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www.aica-classical.org
Quarter 3 Report
From the Headmaster's
Desk:
Dear Families and
Friends of AICA,
With the
coming of the third quarter comes the promise of Spring time
and new life and high hopes for the future. As we start
our third quarter, we are mindful how quickly time has passed
on this 2009-2010 school year. Students start to think
about being in their next assigned grade level as well as
dreaming of summer fun and relaxation. Our seniors
thoughts are whirling about with high hopes for the next four
years of their “new” life in different places coming ever
closer to a future of the even less unknown.
These are times of expectation and uncertainty filled with a
desire to grow beyond where they are, yet sensing a nervous
wonder for the tomorrows that follow. Everything
comfortable and predictable will turn to something bordering
on chaos and the unexpected. Oh, what a time to reassure
them of Christ’s care for them as they move toward this
uncertain future. More is going to be demanded of them
coupled with even less onsite parental support and maybe even
some enabling.
This is a time for learning that reaches well past the
hallways of academia. Life lessons will be the main
course for quite some time as they must learn to organize
their time and take care of responsibilities. There will
be hard lessons to learn right along side the joyful
experiences of newfound freedoms. Our younger students
that stay behind will also go through some of these same
experiences only to a much lesser degree, but nonetheless of
great importance for them.
Whether our students are seniors moving far away from home and
all they love and know or whether they are a third grader
moving to a new room and teacher with more expected of them,
it is a time for lessons of love and care for the unexpected
road ahead. Each step in life is a step of learning for
each one of us, so much more our children. If I might be
so bold as to advise you as either a parent, grandparent or
concerned friend, use this special time to focus our child’s
attention on God’s special care and oversight of their life
and future. The world is a dangerous and precarious
place all by itself, never mind if a child learns to believe
that the Lord of all is absent from care and direction in
their lives. It is wonderful to present to a child the
truth that if they take their concerns before their loving
Father in prayer, He will guide and direct them each and every
step of the way. I love to encourage our students to ask
the Lord to reveal to them the direction in life He would have
for them to take. I tell them to continually pursue God’s
call for them as the best plan a person could ever
have. This is a special time to teach our children to
pursue His will in their days ahead and His guidance
through tough times that will come. As we take the time
to direct our children’s attention toward the Lord and seek
His desire for them, we have given them a gift worth more than
any earthly treasure. Not only are we directing them in
truth, but we’re laying for them a strong foundation they can
rely on in days ahead. We are giving them a security that
the things and places of this world cannot give. It is
this Christian heritage they will bring with them no matter
where they go and it is this that they will need more than
anything else in their journey through life.
The world
is quick to offer direction and answers to us and our
children, but before we move forward in lockstep with the
culture we must begin by asking a vital question of everything
that comes our way: “Is this according to truth or
according to the traditions and philosophies of the
world?” Paul warns the believers in Colosse against
being deceived by things that are not according to
Christ. Should we be in any way less mindful of the
willing deception that is all around us? Our worldview
shows us a Sovereign God who guides and directs all things by
His unstoppable hand. As we seek Him and seek to honor
Him in the minute details of our lives, He promises to be with
us and care for us. God works in and out of cause and
effect as the Supreme God of providence. May we lead our
children according to the Word of God and not the ways of the
culture. May we nurture our children in the ways of the
Lord rather than the ways and goals of the world. May we
lead our children to the throne of grace and help them seek
God’s good path for them in all things.
Stephen C. Bailey,
Headmaster Please enjoy the following articles posted for
your interest.
Table of Contents:An Apology for Classical Christian Education by
A. MurrayThe Unseen Hand of God/ACSI
PresidentHonor Roll (2nd Qtr)3rd Quarter Objectives by GradeBoard of Director Report of
GoalsAn Apology
for Classical Christian Education
by Miss Andrea
Murray
The longer I teach at AICA, the more
convinced I become that Classical Christian education is of
utmost importance. It is vital for students to gain an
understanding of the world from a Christian
perspective. And the classical model offers the most
effective way to attain this understanding.
