The Summit Academy Fall 2023 Newsletter by thesummitva

THE SUMMIT FALL REVIEW

DECEMBER 2023

THE SUMMIT

FALL REVIEW | DECEMBER 2023 About The Summit is a publication of The Summit Academy of Central Virginia, a classical school for grades 6–12 rooted in the Catholic Tradition. Edit & Design Evan Williams Lauren Williams Nick Marr Contributors Patrick Clark John Piescik James Stanley

Board of Directors Chairman: Joseph Stibora Treasurer: Timothy Edwards D. Wesley Arnold William Asbell III Andrew Bodoh Barbara Grasso Julian Malcolm (ex officio) Erin Tierney School Leadership Julian Malcolm Melissa Buhle Nick Marr John Piescik Evan Williams

Contact 540-684-3989 info@thesummitva.org Mailing Address 7124 Salem Fields Blvd. PMB #157 Fredericksburg, VA 22407 Website thesummitva.org

IN THI S I SSUE

Letter from the Headmaster, page 5

Class of 2023, pages 6-7

Spring Play & Thesis Winners, page 8

House System, page 9

New Positions & Faculty, page 10

Writer’s Block, pages 11-13

Student Spotlight, pages 16-18

Gala, page 19

Latin Instruction, pages 20-23

Investment, page 24

Alumnus Spotlight, page 25

Executing the Mission, page 26 3

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A L E T T ER FRO M T HE HE A DMAST ER B Y PAT R I C K C L A R K

FALL REVIEW | DECEMBER 2023

A L E T T ER FRO M T HE HE A DMAST ER Dear Friends, We hope that you enjoy reading our Fall Newsletter, which highlights the growth of our students, celebrates our faculty, and shares the beauty of our community. We are providing an education truly worthy of the human person, and we are so grateful that you have joined us in this work. Now in its eighth academic year, The Summit is positioned to reach new heights. An eight-member board of directors is prepared to address the most pressing short- and long-term matters with wisdom, prudence, and grace. With 112 students enrolled from 78 families, The Summit has nearly reached capacity in its current facility. As we plan for the future, we are excited to undertake the ambitious project of building our very own campus on Gordon Road. We are in the process of securing a special-use permit. Here, we are encouraging local officials to consider the public good that our private institution creates: we form responsible young adults prepared to engage with and contribute to their nation. Please keep a successful outcome to this process in your prayers as we prepare to move to the next stage of our efforts. With our own space, we can provide the kind of incarnational environment that best facilitates meaningful encounters with Christ and with one another. In the meantime, we will continue educating young men and women, encouraging in them a desire for holiness, and forming them in Christian virtue. To all of you who partner with us in this mission, we appreciate your time and treasure. We look forward in hopeful anticipation of what God will do next!

Pax Christi,

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C L A SS O F 2023 Students and faculty assembled at Stevenson Ridge on Pentecost Sunday to send off the graduating class of 2022-2023. Following the academy’s daily custom, commencement began with communal prayer of the Divine Office. Senior Peter Helbling then addressed his fellow graduates. After sharing fond memories of the time he spent with classmates and expressing his gratitude to the academy community, Peter likened the Summit education he received to a pilgrimage toward the summit of Mount Tabor, on which Peter, James, and John had witnessed the Transfiguration of the Lord. He exhorted his peers to descend the “mountain” of their Summit careers with resolution to begin the work of scaling the next, greatest peak: “although we are tempted to live on this high mount forever [as were the apostles who sought to build tents on

Tabor], the voice of Christ in Scripture tells us that there is work to be done and much distance to be traveled before we may fully rest on the summit, the summit of heaven.” Likewise emphasizing the importance of mission, commencement speaker David Bereit, founder and former CEO of the global 40 Days for Life movement, encouraged graduates to identify and rank their priorities. Bereit challenged graduates to use their formation to live intentional, rich lives, deliberate and steadfast in “seeking the kingdom [of God], first.” Commencement concluded with a continuation of the Office prayers for the solemnity, which recalled the gifts given by the Holy Spirit to the fledgling Church and requested a new outpouring of His grace to support her mission: “with the divine grace that was at work when the Gospel was first proclaimed, fill now once more the hearts of believers.” Congratulations Class of 2023!

