Parents

Craig Dunham, Headmaster

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

The 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 (none were from Petra) 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 help to continue to teach and train students in this way. Did you know:

– the average cost to educate a Petra student is almost half of what it costs Montana public schools? Two major differences: 1) their funding comes from taxpayers instead of parents; 2) we get better results.

– 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

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.

Craig Dunham, Headmaster

At a recent Dads-Who-Dare prayer meeting (Thursday mornings, 6:30-7:30, at Petra), a father asked for prayer for his elementary-aged daughter.

“She’s like me,” he said, “in that she’s shy and quiet and can sometimes be anxious about making friends.”

He went on to share some good news, though: “Yesterday, she came home with some grass stains on her pants, so I’m taking that to be a good sign. Pray for more grass stains.”

The story stuck with me as the group prayed. While I’ve seen a few kids content to roll down our playground berm on their own, it’s rare; more often than not, where there’s one, there’s usually at least one or more friends doing it with them, together.

What a beautiful picture of a father’s love for his daughter, I thought. Recognizing his similar struggles, this dad has experienced the anxiety that kids (and adults) often feel in making and being friends. But, rather than look for someone or something to blame for his daughter’s challenge, he asked other fathers to join him in prayer for a resolution that, if provided, might actually mean more work and/or cost for him and his wife (last I checked, grass stains are still a pain to get out of clothes).

May God grant us such insight into our children and their needs. And, may God give us courage to pray for our kids and their struggles, even if doing so might cost us something in the answering.

(This is the second of two posts from 3rd grade teacher Sabrina Moody. Read part one.)

 

The Opportunity to Grow

This is to my Father’s glory, that you bear much fruit, showing yourselves to be my disciples.” John 15:8

As we re-experience 3rd, 5th, 8th or whatever the grade may be, we have the unique opportunity to grow alongside our children. Chances are most of us did not have a classical Christian education. We may remember a grade level, but not always positively. By getting involved with projects, classroom and school activities, and homework, we positively reshape our loves and experience. The challenges and joys we experience will grow us, and as adults modeling a love for growth and learning, we couldn’t show our children a better example.

Questions like: “How can the Lord help you grow through this challenge in math?” or “How can I help you as we move past this frustration with homework?” are invaluable assets to your parenting experience. You will “grow much fruit” in your relationship with Christ and your child as you come alongside.

 

The Opportunity to Love and Understand More Deeply

May the God who gives endurance and encouragement give you a spirit of unity among yourselves as you follow Christ Jesus, so that with one heart and mouth you may glorify the God and Father of our Lord Jesus Christ. “ Romans 15:5-6

As a learning community that places Christ at its center, Petra offers families and students the chance to build a network of support in the Body of Christ and supplement the local church. This does not mean we seek to do the work that local churches do, but rather that we support each other in the body of Christ in an educational way. What does this mean?

We integrate our subjects with biblical, Christian teachings. We teach Bible as a class at the elementary and secondary levels, but we don’t limit understandings of other subjects (particularly math and science) as exclusive of our Christian ethos.

We give you the opportunity to pray with us (Moms in Prayer, Dads who Dare prayer groups) and the opportunity to receive prayer support (faculty prayer).

Finally, our Humanities (secondary) and Literature studies (elementary) are connected to our faith by teaching students to interpret God at work in the creation of characters, themes, and philosophies shown in classical and secular literature.

Your child’s studies may be the most challenging he/she has yet experienced, but the opportunity this gives you to encourage and persevere is rich with potential. Embrace the opportunities at Petra! And may it be a wonderful year of joy, exploration, and support for you and your children!

Sabrina Moody, 3rd Grade Teacher

Maybe you’re at Petra Academy because you want a community in which your children can learn and grow. Maybe you’re here because you’ve grown to love classical Christian education, or have become excited about its promise for your children and family.

Maybe you’re here because you sense, on some level, opportunities at Petra that you and your kids have never had before. What are some of these opportunities?

 

The Opportunity to Share

And we pray this that you may live a life worthy of the Lord and may please him in every  way; bearing fruit in every good work, growing in the knowledge of God.” Colossians 1:10

At Petra, parents and families share in the classroom and school endeavors in unique and indispensable ways. Rather than turning you away at the door as you “drop off” in anonymity, we delight at seeing you in our hallways, hugging your child, delivering some extra words of encouragement, letting us know of requests or upcoming needs, supporting sports games and plays, or asking how you can volunteer in our classrooms or school.  

