Headmaster

Craig Dunham, Headmaster

I just finished one of the saddest books I’ve read in a while. The title is Educated, a memoir by a woman now in her early thirties named Tara Westover detailing her life growing up in eastern Idaho with little to no attention given to her (and her six siblings’) education.

Math, science, history, English grammar? She was taught nothing beyond basic money-counting and how to read. She had never heard of the Holocaust nor the Civil Rights movement. She was not aware of modern philosophers like Kant, Descartes, or Hume (let alone the ancients like Plato or Aristotle) and their influence on the world.

Saddest of all, her parents’ survivalist Mormon faith painted a portrait of God more consistent with her father’s temper than the loving-kindness (or “hesed” in Hebrew) that is the defining characteristic of the Christian God.

While there is some redemption to her story (got into Brigham Young University, earned a PhD from Cambridge, speaking at MSU’s convocation later this month), it is a lot to stomach, particularly as a father and as an educator. Tara’s story is not the way it’s supposed to be.

As we are just weeks away from another school year at Petra Academy, Educated reminds me of the importance of taking nothing for granted with our students. While I do not know any parents as against formal education as Tara’s were, let me encourage all of us to check ourselves and any subtle attitudes we might bring into a new school year. Some examples:

– I’ll be the first to confess I wish tuition was not something families had to deal with, but I’m glad for the teachers it enables to be in our classrooms.

– I wish we didn’t have to ask for Campus Work Day helpers or volunteers to drive for field trips and activities, but I’m glad for the facility and events we have that require them.

– Sure, it’d be nice to not worry about security every day, but I’m glad for the trust and confidence parents place in us that we won’t compromise safety for convenience.

Those are just a few “hassles” I find myself thinking of for which I’m also somehow thankful. Every parent has his or her own list, and you’re always welcome to send me your own versions as you come upon them across the year, but maybe offer a positive with a negative?

This school year, let’s work hard together to take nothing for granted at Petra. May our students see in and learn from us a genuine appreciation for each other and for the One making their education possible. All is gift (including even Cottonwood Road, the closure of which is a royal mess, but at least it’s keeping the big trailer trucks from making the west lane potholes worse)!

Craig Dunham, Headmaster

With just three weeks of school to go, many of us eagerly anticipate summer and the change of pace it brings. But summer often brings other kinds of changes, too, and this can be especially true for members of our staff.

Thankfully, Proverbs 19:21 reminds us that, “Many are the plans in the mind of a man, but it is the purpose of the LORD that will stand.” Transition can be scary, but we can be confident the Lord is not wringing his hands about what is going on; rather, he is very much in the midst of the changes, guiding our plans according to his will.

With this reassurance in mind, I’d like to tell you about what’s on the horizon for five of our staff and ask you to pray for them and for our school in the midst of their upcoming transitions. We love and wish them only the best as they seek God’s purpose in their future endeavors.

Secondary Humanities/Latin teacher Thomas Banks is in the process of packing his bags for a move east to North Carolina, where he will wed his bride-to-be, Angelina Stafford, after having taught 10th grade Humanities and Secondary Latin for nine years at Petra. Our seniors have asked Thomas to give the commencement address at graduation this year, so we look forward to hearing from him before he heads out in June.

Office Manager Karen DeGroot has served in our Petra office for 12 years and is one of the few staff who has worked with all three headmasters at two different locations (Discovery Drive and Classical Way campuses). A mother of three Petra graduates, Karen is looking forward to spending more time with her husband, Tad, as well as being able to more fully enjoy her hobbies and interests when she retires from Petra later this summer.

5th grade teacher Kate Gannon is planning a move to Salt Lake City this summer, where she will be pursuing further training in the field of special education. Kate started at Petra as a long-term maternity substitute before becoming our 5th grade teacher for two years, and while she is looking forward to the next chapter, she says the transition is a bittersweet one as she leaves Bozeman and Petra.

