Poetry/Hymnography:

• When We Were Very Young, A.A. Milne

• Our Hymn of the Nativity, All Saints Greek Orthodox Monastery
Scripture:
• The Good Samaritan and Other Parables, Tomie dePaola
Story books:
• Ox-Cart Man by Donald Hall
• And Then Nicholas Sang, Elizabeth Crispina JohnsonLeaf Man, Lois Ehlert
• The Mitten, Jan Brett
• North Star: St Herman of Alaska, Dorrie Papademetriou
• Owl Moon, Jane Yolen
• The Tale of Mrs. Tiggy-Winkle, Beatrix Potter
• Waiting, Kevin Henkes
• Blueberries for Sal, Robert McCloskey
• Rechenka’s Eggs, Patricia PolaccoAdditional texts and materials will be provided by the
instructor
*Required materials are not included in the purchase of the course. We have supplied links to
Amazon for convenience, but any edition of the book is acceptable.
NOTE: The books listed above are for the upcoming 2021–2022 school year and are required
texts. The books listed below are for the next rotation of this class, which will run in the 2022–
2023 school year. The Rotation B texts below are listed for reference only and will not be used
in the upcoming 2021–2022 school year.
2022–2023: Rotation A
• Fall 2020
• The Tale of Peter Rabbit by Beatrix Potter
• Mirette on the High Wire by Emily Arnold McCully
• A Pair of Red Clogs by Masako Matsuno
• The Glorious Flight by Alice and Martin Provensen
• The Rag Coat by Lauren Mills
• One Grain of Rice by Demi
• Spring 2021
• The Big Snow by Berta and Elmer Hader
• A New Coat for Anna by Harriet Ziefert
• Stopping by Woods on a Snowy Evening by Robert Frost; illustrated by Susan Jeffers
• The Empty Pot by Demi
• Maybe Something Beautiful by F. Isabel Campoy
• Chicken Sunday by Patricia Polacco
Scholé in The Scriptures: Choosing What Is Better
Those of you who know this blog (or anything about me) know that I have been reading and writing
about returning scholé to our schools and homeschools for about three years now.  Here is a brief
article relating the Greek concept of scholé to the Old and New Testament.–CP
Aristotle and Scholé
Well it was Aristotle who first described the importance of scholé (leisure, restful learning and
conversation, contemplation), and yet the Hebrew Scriptures (which predate Aristotle) seem to
touch on this theme as well.  The New Testament certainly does too in some unique ways.

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Aristotle writes in Book VII of the Politics:
 …we fulfill our nature not only when we work well but when we use leisure (scholé)
well.  For I must repeat what I have said before: that leisure is the “initiating principle”
of all achievements.  Granted that work and leisure are both necessary, yet leisure is the
desired end for which work is done; and this raises the question of how we ought to
employ our leisure.  Not by merely amusing ourselves, obviously, for that would be to
set up amusement as the chief end of life. (Book VII:iii)

Aristotle does not disparage wage-earning work, but he says that such work (and amusement)
cannot be fitting ends for human aspiration and life.  The highest end is the right employment of
scholé.
 
Scholé in The Old Testament
Now this insight was picked up by the church (many centuries later) and identified with
contemplation.  This is not surprising since the Old Testament also suggests a life of “restful
learning” and contemplation as the heart of a full human life:
One thing I ask of the Lord, this is what I seek: that I may dwell in house of the Lord all
the days of my life, to gaze upon the beauty of the LORD and to seek him in his
temple.  (Psalm 27)

This is what the Sovereign Lord, the Holy One of Israel, says: “In repentance and rest is
your salvation, in quietness and trust is your strength, but you would have none of it.
(Isaiah 30:15)

I have no peace, no quietness; I have no rest, but only turmoil.” (Job 3:26)

The Hebrew concept of shalom (often translated “peace”) also includes a connotation similar to
scholé: In addition to the idea of safety and soundness, shalom also frequently means quiet,
tranquility and friendship—all components of scholé.
In the Greek translation of the Old Testament (the Septuagint) scholé only appears twice (in Genesis
33:14 and Proverbs 28:19) and means leisure in the primary sense of “going slowly” (Genesis
33:14) and even wasting time (Proverbs 28:19).  In the Wisdom of Sirach however, we find this
interesting passage:
The wisdom of a learned man cometh by opportunity of leisure (scholé): and he that
hath little business shall become wise.  How can he get wisdom that holdeth the plough,
and that glorieth in the goad, that driveth oxen, and is occupied in their labors, and
whose talk is of bullocks? (Wisdom of Sirach 3:24, 25)

Here the word scholé is used very much as Aristotle uses it, and the context makes it clear that
wisdom comes from the man who takes the opportunity of scholé and does not over-indulge in
wage-earning labors.  Note how the passage not only addresses too much business or labor—but
also address the mental preoccupation of the man who only talks about his work.  If his only talk is
of his bullocks, we must surmise that his only thought is about them as well.
 
Scholé in the New Testament
In the New Testament (written in Greek), scholé only occurs a few times.  Scholé can refer to a

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lecture hall (where scholé or learned discussions occur) and this is what we find in Acts 19:9  where
we read that Paul took his disciples daily for discussions at the lecture hall (scholén) of a man
named Tyrannus.  In 1 Cor. 7:5, Paul writes that married couples should devote (scholaséte)
themselves to prayer.  Paul here uses the verbal form of scholé that means to have rest or leisure, or
to be dedicated or devoted (no distractions or obligatory work!).
Beyond the actual use of the word scholé, we do find the New Testament addressing the concept of
scholé in several places:
 
The Example of Christ
The first indication we get that Jesus condones “restful learning” is that time we find him at age 12,
away from his parents for at least three days, “in the temple courts, sitting among the teachers,
listening to them and asking them questions.” (Luke 2:46).  Leaving aside the fact that “everyone
who hear him was amazed at his understanding and his answers” (2:47), we should note that Jesus
spend three days (sleeping at the temple too?) engaged in conversation with the best teachers in
Israel.  And he did this at the age of a 6th grader.  He tells his parents that “he had to be in his
Father’s house” (2:49), but we note that what he was doing in his Father’s house resembles scholé
or restful learning.
We find Christ frequently going off by himself to pray, even for 40 days at a time.  Christ seemed
never to be in a hurry, but relaxed and peaceful.  Even when others around him are frenetic, he is
tranquil.  In Luke 10, Martha implores Jesus to tell her sister Mary to help her with dinner
preparations, for Martha was busy working while Mary was sitting and talking with Jesus.  Jesus
responds to her: “Martha, Martha you are anxious (busy) and troubled about many things, but only
one thing is needed.  Mary has chosen what is better (literally “the good part”), and it will not be
taken from her.” (Luke 10: 42)
It is hard to imagine a better illustration from the gospels about what scholé means than this event
recorded in Luke 10. We all have to prepare meals, do dishes and work for wages—and these are
good things.  The better thing, however (when we are free to chose), is to talk with a master.  Mary
was talking with the Master, and certainly chose wisely.

Example from Paul’s Writings

Paul writes in 2 Cor. 3:
Now the Lord is the Spirit, and where the Spirit of the Lord is, there is freedom.   And
we all, who with unveiled faces contemplate[a] the Lord’s glory, are being transformed
into his image with ever-increasing glory, which comes from the Lord, who is the Spirit.
(2 Cor. 3: 17. 18)

Paul notes that the faithful, in the context of the freedom given by the Spirit, contemplate (gaze,
reflect) the glory of God and are then transformed to resemble that very glory.  This reminds us of
Christ’s teaching that a student, when he has been fully trained, will be like his master (Luke 6:36). 
Paul also hints that this transformation is a process that takes time.  We gaze and study the glory,
and slowly (with ever-increasing glory, literally “from glory to glory”) we grow to resemble this
glory.
Paul has in mind the experience of Moses coming down from Mt. Sinai after meeting with God
there, having received the two tablets containing the Ten Commandments.  When Moses came
down from that mountain, his face was glowing brightly enough that he spooked the Israelites and

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had to put a veil over his face.
When Moses came down from Mount Sinai with the two tablets of the covenant law in
his hands, he was not aware that his face was radiant because he had spoken with the
Lord. When Aaron and all the Israelites saw Moses, his face was radiant, and they were
afraid to come near him… Then Moses would put the veil back over his face until he
went in to speak with the Lord. (Ex. 34:29, 30, 35)

Apparently to Paul, the life of the Christian is to be one of contemplation and gazing—looking on
the same one that set Moses face aglow.  This implies undistracted gazing, focus and….time. 
Looking, gazing, contemplation thus become a metaphor for learning, conversation and
transformation.  After all, Moses was not upon the mountain in a kind of dream sleep—he was
rather talking and listening to God—having a remarkable conversation with the Master.  Paul
suggests that we can now do the same.
 
Conclusion
It seems that even when not using the word scholé, that the Old and New Testaments nonetheless
describe a growing and learning process that is very much in keeping with Aristotle’s use of the
word.  Slow, restful, conversation and learning is set before us as an example to follow, with Christ
himself as the Master of scholé.
If the entire Christian life can be summarized as a kind of slow and sanctified conversation with the
Master, could it be that all of our learning should take a cue from this same kind “restful learning”
and resemble a refreshing and ongoing conversation?
If Christ says “Come to me, all you who are weary and burdened, and I will give you rest,” and if he
says, “ Take my yoke upon you and learn from me, for I am gentle and humble in heart, and you
will find rest for your souls,” (Matt. 11: 28, 29) then should not the way we educate our sons and
daughters be gentle and restful?
How many of us have been busy about many things, thinking that we were not free to choose
anything else?

Desiring a Kingdom School: A Review of

Desiring the Kingdom by James K. A. Smith
by Christopher Perrin, PhD | Sep 29, 2010 | Book Reviews | 0 comments
A review of Desiring the Kingdom: Worship, Worldview, and Cultural Formation, by James K.
A. Smith.
By Christopher A. Perrin, PhD
We all have ideals—ideals for a wonderful marriage, the best job, a superb vacation.   Our ideals,
however, are often fuzzy.  What does the ideal church really look like?  An ideal government? 
What about an ideal school?
Well to outline an ideal marriage involving the intersection of two inscrutable human beings is a
difficult challenge, to actually live out an ideal marriage is beyond difficult.  What might an ideal
school look like—with the intersection of two to three hundred human beings—parents, teachers,
administrators, board members and….students?  And that would be a small school.

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If James K. A. Smith is right, we simply cannot help imagining an ideal future, an ideal of human
flourishing.  According to Smith in his book Desiring the Kingdom: Worship, Worldview and
Cultural Formation, imagining ideals is a large part of what it means to be human.  We all are
seeking some version of the good life, we all desire a kingdom.  What is more, we are all being
shaped and formed in various ways to love and desire one sort of kingdom or another.
Smith contends that before we humans are cognitive, rational beings we are creatures of desires,
passions and loves.  He further contends that the way we change is not primarily a matter of the
mind, but primarily the result of the heart-shaping forces of the “cultural liturgies” we encounter in
the world.  He writes, “Because our hearts are oriented primarily by desire, by what we love, and
because those desires are shaped and molded by the habit-forming practices in which we
participate, it is the rituals and practices of the mall—the liturgies of the mall and market—that
shape our imaginations and how we orient ourselves to the world.  Embedded in them is a common
set of assumptions about the shape of human flourishing, which becomes an implicit telos or goal of
our own desires and actions.  That is, the visions of the good life embedded in these practices
become surreptitiously embedded in us through our participation in the rituals and rhythms of these
institutions. “
Smith takes time to examine the ways that various institutions do in fact act as cultural liturgies.  He
begins with the mall, imagining what it might be like for a Martian anthropologist to study its
culture.  Smith is convinced that such an anthropologist would see the mall as a thoroughly
religious institution.  The mall has a daily visitation of pilgrims who enter a large and dazzling
cathedral of glass, concrete, light and ornamentation.  There are banners and flags in displayed in a
large atrium; there are familiar texts and symbols placed on walls to help us easily identify what is
inside the various chapels that are contained in this labyrinthine cathedral.   Rich iconography lines
the wall of each chapel, and there are many three-dimensional statues adorned with the garb that we
too can acquire in imitation of these ideals.  These same icons, statues and exemplars can be found
in similar temples across the country and around the world.  In fact the wide distribution of these
colors and icons are found in many places in the outside world and have drawn us as pilgrims in the
first place.  The power of the gospel message of these temple is the power of beauty, “which speaks
to our deepest desires and compels us to come not with dire moralisms but rather with a winsome
invitation to share in the envisioned good life.”
At this point, Smith is just getting started with his analysis of the “religion of the mall.”  He goes on
to describe the purchasing experience as a kind of secular Eucharist.   Understandably, he does not
like or praise the religion of the mall.  He does acknowledge, however,  that the mall understands
something profound about human beings.  It embodies its view of its kingdom, rather than merely
talking about it.  He writes, “Indeed, the genius of mall religion is that actually it operates with a
more holistic, affective, embodied anthropology (or theory of the human person) than the Christian
church tends to assume. Because worldview-thinking still tends to focus on ideas and beliefs, the
formative cultural impact of sites like the mall tends to not show up on our radar.”
As you might guess, the point of Smith’s book is to help us turn on our radar to the formative
impact that various cultural liturgies have on us all.  Of interest to classical educators will be his
liturgical analysis of university education and of Christian college education.  Using Tom Wolfe’s
book I am Charlotte Simmons, Smith points out that the college experience is far more than the 15
hours a week a student spends in a classroom.  Secular university experience exerts a dynamic and
intentional shaping influence on college students in dozens of ways.  Dorm life, frat house life,
football games, drinking, bar and club escapades, hooking up and an exhausting, frenetic rhythm of
classes, study, exams shape and form students for the “real world” of “corporate ladder climbing
and white-collar overtime needed in order to secure the cottage, the boat, and the private education
for the kids.”  Smith concludes that while the classroom, laboratory, lecture hall and library have
performed some role in shaping a student, it does not compare to these other ways students are

