At A Glance
Classrooms in log cabins; teachers leading a nature walk or a football game; boys catching insects, climbing trees, reciting poems in a stone amphitheater, sitting around a fire listening to ghostly Halloween tales, competing for their clans in Capture the Flag—welcome to the Lower School.
The Lower School sits in a broad grassy and wooded area of lower elevation; it is endearingly titled the Valley. The setting of the Valley includes a forested area with a variety of trees, a stone amphitheater, log cabins for classrooms, and an open grass area for play. The setting facilitates the integrated and interactive educational experience of the Lower School. For example, the boys explore the woods and learn of the various trees and birds on the campus. Students gather at the amphitheater for classes, stories, and poetry competitions as well as larger assemblies. The cabins have a sense of strength and adventure that can attract boys to the educational experience. The large setting has many niches and locations for quiet and calm observation necessary for a whole education and stirring the latent capacities of contemplation and intuition.
The boys are placed in small homeroom classes (no more than twenty students, and an average of fifteen per class) and have one principal homeroom teacher. A homeroom teacher and small class sizes have many advantages in the education of young boys who are increasingly looking for male mentoring, encouragement, and example. Heights teachers provide models for cultured manhood: men who play sports, are friends, work diligently, and are genuinely interested in the world and ideas. Such examples are especially important for prepubescent boys who are more open to ideals and engaged learning of the world. Homeroom teachers teach most of the subjects to their small class; this enables the teacher to gain a better understanding of each boy and the boy to be better understood. Homeroom teachers also further a more informed and cooperative relationship between parents and teachers.
Notable aspects of the Valley experience include the number of recesses and amount of time allocated for physical exercise, and the freedom the boys are given. There are three recesses per day: short recesses in the morning and afternoon and a longer recess after lunch. Each class also has a gym period four times a week. The recesses and physical education are necessary breaks in the intense academic routine and are also necessary for development of the virtues associated with team sports, such as courage, discipline, working for a team goal, etc. They also provide healthy occasions for less formal exploration and activities that include fort building or other imaginative play.
Freedom is a vital component of the play and overall tone of the education in the Lower School. This freedom may include snowball throwing (with some rules), climbing trees, fort building with sticks, tackle football, or freer exploration of the woods. Freedom is necessary not only to develop authentic moral virtues, but is also necessary for authentic intellectual habits, since good behavior should not merely consist of exterior manners that please adults, but connect with the interior, the heart, of the person who truly desires to do good things. Similarly, learning is not a game of grades and getting ahead, but should involve genuine interest, wonder, and a search for truth and wisdom (though, the boys are not necessarily aware of this at the lower-school level). Along with the freedom the boys are given an emphasis on the personal responsibility inherent in true freedom.
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An Overview
The Lower School has four defining characteristics: detailed, connected, integrated, and alive. Details and little things are aspects usually loathed by boys but necessary for their education. There is a great emphasis and effort towards the details of academics: grammar, handwriting, spelling, vocabulary, drawing, scientific classification, math drills and homework, historical and geographical data, the Ten Commandments, etc.; but attention to detail is also evident in orderly the classrooms, composure, neatness of lockers, and the dress code (tie, dress shirt and pants, belt, and school shoes). Detailed study becomes even more complete when, for example, the relations of birds, insects, weather, and animals are connected to the life of trees and the life that trees support. Similarly, the study of bluebirds is enhanced with the writing of a poem about them, and the study of poplar trees is enhanced when they are connected historically with their use as masts of wooden ships because of their height and straightness.
Beyond connecting matters within a subject, and subjects with other subjects, there is a sincere effort to connect learning with present living and the self—this includes connecting emotions and reason, the heart and mind. This type of connection can better be termed integration as it strives to integrate what one learns of the world and reality with how one lives in and perceives the world and reality. Furthermore, through the quiet of humble observation he can experience awe and wonder at the mystery and power of creation—proper responses of the heart to the created world.
Efforts toward true integration necessarily involve action as a student applies lessons to his life, whether this involves increased empathy, more daring in making friendships, or better work. These aspects of connection and integration, in perception and action, enable the quality of being alive. The end of a Heights education is a man fully alive.
Education comes to life when it is connected to the world around us and genuine interests are fostered. The importance of the imagination for this end of helping the education come alive is clearly understood in the Lower School, from writing historical journals imagining oneself a colonial settler, to writing nature poems in natural history or imagining oneself in the mysterious scenes of Christ's life presented in the rosary. The connection between choice, action, and well-being is especially present in literature, as characters' choices can be seen along with the consequences upon others and themselves. The small class size and homeroom teacher relationship enables this connection with action as the teachers get to know each student more personally and can observe the boys in many different settings, from quiet and academic situations to more vibrant and competitive ones. Lower School teachers have an eye for details and skill at developing study skills, using narrative across the curriculum; and field teaching, which includes nature walks and a variety of field trips.
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The Curriculum
The subjects of study are derived from the seven classical liberal arts: religion, natural history, math, literature, language arts, history, music, art, and physical education.