Pre-K teacher Joan Kempf is looking forward to watching her daughter, Hannah, walk across our graduation stage later this month, and with that an end to her time teaching at Petra. Joan has taught Pre-K at Petra for five years and is looking forward to a new challenge in moving from Pre-K to possibly working with MSU college students as she pursues helping them personally prepare for the future.

Secondary Spanish teacher Giuliana Rodriguez is taking a break from teaching to pursue new career options to allow her to invest more time for her art after 13 years of language education (including running her own Spanish tutoring business out of her home). Just last week, Mrs. Rodriguez took and passed her citizenship test and is soon to become an official U.S. citizen. We are glad to have had her teach Spanish to our Secondary students for the past two years.

As I tell staff and families in the midst of transitions like these, roles change but relationships don’t have to; yes, such anticipated departures will be bittersweet, but that’s exactly how we want them to be (after all, who cries over a place and people you won’t be sad to leave?).

To honor these departing staff, we’re planning two special gatherings: the first is an after-school reception on Wednesday, May 22, from 3:30-4:30 p.m. in the Cafeteria, during which parents and students are invited to come and go to say thank you and goodbye; the second is as part of our Final Assembly on Friday, May 31, from 10:30 a.m.-noon in our Petra Performance Hall, during which we’ll honor these departing staff in front of the entire student body.

We’re grateful for the contributions each of these staff members has made and encourage you to express your own gratitude, either by attending the reception or by writing a note or email (you can click their names to email them directly). We’re in the process of hiring for their roles for next year and are encouraged with the progress we’ve made (more to come on that), but as you might imagine, they are big shoes to fill!

Craig Dunham, Headmaster

As headmaster of a school accredited by the Association of Classical and Christian Schools, I serve once a year on an ACCS accrediting team that visits one of a number of schools seeking ACCS accreditation or accreditation renewal.

The process involves an extensive evaluation of a school’s self-study, two full days of onsite observation, meetings with the school’s board, administrative leadership, and individual faculty and students, and then culminates in the writing of a report that commends, recommends, or points out discrepancies between the school’s performance and the rigorous ACCS standards.

Petra went through this renewal process in 2017 and will do so again in 2021 for our third five-year renewal. While it’s a tremendous amount of work for a school and takes almost a year to complete before the on-site visit, it’s also a very helpful process that yields much fruit, not only from the preparation of the school’s self-study, but also (and especially) in the interaction with members of the visiting accrediting team, each of whom is a headmaster, principal, or other administrative leader at another ACCS school.

This year, my assembled team was asked to visit St. Stephens Academy, a K-12 school on two campuses in Beaverton, OR. After the intensive work of the two-and-a-half day visit, the team and I also visited two other schools (Veritas Classical Christian School and Cedar Tree Classical Christian School) in the area, as well as George Fox University, a Christian liberal arts university twenty miles outside of Portland.

Upon returning from the trip, I’ll say this: classical Christian education is alive and well. I could comment on dozens of aspects of why I’m encouraged with the state of the classical Christian movement, but let me narrow it down to three: people, place, and pedagogy.

People

Like any institution, a school is not a living entity itself, but a collection of committed people who make it up and give it life. One would have to look far and wide to find a group of people more dedicated to an increasingly counter-cultural movement than those involved with classical Christian education, but I found a number of such folks in the Portland area:

– the 11th grader who recognizes the devotion of her parents in sending her as the third of ten (ten!) children in her family to attend the school

– the grandmother who volunteers at the school four hours a day – everyday – despite the fact that her grandchildren no longer attend

– the retiring 70-year-old elementary principal whose passion for the school fuels her 60-hour work weeks

– the uber-successful business executive whose love for the school manifests itself in tears when answering the question, “Why are you involved?”

These examples are just from St. Stephens; I met plenty of others at the other schools, including teachers and administration members with their own stories of sacrifice in doing what they do in the name of classical Christian education. Like our faculty at Petra, these caring, educated, hard-working staff don’t make a lot of money to fully compensate them for their efforts, but that doesn’t stop them from giving their best.