Since literature is my field,
I’ll speak from that vantage point, and use the study of
Shakespeare’s Hamlet to illustrate what I’m talking
about. Hamlet cannot be truly understood if
Christianity isn’t factored in. Shakespeare placed in his
play a definite message of accepting God’s providential hand
in history. I emphasize that in my teaching of the
play. However, this is not always the case. Recently
I listened to a lecture given by a Stanford
professor. His interpretation of the play was completely
different from what I was teaching. He skimmed briefly
over a Christian interpretation, followed by a moral
interpretation. Then he spent quite awhile on a modern
Freudian interpretation, and even longer (another entire
lecture, in fact) on an absurdist interpretation, claiming
that Shakespeare saw the world as meaningless. I was
astounded. Here was a perfectly intelligent man who was
so bent on removing God from Shakespeare that he was willing
to set aside what Shakespeare wrote to make his own
point.
It was listening to that
lecture that made me see most clearly the importance of a
Christian education. Western Civilization was built upon
Christian principles, and it would be impossible to truly
understand literature, history, philosophy, and even art and
music apart from that perspective.
But understanding the past is
not the only reason a Christian education is vital. It
also matters, so deeply, for an accurate understanding of the
present. Our students are constantly bombarded, in one
way or another, with godless views of reality. From the
entertainment industry to politics to advertising they are
barraged with postmodern thinking. But in AICA’s
classrooms the students have a safe forum in which to discuss
those ideas, and compare them with the truth of God’s
word. Over and over my literature lectures have led to
discussion of modern philosophies like the all-pervasive
“follow your heart” and “create your own meaning.” We
hold those up and analyze them in light of the work we are
studying and in light of the truth. In a godless setting
those ideas are either embraced or, worse, just subtly
assumed. That is a grave danger. If they’re openly
being taught, a student can pick up on that and hopefully
refute it in his own mind. But it takes an astute mind to
pick up on the kinds of subtleties that are pervading secular
schools and secular society at large. At AICA students
are specifically trained to detect and refute those subtle
lies.
This leads me to the
importance of the other distinctive of AICA – the adherence to
the Classical model of education. Classical education is
uniquely suited to making critical thinkers of our
students. Through the logic and rhetoric classes,
doctrine and worldview classes, literature and history
classes, students are schooled in the realm of ideas and of
truth. The Classical model emphasizes a complete
understanding of each subject, both in relation to other
subjects and in relation to the world at large (both historic
and present). The Classical model is made up of three
parts: grammar (the basic facts), logic (putting the facts
together into larger arguments and ideas), and rhetoric
(understanding those ideas in context, and being able to
express and defend them). Returning to my sphere of
literature, I’ll try to explain the importance of this kind of
education using examples from my own high school studies and
contrasting that with the education being offered by
AICA.
When I was in high school
I studied Hamlet twice – once in British Literature and
once in AP English. I remember the play clearly enough,
but I don’t remember learning any kind of historical context
for the play, or hearing how Shakespeare was affected by his
time, or how his play in turn affected the
culture. Basically, Hamlet stood alone, and we
studied it as a single work. For the most part, that was
the approach to all of the literature I remember
studying. I learned the grammar, and some of the
logic. There was an incomplete understanding of the
work. However, teaching under the Classical model, I make
an effort to bring to bear the grammar, logic and rhetoric of
the piece. We study the actual words on the page and
their meaning, certainly. But we also study the arguments
in light of history. We go through literature in a
chronological way, showing the trends and ideas of an
era. We connect each work to its historical
context. The students, then, begin to see the trends of
time – the pendulum swings of history – the discussion of the
great ideas that has been going on since the dawn of
time. And then they, in turn, can join in on that “great
conversation” (as it has been called), and analyze each
author’s ideas for truth and error. So while I learned
each individual work of literature as just that, an individual
work, my students are learning each work as a part of
something much bigger. They’re learning in context, and
learning how to be conversant within that context and in our
own modern context.