The Summit Academy Class of 2023 from left to right: Maria Simoni, Dianna Morin, Traci Jo Sewell, Sofia Solis, Peter Helbling, Theresa Looby, Selina Apa, Isabella Malanga, Mary Talty

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SPRI NG PL AY B Y PAT R I C K C L A R K

Since joining The Summit community four years ago, I sensed a desire among students for theater and the performing arts. In May 2022, we produced our first full-length play, Bernard Shaw’s Androcles and the Lion. I’m proud to say that Summit students ran the entire show onstage and off, in acting, stage management, run crew, set construction, and costume design. Androcles had a cast of twenty-two and a crew of nine, while our Summit families and friends packed the chapel for two evening performances. Building on our strengths, The Summit produced The Birds in February 2023. The show featured human, animal, and mythic characters in a mashup of ancient and modern dress. In studying and performing this ancient Greek comedy by Aristophanes, students took a deep dive into the history, literature, culture, and humor of Classical Athens. In March 2024 we will be presenting our biggest show yet, The Tempest by William Shakespeare. Summit students have studied Shakespeare’s works in their Literature and Drama classes, and now it’s time to stage one of his most exciting plays. I hope to see all our school families and friends in the audience as The Tempest arrives at The Summit!

T H E SIS W I NNER S Each Summit Academy graduate completes and defends a senior thesis as the capstone to his or her studies. The three strongest theses, as determined by faculty vote, advance to the Senior Thesis Finals, a public event at which the finalists defend their theses before a panel of guest judges who award the winner the Senior Thesis Medal. Congratulations to our Spring 2023 Finalists and to Bella Malanga, whose presentation and defense received the Senior Thesis Medal. Bella Malanga, “Paradise Found: An Exploration of God’s Providence and Justice through Milton’s Paradise Lost” Peter Helbling, “Despite their Worst Attempts: Finding Hope in The Screwtape Letters of C.S. Lewis” Tess Looby, “Divorced from Destiny: Exploring Man’s Destiny in the Marriage of the Worldly and Divine according to C.S. Lewis’s The Great Divorce”

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H OUSE SYST EM Founded during the 2022-2023 academic year at the request of students and in conversation with faculty, The Summit’s house system creates four smaller, student-led communities. Such a system traces its lineage to Great Britain in the days of dormitory “houses,” but it has been successfully implemented in many classical Christian schools as a vehicle for enriching student life and strengthening the community. In a nod to The Summit Academy’s name and its goal to inspire students to seek the highest things, the four houses are named after four holy mountains from the Scriptures: House Carmel, House Sinai, House Tabor, and House Zion. Each house is led by selected upperclassmen (“stewards”) and advised by faculty members. Students are initiated into their house during the fall semester of their freshman year.

What is the purpose of the House System? The goal of the house system is to assist the mission of the Summit Academy “to form students in Christian virtue” by supporting and encouraging friendship, leadership, and service. Friendship: The house system exists to help build healthy friendships between students and to promote a school culture in which every student is included in and supported by the community, wherein students are encouraged to look out for and serve one another. The house system also provides a means of organizing fun competitions and activities that promote camaraderie and morale. Leadership: The house system exists to help bridge the gap between upper and lower classmen and to facilitate healthy peer-to-peer mentorship. The house system also provides a setting that supports student initiatives, like feast day celebrations, that enrich the liturgical life of the school. Service: The house system exists to encourage and support student service to both the school and the wider community. School service days, during which students volunteer in the community, are often organized through the house system. Students also work together with members of their house to plan and assist school-wide events, such as on-campus masses.

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T H E S U M M I T AC A D E M Y A N N O U N C E S

NEW ROLES & POSITIONS

Evan Williams, M.A.

Director of Curriculum and Faculty

John Piescik, M.Ed.