Place

St. Stephens meets in two different church buildings 20 minutes apart as they look for land to build and re-locate to one place their growing school; Veritas and Cedar Tree each are on their own campuses, but both meet in a configuration of portable modulars while they raise funds to build central spaces that will meet their need for all-school assemblies and community meetings.

However, the mentality of each of these schools is hardly one of “making due”; rather, they make the most of their places, filling and using every square foot of space as needed in order to carry out their mission. Students and staff rotate classrooms, books line both permanent and makeshift shelves, athletic facilities are rented and scheduled, and student drop-off and pick-up would be more of a challenge than it is if it weren’t for the patience of parents. In the midst of it all (whether in the outside landscaping or the bulletin boards on the walls), there is an effort made at excellence and beauty.

Pedagogy

“Pedagogy” – a fancy word for “method or practice of teaching” – counts for much in educational circles, but no more so than in classical Christian schools. One of my favorite “pedagogical” moments of my trip was Cedar Tree’s morning matins, held outside – rain or shine – at the beginning of each day. As school leaders are currently raising funds to build an enclosed building large enough to hold their school and begin the day, the entire K-12 student body and staff line the sidewalks around their “quad” to read Scripture, pray, and sing, a portion of which I happened to catch in the video below:

It was gratifying to see familiar practices like matins and prayer, memory and recitation, discussion and debate, thesis preparation and presentation (just to name a few) in these schools so different from (and yet so similar to) Petra. To see students, teachers, parents, and board members in Oregon committed to so many of the same goals and objectives that we are here in Montana was a welcome encouragement I wanted to bring back to share with our folks for our remaining five weeks of school.

We are not alone in our efforts to train our students in truth, goodness, and beauty! As we head into the month of May and run across the finish line of the 2018-19 school year, may we consider these schools’ examples even as we remind ourselves of our own mission at Petra Academy:

Craig Dunham, Headmaster

In recent months, we’ve offered a few posts here in our Scholar’s Forum having to do with the impact and opportunity of Petra Academy’s particular brand of classical Christian education.

In January, we introduced you to Petra senior Valerie Lewis and the significant impact that her time at Petra has had on her life (Educational Freedom). In February, I recounted a conversation with a mom weary of the cultural tension she felt in sending her kids to a classical Christian school (Preaching What We Need to Hear).

As we open up enrollment and finish the month of March, I’d like to combine an interesting 2017 study by the Barna Research Group (What Parents Look for in Christian Schools) with a few takeaways from Association of Classical and Christian School president, David Goodwin. Whether you’re a current or prospective Petra parent, I trust you’ll find yourself somewhere in the study.

THE GOALS OF EDUCATION
One question we always ask parents (current and prospective) during enrollment season is, “What are your education goals for your kids?” Barna posed a similar question and received familiar answers:

When it comes to what they consider to be the goals or ultimate purpose of education, parents of both current ACSI (Association of Christian Schools International) students and prospective students want more for their children than a list of accomplishments or path to wealth. Parents clearly think of schools as meeting a complex range of student and family needs. Of course, that includes academic subjects. It also includes other ways of developing and nurturing children.

Barna asked these parents to choose the top five purposes of education. For both groups of parents, the most selected goal of education is to instill strong principles and values (current: 69%, prospective: 53%).”


While it may seem there are differences between prospective and current parents’ views, they are not so much qualitative as quantitative ones; both sets of parents want similar things, but the ordering and value of their priorities is not the same. For instance:

Prospective parents are more focused on objectives related to personal achievement and social skills like ‘practical life skills’ (51% compared to 31%), ‘increased opportunities in life’ (45% compared to 29%), and a ‘fulfilling career’ (38% compared to 22%). On the other hand, parents of current students place a higher priority on spiritual goals and a lower value on personal achievement…In addition to instilling strong principles and values, a majority of parents of current students place a high priority on five goals that include ‘love for God and other people’ (65% compared to 33%), the ‘ability to apply their knowledge’ (referred to as wisdom) (60% compared to 47%), ‘faithfulness and obedience to God’ (54% compared to 21%) and ‘leadership skills’ (52% compared to 46%).

