AYE 2027 Arete Hall - Handbook

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Our Mission......................................................................................................................................................... 5 Our Deep Hope..................................................................................................................................................5 PHILOSOPHY OF EDUCATION............................................................................................................... 5 Philosophy of Language................................................................................................................................. 7 Philosophy of Math.......................................................................................................................................... 8 Philosophy of Science...................................................................................................................................10 Philosophy of Humanities........................................................................................................................... 12 Philosophy of Bible........................................................................................................................................13 Philosophy of Music...................................................................................................................................... 15 Philosophy of Art........................................................................................................................................... 17 Philosophy of Physical Education............................................................................................................. 18 CULTURAL ISSUES.................................................................................................................................. 20 On Gender, Marriage, and Sexuality........................................................................................................ 20 On Dignity of Human Life.....................................................................................................................21 On Critical Race Theory........................................................................................................................ 22 STATEMENT OF FAITH........................................................................................................................... 23 Ecumenical Creeds................................................................................................................................. 24 Additional Statements on Faith and Life.........................................................................................25 Secondary Doctrine....................................................................................................................................... 26 PASTORAL PARTNERSHIP....................................................................................................................29 UNIFORM POLICY.................................................................................................................................... 29 DISCIPLINE POLICY.................................................................................................................................29 General Guidelines........................................................................................................................................ 30 Classroom Discipline............................................................................................................................. 30 Potential Discipleship Opportunities During an Office Visit.....................................................30 Office Visit for Severe Misconduct.....................................................................................................31 Degrees of Discipline for Severe Misconduct................................................................................ 32 Re-Admittance................................................................................................................................................ 32 Electronic Device Policy............................................................................................................................... 32 Cheating and Plagiarism..............................................................................................................................32 Dress Code Violation.................................................................................................................................... 33 PHILOSOPHY OF GRADING..................................................................................................................33 Grading Policy................................................................................................................................................. 33 Conduct Items.......................................................................................................................................... 33 Primary & Secondary Weighted Categories.................................................................................. 34

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Primary Grading...................................................................................................................................... 34 Secondary & Secondary Prep Grading.............................................................................................34 Assessment & Grading Protocol............................................................................................................... 34 Humanities................................................................................................................................................ 34 Mathematics............................................................................................................................................. 35 Science........................................................................................................................................................35 Music & Art................................................................................................................................................35 Latin.............................................................................................................................................................35 Parent Communication................................................................................................................................. 35 Expected Homework Load.......................................................................................................................... 36 Areté Hall - Scholé Fridays................................................................................................................................ 36 What Scholé Day Is................................................................................................................................37 What Scholé Day Is Not....................................................................................................................... 37 The Core Work of Scholé Day.............................................................................................................37 Accountability...........................................................................................................................................38 Why This Matters................................................................................................................................... 39 Scholé Policy....................................................................................................................................................39 1. Status of Scholé Day.........................................................................................................................39 2. Purpose..................................................................................................................................................39 3. Location and Oversight.................................................................................................................... 39 4. Instructional Boundaries.................................................................................................................. 40 5. Required Components...................................................................................................................... 40 6. Technology Use.................................................................................................................................. 41 7. Accountability and Assessment.................................................................................................... 41 8. Parental Cooperation........................................................................................................................ 41 Sample Scholé Day Guide...........................................................................................................................41 Primary School (K–5)............................................................................................................................. 41 Secondary Prep School (6–8)..............................................................................................................43 Secondary School (9–12)..................................................................................................................... 44 Notes on Flexibility........................................................................................................................................45 Long-Term Formation................................................................................................................................... 45 PARENT COMMUNICATION AND INVOLVEMENT.......................................................................... 45 HONOR CODE...........................................................................................................................................46 Parent Honor Code........................................................................................................................................ 46 Secondary Student Honor Code................................................................................................................48

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Internet Use and Social Media................................................................................................................... 49 AI Use by Students.................................................................................................................................49 AI Use by Teachers and Staff.............................................................................................................. 49 HEALTH & WELLNESS........................................................................................................................... 50 Lunch.................................................................................................................................................................. 50 Snacks................................................................................................................................................................ 50 Health Records............................................................................................................................................... 50 Administration of Medicines....................................................................................................................... 50 Illness Policy.................................................................................................................................................... 51 Government Agency Requests.................................................................................................................. 51 ACADEMIC SCHEDULE.......................................................................................................................... 51 Calendar............................................................................................................................................................ 51 Daily Schedule................................................................................................................................................ 52 Arrival and Dismissal.................................................................................................................................... 52 Attendance....................................................................................................................................................... 52 Tardies................................................................................................................................................................53 ENROLLMENT POLICY............................................................................................................................53 Enrollment Process........................................................................................................................................53 TUITION......................................................................................................................................................53 Tuition Assistance.......................................................................................................................................... 53 TEACHER AND ADMINISTRATION EVALUATIONS........................................................................54 Anti-Discrimination and ADA Statement...............................................................................................54

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Our Mission Arete Hall exists to serve Christian families by faithfully providing a bible-centered, classical education in the Protestant Reformed tradition. We deliver a purposeful, integrated, and living education ordered to Christ and the worship of the Triune God by cultivating biblical maturity, wisdom, excellence, and wonder through love and disciplined instruction.

Our Deep Hope Our deep hope is that, by the grace of God, the education at Arete Hall will produce students who know their need for Christ more deeply and live joyfully under His Lordship. We pray that graduates will be marked by humility rather than pride and gratitude rather than entitlement, worshiping God rightly and offering their whole lives as a faith-filled and grateful response to His truth, goodness, and beauty. Their learning would not lead to self-sufficiency, but to reverent dependence on Christ and a growing love for and faithful obedience to His Word.

We further pray that this formation will shape students who discern the right from the almost right, able to recognize error, resist subtle compromise, and think clearly in a confused and fractured world. We hope they will grow in mature Christian character, demonstrating integrity, self-governance, charity, and respect for rightful authority, while cultivating wonder and holy curiosity toward God’s Word, God’s world, and God’s works. Their education would stir a lifelong hunger to know God more fully and to understand their place within His created order.

Finally, we pray that Arete Hall graduates will practice rightly ordered loves, faithfully stewarding the callings God entrusts to them in family, church, vocation, and community.

Whether as husbands, wives, parents, singles, workers, or leaders, they would serve Christ with confidence and faithfulness, bearing fruit for His kingdom in every sphere of life. This deep hope is not a promise we presume to manufacture, but a prayer we entrust to the Lord, trusting Him to work through us to help cultivate and bring lasting fruit through a faithful, Christ-centered education aligned with parents and the life of the church.

PHILOSOPHY OF EDUCATION The chief end of man is to glorify God and enjoy Him forever. We do this by learning to love, worship and glorify the Lord our God with all our heart, soul, mind, and strength, and to love our neighbors as ourselves. We learn to love and become glory-bearers in the rhythms, liturgies, traditions and habits of everyday life. These liturgies and traditions must be ordered 5

to God’s ends, to make us love what He loves. Whatever orders our loves and ultimate aims, is our education. Because all education is religious, all education is training for worship, forming our affections, and ordering our loves. Arete Hall seeks to sharpen minds, train hands, and cultivate hearts to love and worship God the Father, Son, and Holy Spirit in all that they set their hand to, as mature and fruitful Christian men and women.

As John Milton wrote the ruins of Eden, "The end then of Learning is to repair the ruins of our first Parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest by possessing our souls of true vertue, which being united to the heavenly grace of faith makes up the highest perfection."

This restoration demands nurture and instruction in the Lord, it requires tending the garden of the soul. Arete Hall exists to ally with Christian parents and faithful churches to help see God's image-bearers mature as true lovers and worshippers of the Triune God that they would bring about, through the blessing of God and the work of His Spirit, the sure growth of Christ’s Kingdom according to His promises to His children and their children.

To raise up faithful image bearers that are not merely “thinking man” (homo sapiens) but “worshipping man” (“homo adorans”), Arete Hall roots its educational and cultural philosophy in the historical Christian, Classical, and Reformed tradition.

The Reformers studied language, philosophy, theology, natural philosophy, literature and history of the ancients and medievals seeking after the wisdom of God wherever it may be found. They took God at his Word, understanding that God’s Word is truth, and all truth is God’s truth. They also knew their contemporaries and interacted faithfully and prophetically – speaking God’s truth with God’s love into every situation. They were steeped in bible’s language, stories, songs, and precepts to engage the world rightly. They sought to see God’s will be done on earth, just as it is heaven. Likewise, we begin with God’s Word, His will, and His ways of thinking to rightly engage the ideas of men, discern between good and evil, contend with falsehood, and then live fruitfully, wisely, and righteously in the present.

We train young men and women in how to think and we feed them God’s truth. But ultimately, it is our goal that our students live the truth – a cruciform life of service to God and to others.

The school is a miniature “polis”, a city of God, not of man, where norms, sensibilities, and culture are practiced, modeled, and cultivated. These foundational ways, established in the life and culture of the school, set the next generation on a path to mature into citizens fit to make a heavenly kingdom on earth, ready to found, live, and rule in other earthly cities of God.

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We believe in continual reformation toward the image of God and are always seeking new insights into biblical methods of teaching.

Philosophy of Language Language is a gift from God, given to human beings as image bearers for the purposes of knowing, naming, and communing. Through language, God speaks His Word, humanity responds in prayer and praise, and cultures are formed and transmitted across generations.

Language is therefore not merely a tool for communication, but a primary means by which truth is apprehended, preserved, and loved. In using it, man is most like his Lord.

Because God has revealed Himself in words, language education holds a central place in Christian formation. Scripture itself comes to us through human languages, situated in particular times and cultures, yet communicating eternal truth. To read well, to speak truth, and to listen charitably are not optional skills, but moral obligations. Language education trains students to receive what is given rather than assume that meaning is self-evident or culturally neutral.

Modern education often treats language instrumentally, emphasizing efficiency and self-expression. Students are trained exclusively in their native tongue, which encourages them to regard other languages as unnecessary or impractical. This approach quietly reinforces arrogance, flattening history and the belief that our own moment is the measure of all things.

In contrast, most educated people throughout history learned to read and write in languages other than their own. This discipline cultivated humility, patience, and a recognition that truth precedes the individual.

In a Classical Christian school, language education serves the cause of freedom. Learning another language draws students out of the confines of their own assumptions and into the minds of other peoples and times. It teaches them that understanding requires submission, effort, and care. This posture is deeply Christian. Each time we open the Scriptures, we encounter words first spoken in cultures not our own, calling us to listen attentively rather than project ourselves onto the text. Ask any educated preacher: original languages force you to slow down.

Latin, in particular, holds a privileged place within the Western Christian tradition. As the language of theology, law, history, and schooling for more than a millennium, Latin provides students access to the intellectual and spiritual inheritance of the Church. Studying Latin trains precision in thought, attentiveness to form, and patience in reading. It also strengthens understanding of English and equips students to approach other languages with confidence. In 7

technical fields, over 90% of all polysyllabic words are Latin and Greek derived.