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shaped.  The information provided in the academic areas is “not nearly as potent as the formation
we’ve received in the dorm and frat house, or the stadium and dance club.”
His look at Christian colleges is not much more encouraging.  Too many Christian colleges in his
opinion simply take the basic secular approach to education and add the integration of a Christian
worldview or Christian perspective.  Smith suggests that the dominant paradigm of Christian
education asserts that “goal of a Christian education is to produce professionals who do pretty much
the same sorts of things that graduates of Ivy League and state universities do, but who do them
‘from a Christian perspective,’ and perhaps with the goal of transforming and redeeming society.” 
For Smith this is a regrettable reduction as it “unhooks Christianity from the practices that
constitute Christian discipleship.”  For Smith, the worship practices of the church must be vitally
bound up with the rhythms and practices of a Christian college (and school).   When the Christian
college is unhooked from the liturgies of the church we end up with an intellectualization of
Christianity, leading students to think that “being a Christian doesn’t radically reconfigure our
desires and wants, our practices and habits.”  This happens because for far too long Christian
education has “been concerned with information rather than formation; thus Christian colleges have
thought it sufficient to provide a Christian perspective, an intellectual framework, because they see
themselves as fostering individual ‘minds in the making.’  Hand in hand with that, such an approach
reduces Christianity to a denuded intellectual framework that has diminished bite because such an
intellectualized rendition of the faith doesn’t touch our core passions.”
I think by now you sense Smith’s thesis beginning to sink in.  Christian worldview instruction is not
enough.  Appealing to the mind and intellect is not enough.  Not that instruction in Christian
worldview and ideas should not be done—such instruction is vital.  But it is not sufficient, not
enough. We must address the core passions of our students, and we do this by means of creating
community, atmosphere, rhythms, practices, traditions that shape the hearts of students by engaging
them as affective, passionate lovers, not mere minds.  The church, rightly worshiping, seeks to do
this.  Welcoming, greeting, singing, hearing, tasting, standing, kneeling, we worship with all of our
person—mind and body.  Embodied worship is formative and shapes our love for the kingdom of
God and acts a powerful counter-formation over against the formative influence of a dozen secular
liturgies we witness and experience.  In fact the liturgy of worship helps subvert the power of these
secular liturgies, wising us up to their power and methods.
This is where things get interesting.  Could it be that our children are being shaped to love a version
of the good life that is primarily determined by the “liturgies” of the mall, football stadium, TV
sitcoms and the iPod?  Could it be that our schools privilege direct engagement with the mind, and
the presentation of ideas and a Christian worldview but are nonetheless failing to thwart the power
of these other shaping influences?  Any teacher with experience can tell you about scores of
students whose minds and hearts are seldom truly present in the classroom.  They are instead
occupied with the shopping for the next fashionable item, the next soccer game, the latest movie,
Monday Night Football, the coming rock concert.   These things shape them and engage them as
lovers, and the teacher often feel powerless standing before her whiteboard with a black marker in
her hand.   She wonders if would not be better to show then an educational movie—something they
can relate to.
Consider the atmosphere and community of your school.  What is its liturgy?  That is, what are its
rhythms, rituals, practices and traditions?  We carefully plan our curriculum and lessons.  Do we
carefully plan and create rhythms, rituals, practices and traditions?  Do our teachers carefully plan
rhythms, rituals, practices and traditions for each class of students?  If Smith is right, then it is these
things that will most profoundly shape what our students will love.  Every teacher knows that
students will forget 75% of the content you “teach” them in a classroom.  Might it be wise then to
pay attention to more than just content think about form with the same rigor?  How can we shape,
form and engage hearts, minds and yes, even bodies?  Is there vibrant worship in you school?  Does

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music echo through the halls and the great art adorn the walls?  Are their dinner parties and great
conversation with students and adults alike?  Is your facility attractive and conducive to worship
and learning?  Are poems read and recited, stories written and told?  Is Scripture read at lunch for a
time?  Are there traditions of hospitality when existing students welcome new students into the
school, when upper school students warmly welcome new 7th graders or 9th graders?  Do teachers
and parents gather socially to read books, cook, dine and pray?  Do high school students babysit for
the young children of teachers (maybe at no charge?).  Do you older students help teach the younger
students and join them for games on the playground from time to time?  Do teachers and students
go hiking together or bike-riding or running?  Are pastors visiting your school counseling students
and speaking in your classrooms or chapel services, or teaching a Bible class?  Do you pray for the
churches represented by your school and for each pastor by name? Does your school fast
occasionally and give money or food to the needy?
These and dozens of other questions might enable us to think more deeply about embodying
classical Christian education, such that students absorb it with all five senses and with their hearts
as well as their minds.  By considering such questions (and generating more) we might clarify our
vision of an ideal classical school, and remove much of the fuzziness and confusion that impedes
enthusiasm and momentum.  Classical education has historically been communal and ecclesial and
Smith poignantly reminds us of this.  He also helps us to see more clearly that a classical Christian
education involves the collaboration of family, church and school as we seek nothing less than the
kingdom of God.  Classical educators and leaders would do well to learn from the insights of this
valuable and timely book.

I. The Scholé Learning Philosophy
The word scholé (pronounced skoh-LAY) comes from a Greek word meaning “restful learning,”
with connotations of reflection, contemplation, and leisure. Put simply, scholé means undistracted
time to study the things that are most worthwhile. As our name implies, we at Scholé Academy
value learning that is restful rather than frenetic. How do our educational philosophy and methods
differ from those represented by progressive education? Modern education is largely an education in
anxiety. In this system, students commonly take eight or more courses at a time, which contributes
to the stress and anxiety now associated with the term school. For each of their classes, students are
typically graded numerically by instructors who are often driven to “teach to the test” and who must
use assessments that produce easily quantified data—in other words, dehumanizing tests that are
machine readable. Students in such a system learn to cram, pass, and then forget.
By contrast, our courses of study cultivate unrushed learning with meaningful, deep engagement of
fewer books and concepts (comparatively speaking), so that learning becomes memorable,
enjoyable, and permanent. Scholé Academy instructors create an atmosphere of restful learning by
modeling peace, tranquility, and love of the subject, and they utilize methods of evaluation that
assess understanding and mastery of the subject rather than just the input and output of facts.
This means that, even in an online classroom setting, the Scholé Academy faculty works to create
engaged discussion and learning and seek to build relationships with and among students. We work
hard to structure our courses so that the amount of work required is in accord with the allotted time,
while also cultivating an atmosphere of contemplation, conversation, and reflection. Our instructors
are masters of their disciplines and experienced instructors who seek to wed truth to beauty in their
teaching and cultivate education in its fullest sense, ensuring that through Scholé Academy your
student will receive excellent, classical instruction that leads to wisdom and mastery.
As part of our commitment to providing a restful education, we carefully seek out and hire

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instructors who already demonstrate a commitment to these ideals. All Scholé Academy instructors
are given access to ClassicalU, along with other key resources that define our philosophy of
education, for ongoing professional development. If you are interested in exploring the concept of
scholé in more depth, we recommend the following resources to you:
• The Liberal Arts Tradition: A Philosophy of Christian Classical Education by Kevin Clark
and Ravi Jain (book);
• “Scholé in the Scriptures: Choosing What Is Better” by Christopher Perrin (article);
• “Desiring a Kingdom School” by Christopher Perrin (article).
In pursuit of scholé, Scholé Academy employs two key pedagogies that set it apart from other
online schools. First, we emphasize the development of virtues in our students; second, we employ
patterns of “liturgical learning.” In fact, liturgical learning is an important part of developing
student virtues. While it is beyond the scope of this handbook to fully describe the student virtues
and how we seek to cultivate them, the student virtues should nevertheless be briefly described.
 

 1. Student Virtues

St. Augustine described education as essentially teaching students to “love that which is lovely,”
following on Plato’s idea that affections and taste must be cultivated. The classical and Christian
traditions have emphasized that it is critical to model for students the love for the true, good, and
beautiful, and by various means to cultivate and stir up a love for them. C.S. Lewis makes this case
persuasively in his little book The Abolition of Man. He tells us that we need to cultivate not only minds but
also chests (the visceral, affective part of us), especially since presently our modern schools neglect the cultivation
of affections, rendering us as “men without chests.” He comments that modern students are not so much “jungles
to be cut” as “deserts that need to be irrigated.” Even the word student suggests this. It is derived from the Latin
word studium, which means “zeal,” “fondness,” and “affection.” Thus, etymologically considered, a student is
someone who is zealous and eager for truth, goodness, and beauty—that is, for knowledge. Is it not true that there
are many students who are not really students? Until we have a child before us who is seeking and zealous for
knowledge, we really don’t have a student before us; instead, we have someone who we must force to do
academic work, usually by means of the carrot and the stick. Such a “student” will be generally uncooperative and
resistant (even if passively so), and he will quickly forget what he is forced to “learn.” Teaching such “students” is
no fun at all. By contrast, once a child becomes eager to learn—to know—and is, in fact, “in love” with math,
history, language, or logic—then teaching is a joy. Great instructors know instinctively that they must cultivate
this studium, this zeal, in their students. Naturally, parents play the most vital role in this development—and in
education, a partnership between parents and instructors is required for true success. (Please note that we include
guardians when we refer to parents, but for the sake of space, we use parents throughout this handbook.) So what
are the key student virtues that we need to cultivate in our children? What are the corresponding vices that they
must overcome?

Virtues
• Love: Love is a master virtue that fuels and empowers the other student virtues[3]. Paul
teaches in 1 Corinthians 13 that even if we speak in the tongues of angels (high linguistic
achievement!) and fathom all mysteries (surpassing the learning of a genius) but have not
love, our achievement will be worth nothing. Students are called by God (and thus should be
called by us) to “love the lovely” and to glory in God Himself and His revealed mind in
nature, Scripture, and ourselves. Knowing of God’s goodness in the world, and His goodness
toward us, we can live out of love and gratitude in all we do, including our studies and our
pursuit of the true, good, and beautiful in all of our academic work. We can therefore always
say to our students, “Choose joy.”
• Humility: Humility is another master virtue that leads to other virtues. We cultivate humility
by taking students to the heights and showing them greatness. In the presence of greatness,

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 students become conscious of their own slender resources and will not take on anything
beyond their power, but instead learn to rejoice in what is given them in their measure.
Humility will also lead to gratitude—gratitude even for those friends whose gifts and
capacities surpass our own. Sertillanges writes, “In face of others’ superiority, there is only
one honorable attitude: to be glad of it, and then it becomes our own joy, our own good
fortune.”
• Patience: Patience involves bearing difficulties well, enduring the hardship and “suffering”
that does come occasionally (and sometimes regularly) as part of learning new skills and
acquiring new knowledge.
• Constancy: Students who exhibit constancy keep steadily at a task, remaining focused and
diligent. This virtue enables students to push away even “good” distractions that would
inhibit learning and mastery.
• Perseverance: Perseverance is similar to constancy, but this virtue requires a willful spirit to
do what must be done, and even to love what must be done (reminding us that love is a
master virtue). Students will be motivated and inspired to persevere by the vision of mastery,
capacity, and wisdom that instructors lay before their eyes. Small wins and slowly increasing
capacity will also kindle perseverance, constancy, and patience.
• Temperance/Studiousness: Students need to avoid excessive negligence (laziness) and
excessive curiosity and ambition (vain ambition and overreach). To master an art, students
must walk the wise, proven path, starting at the beginning and mastering each step. To leap
ahead (even when they can to some degree) does damage to the necessary discipline of
mastering an art. Sertillanges says, “If you want to see things grow big, plant small,” and go
to the sea by way of the streams and rivers—it is folly to go jump in the sea. Recall as well
the tortoise and the hare. Students also must balance or temper their studies with other
academic work and with their other responsibilities as human beings (good exercise, prayer,
worship, family living and contributions, etc.).

Vices
• Pride: Pride drives students to love their own opinions and thoughts such that they cannot
learn from others or discern the broader wisdom from other minds that would inform them.
• Envy: Envy agitates the mind by refusing to honor the gifts and capacities of others; it
hinders students from learning from other honorable and able students.
• Sloth/Laziness: This is where the good gifts and capacities of students go to die.
• Sensuality: Indulgence in sensuality (not only of the sexual variety) creates lethargy, befogs
the imagination, dulls the intelligence, and scatters the memory; sensuality distracts from
learning.
• Irritation/Impatience: Irritation and impatience repels exhortation, direction, and
constructive criticism, and thus deters students from mastery and leads them to increased
error.
• Excessive Ambition (a form of intemperance): Excessive ambition leads students to leap
ahead of their capacity without true mastery and integration (often out of pride), which
ultimately slows down learning and leads to patchy, nonintegrated understanding.
All of these vices compromise a student’s ability to attend, to judge or assess, and therefore to truly
know. All of these vices also tend to come together and lead to one another—they are
interconnected. These virtues are not so much taught as they are cultivated and modeled. We should
make students aware of these virtues and we should, in fact, occasionally teach them directly.
However, it is very important that students begin to hunger for these virtues themselves and cry out
to God for them. This seems to be the point of Proverbs 2—if students won’t cry aloud for wisdom
and seek it as hidden treasure, they won’t ever get it. Therefore (among other things we do), we

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must exhort our students to ask God for virtue and wisdom—a prayer He delights to answer (James
1).
 