Writes Goodwin:

Some parents may be vocal about STEM, sports, or AP electives. And some may care about these things. But, we should not take our eyes off what they really want the most.”

WHAT PARENTS WANT WHEN CHOOSING A SCHOOL
It’s no surprise that what Barna learned about what parents most want when choosing a school had to do with safety and staff:

Most parents are looking for a school that aligns with their general ideas about education—what a school should do. However, parents’ specific priorities when it comes to choosing a school seem to reveal another side to what they value in an education—what a school should be like.

Safety’s first. Next come quality teachers, academic excellence, and character development. Barna asked parents to rate 23 characteristics of a school from ‘essential’ to ‘nice to have’ to ‘not necessary.'”

 

 

Writes Goodwin:

Safety is at the top. This could be physical (building security). But, these days, it’s often the safety of their child’s feelings within the community…And genuine love cares for the souls of the students; it’s not simply a synonym for niceness. Parents can perceive the genuine love of a school as they interact with it.

There’s no substitute for good teachers. If your school values caring teachers who are accessible, it will be noticed.”

Regardless of whether you’re a current or prospective Petra parent, do these findings resonate with you? Are these some of the reasons you’re at Petra…or are thinking about being so? I’d love to hear your thoughts and interact with you if you’d care to email me.

In my next post, I’ll share some revealing findings from a survey conducted among our 7th-12th graders just before Spring Break. I think you’ll find it encouraging from a student point of view.

Craig Dunham, Headmaster

A few months ago, a Petra mom and I were discussing this article about classical education and the home when she started to tear up. When I asked her what was wrong, her response was genuine and heartfelt:

“I read that article and thought, ‘Great! Here are just more ways I’m failing as a parent,'” she shared. “As if what we do with our kids at Petra isn’t weird enough. It feels like we’re preparing them for a world that isn’t going to want them, and then what?”

Handing her a box of Kleenex, I asked a few more questions. Did something happen in her kids’ classes? Were her children struggling with what they were learning? She reassured me her concern was cultural, not academic.

“I know my kids are getting the best education at Petra, no question,” she said. “But the more we hold to the tenets of classical Christian education, the wider the gap seems to get between us and the world in which we have to live. I’m just weary of the tension.”

I could relate to her feelings of uncertainty, as very few of us at Petra (including your friendly neighborhood Headmaster) were educated classically. But somewhere along the line, we happened to taste this particular educational elixir, determined it to be good, true, and beautiful, and are attempting to drink the classical Kool-Aid to the dregs.

It would probably be a whole lot easier if we didn’t. But (and this was the question I eventually posed to the mom), what’s the alternative? Homeschooling? Perhaps for some, but not many do it well in breadth and depth. Unschooling? Depends on your definition (as well as your threshold for ambiguity). Online? Maybe for the information, but there’s little real relationship that goes beyond the screen. Government schooling? For many (and for many different reasons), that dog just won’t hunt.

We both agreed: nothing compares to a classical Christian education as the third institution alongside family and Church to form a child’s mental and moral frame. But if done well, nothing’s as challenging either, which is why we often begin to have doubts, particularly if left alone with them.

Maybe, like the mom mentioned above, you’re tired…or afraid…or both. Maybe all of this is new to you, and you want reassurance from other parents further down the road that the path you (and they) are on is for your kids’ best.

Or maybe you’re married to the mom mentioned above, and you’re wondering how to counsel…or console…or both. Maybe all this is new to you as well, and you’re wondering if what’s best for your kids (and your spouse) is worth it or might be found somewhere else.

As we continue through the school year to the beginning of re-enrollment, now is as good a time as any for our upcoming Adventure Awaits celebration. We – all of us – need to be encouraged, inspired, and reassured in a way that reminds us why, at some point in the past, we thought the history and tradition of a classical and Christian education made the most sense for our kids.