The study of any subject,
without addressing the inherent grammar, logic, and rhetoric,
is incomplete. The study of any subject without
addressing the truth of Scripture is incomplete. So many
students in America today are receiving partial truths or even
lies as a part of their daily fare. But Classical
Christian education offers truth and understanding. What
a rich, unique, gift to give to our children. And it is a
gift that will benefit them for the rest of their lives: one
that trains them to be active thinkers, able to function in a
world of ideas and philosophies, and ready to stand for the
truth in whatever field they pursue.
The Unseen Hand of
God
Brian Simmons, President
Association of
Christian Schools International
My wife, Bonnie, our four children,
and I had just moved into a new home in Elkhart, Indiana. My
“to do” list was long, and I was busy serving the Lord as a
Christian school superintendent. On my list of things to do
was to nail shut the spring-loaded trapdoor to a laundry
chute. The trapdoor was set in the floor of the bathroom near
our children’s bedrooms. One morning, Bonnie was busy in that
bathroom helping our older children get ready for school.
Aubrey, our youngest daughter, was crawling on the bathroom
floor. Suddenly my wife heard the sound of the trapdoor
snapping shut. Aubrey was gone … and in an instant Bonnie
realized what had happened. Aubrey had fallen headfirst down
the laundry chute to the concretefloored basement below.
Fearing the worst, Bonnie raced down the stairs. In his book
The Joy of Fearing God
(WaterBrook, 1997), Jerry
Bridges defines God’s providence as “His constant care for and
His absolute rule over all His creation, directing all things
to their appointed end for His own glory.… and for the good of
His people” (92). The familiar Westminster Shorter Catechism
states that the chief end of man is to glorify God and to
enjoy Him forever. We glorify God when we ascribe to Him the
worship He alone is worthy to receive and when we display His
attributes in our lives for others to see.
God is the
Creator, and we are mere creatures. He is the Potter, and we
are the clay. We have been designed on purpose for a purpose,
and ultimately that purpose is to glorify God in every
area of our lives (1 Corinthians 10:31). One of the scriptural
principles that helps me as a follower of Christ keep
things in proper perspective is to realize that God owns
everything and that I am His steward (1 Chronicles 29:10–13).
As a steward of God’s possessions, I have been given the
charge to hold His possessions in trust for Him. This trust
that has been given to me by God includes all the
things I manage for my Master, but I
believe the principle goes much deeper than that. My
relationships in life are also a sacred trust. I have been
entrusted by God with the care of my family. I am a steward of
the relationships I enjoy with Bonnie and with my four
children. Each one belongs to God, and He, in His providence,
has entrusted each one to my care. As the leader of my family,
I do not take this responsibility lightly. Not only am I
responsible for the safety and well-being of each of my
children, but ultimately I am responsible to help each one
learn to fear the Lord. Bridges defines this filial fear as
“the loving fear of a child toward his father” (27), a fear
that includes reverence, awe, honor, adoration, obedience,
respect, and amazement. Bridges writes that we should live in
the realization of the constant presence of the Lord
(176).
My wife and I believe that one of the best ways
to fulfill our stewardship responsibility for each of our
children is to take full advantage of every means available to
us to help our children grow into fully prepared, soldout
disciples of Jesus Christ. As disciples of Jesus Christ, they
will fulfill the purpose for which they were created—to
glorify God and enjoy Him forever. One of the means we have
embraced is the Christian school. One of the problems in our
secular society today is that people worship the creation
instead of the Creator. Our secular society has pushed God out
of our schools. Listen to Bridges on this point: “All the most
sophisticated scientific discoveries and inventions
proliferating in our day are simply human beings thinking
God’s thoughts after Him. So instead of worshiping at the
altar of science as our society does, we should turn our minds
to God and see Him as the Master Scientist who first
programmed all these things into His universe” (130). And our
fear of God has a direct impact on our parenting. “God holds
us as parents responsible for teaching our children to obey
Him” (171); Sunday school and the Christian school exist to
“supplement our efforts” (171). Bridges chose a Christian high
school for his son because he realizes that he is a steward
entrusted with the care of his son—with the ultimate goal that
his son would learn the joy of fearing God. Bonnie and I share
this commitment.