At Petra, the premise of “in loco parentis” meaning “in the place of parents” (paraphrased as “being responsible for the child’s parents while the parents are absent”), guides our role as adults in your child’s life. We don’t replace you or supersede your role; instead, we partner with you to ensure that your authority and vision for your child is held throughout the time he or she is stewarded by us during the school day. This philosophy supports you as parents in a time when cultural norms can undermine and confuse your beliefs and vision where your children are concerned.

 

The Opportunity to Build Up in Christ

But you, dear friends, build yourselves up in your most holy faith and pray in the Holy Spirit. Keep yourselves in God’s love as you wait for the mercy of our Lord Jesus Christ to bring you to eternal life.” Jude:20

Our community encourages and embraces the expression of love and fellowship through our Lord Jesus Christ. As our mission states, “recognizing our need for God’s grace, Petra Academy strives to awaken love and wonder in our students by teaching them to observe with humility, think with reason, and articulate with charity for the flourishing of humanity and the renown of Jesus the Christ.”

The school year here at Petra gives you the chance to build up your child, your family, your child’s teachers, administration, and families within your child’s class and school. You can build up by your words, your time, and yes, your smile. Reaching out for help when you need it (i.e., “recognizing the need for God’s grace”) gives you the opportunity to be joyous on this journey. Reach out to teachers whenever you have a concern about your child – that is why we are here! – to support and help you and your children.

Words like “I really would like to hear more about ________( your studies in a subject, class, enrichment),” or “This learning must be such a delight. I wonder how we could live into this teaching at home?” or “What you did today sounds like fun. Can I do an activity with you to experience or learn more about this?” can go a long way with your student.

(Read the second part of Ms. Moody’s blog post.)

Eli Denison, Spell-a-thon Coordinator

(Petra’s Spell-a-thon is our annual elementary fundraiser in which families and friends of Petra sponsor student spelling words. Click here for sponsorship information for Spell-a-thon.)

There is a common misconception in this day and age of autofill, autocorrect, and spell check that spelling is not as important as it used to be. But that’s not the case at Petra Academy.

Spelling is an integral part of our elementary curriculum from Kindergarten to 6th grade, and we want to keep it that way. We know that spelling is just the tip of the iceberg when it comes to communicating big ideas and timeless truths. So how do we prepare students to learn the big ideas of classical literature? By teaching them the big ideas behind spelling. Here are a couple of examples of how spelling instruction takes place in our classrooms.

Within the first two weeks of our integrated 6th grade Latin vocabulary and spelling curriculum, students were already discovering the relationship between Latin root words and English derivatives. As elementary Latin teacher Elizabeth Wickland explains, “The English word “sylvan” came from the Latin word “silva,” meaning forest or woods. One student made the observation that “sylvan” was in “Pennsylvania” and I was able to explain that the state’s name means “Penn’s woods.”

This story seems the type you would hear about at the end of the year, but students are already grasping the concepts presented. Spearheaded by Mrs. Wickland and 6th grade teacher Sarah McClaflin, our curriculum makes students’ understanding of spelling and knowledge of Latin even more accessible and applicable. Students learn Latin vocabulary alongside English derivatives and practice and learn how to spell the English words for spelling tests.

For example, terra is one of their Latin vocab words meaning earth; an English derivative of terra is the spelling word terrestrial, an adjective describing something earthly. “The English language is not our own,” Mrs. McClaflin says. “We’ve borrowed a lot from Latin.” She mentions the fact that students have an easier time with spelling when they can see the connections between words rather than simply memorizing “the way it is.”

On the other end of the hallway, Mrs. Miller has been teaching Kindergarten students letters and phonograms for 9 years at Petra. “Reading is like a magic code they get to break,” she says with a smile. “Students start in our Pre-K and Kindergarten classes learning all the different sounds that the letters can make and by the end of the year they’re sounding out words on the signs all over the school.”

As for the method, students begin by learning phonograms and spelling rules. At the outset it seems a lot to learn for a little kindergartener, but by the end of the year they know all 70 basic phonograms and take that foundation all the way through elementary. This specific and focused introduction of phonograms and spelling rules is built upon in each grade, with the end goal being that students know how to learn to spell all words, not just specific words.

The spelling skills that students are learning in grammar school are vital for becoming more confident readers both in class and on their own. It also makes them more capable of tackling the big ideas in the classical texts that they read in their secondary years.