We need to rub shoulders with others who are a few steps further down the road than we are in their decision. We need to welcome potential new parents who are a few steps behind where we might be and need to hear from us. After all, as the itinerant Irish preacher Bono says, “Sometimes you preach what you need to hear.” Indeed, for their sake…and for ours.

If you’ve yet to purchase tickets for yourself and others you would invite, please do so even this week. Spots are going fast and we don’t want you or anyone you might want to invite to miss this opportunity. I promise you three things about Adventure Awaits: 1) it will be fun; 2) it will be inspiring; and 3) you’ll be glad you came.

And, during these cold February days, if you’re feeling at all like the Petra mom above, please reach out as she did, either to a fellow parent, a teacher, a staff member, or even me. What we’re trying to do as a counter-cultural educational movement is not hard; it’s impossible! The saving grace is that we have the Word of God, the Spirit of God, and each other, all of whom I believe will make the difference – for the good of our kids and the desperate world into which we’ll send them.

See you Thursday, February 28, from 5:30-8:30 p.m. Adventure Awaits!

Craig Dunham, Headmaster

With over a hundred million sets of eyes making up its viewership, one could argue that the Super Bowl wins the Lombardi Trophy as the sports event champion of commercialization. But is there more to the spectacle than meets the eyes?

In his book, Desiring the Kingdom (as well as its more user-friendly version, You Are What You Love), Calvin College professor James K.A. Smith has written much about the significance of modern cultural liturgies, including those of professional American football.

In his commentary for The Washington Post in 2017, Smith wrote about the “spectacular display of America’s ‘God and country’ obsession,” identifying so many of the liturgies within a game of the National Football League (NFL) for what they truly are: worship.

I recalled Smith’s observations last night while watching the second half of the Super Bowl. In the cathedral of Atlanta’s Mercedes-Benz Stadium, the devoted disciples practiced their faith, with all the sights and rites, smells and bells of a worldwide religion.

There were signs, symbols, and sacraments that all had their place in this praise of the pigskin. Historical narratives – incorporating heroes of the past and the miracles they performed – were told and retold in an oral tradition of talent’s tale.

The pre-game and halftime shows set the stage for the eventual procession of the Lombardi Trophy through rows of parishioners to the altar, as carried by its priests, Vince Wilfork, Emmitt Smith (note the sacramental gloves), and Joe Namath.

After a brief presentation from Roger Goodell, Nuncio of the NFL, the evening finally culminated in the communion of the saints (minus the Saints), with the Brady one himself taking his place as the Greatest Of All Time (GOAT) as prophesied:

The GOAT charged furiously at the ram and struck him, breaking off both his horns. Now the ram was helpless, and the GOAT knocked him down and trampled him. No one could rescue the ram from the GOAT’s power.” (Daniel 8:7, NLT)

Okay, okay, so the Scripture reference to Brady is definitely tongue-in-cheek, but it’s not hard to see the elements of worship in the rest, is it? Some critics might suggest a “reading into” of these elements that just happen to make up the biggest game of the year, but two questions we should ask are: 1) Why do these elements happen to make up the biggest game of the year? and 2) What does that mean?

Teaching and training students to ask and answer questions like these are at the heart of what we are trying to do at Petra. Even as we consider the NFL and those who worship at its altar on Sundays, we want to help students go deeper in understanding their own loves as well, learning to rightly evaluate and order them as St. Augustine exhorts us to do:

…living a just and holy life requires one to be capable of an objective and impartial evaluation of things: to love things, that is to say, in the right order, so that you do not love what is not to be loved, or fail to love what is to be loved, or have a greater love for what should be loved less, or an equal love for things that should be loved less or more, or a lesser or greater love for things that should be loved equally.” (On Christian Doctrine, I.27-28)

But helping students do this requires thinking differently. As Smith wrote in You Are What You Love,

What if, instead of starting from the assumption that human beings are thinking things, we started from the conviction that human beings are first and foremost lovers? What if you are defined not by what you know but by what you desire?” (pg. 7)

The Super Bowl as just another football game?