Zach Candler House System Director

Dean of Student Life

Melissa Buhle

Nick Marr

Business Operations Manager

Genevieve Riley, M.S. Director of Outdoor Programs

Director of Advancement

Derick Buhle Athletic Director

NEW STAFF & FACULTY

Julian Sicam, M.A. Instructor of Latin and Math

Joyce Soderlund Instructor of Fine Arts

Ali Veizaga

Administrative Assistant

THE CLASSICAL CURE FOR WRITER’S BLOCK B Y JA M E S S TA N L E Y That exquisite form of suffering known as “writer’s block” is, unfortunately, no stranger to the academic world, no matter at what level. Less well known, however, is the secret antidote possessed by the classical tradition—a remedy I find myself increasingly emphasizing in the classroom. The Topics of Invention, dating back at least to Aristotle, but ultimately as old as the mind itself, are by etymology “places” (τόποι) for “discovery” (in-venio). They are often compared to desk drawers, pigeon holes, or even a checklist. But I prefer the less bureaucratic, more active image of

Genevieve Riley attended Ave Maria University, where she studied Accounting and played soccer. Through several backpacking trips to Utah and serving as a counselor for Camp Wojtyla in Colorado, she discovered her love of the outdoors. She worked as a college advisor and athletic director for a K-12 classical academy in Florida before returning to school and receiving her MS in Business Analytics from William & Mary. After a year of experience as a data engineer at Booz Allen Hamilton, Genevieve joins The Summit Academy where she will teach both middle and high school as well as bring forward her experience in soccer and outdoor leadership to serve.

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their being the mental equivalent of holding a istics, working back and forth between the whole curious object up to the light, turning it from side and its parts, the subject and its adjuncts (qualities, to side, exploring it from every angle. associations). Finally, it reflects upon the object’s In other words, they form a disciplined name, considering its etymology, denotations habit of inquiry, an ordered wonder fruitful of and connotations, synonyms and antonyms (notaabundant harvests of ideas. Though they can tion), as well as the various forms a word can take, indeed degenerate into the pack of tricks that and to what other words it is related (conjugates). made the sophist boast of his ability to speak on From this first and fundamental topic of any subject, with or without knowledge, such is Definition—and as an extension of it—the mind only an arrogant and amapasses to those of COMteurish misuse of this noble PARISON, RELATION, and honest tool. The true and CIRCUMSTANCE. “The true purpose purpose of the Topics is to It asks to what the object of the Topics is to foster an active and searchmay be helpfully compared foster an active and ing dialogue between sub(similarity) or contrasted (difject and object—to be the ference), and in what degree searching dialogue handmaid of philosophy, (more, less, equal). It asks between subject and the midwife of eloquence. to what the object is relatobject—to be the Tradition distined: by causality (cause and guishes between the Speeffect); hypothetically, or by handmaid of philoscial Topics and the Com“if-then” (antecedent and conophy, the midwife of mon Topics. It is best to sequent); and according to eloquence.” begin with the latter. The the two forms of opposifirst of the Common Toption (contrary and contradictoics—“common” because ry). And it inquires into certhey apply to any discourse—is the fundamen- tain basic rhetorical circumstances surrounding tal philosophical task of DEFINITION. The it: what is possible or impossible with regard to it, philosopher, or the active and inquiring mind what comes before it (past fact) and after it (future in general, is continually returning to the ques- fact); here one can also apply the “Seven Circumtion, “What is it?” He asks what kind of thing an stances,” ancestor to the “5 Ws” routinely used object is, into what categories it falls, what may by reporters for information gathering. be predicated of it (genus); he asks what makes Rounding out the Common Topics is that it uniquely itself, what distinguishes it from the of TESTIMONY, by which the mind seeks the other members of its class (species): the keen mind kind of knowledge it cannot “invent”: whether thus moves continually between hypernym and as evident in the facts of a case, or as furnished hyponym, the general and the particular. Just so, by various sources of authoritative opinion. This it examines the object’s structure and character- topic involves both what we call “reading up on