Mrs. McClaflin and Mrs. Wickland both point out that any modern student’s vocabulary would be stretched by classical literature, but here at Petra, they are gaining the tools they need to be able to learn, understand, and use any new word they come across. We’re not just teaching students what to learn; we’re teaching them how to learn (and how to rightly spell what they learn).

The benefits of this spelling instruction are evident: during last year’s Spell-a-thon, the average score across all grades was 93 out of 100 words spelled correctly; the year before, it was 92. Not only are the scores good, but our students learn to love spelling and reading and want to do both well.

Spell-a-thon is one of the many ways that we get our students excited about learning, and it’s also one of the many ways families can be involved in our school. Thanks for being a vital part of awakening the love and wonder of spelling and reading in your students…and helping us cover the costs to do so!

Jim Stumbo

When I was a young Captain stationed at RAF Lakenheath in England in 2003, I remember having a conversation with my squadron commander about our lack of work-life balance. “Why do we have to go out and waste so much time and fuel practicing Basic Fighter Maneuvers (close-in dogfighting) when everyone is already working 60-80 hour weeks? If I ever end up in a close-in dogfight with the enemy, something has gone horribly wrong for the Air Force!”

What should have been obvious that I didn’t understand at the time was that BFM is a fundamental building block of all combat aviation. It was there not just so we would win a dogfight; it was an exercise that developed certain cognitive pathways in our brains. We were being taught how to observe rapidly changing sensory inputs, categorize them appropriately, and respond correctly at both a conscious and subconscious level – all while experiencing the most physiological stress the airplane could dish out.

As I think about the futures of my kids, they’re getting old enough that I’m starting to worry about their work-life balance. Do I have enough time with them at home? Are we giving them all the athletic opportunities we should? Are they doing too much homework? Will they get into the colleges we want them to?

To help answer these questions, I decided to observe Mr. Koenen’s 11th grade Humanities class last week. I was quite frankly dumbfounded by the transcendent level of all-around excellence I witnessed from start to finish. First, it was the light-hearted teenage banter, not about who did what to who or what so-and-so was wearing but about…Dante…and Beatrice…and bacon and the meaning of Mr. Koenen’s bumper sticker (and all this before Mr. Koenen even entered the room).

Next, I was personally edified by the diagram Mr. Koenen put up on the white board illustrating why I do the things I do and how it relates to the reading the students had been assigned in Dante’s Purgatorio:

Our senses perceive an object, our imagination projects what it might be like to relate to that object, desire is born and grows into love. But love in this world is broken and so I must use reason and will to shepherd my desires and loves and…”

“Mr. Koenen, stop,” I thought. “My mind can’t keep up with all of the different areas of my life this touches and informs. I’ve got to sit a minute and reflect and let my brain catch up!”

But it didn’t stop. At this point, a student in the class put his hand up and said, “Mr. Koenen, how is it possible to be a celibate gay Christian?” Without missing a beat, he somehow tied the writings of someone 700 years removed from our culture of shameless TV and Disney boycotts to his diagram of our loves on the board. He then proceeded to walk methodically, humbly, and charitably through the traditional Christian view of same-sex attraction.

For the entire hour that I sat in the corner listening (on a chair that was carried in from another room by a student who noticed I needed a place to sit), the students were engaged and articulate. They were thoughtful and amazed at the symbolism of Dante’s story. They asked difficult questions about relationships, human nature, and community. It was absolutely breath-taking.

As my mind drifted back to my tuition bill and all of my questions about my fears for my own kids, two things struck me: first, is a Petra education difficult? Undoubtedly, but if someone is to be a culture-making Christian leader in postmodern America – whether it be as an inventor, an artist, a homemaker, a programmer, a CEO, an entrepreneur or an electrician – they will have to wrestle with difficult ideologies and resource constraints every year of their lives.

Second, are the repetitive, mundane building blocks of classical education executed perfectly all the time? Probably not, but the Petra community is one in which we can ask each other the questions like the ones I’m asking above. We can share these fears with each other and constructively help each other find answers to those fears so both we and our kids can all grow in grace and cultural impact.

Like BFM produces quick-thinking combat aviators, Petra Academy’s cultivation alongside loving families is producing bold thinkers in an era and in a culture that needs them like never before. Observing the class of 2019, I witnessed spiritual warriors who will walk into the world, see what needs to be done, and do it with a spirit of humility and winsomeness unlike few others. Petra might not be doing everything right all of the time, but if whatever they’re doing produces what I saw in the classroom last week, I want my kids here.