At a time when our economy is in turmoil and we
daily make decisions about how to spend the financial
resources God has entrusted to our care, I understand the
financial pressures many families are experiencing. As parents
we must care for the physical, spiritual, and educational
needs of our children. I encourage you to make Christian
education as much of a priority as food, shelter, and clothing
for your children. In the end, designer clothes, a big
house, and eating out will pale in significance when compared
with children who walk in truth (3 John 4). Christian
education is one of the most effective means available to
parents today to assist us with the stewardship responsibility
God has entrusted to us.
So for the rest of the story: Bonnie raced
downstairs; sure enough, Aubrey had fallen headfirst to the
basement below. With tear-filled eyes, Bonnie discovered that
the unseen hand of God had moved a basket of laundry directly
beneath the chute. Bonnie found Aubrey with her head buried in
the basket of clothes and her legs racing wildly above her
head. As Bonnie picked her up in her arms, Aubrey smiled at
her with an expression that seemed to communicate, “That was
fun, Mommy. Let’s do it again!” And, by the way, that night
the trapdoor to the laundry chute was nailed
shut.
2nd Quarter
Honor Roll
High
Honors (A)
Amy
Addo (8)
Robert Semco (8)
Samuel Browne
(9)
Honors
(AB)
Sophia Listenberger (5)
Ailish McKenna
(5)
Gina Price (5)
Brianna Robinson (5)
Joseph
Casieri (6)
Jared Cicchelli (6)
Jessica Browne
(7)
Henry Listenberger (7)
Jack Cicchelli
(8)
Brittany Semco (11)
CJ Russ (12)
Ryan Wilke
(12)
Quarter 3 Objectives
Kindergarten
Reinforcement
of all alphabet phonograms and basic grammar rules through
applied reading of simple words and sentences.
Application of spelling words in reading and
writing.
Reading comprehension and discussion of reading
selections. Summary writing by answering basic
comprehension questions.
Continuation of the learning of early Biblical history
and its application to personal life.
Continuation of the discussion and application of the
attributes of God and character-building themes.
Review of past Scripture memory and memorization of new
passages.
Practical application of time-telling and date-keeping
through the upkeep of a daily record chart.
More practice with addition and subtraction, and the
improvement of precision of form in number
writing.
1st Grade
Bible (combined with Kindergarten): review and
mastery of the stories and applications of Old Testament
history, God’s attributes, and the gospel, learned and
expressed through Scripture memory, song, and art.
Language:
Further mastery of spelling words related to
corresponding spelling rules.
Continued review and mastery of certain phonogram
blends, and their application in writing and reading.
Continued improvement in reading and spelling in
writing. Continued improvement in summarization and
comprehension in reading.
Further mastery of the parts of speech (nouns, verbs,
adjectives, etc.). Continued
mastery of the nderstanding of sentences and their grammatical
form, including all necessary parts of speech, punctuation,
and correct capitalization.
Mathematics:
Review of skip counting by 2’s, 3’s, and
5’s. Mastery of skip counting by 4’s.
Introduction to basic multiplication concepts.
Mastery of column addition and subtraction that reach a
sum greater than 9.
Review of counting money in pennies, nickels, dimes,
quarters, and dollars; review of adding and subtracting money
by column addition and subtraction.
History: completion of a history fair exhibit
that demonstrates a proficient understanding of the times of
Ancient Egypt and Israel’s experience in Egypt before the
Exodus.
Health: the practical application of social
etiquette as it relates to a healthy mindset and Christian
manners.
2nd Grade
Second graders will be
busier than ever this term. New concepts in grammar,
harder words in spelling, multiplication, fractions and
measuring in math longer memory passages in bible, and
learning about other continents.
3rd/4th
Grade
Students will be continuing in all concepts from
quarter 2. More Latin grammar, application of
multiplication facts, fractional concepts and application,
deeper into the Middle Ages and the science of the
senses. This quarter will also include three visits to
the Norman Bird Sanctuary.