2. Liturgical Learning
 
“Liturgical learning” is a phrase that describes the use of the embodied patterns from church
worship and tradition for shaping the way we order time, space, and language in our schools and
homeschools. We believe that using elements of a liturgical pattern within our classes is an effective
way to recover reflection and contemplation as part of learning. We think that it is a faithful
application of the classical tradition, and one that differentiates us from other online schools. For
example, one could use the following “order of worship” as a pattern for ordering a lesson. This
pattern or template is intended as a guide that is not followed to the letter but nonetheless shapes the
“learning liturgy” of Scholé Academy classes to distinguish them as scholé courses. Our faculty embrace
and love incorporating this approach, and we believe our students will too.
Please note that the pattern of a class is determined by the course instructor. Many of our instructors
incorporate elements of the following pattern, but the embodiment of “liturgical learning” will vary
from instructor to instructor and class to class.
• Welcome/Greeting: Students are greeted by beautiful image(s) and music, perhaps with an
inspirational quotation or key question, which they are asked to contemplate for several
minutes.
• Grateful Acknowledgment: The students and the instructor express gratefulness for the art,
one another, and the opportunity to study some aspect of God’s creation, mind, nature,
humanity, etc.
• Confess What We Need: The students and the instructor confess a need for a disposition, a
frame of mind, a virtue, a heart that seeks and calls out for wisdom, etc. A written confession
may be read and/or a prayer offered. (Key Scripture: Proverbs 2:1–7).
• Teach/Present/Discuss: The instructor leads a traditional lesson, ensuring that students are
engaged and participating.
• Confess What We Know/Have Learned: The instructor leads a summary and review,
sometimes taking the form of a “creedal” confession that edifies.
• Expression of Thanksgiving: The instructor (or a mature student) leads the class in
expressing gratitude to God, the instructor, and/or other students.
• Benediction/Dismissal: The instructor gives a prepared benediction written by the instructor
or from traditional sources.
• Processional: The students return to beautiful music and images. Students are free to leave
immediately or remain for quiet contemplation.  
As we seek to recover and renew the scholé tradition of education, we know that we will misstep
and veer from this path—after all, we don’t know the path nearly as well as we would like. Still, we
believe that finding and walking that path will be enriching to students, parents, and instructors. As
we seek to recover the classical tradition of scholé, we welcome parental feedback and ideas about
how we can better embody scholé in our online classes.

3. Christian Traditions and our School Community

 

10
Our Scholé Academy community (to include St. Raphael School and the Canterbury House of
Studies) has become a patchwork of individuals, stitched together by the common threads of
classical education. It reflects what we see across the broader renewal of classical Christian
education, which certainly serves a variety of Christian traditions. We’ve outlined our approach to
Christian traditions and the unique character of our “houses of study” on our website in an article
entitled “Welcome to the Great Hall @ Scholé Academy.” We have striven to be intentional about
how we work with each of the Christian traditions, acknowledging the areas where we share
commonality and the areas where we differ.
 
 
In Mere Christianity, C.S. Lewis writes that Christianity is like “a hall out of which doors open into
several rooms.” “The hall”, writes Lewis, “is a place to wait in, a place from which to try the
various doors, not a place to live.” He goes on to explain that it is “in the rooms, not the hall, that
there are fires and chairs and meals.”  We (perhaps generously) view Scholé Academy as our
community’s Great Hall—a place where we can find common ground in the study of courses like
Latin, logic, science, mathematics, grammar, writing, etc. With St. Raphael School and the
Canterbury House of Studies, we are intentionally providing “rooms” from which each student
(with the guidance of his family and his church) can seek a deeper knowledge and understanding of
God. A forthcoming Thomas Aquinas House of Studies (in the Catholic tradition) will be built in
future years.
 
 
It is important for parents to recognize that classes offered in our Great Hall are taught by
instructors coming from a variety of Christian traditions, including Protestant, Orthodox, and
Catholic. Our instructors will all be familiar with the three main Christian traditions and will
demonstrate patience, rationality, and a spirit of open inquiry when engaging with students from any
of these traditions.
 
All St. Raphael School instructors must be members in good standing of a canonical Orthodox
parish, and their candidacy as an instructor will include a letter of recommendation or reference
from their parish priest.  In specific exceptional circumstances, St. Raphael School may utilize a
non-Orthodox Scholé Academy instructor when an equally qualified Orthodox candidate is not
available.  
 

4. Instructor Convictions, Conduct, and Character

 

Instructor Convictions
Scholé Academy instructors will affirm the dogmas expressed in the Nicene Creed without
exception, and will affirm traditional moral teachings of the faith such as:
• the sanctity of life (treating life as sacred from conception until natural death);
• historic orthodox standards of human sexual behavior (including sexual identity and
chastity–exclusive monogamous fidelity within marriage and abstinence outside of
marriage); and
• Christian marriage is defined as the sacramental union of one man and one woman.
Our instructors will adhere to the multi-faceted Common Tradition (Christianity as expressed

11
universally until the Great Schism of 1054) or “Canonical Theism,” including:
• the centrality of the Bible as Holy Scripture;
• the liturgy as a manifestation of common worship (i.e. Sunday worship, the Eucharist);
• the important role of spiritual disciplines (prayer, fasting/feasting, giving, etc.) as formative
in the Christian life;
• the Ecumenical Councils as expressions of a common creed;
• the value of religious art (icons, architecture, music, etc.);
• the witness of the church fathers as guardians of the faith (through councils, homilies,
commentaries, poetry, and hymns); and
• the saints as role models and witnesses to the truth.

Instructor Conduct
Scholé Academy instructors will conduct their personal and professional lives in accordance with
the following:
• Regularly attend Christian worship, pray, and study Scripture;
• Respectfully defer to the authority of students’ parents and clergy on controversial issues;
• Refrain from advocating personal religious convictions that fall outside the Common
Tradition;
• Refrain from advocating personal political views in class (a range of political examples may
still be utilized in various classes when the instructor determines those inclusions are
valuable for instruction of course content) that might not be shared by other Christians who
adhere to the Common Tradition;*
• Treat those who sin without shaming, judgment, or condescension; restore students who
stumble with compassion, grace, and Christian charity;
• Abstain from behaviors that would hinder their ability to serve as role models to the
students; and
• Out of a pastoral concern for students, instructors will feel the freedom to briefly depart
from their lesson plans to offer timely life wisdom on issues that affect the lives of their
students.
*10/20 Item updated to better communicate policy intent

Instructor Character
In line with the previous “Student Virtues” section of this handbook, we expect that our instructors
will be individuals who pursue virtue and holiness in their own lives as they are challenged to serve
as living examples for our students.

II. School Policies

 

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1. Statement of Faith
 
Our teachers teach from within the Orthodox Christian faith and will relate class concepts to the
Christian faith when pertinent. We seek to present all teaching and learning restfully with scholé.
While scholé as an idea originated with the Greeks, it was transformed and extended by the Church,
especially in monastic centers of education. St. Raphael School seeks to recover this approach to
education that is contemplative, “liturgical,” restful, and full of Christian peace. Our faith
commitment is summarized in the Nicene Creed:
We believe in one God, the  Father Almighty, Maker of heaven and earth, and of all things visible
and invisible;
And in one Lord  Jesus Christ, the Son of God, the Only-begotten, Begotten of the Father before all
ages, Light of Light, Very God of Very God, Begotten, not made; of one essence with the Father, by
whom all things were made:
Who for us men and for our salvation came down from heaven, and was incarnate of the Holy
Spirit and the Virgin Mary, and was made man;
And was crucified also for us under Pontius Pilate, and suffered and was buried;
And the third day He rose again, according to the Scriptures;
And ascended into heaven, and sits at the right hand of the Father;
And He shall come again with glory to judge the living and the dead, Whose kingdom shall have
no end.
And we believe in the Holy Spirit, the Lord, and Giver of Life, Who proceeds from the Father, Who
with the Father and the Son together is worshipped and glorified, Who spoke by the  Prophets;
And we believe in one, holy, catholic, and apostolic Church.
We acknowledge one Baptism for the remission of sins.
We look for the Resurrection of the dead,
And the Life of the age to come. Amen.

2. Making Course Selections

 
We want to make sure each course is a great learning experience for every enrolled student. The
placement process is critical to student success, and it begins with the parents carefully reading
course descriptions before they enroll. A detailed class description has been provided for each
course Scholé Academy offers. We have asked our instructors to convey their vision for the course:
the course objectives; the target grade range; their pedagogical/teaching style; student expectations;
and a sketch of how they plan to assess the students, including the skills and virtues students should
be cultivating during the course.
Please read these class descriptions carefully to make the best decision for your student(s). Once
you have considered each of these questions and have determined that the course looks like a good
fit, go ahead and register.
Before you purchase and register for your class, please consider the following categories as you
determine if the course will be a good fit for the student:

13
 1. Target grade range: If your student falls outside the listed grade range but you still believe
that the course will be a good fit, you should seek approval from Scholé Academy for the
student to be granted admission into the course. If you are in this situation, please contact us
before purchasing the course.
2. Minimum and maximum age requirements: Students enrolling in Scholé Academy
courses must meet the following age requirements, determined by their age on the first day
of class:
1. Lower School: 8–13 years old
2. Middle School: 12–16 years old
3. Upper School :14–19 years old
3. Maturity/readiness to discuss controversial topics (Middle & Upper School): From time
to time, in our Upper School, students are encouraged to participate in healthy and robust
debates on a wide range of topics. We are committed to providing a Christ-centered
education to all of our students, but we also encourage our students to wrangle with
theological, social, political, and moral issues and questions. Our courses are designed for
student engagement and discussion. We expect our instructors to navigate these waters
wisely and well; we expect our students to step into the arena of these class discussions with
maturity and respect for their cohort and instructors. We will always encourage our students
to share their class conversations with their parents and pastors. [9]Every course has its own
specific set of necessary background skills, prerequisite skills, and knowledge base. Please
visit the course page for the class you are considering, click on the Scholarship Skills tab
and review the information provided by the instructor hosting that course.
4. General skills: Course pages on our website include a tab with information about general
skill requirements for students who wish to enroll in the course. These include computer
skills, reading level, penmanship, and personal organization and planning. After reviewing
the information we have provided, if you still have questions about the placement of your
child, please call us at 866-730-0711; we would be happy to help you determine the best fit
for your student.
 

3. Placement Evaluations
After registration, Scholé Academy administrators and instructors will verify appropriate placement
by reviewing the enrollment information you provided. Depending on the course and previous
enrollments of the specific student at Scholé Academy, the instructor may require a placement
evaluation. This may include any of the following:
• a Zoom conference with the parent and/or student;
• a written exam;
• writing samples; and/or
• information about previous coursework.
Instructors will be provided with lists of students who may need to complete a placement evaluation
at the conclusion of the current school year in late May. Please anticipate contact regarding
placement evaluations from instructors after that point and throughout the summer. In the case of
math classes, there is a more detailed and specific placement process. See here.
Please note: Registration is not finalized until the student’s placement assessment has been
returned by the course instructor with placement confirmation. Scholé Academy, in its sole
discretion, reserves the right to deny admission to a student for any reason.

14
4. Student Learning Differences
To best enable us to meet your student’s needs while maintaining high standards for our courses, we
would like to invite you to dialogue with us if you think your child might demonstrate a
developmental difference that could limit his ability to fully engage with the course and its standard
requirements. Our course instructors are not required to be equipped or trained to serve students
with learning disabilities. However, in many cases, students with learning challenges are able to
participate fully in our courses with outside assistance.
To ensure that we can serve your student well, we ask that you please contact us before registration
if your student has any unique learning challenges or has been diagnosed with a learning disability.
If you have questions about the placement of your child in one of our classes, please contact us
prior to registration, and we would be glad to discuss possibilities for accommodation. In some
cases, we may request that the student and/or parent meet with the course instructor to determine
the best course of action.
Students with learning differences who are accepted into Scholé Academy courses are enrolled on a
provisional basis. To the best of our ability, we seek to ensure proper placement before the start of
the school year. However, if an issue becomes apparent within the first three weeks of classes, the
parent or instructor may request that the student withdraw for a full refund. Throughout the
academic year, parents can explore services at the CSLD and request support at any time. Likewise,
instructors may suggest exploring CSLD services during the academic year.
Additionally, families may wish to explore the services provided by the Scholé Academy Center for
Students with Learning Differences. Special Needs Instructors are available to help parents navigate
curricular decisions, support academic goals, and provide instruction and resources to help students
continue to build the skills necessary to meet their life-learning goals. We are firmly committed to
the belief that classical education is available to all students, even if it is delivered or received in
unique ways.
 

5. Enrollments and Withdrawals

 

Class Size
Scholé Academy chooses to limit class size and generally caps enrollment at 15 students. However,
there are some exceptions to this rule. In some instances, instructors choose to lower the
enrollment number to better facilitate the desired class dynamic and student engagement. In other
cases, class sizes are allowed to rise as high as 18 students pending instructor approval. The
Academy will not allow more than 18 students (including auditors) to enroll in any course.

In Lower School, we emphasize exploration and discovery to help cultivate the curiosity and
wonder with which every child is born. Students are encouraged to explore the natural world
through science experiments, stories, and numbers, and build the skills of a life-long learner through
penmanship, phonics, reading, and grammar. Students will practice memorizing scripture and
poetry, and have time for free reading throughout their day. Knowing that the school day is the right

15
amount of structured learning for a young mind, Lower School students are never sent home with
regular homework.
To help encourage lively minds, healthy habits, and knowledgeable connection to the natural world,
our students participate in active and outdoor play throughout their day in our four acres of fully
fenced green space. They also work at least twice a week in the school garden, learning about their
food and the amazing creation around them.