Jim Stumbo is a 1995 graduate of the United States Air Force Academy, a retired Lieutenant Colonel, and a financial planner with Edward Jones. He and his wife, Jen, have three students (8th, 6th, and 1st grades) at Petra, with a fourth beginning in Kindergarten next year. This is the family’s third year at Petra Academy.

Interested in observing a class at Petra? Contact our office at 582-8165 for options.

Craig Dunham, Headmaster

 

“He who aims at nothing will hit it every time.”
Chinese Proverb

Let’s talk end results. Many discussions in much of modern education begin and end with test scores and college/job readiness as markers of success; on the the other hand, classical education invokes virtue and an arrival at a particular moral end as its measures of accomplishment.

The difference between these two visions of education is stark and, while there are exceptions, can generally be illustrated by the following two videos (each just three minutes long):

 

Consider the metaphors in the videos: in the first, the staircase is sterile and decontextualized, whereas in the second, the tree is alive and part of a forest; in the first, the mechanical arm moves students disconnectedly through their development, whereas in the second, parents carefully plant and water the seeds of their child’s education; in the first, education is portrayed as something gained to conquer the world, whereas in the second, the tree thrives and generously gives life to those around it.

There are plenty more elements we could unpack – the factory versus garden setting; the individualistic approach versus a more communal one; the end goal (or “telos”) of job security versus discipleship – but the point is clear: these are two very different approaches to educating children.

At Petra, our vision is to prepare students to live purposeful, godly lives. To these ends, we have recently created a draft of our “Petra portrait,” an aspirational list of characteristics that we desire a Petra student to possess upon graduating. They are:

Virtue and mature character – Through the grace of Christ, the prayerful study of Scripture and of the great books of western civilization teaches our students to love the right things in the right way – the classical, Christian definition of virtue. Rightly ordered loves enable our graduates to live always in the presence of God, to honor Him, to serve their neighbor, and to labor for the growth and glory of His Kingdom.

Solid faith and sound reason – Our graduates have a unified Christian worldview, with Scripture as the measure of Truth. Their faith in the revealed Word of God corrects and guides their thinking and reasoning, enabling them to wisely sort through complex issues and to discern the consequences of ideas.

Masterful eloquence – Language is foundational to all knowledge. Without a strong command of language, we cannot think, know, act, or even love rightly. As the people of the Incarnate Word, Christians must be masters of language. Our graduates learn to eloquently employ vocabulary, grammar, usage, style, and persuasion through the study of English, Latin, Spanish, and rhetoric.

Vision and skills of a competent and passionate culture-maker – The goal of Christian education is not to make myopic, narrow-field specialists, but to create well-rounded culture-makers with a broad field of competence. Our graduates develop this competence through their study of humanities, math, logic, science, drama, music, fine arts, physical education, and athletics. Our graduates are therefore equipped to image God and Christ in whatever vocation God gives them.

Literacy through broad and deep reading – Educated people are well-read and able to discuss competently and compellingly the central works of literature, history, theology, philosophy, science, and art. Our graduates are well-versed in the important literature and ideas of Christian theology and western civilization.

Aesthetic wisdom – Educated people have good taste. They are sensitive to beauty without being cultural snobs; they protect and preserve beauty without becoming antiquarian. They understand that Truth, Beauty, and Goodness are interrelated and interdependent. Our students develop aesthetic wisdom as they experience, analyze, and imitate great masterpieces of visual, verbal, and auditory art.”

Will these attributes prepare our students for college, the military, or their first real job? By and large, they have so far, but that’s not the point. Our students will know how to live well because:

– they’ve not only studied but been asked to emulate the character of great leaders

– they’ll know how to think because they have been taught how to do so logically, not just emotionally

– they’ll know how to speak because they have rehearsed the purpose and skills of rhetoric

– they’ll know how to contribute to culture rather than just be a consumer of it

– they’ll know the big ideas of the past and be able to recognize what they sound like in today’s world

– and they’ll have the wisdom to make choices – true choices, good choices, beautiful choices – because they’ve been called and equipped to do so in their interactions with others.

By pursuing virtue (rather than only college/job readiness), our students will be ready for whatever comes next, living (by God’s grace) virtuous lives to boot.

Sam Koenen, Academic Dean

As we prepare for the start of our re-enrollment period on February 15, we invite you and your family to consider anew your Petra expedition as a journey of pilgrimage.

In certain ways, this excursion will call you and yours to abandon the safety of the familiar, to leave the comfort of what you know in order to seek God’s presence in places you didn’t know existed. But as with any pilgrimage, this is a communal journey. We will travel this road together, fellow pilgrims on the same path.