Tell that to someone who loves it.

Craig Dunham, Headmaster

Late last week, one of our Elementary teachers told me of a conversation she had with a student struggling to come back to school after Christmas break. The end of their discussion had gone like this:

Teacher: “I don’t always feel like coming to school, either, but this is what God has called me to do. I want to obey, so this is why I come to school.”

Student: “So I should obey and come to school because this is what God has called me to do?”

Teacher: “That’s right. For now, this is your work.”

Student: “Hmmm. Makes sense, I guess. Where do you work?”

I had to laugh – somehow it had never occurred to the student that what his teacher did with him all day was “work”. While I’m not sure how he would exactly describe it, I bet this phrase from our mission does: “…to awaken love and wonder in our students…”

Thanks be to God for teachers who make “work” look like anything but! And thanks for your prayers, that love and wonder awaken in our students – no matter their age – at Petra.

“You have to sacrifice yourself to the college gods.”

This quote comes from this article in the September 17, 2018, issue of The Bozeman Daily Chronicle. In it, the writer interviewed local high school students describing the pressure they felt to prepare for post-secondary education. The quote was the students’ solution, as well as The Chronicle’s above-the-fold headline.

No question: success requires sacrifice. But do the “college gods” (whoever and wherever they are) really hold that kind of power for a student’s ultimate success? If so, how did we let that happen? And if not, why do nearly all the students interviewed for the article believe they do?

This coming May, Petra Academy will graduate 11 seniors with a class ACT average of 25.7 (3.5 points higher than the composite score of 22.2 of all Montana AA schools). More importantly (and in line with our Portrait of a Graduate), we are working to see them graduate with virtue and mature character, a solid faith and sound reason, masterful eloquence, vision and skills of a competent and passionate culture-maker, literacy through broad and deep reading, and an aesthetic wisdom about the world in which they live.

Most will go to college; some will take a year off to work; none will sacrifice themselves to the “college gods,” because they know good grades and resumes (both of which they have) only go so far. Their credentials are who they are as Christians, what they’ve learned, and how they’ve been taught to love and redeem a broken world.

But we need your financial help to continue to teach and train students in this way. Did you know:

– the average cost to educate a Petra student is only half of what it costs Montana public schools?

– our average teacher salary is 18% lower than the average Bozeman public school teacher salary? Our teachers love what they do, but we are committed to closing that gap.

– one-third of our student body (61 of 184 total students) receive some form of financial assistance?

We need to raise $30,000 by December 31, 2018, and another $100,000 by July 31, 2019, to meet our 2018-19 budget and fulfill commitments to our families, teachers, and students. As you consider your year-end giving, would you prayerfully consider a donation to Petra Academy? We’ve made it easier than ever to give!

Thanks for helping students avoid the altar of the “college gods.” And thanks in advance for considering a tax-deductible gift to Petra Academy as part of your year-end giving.

On behalf of everyone at Petra Academy, Merry Christmas and Happy New Year!

 

 

 

 

 

Craig Dunham              Sarah Storebo
Headmaster                  Chair of the Board of Directors

 

Highlights so far from the 2018-2019 school year:

Academics

  • Enrolled 184 Pre-K through 12th-grade students
  • Expanded third year of Orchestra, now up to 18 students from 6 in 2016
  • Focused third year of 7th-12 grade Lyceum talks on variety, ideas, and melody in classical music
  • Enrolled 20 students in Computer Science I & II who will also receive college credit from Gallatin College/Montana State University
  • Celebrated with senior Hannah Kempf as she won the National Center for Women & Information Technology’s computing award
  • Continued second year of math tracking (standard/advanced) for 7th-12th math classes 

Arts

  • Hired qualified new art teacher Krista Baziak
  • Sold out both performances of second annual fall play, The Servant of Two Masters
  • Hosted Shakespeare Festival with Shakespeare in the Schools’ performance of Julius Caesar
  • Hosted evening Schola Cantorum concert featuring 4th-8th choir and orchestra performances