Language education in this school is ordered developmentally. In the early years, students delight in words, sounds, stories, and naming. They learn that language is meaningful, beautiful, and powerful. As students mature, they increasingly attend to grammar, structure, and translation, learning to submit their thinking to the constraints of another language. In the later years, language study deepens into interpretation, rhetoric, and wisdom, forming students who can read carefully, argue honestly, and speak truthfully.

Language learning is not primarily about fluency for travel or commerce, though such benefits may follow. Its aim is education rather than instruction: the formation of readers who are humble before texts, writers who are careful with words, and speakers who understand that speech is a moral act. The labor required to learn another language cultivates virtues essential to Christian maturity, including perseverance, attentiveness, and charity.

Language does not exist for itself. It serves truth, communion, and worship. It is the vessel for culture, for paideia. As students grow in linguistic ability, they are better equipped to read Scripture faithfully, engage the Christian tradition intelligently, and encounter other cultures without fear or contempt. In this way, language education contributes directly to the school’s larger mission: assisting parents in forming Christian men and women who love what is true, speak what is right, and listen with wisdom.

Philosophy of Math Mathematics is the study of quantity, shape, change, and the relationships that govern them.

More deeply, it is the disciplined contemplation of order. As Christians, we affirm that this order is not accidental. The world was created by a rational and faithful God, and mathematics is one of the chief languages by which that order is expressed. When students study mathematics, they are learning to perceive and describe the structure God has woven into creation, thinking His thoughts after Him in a finite and human way.

The remarkable power of mathematics to describe the natural world bears witness to the intelligibility of creation and the faithfulness of its Creator. Mathematical truths are not human inventions in the modern sense, but discoveries of realities that exist because God is who He is.

At the same time, mathematical knowledge, like all human knowledge, is partial and developed through time. Its certainty does not remove the need for humility, nor does its abstraction free it from moral responsibility.

Historically, mathematics occupied a central place in classical education through the

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quadrivium. Arithmetic, geometry, music, and astronomy were not technical skills but liberal arts, forming the mind to recognize proportion, harmony, and order. Geometry, especially as presented in Euclid’s Elements, trained students to reason carefully from first principles, cultivating habits of clarity, precision, and proof that shaped the Western intellectual tradition.

Mathematics was understood not merely as preparation for practical work, but as a path toward wisdom.

Modern mathematics education has largely abandoned this vision. Students are often placed on a rigid, accelerated track toward calculus, emphasizing procedural fluency and speed over understanding. This approach, developed for narrow vocational purposes, has led many students to despair, confusion, or a belief that mathematics is only for a gifted few. At the same time, it obscures the richness of mathematics itself and disconnects it from its philosophical and theological foundations.

In a Classical Christian school, mathematics is taught as an educational discipline rather than mere technical instruction. Its purpose is the formation of attentive, disciplined, and truthful thinkers. Mathematics trains students to reason carefully, to distinguish assumptions from conclusions, to persevere through difficulty, and to submit their thinking to objective standards.

These habits serve all students, not only those called to scientific or technical vocations.

Because students develop over time, mathematics education must be ordered developmentally. In the early years, instruction emphasizes number sense, pattern, proportion, and delight. Students learn to attend carefully, to name what they see, and to grow comfortable with the reality that the world is ordered and knowable. Abstraction is introduced gradually and always grounded in concrete experience.

As students mature, mathematics increasingly engages formal reasoning. Proof, explanation, and written argument become central. Students learn not only to compute, but to justify, critique, and revise their thinking. Mathematics at this stage serves the work of logic, training students first to find their own errors before critiquing the work of others.

In Secondary Prep and Secondary, mathematics is integrated with science, history, and philosophy. Students encounter higher levels of abstraction and are invited to reflect on the nature and limits of mathematical knowledge. Those with particular aptitude are encouraged to pursue greater depth and rigor, while all students are given the foundations necessary for faithful citizenship, intellectual confidence, and lifelong learning.

Mathematics teachers in this school are called to love both their subject and their students.

Teaching mathematics requires patience, clarity, and humane love. Errors are treated not as failures, but as occasions for growth. Precision and discipline are cultivated without fear, and 9

joy is not treated as optional. Teachers model careful thinking, honest work, and delight in truth, recognizing that mathematics, rightly taught, points beyond itself.

Mathematics does not exist for its own sake. It serves the broader pursuit of truth and wisdom and finds its proper place alongside theology, science, history, and the arts. In all things, mathematics is taught as a testimony to God’s faithfulness and order, and as a means by which students are equipped to steward the minds God has given them.

In this way, mathematics education contributes to the school’s larger mission: assisting parents in forming Christian men and women who love truth, think clearly, work faithfully, and glorify God in all they do.

Philosophy of Science Science, properly understood, is a form of natural philosophy: the disciplined study of God’s created world by rational creatures made in His image. In a Classical Christian school, science is not an autonomous source of truth, nor is it a mere collection of technical skills. It is an educational practice ordered toward wonder, worship, humility, and wisdom.

We affirm that the universe is created by a rational and faithful God, who orders all things according to His will and sustains them by His providence. Because creation is not chaotic but meaningful, it is intelligible. Because human beings are made in the image of God, they are capable of knowing the world truly, if only in part, in a manner appropriate to finite and fallen creatures. Scientific knowledge, therefore, is real and valuable, yet partial, provisional, and dependent.

Science occupies a distinct and subordinate place among the sources of human knowledge.

Divine revelation stands above it; basic awareness of the world and logical truths undergird it.

Scientific conclusions are powerful precisely because they are limited. They concern regularities within creation, not ultimate meaning, moral obligation, or final causes. When science is asked to bear more weight than it can carry, it deforms, becoming a rival authority rather than a servant of truth. For this reason, we explicitly reject scientism while affirming the goodness of science itself.

The modern world depends heavily upon science and its technological fruits, and we are grateful for the benefits this has brought. At the same time, we live in an era of scientific crisis, marked by perverse incentives, widespread irreproducibility, and a disregard for intellectual honesty. This reality calls not for cynicism, but for humility, moral seriousness, and careful formation. The Fall affects not only what we study, but how we study it. Students must

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therefore be trained to love truth more than results, and integrity more than success.

The aim of science education in this school is not primarily vocational preparation, though it may serve that end. Our aim is the formation of Christian human beings who can attend carefully to God’s world, reason honestly about what they observe, and respond with gratitude and reverence. Science education should cultivate wonder at creation, worship of the Creator, and an awareness of the historical and theological context in which science arose. Western science did not emerge in a vacuum; it grew out of a Christian understanding of an ordered creation governed by a faithful God and studied by morally responsible people.

Because this school is classically ordered, science education develops in harmony with the stages of learning. In the early years, science emphasized attention, delight, and faithful description. Children learn to look closely at the world God has made, to name what they see, to draw it, and to speak truthfully about it. At this stage, explanation is secondary to observation, and curiosity is nurtured without being overwhelmed by abstraction.

As students mature, scientific study increasingly engages the tools of logic and reason. They learn to test claims, identify errors, and recognize the limits of their own understanding.

Experiments and laboratories at this stage are not primarily vehicles for discovery, but disciplines of character: training students in patience, precision, honesty, and perseverance.

Failure, ambiguity, and imperfect data are treated as normal features of scientific work and as opportunities for growth.

In the later years, students are invited to integrate scientific knowledge with theology, history, and moral reasoning. They study the great figures of scientific history, especially those who understood their work as an act of devotion. They learn to articulate what science can and cannot say, to critique modern claims responsibly, and to place scientific knowledge within a larger Christian account of truth. For those with particular gifts, deeper and more technical study is encouraged without apology. For all students, science remains an education in seeing, not merely an instruction in doing.

Mathematics plays a central role in this vision of science, not as an end in itself, but as a powerful language for describing God’s orderly creation. Following the insight of Galileo and other Christian natural philosophers, we affirm that the world is intelligible in mathematical terms because it was created by a rational God. At the same time, students are taught to handle abstraction with care, recognizing both its power and its limits.

Throughout all grades, science is taught as an act of faithful stewardship. It is pursued with confidence in the goodness of creation, humility about human knowledge, and hope grounded in the Lordship of Christ over all things. In this way, science education serves the larger mission 11

of the school: to assist parents in forming wise, truthful, and worshipful Christian men and women.

Philosophy of Humanities The Humanities are the study of man before God, and of man before other man. They are ordered toward moral formation through narrative, training students to judge rightly, love rightly, and discern truth, goodness, and beauty in a fallen world. Properly understood, the Humanities are not primarily about cultural exposure or self-expression, but about wisdom.

They exist to shape the affections, inform the conscience, and form Christian character.

God Himself teaches in this way. While Scripture contains law, doctrine, and exhortation, it is overwhelmingly narrative. God reveals truth through history, story, poetry, and song, because human beings are formed more deeply by what they love than by what they merely know. The Humanities therefore imitate God’s own pedagogy, teaching moral philosophy not chiefly through abstraction, but through lived example, consequence, failure, repentance, and redemption.

In a Classical Christian school, the Humanities cannot be separated cleanly into discrete modern categories such as literature, history, philosophy, and rhetoric. These divisions are useful administratively, but they do not reflect reality. History is remembered and interpreted through story. Literature is rooted in historical context. Philosophy is embodied in lives before it is systematized in arguments. Rhetoric is the art of moral persuasion, not mere technique.

Integration is therefore not a novelty, but an act of intellectual honesty.

Scripture stands at the center of the Humanities. The Bible is the primary text by which all other texts are judged. Other works are read as secondary witnesses, sometimes illuminating, sometimes distorted, and sometimes actively deceptive. Students are taught that reading is never a neutral act. Texts shape the reader, and prolonged exposure to falsehood, despair, or disordered loves is spiritually dangerous, especially for the young.

For this reason, the Humanities curriculum is deliberately curated. Not all books deserve equal attention, and not all texts are appropriate for immersion. Some works offer insight into the human condition while lacking any true hope. Others correctly diagnose the problem of sin but offer corrupt prescriptions. Melancholy, despair, and nihilism are not morally neutral postures.

A steady diet of such works deforms the soul, even when the writing is technically skillful.

Students are therefore trained to read with discernment, asking of every text what should be kept, what may be redeemed, and what must be rejected. This posture avoids both naïve

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admiration and fearful avoidance. Pagan works are read not as moral authorities, but as part of our inherited history, helping students understand the world that preceded Christ and the cultures God has providentially governed. Christian works are privileged because they speak not only truth about sin, but truth about redemption. Modern works are approached with increasing caution, particularly when they reject transcendence, glorify despair, or mock moral order.

Developmentally, the Humanities are carefully guarded. In the early years, students are protected and formed through stories that train the moral imagination toward what is good, noble, and true. In the middle years, the leash is slowly lengthened. Students begin what might be called moral combat training, encountering brokenness in controlled measure and learning how to respond with discernment rather than fascination. In the later years, students are equipped to engage difficult texts sparingly and purposefully, able to read error without being seduced by it. The goal is not ignorance of the world, but preparedness to resist it.