5th/6th
Grade
History: We studied the 13 colonies
and memorized the dates. Using information a specific
colony such as date, leader, motto, pay crop, and location,
students are currently designing a t-shirt. We will
learn how these colonies embark on their journey towards
independence. Bible: Students will review Paul's
1st missionary journey and map his 2nd missionary journey and
learn about his 3rd missionary journey. Students will
also learn about Paul's epistles to Corinth and Rome.
Math: The fifth grade will practice
mathematical concepts such as multiplying and dividing money,
positive and negative numbers on the number line, place value,
and missing numbers. The students will learn how to find
the average of a group of numbers, how fractional parts fit on
a munber line, and how to graph information. Math: Sixth
graders are practicing and memorizing fraction, decimal
and percent equivalents. They will continue to practice
how to find the percentage. Students will learn how to
find the rate when given the percentage and base and also how
to find the base when given the rate and percentage.
Reading: Students are currently reading aloud "A
Wrinkle in Time" by Madeleine L'Engle. We will begin
Johnny Tremain by Ester Forbes shortly. Student read
aloud to improve diction and fluency. To increase
reading comprehension skills students will answer questions,
create story maps, and develop character anaysis
schemes. In Latin, they will take the National
Exploratory Exam this month. Students will prepare
by doing American League prep work. Upper School
Math and Science7th
grade: The basic arithmetical knowledge is there, so this
quarter we’ll explore a whole new approach to mathematics.
While doing puzzles and finding patterns, the students will
learn about mathematical reasoning (inductive, deductive) and
about the different kinds of sequences (arithmetic, geometric,
Fibonacci, etc). Afterwards, we’ll study functions and their
graphs. 9th grade: With Algebra,
we just started the study of algebraic fractions, after which
we’ll discuss radical expressions. In Physical Science,
we are studying basic chemical reactions and balancing
equations. At the end of the quarter we’ll start a new topic:
mechanics. 10th grade: With Algebra,
we just started the study of algebraic fractions, after which
we’ll discuss radical expressions. With Science, we are
studying biochemistry. At the end of the quarter we’ll start a
new topic: mechanics. 11th grade: This
quarter we started of with formulating geometric proofs. We’ll
spend these coming weeks developing basic theorems, slowly
working our way towards an in-depth study of triangles.
In Physics, we’ll review the concept of energy, after which
we’ll discuss periodic motion, waves and geometric
optics. 12th grade: In Calculus the
focus is slowly moving
from the basics of the different types of functions to limits
and differentiation. After spending over a month studying
molecular structures, our study of Chemistry will now
focus on down-to-earch subjects as acids, bases, solutions and
gases. History/Geography7th/8th
Grade: New Testament Survey: Students will
continue to gain an understanding of the Pauline
epistles. World History: Students will be
introduced to the events, policies and people who made up
World War 1. We will examine the attitudes and beliefs
of most people before the war - and how the Great War affected
those beliefs. We will also examine the similarities of
our own time with those of the pre-war generation. Earth
Science: This quarter the students will learn about
weather and weather elements (clouds, thunderstorms, etc.). We
will continue to examine the evidence of God's hand in
creation. 9th/10th Grade: Church
History: Students will continue to study the
"pre-Reformation" ideas of Waldo, Wycliff, and Huss and then
with Martin Luther and the Reformation. We will conclude
with an examination of the life of John
Calvin. 11th/12th Grade: Geo/Political
Survey: Students concluded their study of Africa and
began to examine the life of Karl Marx and Marxism.
