As part of our philosophy of integration between academics and the arts, we employ an extensive use of special subjects to provide our students with the most well-rounded education possible. Teachers for these blocks are specialists in their fields, bringing quality experience and understanding of their subjects to the learning experience.
Recent neurological research confirms that mobility and dexterity in the fine motor muscles, especially the hands, stimulates cellular development in the brain, and thus strengthens the physical foundation of thinking.
Intellectual Development: Handwork & Woodwork
Handwork teaches the children to carry through with a task; a practice essential developing critical thinking. First, in kindergarten the children begin finger knitting, and then in the first grade they learn to knit with needles. Then, in the second grade they learn how to purl. Third grade students are introduced to crocheting, and fourth graders are taught both embroidery and cross stitch. The fifth grade students become skilled at knitting socks and the sixth graders make dolls. Transitioning into middle school the students begin learning to sew. First, by hand in the seventh grade, and then with machines in the eighth grade.
The formal woodworking curriculum begins in the sixth grade. Starting with collecting wood from our own land, students learn basic woodworking skills. Past projects include one legged stools, lacrosse sticks, walking sticks, and sleds.
Strength of Will: Physical Education 
Physical fitness encourages self-confidence and self esteem, which help to build a strong foundation for a happy, healthy, and fulfilling life. As children progress through the grades, they grow into conscious awareness and control of their bodies. In the early grades, games, movement, and other activities assist the children with cultivating a sense of spatial awareness, which helps them to understand how their own bodies relate to that space. In addition, games help to develop essential social and recreational skills that will serve them well for the rest of their lives. Also, in the lower grades, students have recess outside twice a day regardless of weather conditions. Team sports are introduced in fourth grade, and good sportsmanship is stressed. Fifth graders, who have an improved sense of balance, spend a good portion of the year preparing to reenact the ancient Greek Olympics. These students train for the long jump, the javelin, the discus, the long run, the Olympic wrestling event, and the 50-yard dash. Points are given for grace as well as for speed and distance. Older students are expected to show increased discipline and precision. For instance, sixth graders prepare a long-sword dance. Seventh and eighth graders are challenged with team sports that require them to defend a position. In addition, middle school students are guaranteed at least one recess a day.
An Ear for Language: French & German
Beginning in early childhood, the children are introduced to German. Then, in first grade, the children learn both German and French in the same way they learned their own native tongue. Through story, song, rhyme, and movement, first, second, and third grader students become acquainted with different cultures, which help to broaden the horizon of human understanding by looking at the world through the eyes of others. They experience the food, f
estivals, and dance of these cultures. Grammar and reading begin with imaginative games in the fourth grade and continue more formally in the h
igher grades.
Creating Beauty: Music & Visual Arts
Choral: Singing in a group encourages cooperation with and interest in others. Children in the first and second grades learn songs by heart from their class teacher and sing unaccompanied on a daily basis. By third and fourth grade, students are expected to "hold their own" when singing in rounds. Beginning in fifth grade, all students participate in a formal chorus class that meets several times per week. In fifth through eighth grade, the repertoire expands to include more "part" singing. Rhythmic and notation work and concepts of major and minor modes are introduced.
Instrumental: Instrumental instruction begins in first grade with simple flutes. By third grade, all children are playing the recorder with their class teacher and continue to do so until graduation. In fourth and fifth grade, each child learns to play a stringed instrument (either violin, viola, or cello) as well and participates in group lessons.
estivals, and dance of these cultures. Grammar and reading begin with imaginative games in the fourth grade and continue more formally in the higher grades.
Creating Beauty: Music & Visual Arts
Choral: Singing in a group encourages cooperation with and interest in others. Children in the first and second grades learn songs by heart from their class teacher and sing unaccompanied on a daily basis. By third and fourth grade, students are expected to "hold their own" when singing in rounds. Beginning in fifth grade, all students participate in a formal chorus class that meets several times per week. In fifth through eighth grade, the repertoire expands to include more "part" singing. Rhythmic and notation work and concepts of major and minor modes are introduced.
Instrumental: Instrumental instruction begins in first grade with simple flutes. By third grade, all children are playing the recorder with their class teacher and continue to do so until graduation. In fourth and fifth grade, each child learns to play a stringed instrument (either violin, viola, or cello) as well and participates in group lessons.