At the heart of the Humanities lies the great moral divide of reality. There are, ultimately, two destinies and therefore two kinds of stories. Tragedy and comedy reflect the final ends of human life. For the reprobate, this world is the high point before an eternal decline. For the redeemed, this world is the low point before an eternal ascent into joy. Understanding these two trajectories is the pinnacle of moral philosophy and the interpretive key to all human stories.

The aim of Humanities education is therefore judgment, not mere understanding. Students should graduate knowing the great story of the world, able to judge stories rightly, and loving what they ought to love. Wisdom takes precedence over cultural fluency, and piety over cleverness. Graduates should be prepared to recognize and resist the dominant narratives of modernity without fear, naïveté, or nostalgia.

In all of this, the Humanities serve the larger mission of the school: assisting parents in forming Christian men and women who love truth, hate evil, honor their inheritance, and walk faithfully in a darkened world, smashing the darkness not with arrogance, but with truth spoken in love.

Philosophy of Bible Holy Scripture is the Word of God, given by divine revelation and bearing final authority over all of life and learning. Because God has spoken, His people are obligated to hear, know, and obey His voice. Bible education, therefore, is not one subject among many, but the governing discipline of a Classical Christian school. While Scripture rightly informs every area of study, it must also be taught directly, systematically, and rigorously, if students are to know it truly.

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In recent generations, many Christian schools have claimed to place “Bible in every class” while abandoning Christian formation as a distinct class. Experience has shown this approach to be deeply misguided. In a cultural moment marked by historic levels of biblical illiteracy, such vagueness does not integrate Scripture; it obscures it. A school cannot integrate what students do not know. Faithful integration presupposes prior content mastery. To neglect direct Bible instruction is to live on inherited capital while the account steadily empties and interest rates climb.

Bible education is ordered toward obedience, catechesis, and literacy. Students are not merely learning about Scripture; they are being addressed by it. Scripture does not stand under human judgment, but places every reader under it. For this reason, Bible class carries a unique authority within the curriculum.

At the heart of Bible education is mastery of the biblical narrative—together with its signs, types, patterns, people, and songs—which is inseparable from the covenantal structure of Scripture. God reveals Himself in history, through covenant, promise, judgment, and redemption. Students are therefore trained to understand the Bible as one unified story in glorious detail, progressing from creation, to fall, to redemption, to consummation, rather than as a collection of isolated moral lessons. Redemptive-historical frameworks are employed to help students see both the continuity and development of God’s purposes across time.

Bible education is developmentally ordered. In the Primary years, Scripture provides the backbone of the curriculum. Students are immersed in biblical stories that form the moral imagination, teach the character of God, and reveal the shape of faithfulness. Memorization and narration are emphasized, and students are expected to retell the great acts of God with clarity and confidence. Scripture memory at this stage is not ornamental but foundational, storing God’s Word in the heart as a guard against sin.

In the Secondary Prep years, students begin to organize what they know. Biblical theology and doctrinal categories are introduced explicitly. Students learn to trace themes such as covenant, law, gospel, kingdom, sacrifice, and redemption across Scripture and time. Basic apologetics is introduced, and students are trained to recognize common objections and errors, learning to test claims carefully against the text of Scripture.

In the Secondary years, Bible education reaches maturity. Students study church history, learning the major councils, creeds, and confessions of the Church, as well as the heresies and errors they were formed to address. They are introduced to critical challenges to Scripture, including higher criticism and its popular distortions, not in order to unsettle faith, but to

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strengthen it. Teachers increasingly play the role of devil’s advocate, requiring students to defend their convictions with clarity, charity, and confidence. By graduation, students should be able to articulate and defend the Christian faith publicly in a thesis, recognizing falsehood without fear or fascination.

Throughout all stages, Scripture memory remains central. Memorization is an act of obedience and love, binding the Word of God to the mind and heart. Assessment follows the classical progression: recall in the Primary stage, interpretation in the Secondary Prep years, and application in the Secondary years. Content examinations at key transitions serve as guardrails, ensuring that students advance with real mastery rather than assumed familiarity.

Bible education is not intended to replace the work of the home or the church, but to assist them. The school comes alongside parents in obedience to the covenantal responsibility articulated in Scripture, and it assumes active participation in a faithful local church.

Rigor does not threaten reverence. On the contrary, serious study strengthens awe, humility, and obedience. Students who know the Scriptures well are not easily shaken by shallow criticism or cultural pressure. They face the world not as the unarmed or the naive, but as those who know the voice of their Shepherd.

In all of this, Bible education serves the larger mission of the school: assisting parents in forming Christian men and women who know the Word of God, submit to its authority, delight in its promises, and walk faithfully in obedience to Christ in every sphere of life.

Philosophy of Music Music is a gift and a command from God. Scripture repeatedly calls God’s people to sing, to chant, and to praise Him with voice and instrument. Music is therefore not an optional enrichment, nor a specialist art reserved for the talented, but a central act of Christian obedience. A school that claims to be Christian must take seriously its responsibility to form students who can participate fully, skillfully, and joyfully in the worship of God. Singing is glorified speech. God has designed music to join word, breath, and body in a way that forms the loves more powerfully than argument alone. Because music shapes desire and allegiance, it cannot be treated as morally neutral. What we sing, how we sing, and what we love to hear will, over time, govern what we believe and who we become. Music will either train our loves toward God or deform them toward lesser goods. There is no third option.

Within the classical tradition, music holds a foundational place among the liberal arts. As one of the quadrivial disciplines, music is the study of number in time, training students to 15

recognize order, proportion, harmony, and restraint. Properly understood, music is an act of trained obedience before it is an act of expression. While personal creativity has its place, Scripture commands participation in song, not self-expression through composition. Every Christian is called to sing; not every Christian is called to perform.

Music education in this school is ordered developmentally and embodied from the beginning.

Following the classical sequence identified by Clark and Jain, music naturally follows gymnastics, building upon bodily discipline through rhythm, posture, breath, and coordinated movement. Students learn first by participating, imitating, and memorizing. Clapping, marching, chanting, and singing by rote are not deficiencies but strengths, forming habits of attention and submission that make later understanding possible. Rote mastery, far from being opposed to freedom, is the soil from which confident worship grows.

The central aim of music education here is congregational worship. Our graduates are expected to be musically literate: able to read music, keep rhythm, sing in parts, and participate confidently in corporate song. They should know the major hymns and psalms of the Church and be familiar with chant, which has largely been lost in modern Christian practice. The widespread musical illiteracy of the contemporary church is not an accident; it is a failure of Christian education. This school intends to help remedy that failure.

Because congregational singing is primary, instruments are taught as servants of worship rather than objects of display. The piano holds a central place due to its unique ability to support and lead corporate song, though other instruments are welcomed and valued.

Performances may occur and may be enjoyed, but they are never the goal. Worship and musical formation take precedence over spectacle.

Music is also a major point of cultural conflict. Modern popular music functions as a rival liturgy, shaping emotions, identities, and desires in ways that are often explicitly opposed to Christian faith. Musical taste is not morally neutral, and beauty is not merely subjective.

Students must be trained to recognize and love what is good, true, and beautiful, or they will be satisfied with what is loud, sentimental, and shallow. The school must therefore be willing to form taste intentionally and, at times, to say no.

As students mature, music education deepens. In the early years, participation, imitation, joy, and memory predominate. In the middle years, discipline and refinement are emphasized as students grow in control and accuracy. In the later years, students are equipped to discern, analyze, and lead, serving their churches and communities with confidence and humility. Music is taught in coordination with history and the arts, recognizing that one cannot truly understand an age without understanding its music.

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Joy remains essential throughout. God commands His people to sing joyfully, not reluctantly.

Music education should therefore be marked by glad obedience, perseverance through difficulty, and delight in the goodness of God’s gifts. Teachers model this joy, loving both their students and the work they have been given to do.

In all of this, music serves the larger mission of the school: assisting parents in forming Christian men and women who worship rightly, love beauty, discipline their bodies and affections, and gladly offer their voices to the praise of God.

Philosophy of Art Beauty is a transcendental virtue, reflecting the character of God Himself. Because God is the source of all that is true, good, and beautiful, beauty is not a mere subjective preference but an objective feature of reality to be recognized, loved, and pursued. Art, therefore, is not self-expression or experimentation for its own sake, but the disciplined human-making of beauty under moral order.

Art education is an act of formation. Art shapes the loves of both the maker and the beholder, training attention, patience, humility, and reverence for what is real. Because art forms the soul, it is never neutral. Christians, however, have nothing to fear from real art. Truth, goodness, and beauty belong to God, and wherever they are found, testify to Him. Modern culture has largely rejected this understanding. Much contemporary art exhausts itself in verbal explanation, shock, or ideology, offering nothing to the eye that was not already supplied by a caption. To the extent that a work of “art” can be fully grasped without seeing it, it fails as art. Such works do not train perception; they bypass it. A Classical Christian school must therefore be willing to say, without embarrassment, that not everything called art deserves our time or imitation.

Art is learned through disciplined craftsmanship. Before students can express themselves, they must learn to see. Seeing well precedes making well, and imitation precedes originality. In the Primary years especially, art education emphasizes careful observation, copying what is real, and training the hand to obey the eye. Drawing is treated as a basic literacy, akin to handwriting, and sketching from nature is a central practice. Photography may capture an image, but drawing changes the observer. Through slow and attentive looking, students learn submission to reality rather than domination of it.

Art is deeply integrated with natural philosophy. When students draw plants, animals,

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landscapes, and physical forms, they are not merely producing images; they are learning how to attend to God’s world. This practice disciplines the mind, cultivates humility, and deepens wonder. Art, in this sense, is not an alternative to scientific observation but one of its foundations.

As students mature, art education expands to include analysis of form, technique, and symbolism. In the Secondary Prep years, students learn why certain forms endure and others decay. They begin to articulate what makes a work beautiful, rather than merely appealing. In the Secondary years, students are equipped to defend objective beauty and to critique the aesthetic disorder of the modern world with clarity and charity. Originality is not pursued as a goal, but emerges naturally as a byproduct of faithful imitation and mastery.

Art history holds an essential place within the broader study of history. Art is a primary form of human communication, revealing not only individual personality but the loves, beliefs, and assumptions of a culture. Students cannot truly understand an era without encountering its art.

To study history without art is to miss how a people saw the world and what they believed was worthy of preservation. For this reason, art history is integrated deliberately into the school’s historical curriculum, not treated as ornament or enrichment.

Art also shapes the culture of the school itself. While architecture may be constrained, the ordering of classrooms, the quality of displayed work, and the care taken in materials communicate what the school loves. A chaotic or ugly environment contradicts the claims of Christian education. As much as possible, the school itself should bear witness to the objectivity of beauty, forming students not only through instruction but through daily experience.

Art exists on a spectrum, from fine art to craft, from painting and sculpture to the beautification of ordinary life. Bare practicality, divorced from beauty, degrades quickly into ugliness and neglect. God did not create man alone, but completed him with woman, showing that function without beauty is incomplete. In the same way, education must train students to bring beauty into all that they make, not as ornament, but as faithfulness.