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a subject” and “citing our sources,” but extends to creative patterns of development all its own. Beyond the Common Topics are the Special Topics, which rather than applying to any discourse are keyed to three particular kinds reflected in the ancient “Branches of Oratory.” As rhetoric is the art of persuasion, and persuasion always implies some “judge,” or party to be persuaded, tradition distinguishes three basic types of judges, or situations requiring decision, namely: “past” (something done), “future” (something to be done), and “present” (something in itself). These, in turn, are named after the most important rhetorical settings or occasions of the ancient world: the courtroom (JUDICIAL), the political assembly or military campaign (DELIBERATIVE), and the public forum or funeral oration (CEREMONIAL). The first concerns itself with accusation and defense regarding questions of guilt and justice; the second with exhortation and dehortation regarding the worthy and the expedient; the third with praise and blame regarding virtue and vice, the noble and the base. Admittedly, the Special Topics require a little more imagination to wrap one’s mind around, and their relevance and utility might not seem as convincing or immediately apparent. But insofar as we are always, in one sense or another, arguing about the truth, goodness, or beauty of things past, present, or future, it is extremely helpful to have a tool for bringing ourselves back to the basic terms of the kind of discourse in which we find ourselves engaged. At the moment, for instance, I am defending the Special Topics in particular against the charge of being far-fetched and useless (Judicial), while recommending the Topics of Invention in general

as one of the “lost tools of learning” most worth recovering (Deliberative), and I am about to conclude by praising them, again, as the classical cure for “writer’s block” (Ceremonial)—thus returning to my starting point. Every great generation of orators since Antiquity has been trained in some form of the Topics of Invention: the Greeks and the Romans, the Medieval scholastics and the Renaissance humanists, the Enlightenment philosophes and the lawyers, politicians, and professors of our own day. The Topics are as useful for discovering new knowledge about a subject as they are for collecting one’s habitual knowledge concerning it, for amplifying the strengths of one’s argument as for problem-solving its weaknesses, and, in general, for all that goes into composing one’s own work as for analyzing and appreciating that of others. Indeed, with so much to say, generated by these simple yet powerful tools, we quickly find ourselves confronted by the new problem of selection and arrangement—which, however, is a good problem to have. §

James Stanley has been a teacher at The Summit for 7 years. He teaches History, Literature, and Theology. He has a B.A. in English Literature from the University of Wisconsin and a M.T.S. in Theology from the Pontificial John Paul II Institiute for Studies on Marriage and Family at The Catholic University of America.

STU DE N T SPOT L I GHT E AT U R I N G J U N I O R W I L L A R N O L D A FL E T T ER FRO M T HE HE A DMAST ER

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B Y PAT R I C K C L A R K

“Students are allowed to participate more in a Summit seminar class than in a simple lecture. This fascinated me and now that I have spent two years here, I must say that I prefer it greatly to lectures.”

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What is your favorite activity or sport? What is your favorite book? One of my favorite sports to play is baseball. Even though it doesn’t offer so much continuous excitement as other sports, the brief moments that change the course of the game are both a real test of a player’s mind and some of the most captivating moments in all of sports. It is also enjoyable to watch the disagreements between the opposing players, the coaches, and the umpires. One book that I particularly enjoy is The Hunchback of Notre-Dame (Notre-Dame de Paris). The characters are colorful and the whole book is full of intrigue. Although the ending is heart-breaking, I would never turn down an opportunity to reread it. When you first came to the Summit, were you aware that our approach to education was different? What did you first notice? When I first visited The Summit as a shadow student, I was surprised by the style of class that I saw. Instead of a class where the teacher spoke at the students, I noticed that the students, guided by the teacher, talked about what they had read as homework. They worked together to reach an understanding of the text. Students are allowed to participate more in a Summit seminar class than in a simple lecture. This fascinated me and now that I have spent two years here, I must say that I prefer it greatly to lectures. Each class brings a sense of accomplishment to everyone who contributed to the conclusion of each seminar. This is something that I saw when I first visited, especially in the math class. Even though the math class isn’t technically a seminar discussion, students present their solutions to assigned