In our 20+ years as a school, we have walked this land many times before, and using our experience and judgment, we’ve chosen our course through a time-tested curriculum that will be our companion along the way. Our route will follow some of the well-traveled paths, as well as some lesser known trails. At a few points we will settle down for a while to talk with the locals and get to know them and the way they see the world.

It is crucial that you remember the point of this pilgrimage is not an efficient rushing to the end, but to cultivate an attentive awareness that will transform us as we journey. Both ways of traveling will reach the journey’s end, but those who travel the second way will arrive with deeper knowledge, greater wisdom, and truer virtue.

In addition to a good map, we need to have a clear goal. Since we are a school, your students will certainly need to learn the facts and information of the books we read to complete various assignments, projects, papers, final exams, etc. But this is not the main goal. The best journeys are not the ones where we collect stamps in our passports, buy some souvenirs, and fill our Instagram feed with travel photos. Merely accumulating facts and passing tests is not the same as actually learning humanities, math, science, language, art, music; remaining unchanged by one’s study is not education, and change takes work.

The central goal of our course – of our pilgrimage – is to become obedient, faithful humans, who know Christ and imitate and enjoy him forever. It is entirely possible to graduate and fail to accomplish this ultimate goal, for the end of this journey is not a place but a person. What we seek is to know Christ and all his ways, to gain more intimate fellowship with our Lord, who walks with us through every part of the journey.

But we aren’t trailblazers or explorers. Rather, we are walking a well-worn path of pilgrimage and discipleship, a path traveled and worn smooth by many men and women who lived, prospered, and died long before we were born. They wrote most of the books we’ll read. They are not only our teachers, but our grandfathers and grandmothers, our uncles, our aunts, our siblings. They are our people, and as we travel, we will read of their own journeys along this same path. Their words will give us courage and hope in difficult times, and our voice will rise with theirs to give thanks at the journey’s end.

We invite you to join us not just for another year, but for classical Christian education’s long haul. Indeed, the journey is challenging, but the destination is second to none in terms of preparing students to live purposeful, godly lives.

Craig Dunham, Headmaster

Newsflash: we live in uncivil times (and I’m not even talking about war or terrorism). Consider the opening monologue at last night’s Golden Globes, or how a mention of Star Wars: The Last Jedi in a crowd might actually require The Force to make it out alive.

We live in uncivil times, and our kids take note of our reasoning, perspective, and tone in navigating them. This is the opportunity we have to shape their virtues and help them find their voices by way of all that is true, good, and beautiful. And now, more than ever, classical Christian education offers help in the midst of the milieu.

In December, we unveiled an 8-minute video, “Redeeming Rhetoric,” outlining our passion and purpose in training students to “articulate with charity” – a stated part of our Petra Academy mission.

On the Friday before Christmas Break, I gave a 30-minute address to our 7th-12th graders on “Magnanimity” as the solution to our problem of incivility.

And on January 20, we look forward to co-sponsoring with our friends at Americans for Prosperity Foundation and Bridge to Wellbeing, actor Fred Morsell’s one-man performance of “Presenting Frederick Douglass.” Morsell, as Douglass, shows how he learned to read and write, making it clear that learning these skills were his keys to becoming free. I hope you and your family will join us.

Anyone who says classical Christian education doesn’t prepare students for “the real world” isn’t being honest about what “the real world” requires. Consider these words from “The Future of Democracy,” as published by The National Endowment for the Humanities:

If this is the work of citizenship, what intellectual resources do we need to carry it out? To make judgments about the course of human events, and our government’s role in them, surely we need history, anthropology, cultural studies, economics, political science, sociology, and psychology, not to mention some of the tools of math (especially for the statistical reasoning necessary for probabilistic judgment) and science, because governmental policy does intersect with scientific questions. If we are to make judgments about the core principles or values that should orient our judgments about what will bring about our safety and happiness, surely we need philosophy, religion or the history of religion, and literature. Then, since the democratic citizen does not make his or her judgments alone, or proceed to execute them as a solitary Prince Valiant, we need the arts of conversation, eloquence, and prophetic speech. Preparing ourselves to exercise these arts surely takes us back again to literature, and also to the visual arts, art history, film, and even music. In other words, we need the liberal arts. They were called the free person’s arts for a reason.”

Barely a week into 2018 and almost halfway through the school year, let’s recommit ourselves to teaching and training our students all that God has provided for what “the real world” requires. As we work together on behalf of our kids, I believe they will not be found lacking.

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