Students will explore the like between Marxism and
Darwinism. We will conclude the term with an overview of
Europe. Latin/Greek
7/8th Grade:
Continue to work with textbook (section 7 beginner) trying to
get as much done as possible, really getting students into
Latin. For section 7advances and 8 will begin new
material; finding and establishing a pace for new
learning. 9th Grade: Read selections of Latin
prose. Move ahead in text as fast as possible. Read
"Julius Caesar" bio in English and quiz on it. Paper
Assignment - opinion analysis of "Language Myths"
#16. 10th Grade: Move ahead as fast a
warranted. Term paper with grade
9. 11th/12th Greek: move ahead as fast as
possible. Work on term paper. (12th only) Discuss
college choices as acceptances begin to arrive. LogicLogic I; complete
text; introduce and begin new text. Logic II; continue
to work with "Argument Builder" text and have good class
discussions on issues raised via text. RhetoricA format is
established: speeches once a week, fridays;
Adler "How to Read a Book"; additional readings/discussions as
appropriate; Library bibliographic instruction field
trip; introduce and begin George "The Elements of
Library Research". Biblical InterpretationWorking with
John McArthur "How to Study the Bible"; Short reading
daily; discussions; emphasis on Biblical topics and
discussions. After McArthur we will begin "Exegetical
Fallacies". Board of Directors
Report of
GoalsMr. William Aseltine, PresidentAICA
is registered as a Rhode Island Domestic Non-Profit
Corporation. According to the Rhode Island Nonprofit
Corporation Act a member of the AICA Board of Directors shall
discharge his or her duties: 1) In good
faith; 2) With the care an ordinarily prudent person
in a similar position would exercise under similar
circumstances; and 3) In a manner he or she
reasonably believes to be in the best interests of the
corporation. The same act also protects directors and
other school volunteers from liability for their voluntary
service to the school. This law is consistent with
scripture that says "Now it is required that those who have
been given a trust must prove faithful" (I Corinthians
4:2). Please pray for your AICA Board of Directors as
they seek God's strength and wisdom to make decisions that
affect the school. Mr. Claudio Rodriques, Citrus
Fundraiser
The fruit sale has been coordinated with
the vendor by Bill Aseltine. The packets to assist with
sales and placing orders have been placed at the school and
have been distributed to all families. I would like to
ask the help of some men in the comunity in helping me with
unloading the fruit boxes once they are delivered. The
orders will be placed with the vendor the first week of March,
so I plan on talking with some men during the Parent Teacher
Fellowship on March 8th.
Mr. Paul McKenna,
Outreach & Promotion
Committee
The Outreach Committee, among other
things, is charged with communicating and coordinating ideas,
plans and events to increase the visibility of the school; to
coordinate and oversee fundraising ideas and events; to
increase the marketability of the school as well as encourage
donations and gifts to the benefit of the school and its
students and to create marketing plans and ideas to increase
enrollment. Ideas and execution of these ideas is
at the core of the Committee’s purpose. The Committee
currently consists of 2 members. As with any successful
organization structured with volunteers, the appropriate
number of members correlates directly with the number of
creative ideas and therefore aiding in the accomplishment of
goals and growing a successful organization. Another approach
is to look to the wisdom, experience and accomplishments of a
professional marketing & development person.
Although the school has focused for many years on preparing
and coordinating a strong volunteer base for outreach and
promotion, it has become increasingly apparent if the school
is to grow beyond its current boundaries then the fundraising,
promotion and enrollment need to be accomplished with a
different method. To truly benefit our children,
teachers and the school community of AICA as a whole, the
school has started a seed fund to acquire the required funds
to hire a full-time Marketing & Development
Director. The fund is already partially funded in the
amount of $3,000. Once fully funded with the first
year’s salary, it is planned that this position will be
self-funded by the abilities and events planned, and
accomplished by the office of the Marketing & Development
Director. This is a full time position fully dedicated
to the promotion of the school; for needed funds and projects,
to increase the school’s visibility & enrollment, for the
future growth of the school and its many monetary
requirements.
Trust
in Our Lord as He Gives to those in Need.
PLEASE
PRAY AND CONSIDER MAKING
DONATIONS:
PLEASE
DIRECT ALL PAYMENTS TO THE HEADMASTER
NOTING
THE
GIFT IS FOR THE MUCH NEEDED DEVELOPMENT DIRECTOR
POSITION.
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