On average, homework requires 45 minutes to 1.5 hours. Assignments are given to supplement and prepare for classes, but are limited so as not to detract from healthy hobbies and family relationships.
Grades indicate performance and not behavior. Interest, engagement, and academic habits are of real importance; grades, especially at younger ages, are not.
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Religion
Religion is taught two to three times a week and is mandatory for Catholic students. The main textbooks are part of the Faith and Life series published by Ignatius Press. Classes are supplemented with selected and interesting narratives from the Old and New Testaments, as well as monthly chapel services and occasional devotional practices such as the recital of the rosary, which includes an imaginative and meditative exploration of the various mysteries. Themes that pervade the religion curriculum include the recognition and effort of living as a loved child of God, a more personal knowledge of the person of Jesus, as well as the understanding of religion and worship as just and proper responses to the Creator.
Grade 3
Texts: Our Life with Jesus, Book 3; Sacred Scripture selections
Topics: Survey of key narratives in the Old and New Testaments; Ten Commandments; and the sacraments
Grade 4
Texts: Jesus Our Guide, Book 4; Sacred Scripture selections
Topics: Key Old Testament narratives, particularly Genesis and the Fall; redemption in the person of Jesus; Ten Commandments; Mass and basic prayers; the Seven Sacraments; and the lives of saints
Grade 5
Texts: Credo: I Believe, Book 5; Sacred Scripture selections
Topics: The Apostles Creed; the Trinity; salvation history from Adam and Eve through the New Testament; and the universal call to holiness
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Natural History
Natural History is a key component to the Lower School education. Along with detailed classification and regular notation in scientific journals, the boys actively engage in the natural surroundings on campus and nearby locations such as Cabin John Park and the Potomac River. The subject fosters a systematic and knowledgeable understanding of the natural world as well as the ability for careful observation, appreciation, and greater awareness of the dynamic natural world surrounding us. Many of the subjects of study are similar across the grades, but the study increases in depth and detail and with different focuses in each grade.
Grade 3
Texts: Golden Guide to Trees, Golden Guide to Insects, Golden Guide to Reptiles and Amphibians, Birds of Eastern and Central North America by R.T. Peterson, various supplemental material
Topics: Introduction to insects, trees, birds, small mammals, amphibians, creek life (Cabin John Creek), light study of weather and rocks and minerals
Grade 4
Texts: Golden Guide to Trees, Golden Guide to Insects, Golden Guide to Reptiles and Amphibians, Birds of Eastern and Central North America by R.T. Peterson, various supplemental material
Topics: Insects, trees, birds, small mammals, amphibians, rocks, creek life (Cabin John Creek)
Grade 5
Texts: The Plant Kingdom by Ian Tribe, Golden Guide to Trees, Golden Guide to Weather, Guide to Rocks and Minerals by R.T. Peterson, various supplemental material
Topics: The plant kingdom, weather, basic geology, the Potomac River
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Math
Math is taught using the Saxon program, an incremental program that constantly reinforces past lessons while introducing a broad range of math problems. Supplements include various games, projects, and narratives of famous mathematicians.
Grade 3
Texts: Math 54 by Saxon
Topics: Addition, subtraction, fractions, decimals, multiplication and division (including memorization of times tables)
Grade 4
Texts: Math 65 by Saxon
Topics: Basic geometry, fractional and decimal operations, continued development of multiplication and division
Grade 5
Texts: Math 76 by Saxon, Archimedes and the Door of Science by Jeanne Bendick
Topics: Fundamental geometry, simple algebra, multiplication and division of fractions and decimals, Archimedes
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History
History mostly focuses upon United States history up to the Civil War. Texts, employing a strong narrative method, from Joy Hakim's History of US published by Oxford University Press are used in each grade. In addition, the 4th grade uses a Maryland history text book and the 5th grade uses a text book that gives more emphasis on the American Revolution and early heroes. Various field trips and the use of outside sources and stories augment the program.
Grade 3
Texts: The First Americans: A History of US, Book 1 by Joy Hakim
Topics: Early native settlers to the explorers and early colonization
Grade 4
Texts: Our Maryland by Jane Eagen and Jeanne McGinnis; Making Thirteen Colonies: A History of US, Book 2 by Joy Hakim
Topics: History, including geography, of Maryland up to the present day; development of the first thirteen English colonies in Eastern North America
Grade 5
Texts: Why America is Free published by the Society of the Cincinnati; From Colonies to Country: A History of US, Book 3 by Joy Hakim
Topics: The American Revolution and early development of the Republic
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Literature
Literature includes the reading, aloud and silently, of short stories, folk tales, and novels, as well as the memorization and recital of a number of poems. Students also practice creative writing with poetry and short stories. Outside reading and book reports are required. Entertainment and the love and use of language are important aspects of literature, but emphasis includes: heroism in epic stories; formation of the moral imagination; tapping capacities for wonder, especially through folk or "wonder" tales, such as those collected by the Grimm brothers; as well as perceiving the connections between choice, action and well-being. (Books and poems may vary slightly with each teacher.)