K-5 PARTIAL BOOK LIST: A SAMPLE OF WHAT WE READ

In our Lower School, we focus on great stories that enliven student imaginations, and help make
the world, both present and historical, come alive.
• Aesop’s Fables
• Fables by Arnold Lobel
• Alice in Wonderland
• Frog and Toad
• Little House in the Big Woods
• Little House on the Prairie
• The Peter Rabbit Collection
• The Adventures of Robin Hood
• Tales of Ancient Egypt
• King Arthur
• Castle
• Pyramid
• City: A Story of Roman Construction
• Sarah Plain and Tall
• The Wind in the Willows
• Treasure Island
• The Phantom Tollbooth
• D’Aulaires Book of Greek Myth
• The Secret Garden
• The Legend of Sleepy Hollow
• The Adventures of Tom Sawyer
• Pollyanna
• A Christmas Carol

Middle School is an essential training ground for success in high school and college. In 6th grade
our students transition to a schedule similar to what they will follow throughout high school, with a
stronger emphasis on independent work and original thought. Students will build off of the
grammar and composition skills learned in Lower School to build good arguments written with
style and accuracy. They will study algebra, and build strong scientific foundations in physical
science, biology, and earth science through working in our school garden. Students will also begin
to read primary source great texts across a variety of genres and styles and participate in Socratic
discussions.

16
Middle School students will also have increased freedom to focus on meaningful intracurricular
activity throughout their normal school week, including fine art projects, choir, sport teams,
competitive speech and debate, and they can try out for our advanced theatre club, The Saint
Genesius Players.

MIDDLE SCHOOL PARTIAL BOOK LIST: A SAMPLE OF WHAT WE READ

In Middle School students are introduced to a variety of literature, history and philosophy in their
integrated humanities classes. Socratic discussion becomes a much more significant part of their
education as they practice expressing their thoughts and ideas.
• Bulfinch’s Mythology 
• Tao Te Ching
• Theogony
• Euthyphro
• Crito
• Apology
• Phaedo
• Poetics
• Julius Caesar
• Midsummer’s Night Dream
• Romeo and Juliet
• Little Women
• Poetry of William Wordsworth
• Poetry of Gerard Manley Hopkins
• Poetry of Alfred Lord Tennyson
• Huckleberry Finn
• All Quiet on the Western Front
• The Once and Future King
• The Chronicles of Narnia
• The Hobbit
• The Lord of the Rings
• Mere Christianity

The Saint Constantine School is committed to equipping our students for the very best college
education. To that end, we provide our high school students with up to 30 units of transferable dual-
credit in their humanities courses, and are building AP programs in math, science, and foreign
language. Our humanities classes are centered around a chronological study of great books and are
taught exclusively by college professors, who facilitate discussion in a challenging but welcoming
Socratic environment. Our math and science programs are centered on exploration and
experimentation in advanced areas of study, including calculus and trigonometry, physics, and
chemistry.
Too many students transition from their high school schedule to their freshman year in college

17
without any idea how to manage their increased homework and free time. Graduates of The Saint
Constantine School will have been studying under college professors in a university-like schedule
for four years, thus preparing them for a rigorous college experience.  More importantly, our high
school is focused on what schools were always meant to do: prepare a student to live a virtuous and
meaningful adult life by the time they enter college or pursue their chosen career.

9TH-12TH PARTIAL BOOK LIST: A SAMPLE OF WHAT WE READ

In Upper School, students read unabridged great texts in their historical context and discuss them
in their humanities seminar. Students are taught to think critically and independently, express their
ideas clearly, and disagree with kindness and understanding.
• The Iliad
• The Odyssey
• The Republic
• Meno
• Phaedrus
• Nicomachean Ethics
• Catagories
• 1st and 2nd Apology
• On the Incarnation of the Word
• 5 Theological Orations: On God and Christ
• Confessions
• The Consolation of Philosophy
• Beowulf
• The Volsunga Saga
• The Divine Comedy
• King Lear
• Macbeth
• Hamlet
• Henry V
• Much Ado About Nothing
• Paradise Lost
• Morte D’Arthur
• Utopia
• Don Quixote
• Enquiry Concerning Human Understanding
• The Canterbury Tales
• 2nd Treatise on Government
• The Social Contract
• Sense and Sensibility
• Groundwork for the Metaphysics of Morals
• Frankenstein
• Utilitarianism
• Middlemarch
• A Tale of Two Cities
• Self Reliance
• The Poetry of Emily Dickinson
• The Poetry of Henry Wadsworth Longfellow

18
• Narrative of the Life of Frederick Douglass
• Genealogy of Morals
• Fear and Trembling
• The Brothers Karamazov
• War and Peace
• The Abolition of Man
• That Hideous Strength
• Learning in Wartime 
• East of Eden
• The Writings of Martin Luther King, Jr.

19
20
 PK &
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th
K
Phonics, Spelling,
Vocabulary and Spelling
and Vocabulary
Group Reading
Reading  and Literature Introduction to Great Books and
English and Great Stories Great Great Great Texts Great Texts
Composition
Grammar, Texts I* Texts II* III* IV*
Harvey’s Elementary Grammar and
Handwriting, and
Composition
Composition
Timeline and Geography The 3 year Timeline
Ancient World Advanced
History Ancient Medieval Modern Ancient Medieval Modern American
History: History: Gov. and American Comp and
History History History History History History and Texas Logic*
Primary Primary Eco. History* Senior
in Art in Art in Art in Story in Story in Story History
Sources Sources Thesis*
Euclidean Trig/Pre-
Math Singapore Math Pre-Algebra Algebra I Algebra II Calculus
Geometry Calculus*
Life Earth Physical
Science Foundations of Science and Experimentation Biology Chemistry Physics I Astronomy
Science Science Science
Arabic,
French,
Foreign Wheelocks Latin or Readings Spanish,
Latin and Greek Alphabet, Vocabulary, and Grammar Arabic, Spanish, or French
Language Greek in Latin or
Advanced
Latin
Foundations of Music and Music or Fine Arts Elective, or
Fine Arts Foundations of Music Music, Fine Arts, or Drama Cycle
Fine Art Studio Drama
P.E. P.E. through Play Games for Teams, Sports for Recreation, and Physical Health Cycle
Primary
Classical Education for the Primary Stage
Primary Stage (roughly six- through seven-year-olds) Motto: “Our letters, our numbers, our
stories, and our play are our wisdom.”
During their two years in the Primary Stage, the students are engaged in what is perhaps the most
critical step towards their readiness for the grammar class, the first formal stage of classical
education.
Primary Stage Content: classical stories, beautifully and artfully illustrated; poetry and rhymes;
church hymns and prayers; age-oriented classical art; traditional games; lives of the saints,
especially children saints; legends of virtue; calligraphy and copywork; numbers and patterns;
natural sciences; world history; and geography.
Primary Stage Method: language, phonics, deciphering, playing and building, mimicking,
challenging, and emerging Socratic dialogue.
Primary Stage Goal: Within the larger goal of acquiring lifelong self-teaching and independent
thinking abilities, this stage focuses on the following three goal subsets:
1. Mastering phonics and numbers, which will permit setting up the most important layer of a love
for reading to last for the rest of the child’s life.
2. Setting the foundations of a proper ordo amoris (order of affections). This stage is critical, as it is
now that children are most receptive, and most moldable; therefore, it is the most appropriate time
to begin the groundwork of the order of affections edifice. Children are not born with the right
responses, but are constantly acquiring abilities to do so even from their mother’s womb. What was
more or less an act of instinct now becomes choice and habit.
3. Modeling a proper Christian worldview. Primary Stage Virtues: love, obedience, honesty,
kindness, responsibility, patience, diligence, and courage.
What our days look like in the Primary class:
• Read / sing / recite aloud
• Memorize
• Engineer
• Narrate / answer questions
• Build
• Imagine
• Draw / Write
• Play
• Discover and interpret
On the cusp of Grammar Stage, our Primary students are acquiring sine qua non knowledge and
skills meant to provide them with the tools and virtues needed as they enter that first formal stage of
classical education. If the grammar stage is about owning the building blocks of education, and
learning to put them together, this primary stage is about receiving, contemplating the form of,
molding, and burning the mud and water into bricks which will form those blocks.
In Language Arts, the primary stage students’ main goal will be mastering the phonics along with
the print handwriting, as they immerse themselves into the world of storytelling (with a focus on the
enduring classic storybook treasures, with deeper focus on comprehension, vocabulary in context,
spelling techniques, punctuation, and capitalization) and poetry. Beginning with second grade,

23
Primary students embark on a nine-year journey, the end of which will signal their mastery of
English language, brought on by the study of English grammar, using a comprehensive, incremental
approach and a very thorough curriculum. Hand in hand with the study of English, children
continue to study Greek and Spanish, and take a captivating world history tour through Ancient
Times, Middle Ages, Early Modern Times, and The Modern Age.
Mathematics at this stage continues the manipulative approach, but significantly increases the
volume and importance of individual work, as students are able to work independently for longer
periods of time. Students are drilled on basic math facts and learn to apply them to real life
situations; they continue to study time-related concepts and patterns, and are introduced to new
concepts like fractions, graphs, and probabilities, along with basic geometry notions like lines,
angles, perimeter, and area of flat shapes. The science curricula at this age continue to focus on
exploration and contemplation of God’s Creation, helping students start to differentiate between
hypotheses and facts, and aligning this with intense vocabulary building and observation of methods
and inventions. In their two years in the primary stage, the students will go through one year of
biology and one year of earth science.
The art and music studies continue to train the child’s mind and soul into recognizing and admiring
beauty and truthfulness, while in the same time employing the voice and the hand into producing
better defined and inspiring work.
There are a few endearing images that will forever stay in the heart of a primary student: reading
aloud books that become reality during recess play; navigating the tumultuous computational waters
during math; patiently observing the crawl of a caterpillar on its way to becoming a butterfly, or
tirelessly running the green fields during physical education. At the end of this unique moment,
more ephemeral than the duration between two breaths, students will have perhaps grown in
abilities more than in any other stage, and will be ready for the entrance into the Grammar Stage.

GRAMMAR
Grammar Stage (roughly eight through ten years old) Motto: “Our wisdom is in our stories and
wonders, our statues, our computation mastery, and our designs and patterns.”
The first stage of the liberal arts is the Grammar Stage. After having mastered letters, numbers, and
phonics, children are ready to start working on the foundation of their trivium education,
manipulating the building blocks of languages, mathematics, history and geography, sciences, arts,
and physical education.
Grammar Stage Content: legends and myths; adventure, coming of age, and fantasy classical
novels; poetry; church hymns and prayers; age-oriented classical art; traditional games; lives of the
saints, especially children saints; natural sciences (with focus on life sciences and astronomy);
world history and geography, theory of music and visual arts, and vocabulary.
Grammar Stage Goal: Within the larger goal of acquiring life-long self-teaching and independent
thinking abilities, this stage focuses on the designing and building the following pillars:
1. Mastery of foundational information in all subjects. In other words, Grammar Stage focuses on a
well-organized storage process, rather than attempting to predict a production acme. That is not to
say that grammar stage milestones are not measurable, or a worthy achievement in themselves,
because there is invigorating joy in being able to fully know where things go, and what their names
are.
2. Organizing and reorganizing concepts, notes, principles, and truths. As Benjamin Franklin
describes in his autobiography, Grammar Stage students learn by mimicking, extracting, correcting,

24
comparing, reorganizing, and restating: “This was to teach me method in the arrangement of
thoughts.”
3. Planting the seeds of recognition of  Goodness, Truth, and Beauty. If in previous years children
prepare the ground in which such seeds are to be planted by exposure to the Truth, the Good, and
the Beauty, it’s in the Grammar years that they receive much needed knowledge and skills for the
recognition thereof.
Grammar Stage Virtues: honesty, responsibility, faith, knowledge, humility, patience, faithfulness,
and kindness.
As they enter this stage, students’ innate strengths are to be employed at their highest potential, and
memorization is the cornerstone of a Grammar Student’s artistry. By committing to memory facts,
principles, methods, events, and timelines, children establish, model, and improve the infrastructure
of all their future knowledge and skills. Their minds are thus prepared to tackle more complex
information, once the blocks are well set, and the pillars are well drafted.
Grammar students slowly establish, only to later on surpass, their own rhythm of work in both
mathematics (working with fractions, decimal numbers, ratios, order of operations, negative and
positive numbers, measurements, lines, flat shapes, and geometric solids; mastering computation
skills, principles, and mechanics; practicing estimation; and solving word problems and incipient
equations) and English grammar (working with all elements of language mechanics, morphology,
sentence parts, sentence and paragraph structure and mechanics, and advancing in the study of
reference sources, reports, and argumentative writing), as well as spelling and vocabulary (using a
phonics-based instructional design, integrated with the overall breath of logic stage subjects; with
lessons focusing on analyzing spelling patterns, and utilizing proofreading, riddles, puzzles, and
word games as practice towards perfection). The study of language arts is completed with two hours
and a half of classical world literature every week, aiming to build vocabulary in context, as well as
listening and comprehension skills, proper worldview, and the ability to narrate and summarize. In
addition, students receive one weekly hour of training in classical writing (following the
progymnasmata method and curriculum), and one in classical poetry (where they focus on
accumulating knowledge about different prosody concepts, as well as acquiring the skill of
recitation).
The study of Latin language, introduced at this age, is of paramount importance in building
knowledge and skills that will form the foundation of not only future study of any Romance
language, but of English grammar and vocabulary, as well as sciences and history. By attending to
the logical structure of Latin grammar, students will develop thinking and organizational skills
which they will later on employ in understanding algebra. World history and geography continues
in four-year cycles, while the sciences will alternate on a three-year pattern, going through
astronomy, biology, and botany. The students continue their study of Spanish, along with classical
Greek, and delve into classical music, Byzantine chanting, art. Their faith education is rounded up
at this stage with weekly Sunday readings and sermons, lives of the saints, and the tenets of the
Christian Orthodox Faith.
Grammar Stage, more than any other pre-stages and stages of the trivium, is thus a time when
wonder opens the door to knowledge, which will build into wisdom in the logic stage, which, in
turn, will usher in the contemplation of mystery in the Rhetoric Stage.

