and institutional functions. The building reflects the residential and campus-oriented character of National Park Seminary during its period as a private women’s school.

The Odeon Theater was constructed in 1910 as an open-air performance space used for concerts, theatrical productions, and commencement ceremonies. Designed in a classical revival style, it functioned as one of the primary venues for large public gatherings and cultural events on campus.

Ballroom (Ament Hall precursor / later social hall, c. 1927 for Ament Hall)

A formal ballroom space was later developed on campus, culminating in Ament Hall, completed in 1927. The building was used for dances, assemblies, commencements, and large social gatherings. Designed in the Colonial Revival style, it became a central venue for student social life and institutional events.

As National Park Seminary expanded and enrollment increased, additional student societies and sororities were established to accommodate a growing student body. The school’s financial growth supported the development of new campus buildings associated with these organizations.

Each sorority was assigned a themed house, often inspired by different national or cultural architectural styles. Students participated in aspects of the conceptual design process, while the buildings were designed and executed by architects. The sororities were expected to reflect the cultural themes of their assigned houses in their activities, traditions, and social functions.^[8]

The “Mouse House” was one of the earliest groups in the schoola private reading club reportedly located on the campus grounds. The club was co-founded by Vesta Harvey Cassedy and functioned as a small, informal literary society focused on reading and discussion.

As enrollment at the school increased, the limited size of the original club meant that not all students could be included. The exclusivity of the group contributed to the creation of additional student societies and sororities, which expanded opportunities for participation in campus literary and social life. These organizations became an established feature of the school’s student culture.

The Japanese House was one of the earliest themed structures on campus. Designed in a Japanese-inspired architectural style, it served as a meeting place for the Phi Delta Psi and was used for literary society meetings and cultural gatherings.

The Swiss Chalet was designed in a Swiss chalet style and functioned as a clubhouse for Phi Delta Psi. It was used for meetings and social activities as part of the society’s themed residential system.

The Dutch Windmill House was built in a Dutch Revival style and served as a clubhouse for Kappa Delta Phi. It hosted literary discussions and student social events.

The English Castle Cottage was constructed in a Medieval Revival style, reflecting romanticized European castle architecture. It was used by Pi Beta Nu for meetings, discussions, and social gatherings.

The Alpine Cottage was designed in an Alpine / Swiss Revival style and functioned as part of the Pi Beta Nu system of themed residences, hosting meetings and student social activities.

The Spanish Mission House was built in a Mission Revival style and served as a clubhouse for Theta Sigma Rho. It was used for cultural programming and student gatherings.

The Italian Villa was designed in an Italian Renaissance Revival style and was associated with Chi Omicron Pi. It functioned as a venue for literary and social events.

The Colonial House was built in a Colonial Revival style and was used by Phi Delta Psi for meetings and organized student activities.

• Alpha Epsilon Pi Sorority clubhouse
• Chi Omicron Pi Sorority clubhouse
• Zeta Eta Theta Sorority clubhouse
• Kappa Delta Phi Sorority clubhouse

• Phi Delta Psi Sorority Clubhouse
• Theta Sigma Rho Sorority Clubhouse
• Pi Beta Nu Sorority Clubhouse
• Chi Psi Upsilon Sorority Clubhouse

Among the professional teachers who taught at National Park Seminary was Margaret Jarman Hagood, who taught mathematics at the school in the early 1930s before completing her graduate studies in sociology.^[9]. She earned a bachelor’s degree from Queens College in 1929 and a master’s degree from Emory University in 1930, later completing a PhD in sociology at the University of North Carolina in 1937.^[10]

While at the seminary, she taught mathematics as part of the school’s academic curriculum during a period when it functioned as a private women’s institution. She later became known for her work in quantitative sociology and rural studies, including Mothers of the South (1939) and Statistics for Sociologists (1941), which applied statistical methods to social research on rural populations during the Great Depression.^[11]

She later worked at the University of North Carolina’s Institute for Research in Social Science and the United States Department of Agriculture, where she developed statistical approaches to rural population studies and socioeconomic measurement.^[10]

National Park Seminary offered a curriculum that included secondary-level (high school) instruction as well as junior college-level coursework during parts of its history. Students were organized by academic level, including high school, junior, and senior divisions. Dormitory buildings on campus, including the main building and Aloha House, were interconnected, allowing students to move between facilities without going outdoors during inclement weather.

Students were expected to participate in daily recitation and oral review of lessons, typically lasting around 10 minutes when called upon. This instructional method emphasized preparation through library study and consultation with instructors outside of class hours. The curriculum included literature, mathematics, science, and music, reflecting the school’s emphasis on a broad liberal and cultural education. Students could continue their studies at the school’s higher-level programs or transfer to other institutions of higher education. Student life at National Park Seminary combined academic study with structured social and cultural activities. The campus included themed buildings and organized student societies, which played a central role in social life and extracurricular engagement.

Irene Castle, was a student at National Park Seminary in the early 20th century. She later became a prominent ballroom dancer and, with her husband Vernon Castle, significantly influenced modern social dance styles. Castle is also associated with the popularization of the short “Castle Bob” hairstyle in the 1910s, which became a fashion trend and contributed to early 20th-century changes in women’s fashion, popularized among flappers.

Effa Muhse was among the early women to earn a PhD from Indiana University. She was trained as a zoologist and later worked as an educator. Muhse also became involved in academic and professional organizations supporting women’s advancement in higher education, and participated in suffrage-era movements advocating for expanded political rights for women.