In all of this, art education serves the larger mission of the school: assisting parents in forming Christian men and women who see clearly, love what is beautiful, reject what is false, and reflect the glory of God in the works of their hands.

Philosophy of Physical Education The human body is a gift from God, a responsibility entrusted to us, and an instrument through

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which we love, serve, and worship Him. Physical education, therefore, is not ancillary to Christian formation, but foundational. Before a child can reason well, speak well, or create well, he must learn to govern his body. Historically and developmentally, ‘gymnasium’ stands at the beginning of the liberal arts, training bodily self-control as the first form of disciplined obedience.

Physical education in a Classical Christian school is ordered toward formation rather than mere activity. It aims to cultivate habits of coordination, strength, endurance, restraint, and perseverance. These habits are moral as well as physical. The body is not morally neutral, and neglect of bodily health reflects disorder just as surely as excess or vanity. Students are taught to regard health as a good gift, not an idol, and to pursue fitness as stewardship rather than self-optimization.

Achievement matters. While participation has value, effort, improvement, and mastery are not optional. Our culture often confuses kindness with lowered standards; Christian education must not. Physical education therefore emphasizes measurable progress, personal responsibility, and honest effort, without reducing formation to raw performance or comparison. Improvement is valued more highly than innate ability, and perseverance more highly than winning.

Food and physical health are also understood theologically. Food is not a necessary evil or mere fuel, but a gift meant for nourishment, fellowship, and joy. Shared meals point beyond themselves to communion and, ultimately, to the marriage supper of the Lamb. Students are taught gratitude, moderation, and care for the body as part of faithful Christian living.

Fitness programs and assessments, such as the Presidential Fitness Challenge, serve as helpful tools and examples, not as ends in themselves. Standards are useful insofar as they encourage discipline, honesty, and growth. Not all students will reach the same levels of performance, but all are expected to grow in strength, endurance, and self-control.

Athletics and sports hold an important but carefully ordered place within physical education.

Sports are good gifts, cultivating competition, teamwork, courage, coachability, and camaraderie. They provide a natural arena for learning to strive, to lose honorably, to win humbly, and to submit to authority. At the same time, sports culture is not neutral. Modern athletics often elevate spectacle, celebrity, tribalism, and identity formation to idolatrous levels.

Sports celebrities, in particular, exert outsized influence on the loves and imaginations of young people.

For this reason, the school distinguishes carefully between physical education, athletics, and the surrounding culture of sport. Sports are embraced for the virtues they form, not for the 19

cultural machinery that often accompanies them. Traditions, practices, or expectations that undermine formation may be delayed, reshaped, or refused outright. The school reserves the right to proceed thoughtfully at every stage, examining each development in light of its formative effect rather than cultural pressure.

Competition is affirmed, but subordinated to virtue. Winning is good, but not ultimate. Playing time and leadership are understood as responsibilities earned through discipline, service, and submission to authority, not as entitlements. Not all students will participate in competitive sports.

Physical education develops across stages, though without rigid compartmentalization. In the early years, play, imitation, coordination, and joy predominate. As students mature, endurance, discipline, and sportsmanship are increasingly emphasized. In the later years, leadership, sacrifice, strategic thinking, and service to others take greater prominence. Older students may be trained to lead, referee, or coach younger students, learning responsibility through care for others.

Throughout all stages, physical education remains integrated with the school’s broader moral and aesthetic vision. Honor matters. Masculinity and femininity are respected without caricature. Submission to authority is practiced. Gratitude for bodily ability is cultivated.

Sabbath logic governs training: the body is exercised, not consumed; strengthened, not exploited.

The development of physical education programs, facilities, and athletics proceeds as providence allows. Faithfulness precedes scale. The school commits itself to bodily formation as a matter of principle, while exercising wisdom and restraint in implementation.

In all of this, physical education serves the larger mission of the school: assisting parents in forming Christian men and women who govern themselves, honor others, discipline their bodies, and offer their strength to God in grateful obedience.

CULTURAL ISSUES On Gender, Marriage, and Sexuality Arete Hall is committed to the infallibility of the Christian Scriptures in all matters of faith and life. Our aim is to be aligned with the truth of the Bible even when that means being out of alignment with what is considered popular or culturally-acceptable. Moreover, especially as it pertains to the statements below, Arete Hall stands in continuity with what the Church has 20

taught, believed, and confessed for over 2000 years. In these matters, we seek to be both clear and compassionate.

We believe that in order to preserve Arete Hall’s integrity and effectiveness, as a biblically faithful institution of Christian education and as a model to our community, it is imperative that all persons employed by Arete Hall in any capacity, or who serve as volunteers, affirm and abide by this statement (Matthew 5:16; Philippians 2:14–16; 1 Thessalonians 5:22). We also expect students and families to uphold the biblical values in our Statement of Faith (excluding specific positions on matters of Secondary Doctrine), including the following regarding sex, gender, and sexual activity in their speech, dress, and conduct.

On Marriage and Sexuality​ (from Item 9 of our Statement of Faith) God instituted marriage as the exclusive, covenantal union between one man and one woman, with the husband born male and the wife born female. Sexual intimacy is reserved solely for this marital covenant. Any form of sexual immorality is sin, including adultery, fornication, homosexual acts, bestiality, incest, or the creation or use of pornography. (Genesis 2:18–25, Matthew 15:18–20; Romans 1:24–32; 1 Corinthians 6:9–10, 6:18, 7:2–5; Hebrews 13:4).

On Gender ​ (from Item 10 of our Statement of Faith) God wonderfully and immutably creates each person as either male or female in His image.

Rejecting one's biological sex through self-description, behaviors, or indulging in attractions contrary to this design, is sinful and deviates from the goodness of God's original creation.(Genesis 1:26–27).

On Dignity of Human Life

(from Item 11 of our Statement of Faith) We believe that “All human life has dignity, begins at conception, and is created by God in His image. Human life is of inestimable worth, including the pre-born, the aged, the physically or mentally challenged, and every other stage or condition from conception through natural death. Children, born and unborn, are a blessing and gift from the Lord. We should desire and be thankful for God’s gift of children.” (Psalm 127 and 139) We believe Scripture and these statements on human dignity are the starting point for all discussions related to the dignity of life (e.g., abortion, euthanasia, war).

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On Critical Race Theory

(and Classical Christian Education) At Arete Hall, our mission is to provide an education rooted in Scripture and the classical tradition, equipping students to pursue truth, goodness, and beauty while glorifying God in all aspects of life. In this commitment, we reject the framework of Critical Race Theory (CRT) as incompatible with the bible and our educational philosophies.

Critical Race Theory views the world primarily through the lens of power dynamics between racial groups, emphasizing systemic oppression and collective guilt. While it acknowledges the reality of injustice, it ultimately offers a secular, materialistic, and divisive solution that stands at odds with the Gospel of Jesus Christ. CRT promotes an understanding of identity and morality that is grounded in group-based conflict, rather than in the biblical truths of human dignity, personal accountability, and redemption through Christ.

Why Classical Christian Education Avoids the Pitfalls of CRT: 1.​ Imago Dei Classical Christian education begins with the foundational truth that all people are created in the image of God (Genesis 1:27). This belief affirms the inherent worth and dignity of every individual, regardless of race or ethnicity. Unlike CRT, which emphasizes division, the biblical worldview fosters unity among believers as one body in Christ (Galatians 3:28).

2.​ Objective Truth CRT is rooted in postmodern thought, which denies absolute truth and interprets reality through subjective experiences of oppression. In contrast, Christian education teaches that ultimate truth is objective, unchanging, and grounded in the Word and character of God. This truth transcends cultural and societal narratives, providing a firm foundation for understanding justice, reconciliation, and human flourishing.

3.​ Focus on Virtue Formation Classical education prioritizes cultivating classical and theological virtues—wisdom, courage, temperance, justice, faith, hope, and love—through classical spiritual disciplines and engagement with the Great Books, Scripture, and the liberal arts. It seeks to form students into those who reflect Christ's character and imitate the forgiveness, repentance and reconciliation found in Him, rather than reducing them to

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categories of oppressors and oppressed. This approach promotes humility, peace and fellowship, rather than fostering resentment or perpetual conflict.

4.​ Redemption and Reconciliation The Gospel offers the ultimate solution to sin and division. While CRT focuses on systemic structures and human efforts to achieve justice, the Christian faith calls for personal repentance, forgiveness, and reconciliation through the redemptive work of Christ. Our school emphasizes the transformative power of the Gospel to heal brokenness and restore relationships.

5.​ The Pursuit of Truth, Goodness, and Beauty CRT often reduces education to activism and sociopolitical critique. By contrast, classical Christian education elevates students' minds and hearts by directing them toward eternal and heavenly goods. Through the trivium and quadrivium, students learn to think critically, discern wisely, and appreciate the harmony of God’s creation, equipping them to engage culture with grace and conviction.

Our Commitment At Arete Hall, we remain steadfast in our commitment to a biblical and Christ-honoring way of life that addresses the complexities of human sin, including racism, with clarity and hope. We teach students to love their neighbors (Mark 12:31), seek justice (Micah 6:8), and stand firm in the truth of God's Word. By grounding our education in Scripture and the Gospel, we prepare students to engage the world with courage and wisdom, free from the false ideologies of CRT or any other worldview that distorts God’s truth.

STATEMENT OF FAITH A statement of faith provides a foundation from which to teach and establish community life.

At Areté Hall, we teach matters of faith and life from a Biblical worldview as expressed in the Ecumenical historic creeds (the Nicene Creed and the Definition of Chalcedon), a summary of selected chapters of the Westminster Confession of Faith, together with statements on key matters of the Christian life, which we believe collectively represent the historic, orthodox, and catholic1 faith in the Protestant and Reformed tradition.

To preserve Areté Hall’s integrity as a Christian ministry and community, and to model Biblical 1

As used here, the term catholic means “universal”.

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living, all employees, volunteers, board members, at least one parent or guardian of enrolled students must affirm, and as applicable, abide by the Statements below. In addition, each family must have a pastoral partnership with a pastor that also affirms the Statements below.

At Areté Hall, we believe:

Ecumenical Creeds Nicene Creed. “I believe in one God, the Father Almighty, Maker of heaven and earth, and of all things visible and invisible. And in one Lord Jesus Christ, the only-begotten Son of God, begotten of the Father before all worlds, God of God, Light of Light, very God of very God, begotten, not made, being of one substance with the Father; by whom all things were made; who, for us men, and for our salvation, came down from Heaven, and was incarnate by the Holy Ghost of the virgin, Mary, and was made man; and was crucified also for us under Pontius Pilate; He suffered and was buried; and the third day He rose again, according to the Scriptures; and ascended into Heaven, and sits on the right hand of the Father; and He shall come again, with glory, to judge both the living and the dead; whose kingdom shall have no end. And I believe in the Holy Ghost, the Lord, and Giver of Life, who proceeds from the Father and the Son; who with the Father and the Son together is worshiped and glorified; who spoke by the Prophets. And I believe in one holy catholic and apostolic Church; I acknowledge one baptism for the remission of sins; and I look for the resurrection of the dead, and the life of the world to come. Amen.”