Logic
Classical Education for the Logic Stage

25
Logic Stage (roughly eleven- through fourteen-year-olds) Motto: “Our inquiries, doubts, analyses,
and strategy games are our wisdom.”
 
The Logic (or Dialectic) Stage typically engages middle school students, emerging from the
Grammar Stage armed with most of the building blocks needed in order to develop the capacity to
understand cause and effect and to embrace analytic thought, which is inherently blooming at this
age.
 
Logic Stage Content: classical novels, classical poetry, lives of the saints, strategy games,
traditional logic, literary criticism, world history and geography, theory of music and visual arts,
vocabulary, and writings of the early Church Fathers.
 
Logic Stage Goal: Within the larger goal of acquiring lifelong self-teaching and independent
thinking abilities, this stage focuses on the designing and building the following pillars:
1. Critical thinking skills. As students have been working all their previous years on building
their vocabulary and accumulating concepts in various areas of study, and honed their
comprehension prowess, they are ready to immerse themselves thoroughly, in all matters of
study, in criticism and analysis.
2. Debating. Knowing how to properly build an argument comes only after one is aware of the
principles of critical thinking. After their first year in the logic stage, students are beginning
to learn to sustain their ideas in a classical manner, utilizing a healthy balance of ethos,
pathos, and logos.
3. Search for the Truth. Our Logic stage students learn there is an ultimate Truth to be
discovered in all things worthy of knowledge, and are guided towards loving and being
ready to defend this Truth all their lives.
 
Logic Stage Virtues: hope, knowledge, honesty, humility, obedience, patience, courage, faithfulness,
self-control, and kindness.
What all our days look like in the logic class:
–    read / analyze / debate
–    write / confirm / refute
–     critique
–    abstract / integrate
–    strategic play
–    compete / work in teams
Our Logic Stage Masters will nurture their students’ ability to integrate the building blocks (the
“grammar” pillars) of different fields of knowledge, and help them begin the process of
categorization and organization into logical frameworks which are destined to serve for a lifetime of
conscientious choices. Higher mathematics (such as algebra and geometry) and the application of
the study of formal logic to all subjects (such as mastering paragraph construction, incipient literary
analysis, thesis-writing, textual criticism and analysis, the scientific method, advanced language
morphology and syntax, and historical analysis) are taught now.

26
Students in the logic stage continue working at their own pace in both mathematics (mastering
mixed numbers, decimals, percents, ratios, estimations, and exponents, as well as advancing in the
study of statistics, probability, geometry, and pre-algebraic or algebraic expressions) and English
grammar (mastering all elements of language morphology, sentence parts, sentence and paragraph
structure and mechanics, and advancing in the study of reference sources, reports, and argument
writing), as well as spelling and vocabulary (using a phonics-based instructional design, integrated
with the overall breath of rhetoric-stage subjects; with lessons focusing on analyzing spelling
patterns, and utilizing proofreading, riddles, puzzles, and word games as practice towards
perfection). The study of language arts is completed with two hours and a half of classical world
literature every week, as well as one weekly hour of training in classical writing (following the
progymnasmata method and curriculum), and one in classical poetry and American short prose.
With their introduction to Patristics, the students commence their six-year journey (continued in the
rhetoric stage) studying the writings of the Holy Fathers. World history and geography continues its
four-year cycle, while the sciences will alternate on a three-year pattern, going through biology,
physics, and chemistry. The students continue their study of Spanish, along with the classical
languages, Latin and Greek, and delve deeper into classical music, Byzantine chanting, art. Starting
with their first year in the logic stage, students will go through two years of formal logic, and one of
material logic; their faith education is rounded up at this stage with reading through the four
gospels, focusing on the weekly Sunday readings and sermons, while continuing to read the lives of
the saints.
The Logic Stage is a stage where the pursuit of truth is accompanied by training in defending it;
where the logos, building upon the vocabulary of the grammar years, joins the pathos of teenage
years; a stepping stone, paved with answers to why and how questions, towards the final step of the
paideia odyssey: The Rhetoric Stage.
Our logic class is designed for more mature students from ages 12- 14 years of age.
These students read classical literature and learn Greek, Spanish and have intensive
studies.

Rhetoric Stage
Classical Education for the Rhetoric Stage
 
Rhetoric Stage (roughly fourteen- through eighteen-year-olds) Motto: “Becoming the bastions of
Goodness, Truth, and Beauty is our wisdom.”
 
Having put on the armor of knowledge of concepts and principles in the Grammar Stage; having
learned the reasoning behind such concepts and principles, along with attack and defense strategies
in the Logic Stage; Rhetoric Stage students – mainly of high school age – are ready for battle: the
battle of debunking false myths and gods, and defending what they have learned to recognize in all
their schooling years as worthy of being admired, pursued, and defended.
 
Rhetoric Stage Content: classical poetry and prose; lives of the saints; strategy, tactical, and
decision-making games; material logic and rhetoric; literary criticism; writing; American
government, economics, and history; world history and geography; theory of music and visual arts;
vocabulary from classical roots; natural sciences (dual focus: life and physical); and writings of the

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early Church Fathers.
 
Rhetoric Stage Goal: accomplishing the overall goals of the trivium – lifelong self-teaching and
independent thinking abilities, a Christian Orthodox worldview, the maturity to lead a Christ-like
life, and the courage to pursue and defend the immutable Goodness, Truth, and Beauty.
The quintessence of this stage consists in building our students’ ability to communicate what they
have mastered, and seeing them accomplished as better persons for the glory of God and the benefit
of their families, nation, and Church.
 
Rhetoric Stage Virtues: faith, wisdom, hope, knowledge, honesty, humility, courage, faithfulness,
self-control, kindness, and gratitude.
What all our days look like in the rhetoric class:
– read / analyze / debate / prove
– expose / dissect / question
– write / confirm / refute
– critique / rebuild
– abstract / integrate
– strategic play
– compete / work in teams
Our Rhetoric Stage Masters will guide the students towards extracting and integrating the relevant
knowledge, presenting it to others, and measuring it up against false knowledge. Higher
mathematics and the application of the study of formal logic to all subjects (such as mastering essay
writing, literary analysis, textual criticism and analysis, the scientific method, advanced language
morphology and syntax, historical analysis, understanding of principles of law, politics, and
economics, and their intrinsic relationship with history) are taught now.
Students in the rhetoric stage continue working at their own pace in both mathematics (mastering
algebraic, geometry, trigonometry, set theory, probability, and statistics concepts) and English
grammar (mastering all elements of language mechanics; sentence and paragraph structure and
mechanics; reference sources; reports; and argumentative writing); as well as spelling and
vocabulary (using a curriculum which addresses vocabulary from classical (Greek and Latin) roots;
as well as mastering prefixes and suffixes; word origins and etymologies; synonyms, antonyms,
homophones, and polysemantic words; analogies; word usage; word form; critical thinking;
dictionary and glossary use; writing; and syllabification). The study of language arts is completed
with two hours of classical world literature every week (students are going through all the ages of
world literature, pausing on the works of some of the most significant authors of each age, and
learning to write literary analysis essays, which employ concepts such as biography, themes,
universality, and character analysis); students also receive one weekly hour of training in classical
writing (following the progymnasmata method and curriculum), and one in of classical poetry and
American short prose. Rhetoric students continue studying Patristics, where they contemplate and
analyze the writings of the Holy Fathers. World history and geography continues its four-year cycle,
and is supplemented with one year of American Government and Economics, and one year of
Modern American History, while the sciences  alternate on a three year pattern, going through
biology, physics, and chemistry, to which one year of physiology and anatomy is added. The
students continue their study of Spanish, along with the classical languages, Latin and Greek, and

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delve deeper into classical music, Byzantine chanting, and art. Depending on when they start their
classical education journey, rhetoric students will go through two years of formal logic, and one of
material logic, followed by one year of rhetoric, and one of philosophy; their faith education is
rounded up at this stage with reading the Old Testament, studying the Law of God, and continuing
reading the lives of the saints.
The Rhetoric Stage is not a stage at the end of which students are only able to pursue their
vocations. Rhetoric Stage is not a stage at the end of which students are only able to  recognize
Beauty, Truth, and Goodness. Rhetoric Stage is not a stage at the end of which students are only
able to defend that which is worth defending. More than anything else, this last stage before college
is what prepares our children for the greatest achievement of all: becoming living testimonies that
“the Lord is good”: Christ-like, transfigured, beautiful, good, and truthful new Adams and Eves.

Lower School Scope & Sequence

Pre-K3
The scope and sequence of our curriculum at St. Peter’s Classical School follows a steady
progression from Pre-K3 all the way through 12th grade. The foundational classical curriculum of
our Grammar School, Pre-K3 through 6th grade, begins right away in Pre-K3 with letter and
letter/phonemic sound recognition. This is cultivated and reinforced throughout the school year with
a phonogram of the week. Science, math, and literature are tailored to correlate with the phonogram
of the week. This includes discovery stations, activities, and circle time throughout the day that
correlate as well. The phonograms are fully introduced by sight and sound by the time they move
into Pre-K4.
Pre-K3 focuses heavily on building social skills and relationships. They are learning to work in a
group, share with friends, respect teachers, one another, and Chapel Buddies. Pre-K3 students enjoy
Bible, art, music, library, PE, and daily chapel. They are learning to appreciate the world they live in
and school community they are an integral part of from the very beginning.

Pre-K4
Students are engaged throughout the day starting with their morning routine. Morning meeting,
affirmation time, and activities focus on writing, reading, and the phonograms that have been
learned so far. Students in Pre-K4 are able to count to 20, write all the numerals, write their names,
recognize shapes and patterns. They also begin reciting their phone number and address. Students
learn how to use scissors, hold a pencil properly, and memorize the days of the week and months of
the year. Pre-K4 students also enjoy learning about animals, plants, insects, community helpers,
transportation, and birds throughout the year.
They are learning to work in a group, developing good work habits, sharing with friends, and
respecting teachers, one another, and Chapel Buddies. Pre-K4 students also enjoy Bible, art, music,
library, PE, and daily chapel. By the end of their Pre-K4 year, students are prepared for the
academic requirements of Kindergarten at St. Peter’s Classical School.

Kindergarten
Students in Kindergarten begin reading, mathematics, social studies, science, and daily handwriting
practice. They discover the correlation between writing, reading, and sound recognition through

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daily phonics practice. Our phonics curriculum builds phonemic awareness through sight, sound,
and writing. Students are very excited to begin reading independently by the second semester. Bob
Books, poetry memorization, basic grammar and sentence structure are also incorporated beginning
in the second semester.  My America and My World invites students to view themselves in relation
to America and the whole world. The text walks through 8 very important aspects of life in the
United States including symbols, freedoms, songs, and landmarks. Kindergarteners learn about 13
different community helpers and the roles and duties of each﹣doctors, postal employees, bakers, and
police officers, just to name a few. They also learn about culture, traditions, and geography in 13
other countries throughout the school year.
Math is a favorite subject for many of our students. St. Peter’s Kindergarten students enjoy learning
foundational math functions (addition, subtraction) with Singapore Math.  They also begin counting
to 100, ordering, even/odd, time, measurement, mental math, counting back and on, and
mathematics terminology. Our Kindergarten science curriculum, Discovering God’s World, covers
the five senses, animals, plants, insects, seasons, and an introduction to physical science.
Kindergarten’s classical curriculum is rounded out with field trips, Bible, PE, art, music, and daily
chapel.

First Grade
Students in 1st through 5th grades benefit from the addition of daily grammar skills and practice.
This gives them a strong foundation that will benefit them in every aspect of their school careers.
Our spelling and phonics curriculum teach and reinforce phonetic spelling and reading strategies
that undergird the reading of whole books throughout the school year.  The Institute for Excellence
in Writing curriculum allows students to create outlines, paragraphs, and compositions from
collections of fables and short stories. The Story of the World is a walk through the history of the
earliest people: the Egyptians, Sumerians, Hebrews, Babylonians, Assyrians, Indians, Ancient
Chinese and Africans, Phoenicians and Early Greeks.
Apologia Science for 1st grade covers Swimming Creatures of the Fifth Day. They will learn about
aquatic animals, whales, sharks, rays, crustaceans, and all types of fish that God has created for our
enjoyment. This curriculum includes a personal journal in which students collect data from hands-
on experiments, mini-books, comprehension questions, and vocabulary. They keep the journal as a
science treasure to look back on. Singapore Math at this level builds on previously taught
foundations of addition, subtraction, measurement, telling time, even/odd, skip counting, and
mental math. New at this level is the introduction of multiplication, division, word problems,
graphs, and halves and quarters. First grade also enjoys field trips, PE, Bible, Latin, art, library, and
music classes.

Second Grade
Students in 2nd through 6th grades benefit from the addition of weekly vocabulary definitions,
usage, and practice. Grammar, phonics, and spelling are added to and reinforced as well. Students in
2nd and 3rd grades become proficient in taking notes, creating outlines, summarizing, formal
critique, and writing from pictures. Students continue memorizing and practicing recitation
pieces. History in 2nd grade moves into the study of the Persians, Sparta and Athens, Greek and
Roman gods, the Roman Empire, the Indian and Chinese Empires, Confucius, Caesar, Christianity,
the Barbarians, and the Fall of Rome.
The progression to 2nd grade math includes an introduction to fractions, money, foundational
geometry, area, and capacity.  Science in 2nd and 3rd grades is Apologia Astronomy. They learn
about the sun, moon, stars, and each of the planets. They also learn about our galaxy and recent

30
scientific discoveries in this area. Students have a personal journal that contains all of their collected
data, experiments, vocabulary, and mini-books to keep and reflect on. Second grade’s classical
curriculum includes the enjoyment of field trips, PE, Bible, Latin, art, library, house games and
music classes.