Athletics

  • Hired passionate new athletic director/physical education teacher Clete Seyle
  • Enjoyed second year of successful JV co-ed soccer (record 11-3)
  • Made first appearance in Montana Christian Athletic Association state volleyball tournament
  • Fielded four levels (5th-6th, 7th-8th, JV, varsity) of girls volleyball and boys basketball teams

Cultural

  • Strengthened relationships among the grades within our 7th-12th-grade house system
  • Continued monthly (Pre-K through 6th) and quarterly (7th through 12th) recitations
  • Launched monthly “Follow-Up Fridays” for parents to connect with Headmaster and Board Chair
  • Scheduled record facility rental use to share our campus with the Bozeman community
  • Served as a leader in our local Christian community, modeling healthy relationships that transcend denominational lines of families from over 35 churches in the Gallatin Valley
  • Served as a leading school within the Association of Classical and Christian Schools nationally, and specifically within the northwest

Funding

  • Exceeded $25,000 Spell-a-thon goal by raising $25,924 in operational/capital funds
  • Launched new gym and sports field banner sponsorship program (10 banners so far at $1,300 each; space still available – call 406-582-8165 if interested in advertising your business)

Staff

  • Led invigorating staff training with a corporate reading/discussion of The Liberal Arts Tradition

We appreciate your support of Petra Academy. If you haven’t yet (or haven’t recently), we hope you’ll stop by for a tour, recitation, concert, play, or game!

Craig Dunham, Headmaster

At last week’s Schola Cantorum concert, I thanked those younger students not yet in one of our programs for the good attention they showed their older siblings who were performing. “If you want to show someone you love them,” I said, “you listen to them.” I was surprised by how many parents came up to me afterward to voice their approval of that sentiment.

Now that we have four Petra basketball teams competing each week, I’d like to offer a corollary for the court: “If you want to show someone you love them, you cheer for them and watch them play.”

If you’ve been to a game, you may have seen me occasionally ask students (ours or others) to refrain from grabbing a basketball at halftime or between games to head out on the court to shoot. My goal in doing this is not to be mean, but to encourage students to respect and support team members who have put in the hard work to wear the uniform.

7th-8th grade boys basketball coach Taylor Oldenberger with his team.

As we pursue excellence in the classroom, I want to see us do the same in our competitions and the way we think about what a Petra athletic event is and should be. I want to raise the profile of what it takes to participate in athletics and honor the effort of those who give themselves to a sport in addition to their studies.

Our first JV girls basketball team with coach Rachel Reed.

Our uber-informal Bozeman culture, coupled with an overly child-centric American parenting view, can work against us in terms of teaching kids delayed gratification and the value of earning a spot on a team. Setting aside the court (or sports field) for those who have fulfilled the requirements to be there is a small push back against the entitlement mentality that teaches kids they can do what they want by just showing up.

Thank you for teaching and helping your young ones understand that, on game days, the court is reserved for the athletes playing the games. One day, your aspiring athlete will get his or her turn, and we will show them we love them by being there to cheer for them and watch them play.

Craig Dunham, Headmaster

After last month’s Elementary Recitation, an uncle of one of our students found me afterward in the Atrium. After brief introductions (and with his niece’s not-quite-school-aged sibling riding on his shoulders), he told me how much he enjoyed seeing our young students recite what they were learning and how impressed he was with our school.

“When I think of my own schooling years, I shake my head,” he said, doing exactly what he described. Then he looked me in the eye and said, “But I see the progress of humanity here.”