Definition of Chalcedon. “Therefore, following the holy fathers, we all with one accord teach men to acknowledge one and the same Son, our Lord Jesus Christ, at once complete in Godhead and complete in manhood, truly God and truly man, consisting also of a reasonable soul and body; of one substance with the Father as regards his Godhead, and at the same time of one substance with us as regards his manhood; like us in all respects, apart from sin; as regards his Godhead, begotten of the Father before the ages, but yet as regards his manhood begotten, for us men and for our salvation, of Mary the virgin, the God-bearer; one and the same Christ, Son, Lord, Only-begotten, recognized in two natures, without confusion, without change, without division, without separation; the distinction of natures being in no way annulled by the union, but rather the characteristics of each nature being preserved and coming together to form one person and subsistence, not as parted or separated into two persons, but one and the same Son and Only-begotten God the Word, Lord Jesus Christ; even as the prophets from earliest times spoke of him, and our Lord Jesus Christ himself taught us, and the creed of the fathers has handed down to us.”

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Additional Statements on Faith and Life 1.​ God reveals Himself through the creation, preservation, and government of the

universe. We believe that God makes Himself more clearly and fully known through the Scriptures, which are the only inerrant and infallible Word of God, and our ultimate and final authoritative rule for faith and practice. Scripture is made up of 66 books, from Genesis to Revelation, and is to be received as the Word of God. 2.​ There is one living and true God, who eternally exists in three Persons—Father, Son

and Holy Spirit. He is perfectly wise and the overflowing fountain of all goodness. He is omnipotent, omnipresent, and omniscient. In all things He is limited by nothing other than His own nature and character. God is holy, righteous, good, loving, and full of mercy. He is the Creator, Sustainer, and Governor of all that has been made.

3.​ Our Lord Jesus Christ is truly God and fully-human, such that two distinct natures,

divine and human, were inseparably joined together in one person, without conversion, composition, or confusion. We believe in His virgin birth, in His sinless life, in His miracles, in His vicarious and atoning death through His shed blood, in His bodily resurrection, in His ascension to the right hand of the Father and in His return in power and glory.

4.​ Adam was made from the dust of the ground and formed after God’s image and

likeness. Adam sinned and fell into a state of corruption. Because of Adam’s sin, all mankind is born in a state of sin and rebellion against God. For the salvation of the lost, regeneration by the Holy Spirit is necessary.

5.​ Salvation is by grace through faith alone, yet faith without works is dead. We believe

that God freely justifies His own by pardoning their sins, and by accounting and accepting them as righteous, because of the atoning work of Jesus Christ alone.

6.​ The Holy Spirit ministers to and indwells Christians. He enables them to live a godly

life, and to freely and cheerfully do His will.

7.​ God has appointed a day when He will judge the world in righteousness through Jesus

Christ. We believe in the resurrection of the dead, and the life of the world to come.

8.​ All believers have true spiritual unity in our Lord Jesus Christ. All who are united to

Christ as Head of the Church are united to one another in love, and have communion in Him.

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9.​ God instituted marriage as the exclusive, covenantal union between one man and one woman, with the husband born male and the wife born female. Sexual intimacy is reserved solely for this marital covenant. Any form of sexual immorality is sin, including adultery, fornication, homosexual acts, bestiality, incest, or the creation or use of pornography.

10.​God wonderfully and immutably creates each person as either male or female in His image. Rejecting one's biological sex through self-description, behaviors, or indulging in attractions contrary to this design, is sinful and deviates from the goodness of God's original creation.

11.​All human life has dignity, begins at conception, and is created by God in His image.

Human life is of inestimable worth, including the pre-born, the aged, the physically or mentally challenged, and every other stage or condition from conception through natural death. Children, born and unborn, are a blessing and gift from the Lord. We should desire and be thankful for God’s gift of children.

12.​The Law of God, summarized in the Ten Commandments and the commands of Christ, is good, perfect and wise. It reveals sin, restrains evil, convicts us of our need for Christ, and teaches how to love God and neighbor.

13.​Christians should be obedient to the Law of God. Disobeying God by failing to love God and one’s neighbor, including idolatry, profanity, dishonoring one’s parents, bearing false witness against one’s neighbor, theft, drunkenness, murder, coveting, and sexual immorality are destructive to our souls, sinful, and offensive to God. 14.​God offers redemption and restoration to all who confess and forsake their sin, seeking mercy, forgiveness, and repentance through Jesus Christ. Every person should be afforded compassion, love, kindness, respect, and dignity. Hateful and harassing behavior or attitudes directed toward any individual are to be repudiated and are not in accord with Scripture.

Secondary Doctrine Areté Hall’s Statement of Faith defines our foundational and essential beliefs necessary for school and community alignment. Areté Hall considers “Secondary Doctrine” to be doctrinal issues that are not directly or expressly addressed in our Statement of Faith.

In matters of Secondary Doctrine, Areté Hall administrators and teachers will:

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1.​ Encourage and challenge students to think and be discerning on all matters according to God’s Word as the ultimate rule for faith and life.

2.​ Foster a classroom environment, especially at the secondary level, of love, respect, and charity among students.

3.​ Be encouraged to understand and charitably present the various sides of a matter of Secondary Doctrine.

4.​ Seek to maintain unity among our students and families according to our Statement of Faith, teaching Secondary Doctrines as important but not primary, and not disparaging others for Secondary Doctrinal beliefs that are contrary to their personal convictions.

5.​ Encourage students to seek the support and instruction of their parents and their local church, as they seek to align their convictions with God’s Word.

The following non-exhaustive list represents some of the Secondary Doctrine discussions that may occur at the secondary level: 1. Age of the Earth We read Genesis 1-3 from an orthodox Christian perspective. We will teach from the perspective of a literal or ordinary twenty-four (24) hour day but will open the discussion among older students to discuss other historic and orthodox views.

2. Eschatology We will teach about the return of Jesus and that the dead will be raised to eternal life or eternal judgment. This will expand, among older students, to discussions of three views of eschatology: premillennialism* (futurist), amillennialism* (partial preterist), and postmillennialism* (partial preterist), summarized below: *Premillennialism: a non-literal interpretation of the trials described in Revelation, this view holds to the imminent return of Christ after a period of tribulation with a following age of peace where Satan is bound until right before the final judgment. *Amillennialism: the millennium is symbolic and represents the time of Church growth that is spiritual rather than physical. Jesus's return will occur after a “millennium” of people coming to Christ. There are various aspects to timing held within this view. *Postmillennialism: Satan was bound at the cross, the millennial period is a period of time rather than a literal thousand years. During this millennium the gospel will spread “to the ends of the earth” until death is the last to be conquered and put under Jesus’ feet, when the earth will be transformed in the “blink of an eye” with Jesus’ imminent return. This view holds that many of the New Testament prophetic passages were fulfilled by the fall of Jerusalem in 70 AD.

3. Baptism We will teach that baptism is a sacrament marking our entry into the visible church, a sign and seal of our ingrafting into Christ, remission of sin, and a commitment to walk in the newness of life. Among older students, we will discuss the two main positions, credobaptism* and 27

paedobaptism*, as viable, orthodox beliefs. *Credobaptism: This position teaches that baptism is an ordinance or sign of a believer’s fellowship with Christ in His death and resurrection. It further teaches that it should be administered to those who first profess repentance, faith in, and obedience to our Lord Jesus Christ. Believers are to be baptized in the name of Father, Son, and Holy Spirit, with most teaching the proper mode is by immersion in water. *Paedobaptism: This position teaches that baptism replaces circumcision as a sign and seal of God’s covenant promises. Immersion into water is not necessary, but is rightly administered by pouring or sprinkling water upon the person in the name of the Father, Son, and Holy Spirit.

Infants of one or both believing parents are to be baptized so that the promised grace of God is exhibited and conferred by the Holy Spirit to such as that grace belongs to, according to God’s own will and in His appointed time.

4. Cessationism & Non-cessationism We will teach that the Holy Spirit is God, coeternal with the Father and the Son. We will also teach that: (a) God grants Him irrevocably to all who believe; (b) that He is the believer’s Helper who convicts us of our sin, comforts us, guides us, gives us spiritual gifts and the desire to obey God; and (c) He enables us to pray and to understand God’s Word. Among older students, we will discuss the two main positions concerning the gifts of the Spirit, cessationism* and non-cessationism*: *Cessationism: Cessationism is the view that the “miraculous gifts” of tongues and healing have ceased—that the end of the apostolic age brought about a cessation of the miracles associated with that age. Most cessationists believe that, while God can and still does perform miracles today, the Holy Spirit no longer ordinarily uses individuals to directly perform miraculous signs. *Non-cessationism: Continuationism is the belief that all the spiritual gifts, including healings, tongues, and miracles, are still in operation today, just as they were in the days of the early church. A continuationist believes that the spiritual gifts have “continued” unabated since the Day of Pentecost and that today’s church has access to all the spiritual gifts mentioned in the Bible.

At Areté Hall we rest and worship on the Lord’s Day, observe the church calendar and celebrate the following Holidays, along with additional observances of the church calendar established by the Board and Head of School: 1.​ Christmas 2.​ Thanksgiving 3.​ Jesus’ death - Good Friday 4.​ Jesus’ resurrection - Easter Sunday

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PASTORAL PARTNERSHIP Each family must have a pastor from their church enter into a Pastoral Partnership with Arete Hall, in which they request their pastor’s participation and blessing in the shared work of shepherding and forming their children in God’s ways. Scripture gives fathers and mothers the primary responsibility to teach their children God's ways, just as parents' spiritual fathers (pastors) have been given the responsibility to teach, guide, and help parents course correct as they raise their children in the Lord. As a school, we desire to support the God-given roles, responsibility, and authority of parents and church, not displace them. Through this partnership, we seek to expressly reaffirm these roles and principles, with the shared acknowledgement that the school will be relying on and working with parents, and as needed, their pastors to pursue this vital kingdom work. Our hope is to ensure that we—school, family, and church—are mission-aligned so that together we can serve this family well as they pursue the godly maturation of their children.

As part of this partnership: (1)​ The pastor and their church must be in alignment with the Arete Hall’s Mission and Statement of Faith; (2)​ The pastor must agree to work with Arete Hall to provide pastoral care to the family if disciplinary or other spiritual issues arise.

If a family’s pastor no longer is able to fulfill the pastoral partnership, the church or pastor are no longer aligned with Arete Hall’s Mission or Statement of Faith, or the family wishes to change the pastor with which they partner, the parents must notify the school, provide a new pastor for partnership, and request a new Pastoral Partnership.

UNIFORM POLICY Click to read the Uniform Policy.

DISCIPLINE POLICY “No discipline seems pleasant at the time, but painful. Later, however, it produces a harvest of righteousness and peace for those who have been trained by it.” – Hebrews 12:11.

Arete Hall recognizes that the purpose of discipline is to develop our fellowship and love for God and neighbor (Mark 12:30-31). Discipline is necessary for discipleship. To this end, 29

discipline is not meant to simply modify outward behavior, but to train the heart to love Jesus.