problems and, once they have finished, the class discusses what the right answer to the problem is. I noticed that this led the class to better understanding the origin of certain mathematical concepts, because the thought process for arriving at the answer had to be explained in full. Was there a moment in your education when the difference became manifest or was it a gradual realization? I noticed the difference gradually, as I began to adapt to the different style of class. It required a different method of note-taking. Instead of outlining what someone says, we were supposed to outline where the class had gone in the discussion. Instead of a lecture that might have been written for the sake of note-taking, The Summit’s class discussions allow for a more engaging conversation that answers the questions each student had about the reading. I particularly noticed this in my Renaissance Literature class, where we have just finished Shakespeare’s King Lear. What do you think distinguishes the Summit education (in particular, the Summit classroom) from alternatives? What distinguishes the classroom at the Summit from other classrooms is the attitude that the students have towards each other and to the topics. Though there is a healthy competition between students, the seminar style of classroom supplies a common goal among students that encourages them to help each other. This sense of fellowship, brought about by the structure of classroom, really helps the class grow in knowledge and community. How do your extracurricular interests tie

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into your Summit education? The perseverance required for success in Summit classes has been complemented by my experiences in basketball. Even during games that seem hopeless, when the opposing team’s score seems out of reach and my team’s smaller roster means that we’re feeling more fatigue, I’ve learned the importance of remaining dignified and focusing on comparison to my previous games, rather than focusing only on winning. Can you recall a time that your different classes intersected in an interesting way? Recently in Early Modern History, we covered the ideas introduced by the Protestant John Calvin, including predestined salvation and the denial of apostolic succession. These were responsible, along with other political circumstances, for the conflicts between French Catholics and the Huguenots. Around the same time, we were

discussing the intricacies of Calvinism and refuting their objections to Catholicism in Theology class. Understanding the political events in the time of Reformers like Luther and Calvin brought an interesting perspective to the theological objections that each raised. How has your faith grown at the Summit? Before I came to the Summit, my understanding of my faith was limited, though I have always been interested in learning more. Many of the doctrines that I firmly believed were ones I didn’t fully understand. In my freshman Introduction to Natural Science course, we completed an in-depth study of proofs for God’s existence. I learned then that faith could be supported with reason and, in each Theology class that I have taken, I’ve encountered even more proofs for the reasonability of faith and the emptiness of skepticism. §

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T HIRD A NNUAL GALA The Summit’s third annual Fall Gala was held on October 27, 2023 at beautiful Stevenson Ridge in Spotsylvania. The gala was a tremendous success, once again bringing together a community that loves to have fun, support our work, and dance the night away. Attendees enjoyed auctions, an open bar, and lots of wonderful conversations.

a big part of why we are positioned for sustainable and successful growth. Our faculty also contributed to a surprise thank-you video for Headmaster Julian Malcolm,

who has spent nearly a decade founding and then running The Summit. In her first year as gala chair, Erin Tierney did a remarkable job pulling the event together. Erin shared these reflections:

“The highlight of the gala is the joy I see on the faces of its attendees. They are not just there for a good time; they truly love this school, its mission, and the deep sense of community. Coordinating an event like this, especially with little experience, can be daunting at best and stressful at worst. But I was offered so much help from countless parents, teachers, and administrators, and prayers––many prayers––that it brought out joy in me as well. The paradox here is that as I became more confident in my abilities as a leader, mostly due to my very willing and competent team of volunteers, I became more humbled by their generosity and charity.” During the night, we debuted a new video highlighting our top-notch faculty. They are Christian witnesses for our students of what lives of devoted prayer, study, and work look like. Their dedication to and love for the students is evident each and every day. This foundation is

Our annual gala brought in $167,462 in revenue, including a substantial $15,000 pre-gala commitment for matching funds. Gala expenses will total roughly $32,000 and we will be putting away $35,000 to begin new athletic fields on our Gordon Road property. We will therefore be able to put $100,462 towards our Annual Fund. This fund is vital to maintaining our operations, ensuring that need-based financial aid for deserving students is covered, and helping retain our excellent faculty.

We are so grateful to our community, the attendees, event sponsors, vendors, and generous supporters. And we are excited for bringing everyone together next October!