I recently thought about his observation while reading two books. The Coddling of the American Mind: How Good Intentions and Bad Ideas Are Setting Up a Generation for Failure is a succinct analysis of three “untruths” running rampant on many college campuses today:

– the untruth of fragility (what doesn’t kill you makes you weaker)
– the untruth of emotional reasoning (always trust your feelings)
– the untruth of “us versus them” (life is a battle between good people and evil people)

The authors examine how these untruths have played out at universities in the past five years, leading to campuses and students increasingly marked by intimidation, violence, witch hunts, polarization, anxiety, and depression. Some of this, they say, is due to paranoid parenting and a decline of child’s play at younger ages; some has to do with a “bureaucracy of safetyism” and an unhealthy pursuit of justice without proper proportionality. Whatever the combination, the result is all too familiar:

In 2017, 58% of college students said it is ‘important to be part of a campus community where I am not exposed to intolerant and offensive ideas.’ This statement was endorsed by 63% of very liberal students, but it’s a view that is not confined to the left; almost half of very conservative students (45%) endorsed that statement, too. (pgs. 48-49)

After a multitude of case studies and insights to convincingly illustrate their points, the authors offer practical suggestions for kids, universities, and societies to try to deal with and address the untruths. They recommend letting kids take more risks, as well as learn the basics of cognitive behavioral therapy so they can rightly deal with poor self-esteem; they call colleges and universities to endorse the Chicago Statement on free speech and academic freedom and to establish a practice of not responding to public outrage when pressure hits the fan; they suggest societies hold social media companies’ feet to the flames by tweaking algorithms to contribute less to echo chambering and lessen the negative effects of device use.

While these are needed conduits for change, if there are missing pieces from the authors’ solution, they are agency and content. This is where The Vanishing American Adult: Our Coming-of-Age Crisis and How to Rebuild a Culture of Self-Reliance by Nebraska senator Ben Sasse is to be commended, in particular the excellent chapters on education (“More School Isn’t Enough”) and reading (“Build a Bookshelf”). He writes:

I think the problem is that we already overmanage the lives of young adults rather than that we are not offering them enough bubble wrap. I take issue with the notion that young adults are incapable of making choices or acting independently. It is clearly true that they aren’t very good at it, but that is because we failed to help them learn how to seize the reins and do it themselves much earlier – in primary and middle school – and doesn’t mean that we should still be choosing and acting for them after high school.” (pg. 76)

But what specifically should students choose and act upon? Sasse understands the need for ancient wisdom to inform modern what-to-dos, invoking Dorothy Sayers, a matron saint of classical Christian education in America:

In arguably the most important essay on education written in the last century, English author Dorothy Sayers railed against the power of educational ‘specialists’ who act like the rest of us couldn’t or shouldn’t fully own our own process of learning. Education, she argued in 1948 in ‘The Lost Tools of Learning,’ is inherently about the goals of lives well lived; it is about the good, the true, and the beautiful.” (pg. 78)

Sasse then channels writings of the Greeks, Puritans, and Founding Fathers for a better way forward, elaborating on what the aforementioned transcendentals translate to:

America…was founded deliberately, by people with strong ideas about heaven and hell, about rights and responsibilities, about public and private – and about the kind of society that would promote virtuous living and serious thinking…The correctly American answer has always been for the state to stand down, for people to pursue their dreams and to seek ultimate meaning outside of politics, and for citizens to sort through their arguments and debates in a liberal, open public square by persuasion, not by either forced or prohibited speech.” (pgs. 207-208; 223-224)

To get at these strong ideas, students have to accept the challenge to read and discuss them. This is why our Petra reading list in the hands of our capable teachers is second to none when it comes to promoting virtuous living and serious thinking. And this is why our students win supposed “non-humanities” competitions and awards; if people are involved, the humanities pertain!

I don’t know all that our student’s uncle was thinking when he claimed to see “the progress of humanity” at Petra. I’m guessing he caught a glimpse of how young students learning to handle prose and poetry in a monthly recitation might, across the years, prepare those same students to stand before (and sometimes against) one another in healthy dialogue and debate as to the greater good later. Since that’s rarely done much anymore, perhaps I better understand his wistful surprise.

As the folk saying goes, “Prepare the child for the road, not the road for the child.”

Surely this is what “the progress of humanity” requires…and always has.

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