Third Grade
Grammar, phonics, and spelling are added to and reinforced in 3rd grade. Third graders continue
to benefit from the addition of weekly vocabulary definitions, usage, and practice. They continue
building proficiency in taking notes, creating outlines, summarizing, formal critique, and writing
from pictures. History in 3rd grade picks up in the Middle Ages. Students explore the early days of
Britain and the Byzantine Empire, the rise of Islam and the Islamic Empire, the Great dynasties of
China, the great kings of France, Norsemen, Vikings, Knights and Samurai, and the Diaspora.
Third grade mathematics includes all previously taught concepts and introduces weight and length
conversions, capacity formulas, units of time conversion, graphs and charts, and perimeter.  Science
in 3rd grade continues their journey with astronomy. They learn about the moon, sun, stars, and each
of the planets. They also learn about our galaxy and recent scientific discoveries in this fascinating
discipline. Students keep a personal journal that documents their collected data, experiments,
vocabulary, and mini-books to reflect on. Third graders also enjoys field trips, Bible, Latin, art, PE,
library, house games, and music classes.

Fourth Grade
Grammar, phonics, and spelling are added to and reinforced in 4th grade. Students in 4th and
5th grades continue to create outlines and summarize from notes. They begin to do research and use
references to create basic essays. They also participate in creative writing, critique, and library
research. History in 4th grade explores the mysterious Middle East, the Ottoman Empire, France
and England at War, African and Spanish Kingdoms, Exploring America and the New World, The
Renaissance and Reformation, and England’s Greatest Queen and Playwrights.
Fourth grade mathematics builds on previously taught concepts and introduces decimals with their
four operations, symmetry, solid figures, volume, lines and angles.  Students in 4th and 5th grade
science enjoy Exploring Creation through Anatomy and Physiology. This curriculum gives students
a strong foundation in biology such as DNA, cells, and a brief history of medicine. They also
discover what happens in all the body systems: skeletal, cardiovascular, digestive, respiratory,
nervous and more. Fourth grade students also enjoy field trips, Bible, Latin, PE, art, library, house
games, and music classes.

Fifth Grade
Grammar, phonics, and spelling are added to and reinforced in 5th grade. Fifth graders continue to
create outlines and summarize from notes. They build research skills and use references to create
basic essays. Students continue practicing creative writing, critique, and library research. History in
5th grade introduces Early Modern Times: the Holy Roman Empire, Protestant Rebellions,
Northwest Passage, Warlords of Japan, New Colonies, Slavery, Moghul Empires, and an
Introduction to the American Revolution.
Mathematics in 5th grade introduces whole numbers, multiplication and division with multiple
digits, measuring and finding unknown angles, and advanced word problems. Fifth graders continue
building their strong foundation in human biology with Exploring Creation through Anatomy and
Physiology. They continue discovering how all the body systems work together. Fifth grade

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students also enjoy field trips, Bible, Latin, PE, art, library, house games, and music classes.

Sixth Grade
Our 6th grade classical curriculum at St. Peter’s focuses heavily on preparing students for Middle
and Upper School. Students are required to keep a personal academic planner, work on extended
assignments, and become more responsible for themselves and the workload assigned to them.
Grammar, vocabulary, and spelling continue at this level. Classical writing is based on the works of
Homer and is tailored to formulate well written sentences, paragraphs, and essays. Students at this
level also begin to think critically about reader audience, drafting logical arguments, and editing
drafts. History in 6th grade explores the American Revolution, Catherine the Great, Napoleon
Bonaparte, South American and Mexican Independence, the Trail of Tears, the Alamo, and the Gold
Rush.
Mathematics in 6th grade builds on previously taught concepts and introduces beginning algebraic
expressions, linear measurement, tables and histograms, advanced word problems, square roots,
expanded notation, fractions, ratios, and beginning graphing functions. Sixth grade science
introduces the biology of plants, study of creation, scientific classification, mammals, birds, fish,
reptiles, amphibians, insects, arthropods, ecology, and forestry. Students in 6th grade participate in
field trips, Latin, PE, Bible, art, music, and house games.

Upper School Scope & Sequence

Beginning in 7th grade, all of our subjects are taught by specialist teachers. All students are required
to take courses every semester in Literature, Math, History, Science, Ancient Greek, Latin, Bible &
Theology, Art, and Physical Education. To this core instruction, students add enrichment courses in
Drama and Speech, Computer Science, Poetry and Creative Writing, and Yearbook.
 

32

  Literature
7th Language Arts
8th Language Arts
9th Literature I
10th Literature II
11th Literature III
12th Literature IV
Courses focus on reading
and interpreting classic
epics, poetry, novels, and
short stories. In 9th grade,
for example, the main
texts are MacBeth, The
Odyssey, To Kill a
Mockingbird, and
Beowulf. Students also
learn rhetoric and
composition each year.
Ancient Greek
Required in all four years. We use
a college-level introductory
textbook for grammar and
morphology. Once students are
Required Curriculum in the Upper School
Math Science History Art Bible & Theology
Pre-Algebra Earth Science World History Art Church History I
Algebra I Physical Science World History Art Church History II
Geometry Biology American History Studio Art I Church History III
Algebra II Chemistry Western Civilization I Studio Art II Bible I or Theology I
Pre-Calculus Chemistry II Western Civilization II Studio Art III Bible II or Theology II
American Government &
Calculus Physics Studio Art IV Bible III or Theology III
Economics
After completing a study of
Courses include a textbook,
Similar to the math Students take art Church History, those
but make frequent use of
Each math subject curriculum, in that at least twice a students who are less
primary sources and
utilizes an we use established week. We focus familiar with the major
“socratic-style” discussion,
established textbooks for each on traditional stories of the Bible study
where students debate the
textbook, like subject, with skills in drawing the Old & New
meaning of the primary
McGraw-Hill. We frequent quizzes, and painting. Testaments. Students with
sources. For example,
take a Euclidean tests, class lecture, Students work in a strong foundation in
students read the U.S.
approach to experiements, and pencil, charcoal, Bible go on to read and
Constitution and The
learning Geometry. lots of class pastel, watercolor, discuss modern and ancient
Federalist Papers in
discussion. and oil paints. works of Christian
American Government.
theology and spirituality.
Latin Physical Education Senior Thesis Electives
With a similar approach Students take P.E. at least twice Seniors work on a major Students choose from
to Greek, students spend a week. Includes aerobics, research project throughout Drama and Speech,
two years learning the dance, and drills/games in the year, making use of the Computer Science, Poetry
grammar. Then, they read soccer, basketball, ultimate large library at Texas and Creative Writing, and
 frisbee, flag football, pickleball,
ready, we read original texts. original texts. Christian University. Yearbook.
etc.

Extracurricular & Leadership Options

Soccer/Tr
Robotics &
Archery Club National Honors Society Student Council ack & Annual Trip in Spring
Engineering
Field
Students can earn Students are elected by their Educational tours for students
Practice is on
New next year. membership. Our chapter peers. Student Council plans and families. Next year we will
Thursday afternoons. New next
Weekly club after does various projects and and oversees various projects likely go to Washington, D.C.;
Regional competitions year.
school. includes great leadership and events. Another great the year after that, to Greece or
twice per year.
opportunities. leadership opportunity. Italy.
Looking for a Great Preschool Program?
Choosing a preschool program is one of those first big decisions that confirm you really are a
parent. We’ve all heard the horror stories of the pressure that can come with this important step.
Soon-to-be parents put their nameless child on a preschool’s waiting list the moment the pregnancy
test is positive. Anxious mothers drill their non-verbal toddlers with flashcards to stimulate their
vocabulary development. Young parents wring their hands over the perfect resume and impeccable
references that will guarantee admittance of their 3-year old to the family’s first school choice. In
some circles, choosing an excellent preschool program is practically a competitive sport. But it
doesn’t need to be.

Classical Preschool Program

As our name indicates, St. Peter’s Classical School utilizes the classical method of educating
students. This includes our preschool program. And though our Kindergartners recite the entire
scope of the Bible, our 4th graders spell better than most 8th graders, and our Juniors read classical
texts in their original Latin or Greek, our student body is not composed of future Mensa candidates.
How is this possible? We credit early childhood educators like Mrs. Midgley for starting our little
ones out with a wonderful relationship to learning.
The preschool years are critical for laying a strong foundation for school readiness. But that doesn’t
mean 3-year olds must be forced into a restrictive scholarly mould. Play is the important work of
the preschooler. And Mrs. Midgley’s 20 years of motherhood and teaching have only confirmed and
deepened this belief. So, when prospective parents visit our preschool, they are amazed to discover
just how effective our play-to-learn model can be.

Play-to-Learn
Class begins with a Morning Meeting. The children begin with good morning songs and calendar
songs, and Mrs. Midgley often sneaks some math right in. For example, she might ask how many
friends are here today and they work together to count the students. Then Mrs. Midgley asks how
many teachers are in the class. Finally, she asks how many people are there altogether. Because
some students only attend 3 days of the week, occasionally Mrs. Midgley poses the question, “How
many friends would we have if everyone were here today?” After the songs, the class prays together
using a little prayer they have learned. Lately, however, two of our little ones have started teaching
their friends the Lord’s Prayer! The Morning Meeting wraps up by talking through the day’s
schedule and the learning activities they will experience.
After the Morning Meeting, preschoolers are dismissed for some free play in the various centers set
up around the room. During this free play, Mrs. Midgley calls one or two students at a time for their
morning work activities which are centered on the class’ weekly phonogram (letter and sound). This
morning work also includes activities that help children succeed in meeting the PreK objectives in
fine motor skill development, language development, reading readiness, and math skills.
As you might expect, little ones have a lot of time to play. In addition to free play in the centers,
there is outside play each morning and afternoon as well as P.E. twice a week. Specialist teachers
also visit weekly for enrichment classes in Library, Bible, and Art. Perhaps the most powerful
school readiness preparation that takes place circles around that morning work.

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Reading Readiness
The entire lower school uses the Spell to Write and Read (SWR) curriculum for a robust language
arts program. (This is why our 4th graders spell so spectacularly!) Mrs. Midgley skillfully connects
the preschool program to the lower school program by introducing phonograms in the same order
they are introduced in Kindergarten and beyond. All the learning activities for the week revolve
around the weekly phonogram. For example, one of the favorite preschool phonograms every year
is “P”. Students learn how pumpkins grow and count pumpkin seeds. They read If You Give a Pig a
Pancake by Laura Numeroff and practice story sequencing as they talk back through the story. The
class makes pizza for lunch and pancakes for snacks. Art projects and learning activities are filled
with objects that start with “P”.
Each week is full of new phonogram adventures: cookies and caterpillars, elephants and eggs,
Rudolph the Red-nosed Reindeer and robots. So, the cumulative effect is quite impressive. Three-
quarters through the year, I brought a special Bible book to read with the class. (My main job is
teaching Bible, Church History, and Theology across the whole school.) As I began to read, H is for
Holy by Nika Boyd, the 3 and 4 year olds accurately identified each letter with its proper sound
with every turn of the page. I was so impressed with their knowledge, and they were thrilled to
discover new words that began with familiar phonograms!

Time Transitions
St. Peter’s is not content with only academic progress. As our mission states, we cultivate the
intellect as we build the character and nurture the life of the spirit. And Mrs. Midgley brilliantly
covers these categories of learning as well. In order to function well in school and the workplace,
we all must learn to transition from one moment to the next. And we are rarely in control of when
these transitions must happen. This skill is particularly challenging for little ones. So Mrs. Midgley
uses a class bell. Students take turns ringing the bell and Mrs. Midgley happily instructs, “Show me
five.” Students raise their hands high in the air with fingers outstretched as they receive a 5-minute
warning of the coming change of activity. When it is time to clean up, she plays a “clean up  song”,
at the end of which the class space is neat and tidy again. Then another student moves a clothespin
from the previous scheduled activity to the next. In this way, all students practice adjusting to the
next part of their day.
It is so easy to admire the amazing work Mrs. Midgley accomplishes with each year’s bunch of
preschoolers. Her heart is to instill a love of learning in our littlest students as she prepares them for
the beginning of their academic journey. Students and parents love her. Other teachers appreciate
the foundations she lays. And together we create a community that loves to learn together!

CURRICULUM
Christ the Savior Academy utilizes a classical liberal arts curriculum that equips students with
essential tools for learning and familiarizes them with classic works of literature and important
historical events. The Academy and its Board are committed to cultivating a life-long love of
learning in our students and helping them to discover, discern, and desire the Truth.
Aristotle says, “You are what you repeatedly do. Excellence is not an act but a
habit.”