General Guidelines Discipline is administered in light of severity, situation, and attitude of the individual student.

The kind of discipline may be determined by the teachers or, and if necessary, Administration (e.g., Head of School, Dean, etc.) following the guidelines below. Any disciplinary action must be done in love with the hope of restoration.

Classroom Discipline God is a God of order and our teachers foster this order through classroom discipleship (1 Cor. 14:33, 40). Students will be asked to behave in a way that fosters respect for their teacher especially as it relates to love for God and their neighbors in class. General behaviors that can be corrected in-class include: ●​ Minor classroom disruption ●​ Nuisance behavior to teacher or students ●​ Inappropriate use of classroom material For minor inappropriate behavior, opportunities will be offered to help students course-correct.

At that point an office visit will be held. At the office visit a consequence will be given along with a note to the parent.

Potential Discipleship Opportunities During an Office Visit These activities are designed to encourage personal growth, reflection, and responsibility: 1.​ Helping Clean and Care for Our Spaces a.​ Tidying common areas and picking up trash b.​ Freshening up bathrooms c.​ Sweeping or vacuuming floors d.​ Wiping down desks, walls, and whiteboards e.​ Assisting with outdoor clean-up 2.​ Building Physical Endurance and Self-Discipline a.​ Wall sits b.​ Jumping jacks c.​ Short laps d.​ Push-ups e.​ Burpees

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3.​ Reflective and Restorative Actions a.​ Writing a reflective note on what happened and what could be done differently b.​ Taking steps to make things right and show responsibility c.​ Practicing asking for forgiveness when appropriate d.​ Temporarily giving up certain privileges as a reminder of responsibility e.​ Practicing expected behaviors to reinforce positive habits f.​ If needed, taking a break for the rest of the day to reflect at home

Office Visit for Severe Misconduct Overt or severe misconduct that requires administrative involvement necessitates parent notification. Depending on the severity of the infraction, students may need to be picked up immediately from school and in some cases, receive suspension. For discipline to be effective, it is imperative for teachers and parents to behave as a team. If parents and the school are not aligned, a student may need to be unenrolled until such a time as an agreement can be reached. If the behavior suggests a deeper spiritual issue or if pastoral care may be prudent to address the issue, we may encourage and ask the family’s pastoral partner to become involved.

Overt or severe misconduct includes: ●​ Flagrant disrespect shown to staff ●​ Dishonesty (e.g., lying, cheating, stealing) ●​ Defiance (e.g., outright disobedience, consistent correction, or rebellion) ●​ Fighting (e.g., striking with the intention to harm another student) ●​ Bullying (i.e., when a student deliberately harasses another student during or outside of school, including cyber-bullying) ●​ Enabling or encouraging others bad behavior ●​ Acts that endanger the life or well-being of another person ●​ Vandalism ●​ Theft ●​ Inappropriate use of school property or facility ●​ Inappropriate language (e.g., obscene, vulgar, profane) ●​ Romantic displays of affection (e.g., kissing, hugging, hand-holding, etc.) ●​ Sexual misconduct (e.g., inappropriate touching, use of pornography, etc.) ●​ Illegal substance abuse (e.g., drug or alcohol use) ●​ Weapons on campus (e.g., guns, knives, etc.)

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Degrees of Discipline for Severe Misconduct The degree of discipline depends on the severity of the offense and may lead to expulsion after a disciplinary process.

Re-Admittance Should a student who was expelled, or who withdrew to prevent expulsion, desire to be readmitted to Arete Hall at a later date, they would require a discipline hearing involving the parents, teachers, pastoral partner, and school Administration. The School Administration and Head of School will make a decision based on the student's attitude and circumstances.

Electronic Device Policy Use of personal electronic devices (i.e., phones, smart phones, portable gaming devices, smart watches etc.) by students is prohibited on campus, unless otherwise permitted by School Administration. Such devices may be brought to school,but they must be checked in at the school office during school hours ●​ Use of laptops is permissible for secondary academic purposes only under the pre-approved direction and supervision of a teacher. ●​ A first violation of this policy will result in immediate confiscation of the device, to be released to a parent or guardian. ●​ A second violation of this policy will result in a parent conference with Administration. ●​ A third violation of this policy will result in a disciplinary hearing. ●​ Arete Hall accepts no responsibility for use, breakage, theft, or loss of phone or other personal items.

Cheating and Plagiarism Cheating is defined as looking at or using another’s work without the teacher’s permission or communicating with another during an exam without the teacher’s permission.

Plagiarism is defined as using another’s work without acknowledging and crediting them for the use.

If either cheating or plagiarism is noticed, the assignment or exam will immediately receive a 0.

Parents will be notified. A second cheating or plagiarism infraction will result in an Pedagogical Council review.

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Dress Code Violation If faculty notices a dress code violation, they will inform Administration, and Administration will notify parents through a Dress Code Violation Form (via ClassReach). After 4 dress code violations, an office visit will follow in addition to email notification. After the 5th violation within a semester, the student will be sent home. Subsequent dress code violations will require the Dean or Administration to treat the violations as office visits in accordance with the discipline policy. *A dress code violation is a violation that cannot be corrected in class.

PHILOSOPHY OF GRADING Arete Hall’s philosophy of grading is Christian-character-focused, mastery-oriented, and deliberately clear. Grades do not measure a student’s worth or define their character, but describe academic mastery at a given time. Instruction distinguishes between formative practice and summative performance, with summative demonstrations of mastery carrying greater weight. Grades are demanding by design: A’s represent exceptional, mature work; B’s represent competent work with room to improve; C’s indicate minimal adequacy and require immediate attention; and failure signals lack of readiness to advance. Academic grades and conduct evaluations are reported separately and are never blended, because righteousness and achievement are not the same thing. Homework exists to surface mistakes early and at low cost, revision is expected on significant work but is limited in scope and time, and group work carries real responsibility alongside structured accountability. In all cases, Arete uses grades as a tool for formation, accountability, and communication, pursuing excellence as faithfulness rather than performance

Grading Policy Conduct Items ●​ Honoring other students ●​ Respect for authority ●​ Diligence in school work ●​ Seeks forgiveness when wrong

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Primary & Secondary Weighted Categories ●​ 30% Practice Work ●​ 70% Magnum Opus

Primary Grading Mastery

90+

Good Understanding

78-89

Beginning to Understand

70-77

Not Understanding

0-69

Secondary & Secondary Prep Grading Percentage

Letter Grade

GPA

98+

A+

4.0

90-97

A

3.9

87-89

B+

3.7

84-86

B

3.3

80-83

B

3.0

78-79

C+

2.7

75-77

C

2.3

70-74

C

2.0

0-69

F

0

Assessment & Grading Protocol Humanities ​

Soft grading throughout the week on various writing and speaking assignments

​

Magnum Opus for each week that is graded in the gradebook (may be written or oral)

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​

Assessment at the end of each book that includes:

​

​

Grammar section

​

​

Logic section

​

​

Rhetoric Section

Mathematics ​

1 *Hard grade per week of homework/practice work

​

1 Assessment every other week as a hard grade

Science ​

1 *Hard grade per week of homework/practice work

​

1 Assessment every other week as a hard grade

Music & Art ​

1 *Hard grade per week of homework/practice work

​

1 Assessment every other week as a hard grade

Latin ​

1 *Hard grade per week of homework/practice work

​

1 Assessment every other week as a hard grade

*Hard grade: after practicing the child will be assessed on mastery or improvement.

Review week and finals week before Thanksgiving Review week and finals week at the end of the year

Parent Communication 1.​ Grades will be communicated through ClassReach.

2.​ Conduct items will be entered prior to the Fall and Spring Parent Partnership Meetings.

3.​ Fall Parent Partnership Meetings will be held in October, and Spring Parent Partnership Meetings will be held in April.

4.​ Teachers will contact parents if a student is struggling academically or socially.

5.​ Please use ClassReach to communicate important information with the staff.

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Expected Homework Load Age Group

Weeknights

Lower Primary K-2

10-20 mins

Upper Primary 3-5

20-45 minutes

Lower Secondary 6-8

45 minutes - 1 hour

Upper Secondary 9+

1-2 hours

Grades at Arete Hall do not in any way reflect the immeasurable worth and value of each child made in God’s image, but rather they are a reflection of the quality of work in a given field of study at a given time. At Arete Hall, grades serve three basic purposes: 1.​ To help students to improve 2.​ To determine the best placement level considering academic ability 3.​ To provide a just and legitimate means of holding students accountable for the quality of their work Grades provide a widely understood means of communicating progress and achievement to parents and other parties such as college entrance boards or other schools to which the young student may transfer.

Areté Hall - Scholé Fridays A Restful Learning Day Our school operates on four full days of in-class instruction, Monday through Thursday.

Friday is a fifth school day, set apart and structured differently. It is neither a Sabbath nor an extension of the fast paced classroom schooling. It is a third mode of learning: slow, intentional, and formative.

The word school comes from the Greek scholé, meaning leisure. This does not mean idleness.

It means freedom from haste, so that attention can be given to what matters most. Friday Scholé Day exists to recover this kind of learning and to protect it institutionally.

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What Scholé Day Is Scholé Day is a directed, at-home school day, guided by teachers and carried out primarily under parental oversight. It is flexible in location, but firm in purpose and expectations. Scholé Day emphasizes: ●​ Cultivated attention rather than constant output ●​ Deep reading rather than fragmented assignments ●​ Reflection and conversation rather than silent completion ●​ Beauty, nature, and worship as essential to formation This day explicitly resists the frenetic pace of modern schooling. Even classical schools are not immune to that pressure. Scholé Day exists to form habits that ordinary schedules struggle to sustain.

What Scholé Day Is Not Scholé Day is not: ●​ A day off ●​ A catch-up day for unfinished work (during structured Scholé Day hours) ●​ A place to introduce new lessons or assignments ●​ Optional, ignorable, or extracurricular This counts as a full school day.

The Core Work of Scholé Day Across all grades, Scholé Day follows a shared pattern, with expectations that grow in rigor as students mature.

1. Reading (primary work)​ Every Scholé Day includes substantial reading. ●​ For younger students, parents read aloud and keep the reading log. ●​ All students must practice sustained reading of physical books. ●​ Audiobooks are permitted but do not replace the required habit of reading print.

A central long-term goal is that every student completes the entire Bible by graduation, alongside a steady diet of worthy literature. Teachers will assign reading regularly so that Scholé Day reading is purposeful and cumulative. Reading may extend into Saturday as needed.

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2. Recording and reflection​ Students keep a Scholé notebook. ●​ In Primary School, journaling is simple and guided. ●​ In Secondary Prep and Secondary School, it grows in length, clarity, and thoughtfulness.

Entries may include narration, copied passages, observations, prayers, sketches, or reflections tied to reading and lived experience.

3. Attention to reality​ Scholé Day includes deliberate engagement with the real world: walks, nature study, observation, drawing, mapping, sketching, gardening, or similar practices. The aim is patient noticing, not constant stimulation.

