As you consider the things we do and the things we don’t do, it’s important to remember that DVCS is not trying to emulate schools like Independence, Red Lion, Wilmington Christian, Tatnall, St. Andrews (WELL MAYBE THEIR BUILDINGS!) to name a few as examples, despite worthy aspects of what those schools do. For millennia, being an educated human meant being immersed in the best (and sometimes the worst) that our civilization has produced—not because we agree with everything that’s been produced, but because interacting with these texts, artwork, and scientific, mathematical and philosophical thinkers and theories has long been a hallmark of education, especially a liberal arts education. As an anecdote, did you know that next to the Bible, the most popular ancient book in the American colonies was Plutarch’s Lives?

At DVCS, it should be clear that we are asking our students to be thoughtful. If this is not immediately apparent, then we (I) must take responsibility for that and work to communicate and effectuate our goals more clearly. As I often say at open houses, and as I will say here: The one who is doing the thinking is the one who is doing the learning. Regurgitative assignments (which is distinctive from intentional memory work), in the upper school, are not generally the focus. Mathematics, for example, requires deep thinking, and many of us (myself included) were taught to simply “plug and chug.” Here’s the formula; “I do, we do, you do”. This doesn’t always foster mathematical understanding, help students see numbers as signs pointing to the God of all creation, or prepare them to deal with unfamiliar problems. Try as we might, there isn’t a hack for thinking.

Teachers are rightfully expected to bring their knowledge and understanding into the classroom and to encourage students in faith and intellect. And teaching comes with a duty to put forth best efforts to foster an appreciation for education. While administrators and teachers do this imperfectly and we acknowledge there is always room for growth, I have yet to work with a teacher who does not genuinely desire to impart knowledge and wisdom to their students. However, this effort requires a reciprocal response from students—namely, humility, attentiveness, and a commitment to putting forth their best effort. When students disengage from what’s being taught, act disruptively in class, or show disrespect toward the teacher, it not only affects their own learning but impacts the learning for others. It happens here!

The length of class periods, the number of classes per day, and homework loads can all change. Recesses can be added, but students must be humble enough to recognize when they do not know something, and attentive enough to seek out understanding. Without these, education doesn’t happen. Students must be willing to accept that they won’t always immediately see why something is important—a fact that should surprise none of us who were once aged 5 to 18.
Asking, “Will this be on the test?”—a question regularly posed by students, especially in upper school—diminishes learning for its own sake, turning education into a mechanical task. To be clear, I do not necessarily blame the students for asking this question, as it reveals a broader societal posture concerning education. But I mentioned wonder earlier and I want to return to it through an author of childrens’ literature. “Active, informed, iron-willed wonder is a skill, not a gift: you have to work at it. And you cannot remain in awe of that which is familiar, so the only way to maintain wonder is to learn: learn, and keep learning,” says Katharine Rundell. I’ll add a caveat to the quote and leave it here: wonder is both gift and skill.

Classical Christian education is not primarily about grades—not really. We use grades because the system requires them, but if you ask the teachers, some, many, maybe even most, would prefer not to have grades in the conventional sense. Don’t go fearing or hearing that grades will be eliminated tomorrow. They won’t. Still, the grades tend to take care of themselves when the primary goal isn’t grades, similar to C.S. Lewis’ maxim that if we aim at heaven, we get earth thrown in.

As parents, we all feel some level of anxiety about our children’s future lives. Thankfully, many—perhaps even most at varying points— students here are truly committed to their learning and push themselves to grow, often motivated by more than grades. This is to be commended. As for the rules for decorum that we have at this school are an attempt to make education in a distracted age possible and to help students understand that liberty requires responsibility and boundaries. This is part of what this school believes, has believed, and part of what makes it different.

Raising and educating children is of course tremendously complex. We are desperately in need of wisdom and insight and favor from the Lord. But remember, while it sometimes seems that it’s enough to just get through the day, we are aiming to advance something of great value—educated, thoughtful, and civilized Christian men and women. It is a privilege and a responsibility and a deep challenge. I am grateful for your partnership!