Christ the Savior Academy’s curriculum goals are in keeping with Aristotle’s maxim and with the
grammar stage methodology of a classical education. Reading, writing, spelling and arithmetic
make up the foundation on which future learning is built and so are the chief concerns of our

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curriculum. Moreover, we hold that the formation of the child’s basic academic and social skills,
work habits, and character are of vital importance in these early years

Reading, Composition, Spelling,Printing and Memory Work

Children are taught phonics, the system of letter-sound association, for the purposes of learning to
read and spell. Phonics is most effective when taught systematically, thoroughly, intensely, and in a
logical and time-tested sequence. Students are encouraged to read with fluency, accuracy, and
comprehension, and to develop a life-long love of learning through classic and noble literature.
We seek to equip every student with the skills necessary for good composition, including proper
grammar. Students identify and decode the parts of speech and learn to use correct punctuation and
capitalization rules.
Students also learn to spell accurately by making a systematic study of phonics, word families, and
spelling rules, as well as by continuously seeing, reading, and writing words correctly. An important
step in developing good penmanship, punctuation, and spelling is copy work. This is an exercise
consisting of copying sayings, maxims, Scripture, and poetry in the student’s best handwriting.
Every teacher in every grade level requires good penmanship.
Student’s memory work includes poems, great literature, and Bible verses. Literature for teacher
read-alouds includes Fairy Tales, Aesop’s Fables, Bible stories, and other children’s classics.

Literature
Literature is the heart of classical education. High-quality, unabridged classics are, therefore, at the
core of our curriculum. Using great books and study guides, our students read and study the very
best in literature and poetry.

Numeracy and Arithmetic

Children learn number formation, shapes, counting, time and clocks, calendar, measurement, and
money, and aim for a mastery of addition and subtraction facts and multiplication and division facts.
Students learn number sense by skip counting, games, and drills. The primary goal in Kindergarten
through 2nd Grade is immediate recall and understanding of math facts. As our students progress
through 5th Grade, we aim to draw attention to patterns and spatial relationships that prepare them
for encountering greater, traditional mathematical ideas and concepts in middle school and high
school.

History and Geography

History lessons begin in 1st Grade with a survey of ancient history, and progress through 2nd Grade
with a study of the ancient Greeks and their mythology, 3rd Grade with a study of ancient Rome,
4th Grade with a study of the Middle Ages, and end with the study of early American history in 5th
Grade. An emphasis is given to the history of the Church and to the lives of the saints of the various
periods. Learning about the classical and medieval ages gives the students a foundation for reading
the Greek, Roman, and English classics, and for better understanding our own period in the light of

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history.

Greek and Latin

The study of Latin is a core element of a classical education. Our Latin studies are designed not
only to teach the language, but also to complement our students’ learning of Grammar more widely
and to aid in the recognition of Latin roots in English. Our classical heritage has come down to us
from the ancient world through the Latin language, but much of that inheritance is Greek in origin.
Therefore we seek also to familiarize our students with Greek, which is the language also of the
Septuagint Old Testament and of the New Testament, as well as the ancient hymns and prayers of
the Orthodox Church. Students begin learning the Greek alphabet in 1st Grade and commence their
Latin studies in 2nd Grade.

Science
The emphasis of science in the grammar stage of a classical education emphasizes first-hand
involvement with the natural world for the sake of mastering observation. Using nature studies,
students learn about plants, animals, and seasons, and they take nature walks to collect leaves,
flowers, bugs, and more for examination. Life studies (zoology, entomology, and botany) eventually
progress toward astronomy and physical science, laying a foundation for more in-depth and
experimental work in middle school.

Christian Studies
Through reading aloud, narration, and memorization, students learn Bible Stories, Psalms, prayers,
the Ten Commandments, and more. In Icon Studies, the children are exposed to the iconography of
the Church and discuss its meaning. Children are also introduced to the Church’s cycle of feasts and
fasts and to the lives of our Lord and of the great saints.

Music and Art

Children should be trained to discern and love the true, the good, and the beautiful in all subjects,
not least in music and art. Children learn the basic elements of music through music theory,
movement, folk song applications, and music appreciation. Their studies will also include the music
of the Church. Students will learn the fundamentals of art – including drawing – by learning the five
elements of contour shape and by using visual perception to create realistic drawings. They will also
study classic artists and their work.

Physical Education
P.E. provides exercise for the student as well as an opportunity to play healthy competitive games.
Students will work to develop basic motor and motion skills such as running, skipping, moving

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backwards, and flexibility, as well as sportsmanship and team play..

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Courses by Grades

K–2
– Spelling
– Math
– Reading
– Cursive
– Phonics / Grammar
– History
– Science
– Recitation
– Latin
– Poetry
– Art
– Music
– Christian Studies

3rd – 4th
– Poetry
– Composition
– Grammar
– Spelling
– Literature
– Cursive
– Math
– History
– Latin
– Geography
– Astronomy
– Greek Myths
– Christian Studies
– Music
– Art
– Physical Education

5th – 6th
– Math
– Latin
– Spelling
– Science
– History
– Composition
– Literature
– Christian Studies
– Music
– Art
– Physical Education

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7th – 8th
– Science
– Humane Letters
– Latin
– Math
– Composition
– History
– Christian Studies
– Music
– Art
– Physical Education

Classical education follows two streams that work together:

1. The Rhetorical, in which teachers help students learn from great works of literature and art.
2. The Philosophical, in which teachers guide their students through the analysis of ideas with
Socratic dialogue.
These two streams are the two ways of knowing literacy and numeracy (seven liberal arts and four
sciences); and it does so with a distinct approach to detail, content and mastery not to be found in all
schools.

The Seven Liberal Arts

The Seven Liberal Arts are the arts of thinking: those tools and skills traditionally deemed necessary
to free one’s mind from the base, the expedient and the mediocre. They are intended to draw a
student out of himself, allowing him to see truths that are timeless, unchanging and not of his own
making.
The first three of these arts–grammar, logic and rhetoric–are often called the trivium, or the arts of
language. For the students at Hagia Sophia, this means mastering the forms of language by learning
and using the highly inflected Greek and Latin languages. It also means learning to sort sense from
nonsense in the structure of arguments and fallacies in reasoning. It means learning to use language
in compelling ways by applying argument, arrangement and style in both written and oral
presentations.
The remaining liberal arts – often called the quadrivium – are known as the mathematical arts and
include in our program the modern mathematical studies as well as the axiomatic and deductive
studies characteristic of Euclid’s Elements.

The Four Sciences

Each of the Four Sciences is a mode of inquiry or domain of knowing. “Science” comes from the
Latin word “scientia” which means knowledge and is by no means limited to the knowledge
provided by the natural sciences. The Four Sciences include the natural sciences, the humane or
moral sciences, the philosophical sciences, and the science of theology. This order is rooted in the
common experience of all people everywhere. The goal of a science is to know the causes of things.
The classical content of our curriculum refers to those traditional works of literature, history,
philosophy and theology that embody perennial truths of the human soul and which remain

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compelling because they present these truths in memorable, or beautiful, ways. These classics are
admired not because they are old; rather they are admired because they have continued to ring true
with people of many eras, cultures, and tongues. The classics provide the most thoughtful
reflections on the meaning and potential of human life. They introduce students into a conversation
which spans centuries and millennia and, in so doing, they have the further potential of freeing
young people from the tyranny of fads, tribes, and the cult of mediocrity.

Curriculum Structure
Foundational to the curriculum of Hagia Sophia Classical Academy is the belief that everything we
teach is grounded in knowing that the LOGOS (Jesus Christ) is the source of all Truth. With that
pervading Christian worldview at the heart of everything we do, the curriculum of Hagia Sophia
Academy focuses on:
1. Mastery of the classical languages (Latin and Greek)
2. Discipline of the maths
3. Understanding of the great works of Western civilization
4. Study and practice of the arts and sciences
All students who graduate from Hagia Sophia Academy will exceed the requirements of an Indiana
Honors Diploma.
The Academy places each student into one of three areas of education: Grammar, Dialectic and
Rhetoric. The students are placed in a certain Level (Grammar), or Form (Dialectic and Rhetoric)
based upon their individual academic, social and spiritual abilities and needs. Note, however, that
many school functions and activities combine all Forms. Older students mentor the younger ones,
and younger ones often lead the way in enthusiasm and unreserved delight. Everyone together, from
the youngest to the oldest, participates in prayer, worship and service to others.

The Structure of Hagia Sophia Academy’s Classical Forms and Levels (these are guidelines
adjusted to fit specific students and class groups)

Ages 6-8+ Ages 9-11+ Ages 12-14+

Early
Late Grammar Dialectic
Grammar
Levels Forms
Levels

Level I (1st Level IV (4th Form I (7th

yr) yr) yr)
Level II (2nd Level V (5th Form II (8th
yr) yr) yr)
Level III (3rd Level VI (6th Form III (9th
yr) yr) yr)

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Grammar & Dialectic Stages

Grammar: Levels I-VI (Grades 1-6)

Studies in these years take advantage of the impressive abilities and ease with which the young are
able to memorize and learn by rote. At this age, memorization and the acquisition of new skills and
information is pleasurable on the whole. Students are taught many of the tools they need for school
and life. An excitement for learning and a sense of the satisfaction of working hard is cultivated in
the heart and mind of each student. Daily prayer, study of the Scriptures, and stories from the lives
of the saints integrate Christian worldview, understanding and practice with academic growth.

Dialectic: Forms I-III (Grades 7-9)

While there is certainly overlap between the forms, the dialectic age is characterized by
contradicting, answering back, liking to trick or “trip people up” (especially one’s elders); and by
the propounding of conundrums. Its nuisance value is extremely high. This, then, begins the age of
reason marked largely by the questioning of what the student originally learned by rote. Dialectic
students go back over many of the same topics they were introduced to in the Grammar Form,
studying them in greater depth. These years evoke a mix of familiarity and strangeness, of “I
remember studying this!” and “I never thought about it that way before.” While some of this might
look like rebellion, the clash of ideas is simply a part of the growing up of the man and woman.
Cultivation in virtue and character, while training the young men and women in the proper use of
reasoning, guides them – as with a compass – and prepares them for the rougher waters to come.

Early Grammar Levels

Levels I, II & III (Grades 1-3)

Language Arts
Language arts are the backbone of the early years. By Grammar, Level III, students read simple
chapter books fluently, write correct sentences and paragraphs, read or listen to a story, retell stories
both orally and in writing, memorize and recite poetry. They have read themselves, or had read to
them, a variety of excellent children’s literature. The language arts focus for the Early Grammar
Form will be in the areas of:
• Phonics and Grammar
• Reading and Writing
• Speaking and Listening
• Spelling and Penmanship
Arithmetic
Neatness, accuracy, understanding, and competence are the goals in arithmetic. Through this study
students begin to see and understand the underlying patterns of creation. The arithmetic focus for
the Early Grammar Form will be in the areas of:
• Counting and Number Theory
• Measurement and Money
• Addition, Subtraction and Multiplication
• Introduction to Graphs, Shapes and Fractions

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Latin
Songs, chants, memorization, simple vocabulary, stories, and studies in Roman life form the Early
Grammar introduction to Latin.
Nature/Creation
At this level students are encouraged and nurtured to observe, appreciate and enjoy the natural
world. Theme studies, demonstrations, and outdoor activities combine with memorization of facts
and reading of biographies and other good literature to build a foundation for a poetic knowledge of
the natural universe.
History and Geography
These subjects are literature-based, focusing on understanding of human differences and similarities
across time and space. Students learn continents and seas, as well as lifestyles of earlier peoples,
especially the Greeks, Romans and Americans. Some memorization does occur, but sequential and
detailed teaching of history and geography is more appropriately taught at the upper forms.
Arts
These classes are a regular and important part of the curriculum and are a most natural way to help
set a foundation for the instinctive yearning for Truth, Goodness and Beauty. The arts teach physical
coordination and skills as well as the ability to work with others. Students are introduced to our rich
history of glorifying God through the arts. The arts focus for the Early Grammar Form will be in the
areas of music, art, drama and physical arts – Tae Kwon Do.

Late Grammar Levels

Levels IV, V & VI (Grades 4-6)

Language Arts
During the Late Grammar Form students expand their reading to include classics of literature
appropriate to their age and ability and begin to analyze structures and logic in fiction, non-fiction,
and poetry. Writing moves from the essay in Late Grammar IV to the research paper in Late
Grammar V and VI. Imitation of great writers is foundational. Students give gradually more
demanding oral presentations.
The language arts focus for the Late Grammar Form will be in the areas of: reading, introduction to
literature, listening, writing, introduction to rhetoric, penmanship, grammar, spelling and speaking
Arithmetic
By the end of Late Grammar Form VI all students master the study of arithmetic. Teaching focuses
equally on memorizing, understanding, and applying, as appropriate for each age level. The
arithmetic focus for the Late Grammar Form will be in the areas of: all operations; fractions,
decimals and percentages; measurement and money; graphs and charts; introduction to geometry
and algebra; word problems and life application.
Latin
Latin is taught as a formal subject with textbooks. Students begin studying grammar, vocabulary,
and translation. A careful balance is struck between rote memorization and the excitement of
decoding and interpretation. Students enter the Dialectic Form with a basic understanding of
grammar, a sizable vocabulary and a habit of accurate translation.
Physical Creation
God has revealed Himself in His creation. We are privileged to see Him through the observation and

44
study of the natural world and approach the subject with diligence and humility. The focus for the
Late Grammar Form will be in the areas of:
• Late Grammar IV: Learning Observation through Natural History
• Late Grammar V: Earth and Physical Science
• Late Grammar VI: Life Science
Humane Letters
At this level the Humane Letters class encompasses history, geography, and literature. By Late
Grammar Form VI students know all the countries and capitals of the world and have a foundation
to understand the complexities of time, space, and culture in human history. The humane letters
focus for the Late Grammar Form will be in the areas of:
• Late Grammar IV: Ancient History and Early Cultures around the World
• Late Grammar V: Medieval and Renaissance History and the Age of Exploration
• Late Grammar VI: American History
Arts
Arts classes are integral to the daily curriculum. At this age students are introduced to standards of
beauty and excellence and trained in both Godly aesthetics and skillful execution. In choir students
sing the great music of Christian culture and participate in Divine Liturgy and at concerts. The arts
focus for the Late Grammar Form will be in the areas of: choir, art, drama and physical arts – Tae
Kwon Do.