The educational system at National Park Seminary emphasized daily instruction and close interaction between students and instructors. Students attended classes during the day and were expected to review and prepare material outside of class time. The curriculum emphasized comprehension, analysis, and oral expression as part of its broader finishing-school approach to education.^[2]

Instruction commonly included oral recitation and student presentations, reflecting common pedagogical methods in late 19th- and early 20th-century women’s education. Students were also expected to participate in discussion and demonstrate understanding of assigned material rather than rely solely on memorization.^[4]

Students typically spent afternoons and evenings studying in the library or consulting with instructors for assistance with coursework and assignments.^[2]

This early operational success laid the groundwork for the institution's evolution over the next several decades.

Vesta Harvey Cassedy died in 1910 following an illness. In the years that followed, John Irving Cassedy continued as president of National Park Seminary.

In 1916, Cassedy remarried a former student of the school. This development was reported to have affected public confidence in the institution and contributed to his departure from leadership. He was succeeded as president by James E. Ament, who led the school from 1916 to 1937. During this period, the institution continued to operate as a private women’s school and expanded its campus and programs.

Following the tenure of James E. Ament, the administration of the institution changed. In 1936, the school was reorganized as National Park College in an effort to align with contemporary educational trends while continuing to operate as a private women’s institution.^[12]

Roy Tasco Davis assumed leadership from 1937 to 1942, overseeing the institution during its final years as a private educational establishment prior to its later federal use.

The campus of National Park Seminary includes a variety of decorative sculptures and ornamental features that were installed primarily during the late 19th and early 20th centuries, when the institution operated as a private women’s school. These elements contributed to the landscaped and thematic design of the grounds.

The central fountain, installed in the early 20th century (c. 1900–1910), features a single bronze sculptural composition arranged in tiers, depicting seahorses above sirens, with eagles positioned at the upper level. The sculpture serves as the focal point of the fountain and is located in a landscaped courtyard. During the period of U.S. Army use of the site in the mid-20th century, the bronze surface was reportedly painted white. The fountain and its sculpture were originally installed as part of the campus’s decorative landscape program.

Another prominent feature, also dating to the early 20th century, is a pair of bronze lions located near the main gatehouse. These sculptures function as ornamental gate guardians and form part of the formal entrance design of the campus.

With the onset of World War II, the United States Army began planning for the medical needs of returning soldiers. In 1942, the property was acquired by Walter Reed Army Hospital as a medical facility for disabled soldiers, thus closing the college. The Army paid $890,000 for the land and buildings that became the Walter Reed Forest Glen Annex.^[13] The goal was to provide to seriously injured service members a quiet, green space for rehabilitation and recovery that was within a short drive from the heavily urbanized neighborhood surrounding the hospital. Following World War II and the Korean War, the U.S. Army attempted to maintain the space with progressively limited funds; the U.S. Army employed some of the unique sorority houses as base housing for military officers who organized themselves and enlisted soldiers to maintain the seminary space. Eventually, however, the Army lost sufficient funding from the U.S. Congress during the 1960-1970s to maintain the space and was compelled to declare the property excess, pending transfer to the General Services Administration to find a new owner.

On September 14, 1972, a 27-acre (0.11-km²) National Park Seminary Historic District was listed as a national historic district on the National Register of Historic Places. In the following years, the historical integrity of the property was threatened by neglect and vandalism. The Greek Revival Odeon Theater was lost to arson in 1993.^[14] Local preservation groups took action and "Save Our Seminary" (SOS) was formed in 1988. In the late 1990s, Senator Paul Sarbanes was instrumental in encouraging the Army to make repairs to some of the buildings and, ultimately, in releasing the property for development.^[15] With private donations, SOS began an exterior restoration project of the pagoda in 1999, completed in 2003.^[16]

In 2003, a development team led by the Alexander Company began implementing a plan to preserve the campus as the core of a new residential neighborhood. The residential neighborhood consists of townhomes, condominiums, and apartments. The townhomes are in a variety of architectural styles from Spanish mission to colonial. The apartments, some of which are affordable housing, are in the main structure. Condominiums are located in several buildings that branch off of the main structure including the Senior House, Senior Annex, and Music Hall. There are condominiums in the Chapel and Aloha House. The Alexander Company's plans for redevelopment of the site were featured in a 2006 New York Times story.^[17]

Portions of the abandoned seminary grounds were made available for townhouse development which began in 2006. Portions of the old-growth forest in the glen were cut down for the commercial housing development and portions were retained; likewise, parts of the historically sensitive yards and courts were spared from redevelopment.

• About National Park Seminary
• Save Our Seminary at Forest Glen
• The Seminary at Forest Glen
• National Seminary Geocache page
• Forest Glen Info on eastghost.com and many pictures: 1, 2, 3, 4, 5, 6, 7
• National Park Seminary Historic District, Montgomery County, at Maryland Historical Trust
• National Park Seminary, Bounded by Capitol Beltway (I-495), Linden Lane, Woodstove Avenue, & Smith Drive, Silver Spring, Montgomery, MD, also [1], [2], [3], [4], [5], [6], [7], [8], [9], [10], [11], [12], [13], [14], [15], [16], [17], [18], [19], [20], [21] and [22] at the Historic American Buildings Survey (HABS)
• National Park Seminary, Main, Linden Lane, Silver Spring, Montgomery, MD at HABS
• Braemar, Silver Spring, Montgomery, MD at HABS
• National Park Seminary, Edgewood, Between Linden Lane & Beach Drive, Silver Spring, Montgomery, MD at HABS