4. Conversation​ Every Scholé Day includes conversation. Students discuss what they have read or observed with a parent or other responsible adult. This practice forms articulation, memory, and thoughtful speech.

5. Worship and prayer​ Age-appropriate forms of Matins, Terce, and Sext are provided by the school. These may be used individually or as a family. Scholé Day is shaped by prayer, not merely decorated by it.

6. Community and service (increasing with age)​ As students grow older, Scholé Day increasingly includes service, responsibility, and outward engagement. Families may plan visits, acts of service, or community involvement as feasible.

Accountability Scholé Day is assessed lightly but seriously. Expectations include: ●​ A reading log ●​ Completion of required notebook work appropriate to grade ●​ Evidence of conversation and engagement The goal is not volume, but sincerity, attention, and growth.

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Why This Matters Scholé Day trains students to: ●​ Read with endurance and pleasure ●​ Think without haste ●​ Attend carefully to God, neighbor, and the created world ●​ Resist distraction and fragmentation ●​ Carry habits of restful, faithful learning into adulthood Friday Scholé Day is not a retreat from rigor. It is a recovery of it, ordered toward wisdom rather than speed.

Scholé Policy 1. Status of Scholé Day Friday Scholé Day is a required instructional day and counts toward the school’s annual day requirement. The school operates on four full instructional days, Monday through Thursday.

Friday constitutes a fifth school day, ordered differently in form but equal in seriousness.

Scholé Day is neither a Sabbath nor an extension of ordinary classroom instruction. It is a distinct third mode of learning, characterized by slow, intentional, and formative academic work.

2. Purpose The purpose of Scholé Day is to cultivate habits of attention, deep reading, reflection, and worship that cannot be sustained under a constant pace of classroom instruction. Scholé Day exists to counter fragmentation, haste, and superficial engagement, even within classical education.

3. Location and Oversight Scholé Day is conducted primarily at home or in a flexible family-directed location. Parents bear primary supervisory responsibility, particularly in the Primary School. As students advance into Secondary Prep and Preparatory School, responsibility for planning and execution increasingly shifts to the student, under teacher direction.

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4. Instructional Boundaries The following boundaries govern Scholé Day: ●​ No new academic instruction may be introduced on Fridays. ●​ No new assignments may be issued with Friday due dates. ●​ Scholé Day may not be used as a remediation or catch-up day for late work.

Teachers will structure weekly assignments so that Scholé Day reading and reflection are integral to the course, not optional enrichment. Students may, of course, catch up on Fridays after the Scholé content and time.

5. Required Components All Scholé Days include the following components, with expectations adjusted by grade level: a. Reading​ Sustained reading is the primary academic work of Scholé Day. ●​ Primary School students may have reading completed with or by parents. ●​ All students must develop the ability to read physical books for extended periods. ●​ Audiobooks may supplement but may not replace required reading.

Reading may extend into or take place instead on Saturday as needed. Over the course of a student’s education, completion of the entire Bible is required. b. Recording and Reflection​ Students maintain a Scholé notebook. Notebook expectations increase in length, clarity, and analytical depth as students mature. c. Attention to Reality​ Students engage in deliberate, non-digital attention to the created world, including nature observation or other forms of careful noticing. d. Conversation​ Students participate in meaningful conversation with a parent or responsible adult concerning their reading or observations.

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e. Worship​ The school provides age-appropriate forms of Matins, Terce, and Sext for Scholé Day use, either individually or in families. f. Community and Service​ Expectations for service and outward engagement increase with age and may be fulfilled at family discretion as appropriate.

6. Technology Use Technology use on Scholé Day is limited. Screens are to be avoided as much as possible.

Digital tools may be used only insofar as they support reading, worship, or necessary documentation and do not replace sustained attention to physical texts or embodied activity.

7. Accountability and Assessment Scholé Day work is assessed for completeness, seriousness, and fidelity to assigned expectations. Required evidence may include reading logs, notebook submissions, and documented conversations. Scholé Day is not graded for volume but is subject to review and correction.

8. Parental Cooperation Parents are expected to support Scholé Day by preserving its character, enforcing its boundaries, and ensuring that assigned work is completed faithfully. Scholé Day depends upon cooperation between school and home and is considered an essential element of the school’s educational philosophy.

Sample Scholé Day Guide Restful Learning Day This sample illustrates how Scholé Day may look at each stage of formation. Times are approximate. Families may adjust order and location while preserving substance and seriousness.

Primary School (K–5) Primary aim: formation of attention, love of reading, and shared delight​ Primary driver: parent-guided participation

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1. Opening Worship (10–15 minutes) ●​ Matins or Terce (as provided by the school) ●​ Brief prayer and psalm ●​ One hymn stanza or sung response

2. Reading (45–60 minutes total) ●​ Parent read-aloud from assigned texts ●​ Independent reading for older Primary students ●​ Scripture reading appropriate to age Parents maintain the reading log.

3. Attention to the Created Order (30–45 minutes) ●​ Walk outdoors ●​ Nature observation ●​ Simple sketching, labeling, or oral narration ●​ Seasonal noticing (weather, plants, animals)

4. Conversation (10 minutes) ●​ Child explains what was read or noticed ●​ Parent asks simple “what / why / tell me more” questions

5. Recording (10–20 minutes) ●​ One short narration (oral or written) ●​ Simple drawing, copied sentence, or dictated sentence ●​ Gratitude list or brief prayer

6. Beauty and Making (30 minutes) ●​ Singing ●​ Handcraft ●​ Cooking or baking ●​ Music listening with brief discussion

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Secondary Prep School (6–8) Primary aim: developing independence, coherence, and verbal clarity​ Primary driver: shared responsibility, guided by teachers

1. Opening Worship (10–15 minutes) ●​ Matins or Terce ●​ Psalm and prayer ●​ Scripture reading

2. Reading (60–90 minutes) ●​ Assigned course reading ●​ Scripture reading (independent) ●​ Optional additional free reading Students maintain their own reading logs.

3. Recording and Reflection (20–30 minutes) ●​ Scholé notebook entry including: ○​ narration or summary ○​ copied quotation with brief comment ○​ reflection on a theme or question

4. Attention to Reality (30–45 minutes) ●​ Walk or physical movement ●​ Nature study or observational drawing ●​ Mapping, sketching, measuring, or classification when appropriate

5. Conversation (15–20 minutes) ●​ Discussion with parent or mentor ●​ Student practices clear explanation and justification ●​ One guiding question provided by the school

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6. Beauty or Skill (30–45 minutes) ●​ Music listening with notes ●​ Art study or practice ●​ Practical skill or household responsibility

Secondary School (9–12) Primary aim: ownership, integration, and outward orientation​ Primary driver: student-directed under accountability

1. Opening Worship (10–20 minutes) ●​ Matins, Terce, or Sext ●​ Psalm and Scripture ●​ Silent prayer or journaling

2. Reading (90–120 minutes) ●​ Assigned academic reading ●​ Scripture reading as part of long-term Bible completion plan ●​ Substantial sustained reading without interruption Reading may extend into Saturday if necessary.

3. Writing and Reflection (30–45 minutes) ●​ Scholé notebook entry including: ○​ analytical reflection or meditation ○​ thematic connections across subjects ○​ selected quotations with commentary Quality and coherence are emphasized over length.

4. Attention to Reality (30–60 minutes) ●​ Extended walk or physical work ●​ Nature observation, mapping, or sketching ●​ Quiet, non-digital attention to the world

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5. Conversation (20–30 minutes) ●​ Substantive discussion with parent, teacher/mentor, or peer ●​ Defense of interpretations or observations ●​ Practice in thoughtful speech

6. Community and Service (variable) ●​ Service project ●​ Assistance to family or community member ●​ Planning or executing a field experience when feasible

Notes on Flexibility ●​ Order may change; substance may not. ●​ Field trips are encouraged but not required. ●​ Scholé Day may occur at home, outdoors, libraries, or other suitable locations. ●​ Screens are avoided unless genuinely necessary.

Long-Term Formation Across all stages, Scholé Day trains students to: ●​ read attentively and deeply ●​ reflect before reacting ●​ notice rather than consume uncritically ●​ speak carefully and truthfully ●​ order learning toward worship and service

PARENT COMMUNICATION AND INVOLVEMENT At Arete Hall, all must give an account for the responsibilities given to us by God. We recognize that parents are ultimately responsible for the education and godly flourishing of their children. (Eph 6:4): Parents must give an account to the Lord as they fulfill the commands that God has given to them. Similarly, pastors, as the shepherds in the church of the flock of God, must give an account to the Lord. (1 Peter 5:2-4, Hebrews 13:17). We believe that educators are under authority, acting in “loco parentis,” who facilitate and advise as parents pursue this important work.

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To provide mutual accountability and alignment, Parent-Teacher conferences are scheduled as needed. We encourage teachers and parents to communicate regularly about how the student is doing and to schedule formal meetings from time to time.

Teachers may be contacted through ClassReach outside of regular working hours. When addressing any concerns, parents should copy the Dean or Head of School to keep the school informed of classroom circumstances. Teachers will do the same when addressing concerns via emails with parents.

If you have a concern about curriculum content, the Arete Hall policy, or philosophy, communicate with the Dean or Head of School. If you have questions about the weekly workings of a particular classroom (e.g., homework load), contact the Lead Teacher through ClassReach. At no time should an individual student’s problem be addressed to non-involved parties. In the great majority of cases, if you have worked patiently and in good faith, with the teacher and directors, you will find a satisfactory resolution.

Please follow Matthew 18:15 to determine the proper order of communication: “If your brother sins against you, go and tell him his fault, between you and him alone. If he listens to you, you have gained your brother.”

HONOR CODE Parent Honor Code I am placing my child as a student at Arete Hall because I care about my child being educated both in character and in academics. I understand that my child will be educated under a Christian worldview and that loving God and neighbor are primary tenants of Arete Hall. I also understand that the responsibility of Christian nurture is ultimately the responsibility of parents (Eph. 6:4, Deuteronomy 6:7-9). I understand the importance of participation in a local church, pastoral oversight and care, and cultivating an at-home spiritual environment to the raising of my student(s) in the Lord.

Part of loving God and neighbor means being on time, present, and respectful. Arete Hall has been very thoughtful in developing a school schedule that allows for family time and rest during the Lord’s Day, summers, holidays and various breaks while following the beautiful cadence of the church calendar. For this reason, I understand that school attendance is a way of loving teachers and classmates and I will ensure that my child is present and on time unless an emergency arises. In cases of planned absences or important family time, I understand that it is my responsibility to communicate with the teachers and make a plan for the class time my 46

child will miss without putting an excessive burden on the teachers. I also understand that poor attendance may cause my child to fall behind.

I understand that a Uniform Policy is a way of loving those around us by respecting a unified and meaningful representation of our school culture, including professionalism, modesty and our distinct values. I will make sure that my child follows the uniform policy so that this culture is maintained.

I understand that my child will need to submit to the authority of Arete Hall faculty and staff during school events. I also understand that I will be ultimately responsible for his or her behavior while they are at Arete Hall and thereby will follow the directives of the school as outlined below.