Dialectic Forms

Dialectic Forms I, II & III (Grades 7-9)

At this age students are naturally ready to question and probe more deeply into what they have
learned.
Humane Letters
Literature, language arts, history and geography are integrated in this class, which typically meets
several hours a day. The humane letters focus for the Dialectic Form will be in the areas of:
• Dialectic I: Tales and Poetry of the Middle Ages
• Dialectic II: Reforms, Revolutions, and New Worlds
• Dialectic III: The Bible and the Ancient Greeks
Mathematics
• Dialectic I: Pre-Algebra
• Dialectic II: Algebra 1
• Dialectic III: Algebra 2
Latin I-III
Students master grammar and expand their vocabulary while beginning to read Latin literature and
memorize and recite famous works.
Science
• Dialectic I: Earth Science
• Dialectic II: Physical Science
• Dialectic III: Biology

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Christian Studies
Foundational to Hagia Sophia Academy is the belief by the entire faculty that all subjects and all
Forms at the Academy are grounded in the understanding that the LOGOS is the source of all Truth.
In addition to this all-encompassing and overarching Christian worldview, Dialectic students will
begin the formal study of Christianity and other religions. The Christian studies focus for the
Dialectic Form will be in the areas of:
• Dialectic I: The Bible
• Dialectic II: Church History
• Dialectic III: World Religions
Arts
• Choir
• Music Theory and Music History
• Art Technique
• Art Appreciation and Art History
• Physical Arts: Tae Kwon Do

Saint Nicholas Orthodox Academy

STUDENT HANDBOOK
Welcome to St. Nicholas Orthodox Academy.
This handbook has been designed to outline the policies and procedures for the current school
year. Please review the following information carefully. Keep this handbook for future reference
throughout the school year. Students and parents are reminded that by your decision to attend
St. Nicholas Orthodox Academy you agree to abide by the policies and procedures as outlined in
this handbook. 
Founding Principals:
·       St. Nicholas Orthodox Academy is a ministry of St. John the Wonderworker Orthodox Church
in America. As such the educational philosophy, policy and procedures, and all operations are
guided by the dogmas of the Orthodox Church of America.
·       Prayer and worship are integral to our lives. School commences daily with prayer in our
Church at 8:15 am. At noon we again gather in the church for the traditional prayers of the hours.
·       This Academy embraces an educational context in which our faith will be upheld and the souls
of our students and staff will be nourished together with their minds and bodies.
·       Our Orthodox confession of faith, the Nicene Creed, explains the Christian truth upon which
we believe and act:
THE NICENE CREED
I believe in One God the Father Almighty Creator of heaven and earth and all things visible and
invisible.
And in One Lord Jesus Christ, the only-begotten Son of God, begotten, not created, of one essence
with the Father, through whom all things were made. Who for us and for our salvation, came down
from heaven and was incarnate of the Holy Spirit and the Virgin Mary and became man. 
And He was crucified for us under Pontius Pilate, and He suffered and was buried. On the third day
He rose according to the Scriptures. He ascended into heaven and is seated at the right hand of the
Father. He will come again in glory to judge the living and the dead. His Kingdom will have no

46
end. 
And in the Holy Spirit, the Lord and Giver of Life, who proceeds from the Father, who with the
Father and the Son is worshipped and glorified, who spoke by the prophets
In one holy, catholic, and apostolic Church.
I acknowledge one baptism for the remission of sins.
I look for the resurrection of the dead and the life of the world to come. Amen.
We ask our students to adhere to the following:
 CODE OF HONOR: 
Each person will speak respectfully to the other at all times: 
 teacher to student, student to adult, student to student.                                 
There will be no bullying or harassment. 
Accreditation and Enrollment:
St. Nicholas Orthodox Academy is Accredited with Distinction by the Georgia Accrediting
Commission and provides an accredited course of study from kindergarten through twelfth
grade. All students enrolled for credit shall take a standardized test during the year. The Iowa Basic
Skills Test and PSAT are administered at St. Nicholas. Full enrollment and partial enrollment are
available.
Home Schooled Students:
Individual courses as well as a program of accreditation are available for home-school students. As
a home school resource center, St. Nicholas Orthodox Academy has a file of curriculum catalogues
available as well as a library of favored textbooks for review that we have used and can recommend
to inquiring home school families.
St. Nicholas Orthodox Academy, through the Georgia Accrediting Commission, offers accreditation
to home school students who have a parent or mentor with an undergraduate degree. To begin this
process of accreditation, a “Home Studies Accrediting Information Form” must be filled out and
turned in with a registration form and a yearly fee of $300 to the administrator. For each home study
course the home school student shall take a test on campus proctored by the administrator at least
once per quarter to confirm progress.  The test is designed by the home mentor and a test key is
provided to the proctor.
After a home-schooled student has been enrolled in this program for one academic year (nine
months) and has successfully completed the work that he or she has set out to accomplish, Saint
Nicholas Orthodox Academy can give the student credit as well as transcripts for the level of work
demonstrated.
Student Evaluations:
St. Nicholas Orthodox Academy is on a semester system.  Semester reports are sent out in mid-
January and June. Students also receive progress reports at the end of each quarter.  Both semester
reports and progress reports must be signed by a parent and returned to the school except the June
report card.  The teaching staff is available at any time during the school year to discuss your child’s
academic work or behavior at your request.
 Conduct and Behavior:
Neatness in dress and adherence to our dress code
·      Courtesy and respect towards teachers and classmates

47
·      An attentive attitude during prayers and lessons
·      Preparedness for studies with proper supplies and assignments
·      Restraint in speech, gestures, and actions which could undermine the teaching environment
Disruptive behavior that interferes with the integrity of the classroom will not be tolerated. 
Therefore, communication, consistency, and cooperation between parents and staff in matters of
discipline are imperative. In order to prevent a student’s behavior in the classroom or elsewhere
during school hours from becoming a consistent problem, we will follow the disciplinary
procedures outlined in this handbook. By enrolling your student in St. Nicholas Orthodox Academy,
you are giving full consent to the following: Dress Code, School-wide Rules and Discipline
Procedures
Disciplinary Procedures:
Both major infractions and chronic misbehaviors (e.g. calling out, being crude or ill-mannered,
clowning around during lessons, disrespect towards staff members, taunting or intimidation, willful
opposition, coming to class late and/or unprepared, not completing assignments, etc.) will be
handled swiftly. When a student’s behavior interferes with the integrity of the classroom, the
following steps will be implemented.
 1. Parent Notification: Communication regarding the behavior or incident will be made through a
note home, a phone call, or personal contact. A parent conference may be necessary in order for
staff and parents to discuss the needed improvements. If necessary, a probationary period will be set
up during which the student’s behavior will be expected to improve. Parents’ cooperation and
support are essential in resolving behavioral issues. An incident report will be placed in the
student’s file.
2. Suspension from School: If the problem behavior is not sufficiently resolved, the Administration
will determine if suspension is in order. A parent conference will be held at the earliest convenience
to discuss the reasons for removal and the length of the suspension. Certain incidents may
necessitate parents’ picking up their child immediately. The grounds for suspension will be noted in
the student’s file. Should a student’s behavior be determined at any time to be physically dangerous
to him/her self or others, the student will be suspended at once and a parent conference held as soon
as possible.
3. Expulsion from school: For major infractions or chronic unresolved misbehavior, expulsion from
school may become necessary at the determination of the school administration and faculty. A
formal letter will be sent to the parents and placed in the student’s file.
School Wide Rules
·      Be on time to school and to each class
·      Complete homework assignments and turn in on time
·      Do not plagiarize
·      Do not cheat on tests or homework
·      Adhere to the dress code
·      Deal courteously with peers and respectfully and cooperatively with teachers
·      Obtain permission from a teacher to leave a room for a specific purpose or to go to other
areas of the church building between classes
Procedures For Specific Infractions Of These Rules:

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1.  Be on time to school and to each class and activity
• A student is tardy for the school day at 8:16. A student is tardy for class if they are ten
minutes late. Two tardies will be counted as an absence and receive the same penalty.
• An absence is defined as any time a student misses class.
• Parents must call the school or administrator by 9:30 am the day of the absence and shall
send written notification via email to pamela.showalter@gmail.com or handwritten note on
the day of their return.
• When a student returns from their absence, they are responsible for the work missed. To
insure that this work is completed, the student will be required to stay after school on the day
of their return and subsequent days until the assignments are completed and have been
signed off on by the teacher.
• An absence, for whatever justifiable reason, impedes the progress of student learning
therefore
• The administrator will contact parents after five hours of absence from a core
academic class to discuss a course of action and the possible consequences of
continued absences.
• Ten hours of absence from a core class in two consecutive quarters must result in an
administrative conference and an academic probation for said course.
• In the event of an academic probation parents are responsible to meet with the
administrator and teacher to arrange the means by which the student will achieve the
credit.
·      These means may include but are not limited to; tutoring and Saturday School.
·      These options will be at the expense of the family.
2. Complete homework assignments and turn them in on time.
·      The consequence for not turning in completed homework is a detention to be served the day the
assignment was due. 
·      The consequence for chronic failure to turn in homework complete and on time will be a
parental conference to create a plan to assist the student in building successful academic habits.
3. Do not plagiarize. Do not cheat on tests or homework.
·      The consequence for cheating on tests or plagiarizing is receiving a zero for the work with no
make-up allowed, a conference with parents, same semester probation, and a record of the incident
in the student’s permanent file. A second incident of cheating results in suspension and possibly
expulsion.
4. Adhere to the dress code
·      The consequence for a first time infraction of this rule is a verbal warning.
·      The consequence for a second or subsequent infraction is that the student must wear
appropriate clothes available at the school clothes closet.
5. Deal courteously with peers and respectfully and cooperatively with teachers. This means
that students do not bully, belittle, grab, hit, poke, lean on, intimidate, ostracize, or sexually
harass each other. Also this means that students do not take or destroy each other’s property.
Additionally this means that students do not use profane, vulgar or abusive speech in or
around school nor do students have knives, firearms or lighters at school. This means that

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students do cooperate with each teacher’s rules for their classroom and that students only use
headphones or cell phones when permitted by their supervising teachers.
·       The consequence for violence or serious abuse of another person, even a first infraction, shall
be at the discretion of the administration and shall include: a parental conference, a report on the
student’s permanent record, probation, suspension, or may be an expulsion from school.
·       The consequence for a less serious first time infraction of any aspect of this rule is a verbal
warning; the second time infraction results in a written warning and parental notification; the third
infraction results in a parental conference, a behavior plan established, probationary status and
possibly suspension. 
·       The consequence for damaging, stealing, or destroying property is after-school detention, a
report on the student’s permanent record, and to be liable, along with your family, to restore or
replace such items, a probation and possible suspension
6.   Obtain permission from a teacher to leave a room for a specific purpose or to go to other
areas of the church building between classes.
Dress Code and Appearance:
The dress code of St. Nicholas Orthodox Academy is a reflection of the values of our Orthodox
Church community of which our school is a part. As such, the student should be modest in
appearance. Any teacher may, at any time, ask the student to conform to the dress code, and the
code will be affirmed cheerfully. Any questions about its implementation will ultimately be decided
by the pastor.
All clothing must be clean, neat and modest, without any words, logos, advertisements or media
images. The clothing will be neither too loose nor too tight, and not frayed or torn. Our community
does not wish to promote media advertising; therefore, media images will not be on any items of
clothing, book bags, or lunch boxes. However, we realize that some clothing has brand logos on it
and as such may be worn if the logo does not exceed 2 inches in length.
For the boys, dress should be as follows: button-down oxford, polo, or turtle neck shirts, pants and a
belt. The shirts must be tucked in at all times. Hats are not permitted to be worn in either school or
church. Socks must be worn with shoes. 
For the girls, skirts and dresses must fall below the knees when standing or sitting. Modest blouses
or sweaters should be worn with no cleavage or midriff showing. For warmth, girls may wear
leggings or tights under their skirts. Also for warmth, girls in all grades will be permitted to wear
sweat pants under their dresses when walking to and from the Boys and Girls Club, several blocks
away.
Blue jean pants for the boys and blue jean skirts for the girls may be worn but may not be worn-out
or frayed. Sandals are permitted, but flip-flop sandals are not permitted for either boys or girls.
No shorts for the boys or pants for the girls will be permitted during school, with the exception of
the K-6, where the students may change into shorts when they go into the park for recess.
For our sports program, appropriate gym clothes without stripes or patterns, and again without
logos, are required. Sneakers should be worn with sports socks. 
For outdoor gardening activities students should wear modest pants and shoes that can get wet and
muddy.
Parental Responsibilities:
Volunteer effort propels this school to a major extent and the participation of every family is
needed.  Tuition payments must be made by the fifth of the month or a late fee will be charged.  Full

50
up-to-date payment of fees is required before student transcripts will be released. 
Lunches:All lunches and snacks should be fully-prepared at home and should not require kitchen
preparation or microwaving.
Birthdays:It is requested that student birthday-gift exchanges take place after school hours.  In-
school birthday celebrations may occur only with the prior approval of the teacher in whose class
the party is to take place.
School Supplies:All school supplies should have solid colors or display scenic views only;
commercial or pop-culture logos or characters are not permitted. It is the parents’ responsibility to
keep track of and replace their student’s supplies throughout the school year. 
Parking Exception:Please avoid parking in the one car space across the street from the school
entrance. This space is next to the large water oak tree. When we asked neighbors to sign a petition
requesting City Hall to give us a parking variation (zoning permission) for school parking, we
agreed to leave this space available for our neighbor living across the street. A promise is a promise;
help us keep it.

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