Grade 3
Texts: The Wind in the Willows by Kenneth Graham, The Great Quillow by James Thurber, and The Lion, the Witch, and the Wardrobe by C.S. Lewis, Charlotte's Web by E. B. White. Poetry includes: "The Cats of Kilkenny" by Anonymous, "The Daffodils" by William Wordsworth, "A Knight" by Geoffrey Chaucer, "Paul Revere's Ride" by Henry Wadsworth Longfellow, "The Tiger" by William Blake, "The Pied Piper of Hamelin" by Robert Browning, "St. George and the Dragon" by G.K. Chesterton
Grade 4
Texts: Farmer Boy by L.I. Wilder, The Horse and His Boy by C.S. Lewis, Call It Courage by Armstrong Sperry Poetry includes: "Jabberwocky" by Lewis Carroll, "The Road Not Taken" by Robert Frost, "The Charge of the Light Brigade" by Alfred Lord Tennyson, "Barbara Frietchie" by James Whittier
Grade 5
Texts: The Hobbit by J.R.R. Tolkien, Johnny Tremain by Esther Forbes, The Children's Homer by Padraic Colum. Poetry includes: "The Bells and El Dorado" by Edgar Allen Poe, "Concord Hymn" by Ralph Waldo Emerson, "Pied Beauty and The Windhover" by Gerard M. Hopkins, "The Listeners by Walter de la Mare", "The Donkey" by G.K. Chesterton, "Casey at the Bat" by Ernest L. Thayer
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Language Arts
Language Arts includes handwriting, spelling, vocabulary, dictation, library instruction, reading comprehension, grammar and writing mechanics, and occasional journaling. Students regularly practice with attention to detail the above mentioned aspects of language arts, as well as putting the pieces together in regular writing. A love of language and writing is encouraged, though often through different subjects. For example, creative writing is taught in literature, while journaling without necessarily being graded for grammar may be assigned in language arts, history, and natural history.
Grade 3
Texts: Voyages in English 3 published by Loyola University Press; New Practice Readers, Book D published by McGraw Hill; Spelling Connections, Book 3 published by Zaner-Bloser; Handwriting Book 3 published by Zaner-Bloser; Wordly Wise 3000, Book C published by Educators Publishing Service
Grade 4
Texts: Voyages in English 4 published by Loyola University Press; New Practice Readers, Book F published by McGraw Hill; Spelling Connections, Book 4 published by Zaner-Bloser; Handwriting Book 4 published by Zaner-Bloser; vocabulary words are chosen from the literature selections
Grade 5
Texts: Voyages in English 5 published by Loyola University Press; Spelling Connections, Book 5 published by Zaner-Bloser; Handwriting Book 5 published by Zaner-Bloser; Vocabulary from Classical Roots published by Educators Publishing Service
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Music
Music is taught two to three days a week. The classes are a blend of theory and musical experience. Students learn the theories of such things as rhythm and beat, notation and composition, and will play music using rhythm and beat as well as compose songs with musical notation. Singing is taught throughout the Lower School
Grade 3
Topics: beat, style, note reading, recorder (instrument), voice, instrument families
Songs include: "Star Spangled Banner," "America the Beautiful," "Good Morning," "Young Folks, Old Folks," "Kookaburra in a Round," "Rockin' Robin"
Grade 4
Topics: beat, rhythm, boom whackers (instrument), voice, writing in music, instrument families
Songs include: "Star Spangled Banner," "America the Beautiful," "Con Gioia in Cuor," "La Canzone del Vino," "Pass the Witch's Broom"
Grade 5
Topics: recorder (instrument), writing, form, theory and composition, voice
Songs include: "Star Spangled Banner," "America the Beautiful," "My Country 'Tis of Thee," "Yankee Doodle Dandy," "Shenandoah," "Home on the Range," "Ave Maria," "Dona Nobis Pacem," "Agnus Dei," "To The Heights," "Minstrel Boy," "Dem Bones," "Good Christian Men Rejoice"
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Art
Art is taught one day a week for an extended period of one hour and fifteen minutes. The basic skill developed throughout the program is that of drawing. Students learn to draw basic three-dimensional shapes and move to more difficult assignments such as drawing the human person, the use of perspective, etc. Other projects include learning about and coloring heraldic shields especially with regard to understanding the color wheel. There are also some light craft projects connected with various feasts throughout the year.
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Physical Education
Physical Education is taught four days a week and involves training in the skills, strategy, and overall development of common team sports. The understanding of sportsmanship is emphasized.
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Summer Reading
Students entering grades 3-5 are to read all the books or tales assigned to their respective grade, even if they have read the books previously. Parents are welcome to read portions of the summer reading aloud to the student. After reading all three of the assigned readings, the students are to write a statement declaring that they have read all of the assigned books, and have their parents’ and their own signature on the statement. Students should bring this statement with them on the first day of school.
1. The Tales of Uncle Remus: The Adventures of Brer Rabbit by Julius Lester
2. By the Great Horn Spoon! by Sid Fleischman
2. Men of Iron, by Howard Pyle