If a discipline note goes home from a teacher or the Head of School, I understand that I need to work with my child(ren) on changing their behavior and working on their heart through seeking forgiveness.

If my child continues to incur infractions, it will be clear to me that I need to deal more seriously and consistently with my child. I also understand that if I need guidance on disciplinary matters, I will work with the school administration and my pastor as the circumstances may require. I also understand that my child will be dealt with in accordance with the discipline policy outlined in this handbook and that I will need to meet with the Dean or Head of School in cases of excessive office visits to work out a plan designed to correct my child’s disruptive behavior.

If my child continues to remain unresponsive to correction, I understand that my child may be subject to a disciplinary hearing as outlined by the discipline policy of this handbook. I also agree that if my child is subject to a disciplinary hearing before the school board for excessive office visits or for any extreme ungodly behavior that impedes school culture, that I will abide by the board's decision. If the school board decides to suspend or expel my child, I understand that Tuition will not be reimbursed.

If I have concerns about Arete Hall or any of its policies, actions, or personnel, I will follow Scriptural principles, including those set forth in Matthew 18:15-17. I will first contact the person with whom I have a concern, and if unresolved, address the concern with the Dean and/or Head of School.

I will discuss this handbook and School policies with my students, and will seek to have my students honor them, both in my instruction and the example that I set.

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Secondary Student Honor Code As a student of Arete Hall, I pledge to uphold the values that form the pillars of our culture—Excellence, Gratitude, Discipline, and Respect. By committing to this honor code, I strive to reflect the character of Christ in my thoughts, words, and actions, both on and off campus.

Excellence I will pursue what is true, good, and beautiful in my academics, relationships, and endeavors. I will give my best effort in all that I do, knowing that excellence honors God and reflects His glory.

Gratitude I will cultivate a heart of thankfulness, recognizing that all I have is a gift from God. I will express joy and humility, embracing challenges and blessings with a spirit of gratitude.

Discipline I will develop self-control and perseverance, completing my work with diligence and integrity. I will steward my time, talents, and responsibilities in a way that glorifies God and serves others.

Respect I will treat others with kindness and dignity, acknowledging them as image-bearers of Christ. I will demonstrate respect in my speech, actions, and interactions, creating a community of trust and care.

By adhering to this honor code, I commit to growing in character and virtue, fulfilling my role as a student and servant of Christ. I understand that my actions reflect not only on myself but also on my school and the Lord I serve.

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Internet Use and Social Media Students are held to the same standard of behavior whether they are on campus or online at home. Individuals agree to use these technological tools honorably and responsibly.

The following is not permitted: ●​ Sending or displaying offensive messages, suggestive or intimate images or video ●​ Using obscene, vulgar, or profane language ●​ Harassing, tormenting, threatening, embarrassing, humiliating, insulting, or attacking others, or similar words or actions directed at Arete Hall ●​ Texting or social media interaction with teachers ClassReach communication is permitted for students, parents, and teachers.

AI Use by Students Permitted Uses (with teacher oversight): ●​ Research assistance may be permitted for high school students when guided by classical research methods and citation expectations. ●​ Creative generation tools may be allowed in elective or enrichment courses as part of broader projects under teacher supervision.

Prohibited Uses (breaking of this will fall under our cheating policy) : ●​ Using AI to write essays, complete homework, or generate academic work in place of the student’s own effort is a violation of academic integrity and our commitment to truth and virtue. ●​ AI use in logic, rhetoric, or theology courses that bypass a student’s own reasoning is prohibited. ●​ AI used in solving any type of math problem or used for the scientific process is prohibited. ●​ Any use of AI in secret or deceptive ways is a violation of the school’s code of conduct.

AI Use by Teachers and Staff Teachers and staff may use AI tools to: ●​ Draft lesson ideas, generate quiz questions, and explore curricular support. ●​ Review or summarize educational content. ●​ Assist with administrative tasks (e.g., calendar coordination, grading rubrics), with discernment.

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They must not: ●​ Rely on AI for theological instruction or the development of statements that reflect Biblical or doctrinal truth without careful human theological oversight. ●​ Replace teacher-led instruction or diminish the incarnational model of learning that emphasizes real presence, real authority, and real mentorship.

HEALTH & WELLNESS Lunch When lunch is not provided by the School, students will bring packed lunches to be eaten in their classroom or outside if the weather permits. Please pack lunches that do not have to be heated or refrigerated. Please alert us of any severe allergies so that we are aware (please provide an epinephrine pen if severe reactions occur). At Arete Hall we value health and wellness, so please keep this in mind when packing lunches, as your young students will be learning about nutrition, a balanced diet, etc. A well “fueled” brain enhances the learning experience.

Snacks Parents are welcome to send an easy to eat snack (we recommend a nutritious snack) for mid-morning. Water is the only beverage allowed to accompany snacks.

Health Records The School requests that families provide a copy of their child’s immunization record or exemption prior to enrollment each year so that we may maintain accurate health files in accordance with State law. We recognize and respect that medical decisions for children rest fully with parents. Immunization choices, including whether to vaccinate, are the responsibility of each family. If a parent chooses not to immunize, we simply ask that the appropriate exemption form be submitted so our records remain complete.

Administration of Medicines Administration may administer over-the-counter medication to the children in their care but only with authorization from the child’s parent or guardian through the ClassReach release form.

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We reserve the right to refuse the responsibility of prescription administration for any reason.

If this occurs, we will be happy to accommodate parent visits during the day for the purpose of medication administration.

Illness Policy In consideration of your young student’s wellness, in addition, preventing the spread of illness to your child’s classmates and teachers, a young student should be symptom-free a full 24 hours from the following before returning to onsite classes: ●​ Fever - Temperature of 100 degrees or above without the use of fever-reducing medication. ●​ Vomiting/diarrhea ●​ Please do not send children with highly contagious illnesses such as strep, hand/foot/mouth, or pinkeye etc.

Government Agency Requests Arete Hall values our parent partnership and as such we will notify parents of any interaction with a government agency such as the Texas Department of Family and Protective services, as it relates to your child. Our policy is as follows: *Parents will be notified as soon as is legally permissible and their presence requested prior to a government agency being allowed to interview a child during school hours. *Arete Hall will do its best to uphold this policy with any government agency but cannot be held liable if we are not able to get a hold of a family or if the government agency uses legal force to demand the interview without parent presence.

ACADEMIC SCHEDULE Calendar The Academic Calendar is located on our website.

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Daily Schedule Each student’s daily schedule is located on ClassReach.

Arrival and Dismissal Students are able to arrive between 7:30am -7:55am Lower Primary Students must be picked up at 12:00pm, unless enrolled in an after school elective Upper Primary and Secondary Students must be picked up at 2:45pm, and no later than 3:00pm.

A fee will be implemented if there is early arrival or late pick up. Consistent early arrival or late pick up will constitute a meeting with Administration.

Attendance Arete Hall has intentionally set its vacations, schedule, and structure to allow important time for families. By registering a child in Arete Hall, the parent or guardian is agreeing to this schedule and it is loving to the community of students to be in attendance. Emergencies or important family time arise from time to time; therefore students have 6 Core academic days* within each semester for school absences without consequence to their credits unless pre-approvals are arranged. We ask that the School Administration be notified as soon as possible for any absences. A student that surpasses 12 days, or a total of 6 days in a semester will be subject to an Pedagogical Council review .

For sickness: please notify administration through the ClassReach form provided.

For prolonged periods of absence (to extend beyond the 6 academic days in a semester) please get pre-approval from the Head of School. All work would need to be followed up after the absence and educational packets will not be provided. *Emergency situations will obviously be taken into consideration.

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Tardies A student who arrives later than the class start time is considered tardy. Four tardies within a month will constitute a parent email. A 5th tardy will result in an office visit. Subsequent tardies will be treated as office visits in accordance with the discipline policy.

ENROLLMENT POLICY Regarding candidates for admission, we are a Classical Christian school committed to partnering with Christian parents who share our mission and are intentionally nurturing a Christ-formed paideia in their homes.

Children diagnosed with a learning disability are welcome to apply for admissions so long as we can serve them well and they can meet, or be assisted to meet, the discipline standards of the classroom, discussions, and daily routine.

Students applying for admissions should have a desire to receive this form of education.

Enrollment Process 1.​ General Inquiry 2.​ Family Interview Request (Application) 3.​ Admissions Interview & Pastoral Partnership 4.​ Application Registration 5.​ Assessment of student 6.​ Family enrollment forms completed

TUITION Click to see the Tuition and Fee Policy.

Tuition Assistance Financial Assistance must be requested during enrollment, and no later than May 1, 2026.

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Families are strongly urged to seek assistance from the Texas Education Freedom Account program, scholarship granting organizations, their family, churches, and friends prior to seeking financial aid from Arete Hall. We are partnering in education with families and tuition assistance funding remains limited, therefore every dollar not collected in tuition and fees is a dollar that must be raised through donations. The best advocates for a child are their parents and family. However, we also do not want finances to be the reason a family does not attend Arete Hall therefore tuition assistance may be available for families with who cannot otherwise afford tuition and fees.

1.​ Applicants will be categorized from the greatest to the least in terms of financial need using assessment and eligibility provided by BeneFAQ. 2.​ Tuition Assistance Requests, once processed by BeneFAQ, will be handled through the Tuition Assistance Committee including initial application and interview.

TEACHER AND ADMINISTRATION EVALUATIONS 1.​ Teachers will evaluate students regularly for the purpose of assessing skill and knowledge 2.​ Teachers are evaluated unannounced throughout the year.

3.​ The administration will be assessed periodically by the Head of School and Board.

4.​ Parents will evaluate the school annually.

Anti-Discrimination and ADA Statement Arete Hall admits students and hires employees without regard to race, color, national origin, or ethnic origin, ensuring equal access to all rights, privileges, programs, and activities generally available to our school community. We are committed to upholding applicable nondiscriminatory policies in the administration of educational policies, admissions, scholarships, loan programs, athletics, and other school-administered activities. Arete Hall does not accept direct government funds, although it does intend to accept funds from Scholarship organizations that benefit from Education Federal Tax Credits and from the Texas Education Freedom Account Program.

Children diagnosed with a learning disability are welcome to be a part of Arete Hall so long as they can meet, or be assisted to meet, the discipline standards of the classroom, discussions, and daily routine.

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Students applying for admissions should have a desire to receive this form of education. We do not mind assisting parents in fostering this desire, but the student needs to at the very least be “willing to be made willing” to be discipled through a Classical Christian education.

General Agreement: All parents and students who are enrolling in Arete Hall affirm by their application and enrollment their intentional willingness to abide by the Christian conduct (word and deed) presented in this handbook and all other school documents, both expressed and implied. This includes the Statement of Faith and all policies stated herein.

Disclaimer The reader should take notice that while every effort is made to ensure the accuracy of the information provided herein, Arete Hall reserves the right to make changes at any time without prior notice. Parents will be notified of any changes to the handbook that occur during the current academic year. Arete Hall provides the information herein solely for the convenience of the reader and, to the extent permissible by law, expressly disclaims any liability which may otherwise be incurred.

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