W H Y D O ES TH E SU M M IT REQUIRE L AT IN I NSTRUCTIO N ? BY JOHN PIESCIK “Because it is a Catholic classical school” is too short and glib to be a sufficient answer. While it is true that Latin instruction is the sine qua non of classical schools in 21st century America, it is equally true that classical education would not be what it is unless it leads its proponents and students to challenge their assumptions and think critically about why things are the way they are. Every year I tell new students that the most important question they can ask in this environment is, “Why?” and to my new Latin students in particular I devote time at the beginning of the year to a class discussion on the question, “Why Latin?” The initial answers I receive from these discussions are usually along the same predictable lines, describing the various ways Latin can

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be useful because Latin vocabulary is ubiquitous in the various professions students are conditioned to consider desirable. Some students suggest that it will help in understanding the Latin prayers of the Catholic Church’s liturgy. Yet others propose that it assists us to understand other languages which are derivatives of Latin. While I affirm that these answers are all true, I nevertheless consider them to be only part of the full picture. Not only is Latin useful for occupational training, participation in the liturgy, and linguistic studies, but for receiving interior formation and the development of powers of thought and mind which enrich the life of a person and create endless opportunities for application of what they have learned. I will summarize this interior arsenal of habits and skills under three headings: I. Memory and Recognition Increased memory and recognition is the most commonly observed effect of studying Latin. As with any language, learning Latin requires memorization of vocabulary, and like its derivative languages such as French, Italian, and Spanish, it also requires the memorization of charts with lists of noun and verb endings. Memory is an interior power which is today undervalued due to the availability of information technology which can without our own effort recall data stored digitally from functionally innumerable sources. This is unfortunate, because although the computing power of a device does exceed our own storage and recall abilities, the individual person using a device does not organize or arrange the information, becoming a passive recipient of the prearranged datasets. Not only does it make students dependent on the technology and its curators for their knowledge, but it suppresses the natural process of the human mind by which information is arranged in order of priority by the knowers themselves. The sad outcome of this arrangement is that the minds of most students are empty save what they consider appealing or entertaining and when they receive important or useful information they are not sure what to do with

it. The power of memory is increased by its exercise in any subject, but the Latin language is embedded in so much of our present-day culture that you can find it almost anywhere either in derivative form or preserved entirely. The recognition which results reinforces the memory of the student, connecting their knowledge to the world outside the classroom and making it distinctly their own. II. Organized and Critical Thought Latin grammar compares favorably with English grammar in respect to organization and logical structure. Because Latin nouns and verbs are grouped into categories based on common stem vowels and endings, the various forms of the words follow predictable patterns. These regular patterns of word formation yield predictable patterns of speech which can be easily combined with others into greater and greater intelligible complexity. As a result, the Latin language is replete with examples of great rhetoric and poetry which is characterized by a pithiness and directness difficult to match using comparatively clunky English constructions. The regularity of Latin word formation yields the infamous charts of noun declension and verb conjugation which most American students of Latin consider the most unpleasant part of the experience. Unused to thinking so analytically about their own language, and never having seen or conceived of English grammar being represented on such a chart, they balk at the notion of having to memorize and utilize such charts in order to read a text. This is because they were introduced to and made familiar with at a young age a language with one of the least consistent internal structures and logic, and one of the most difficult to learn as a second language for adults: English. I frequently compare my students’ knowledge of English with the ability to drive a car. Just because a person can drive a car doesn’t mean they know how the car functions, how to optimize its operation, or how to fix it when it breaks down. American students fluent in English are usually

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unaware of the rules of English grammar, having simply memorized the patterns of speech which they have heard and mimicked from childhood. The lack of clear and logically distinct forms is what makes it so easy to detect a non-native English speaker who tries to apply the rules of English grammar consistently but fails to convey the illogical word and sentence patterns familiar to native speakers. Those students who do enjoy studying charts of grammar and applying them usually already enjoy applying this analysis in other subject areas, most often mathematics. In fact the correlation I have most often observed is that students who do well in math do well in Latin, and students who do well in Latin are also doing well in their math classes. This grouping of two subjects may seem unusual, since language arts and mathematics are typically considered separate fields of study with little overlap. Mathematics is typically grouped with science and technology studies, while language is grouped with literature and history. However, the correlation is actually very intuitive, and The Summit curriculum embraces the overlap. Mathematics is the application of logic to quantity and magnitude, and grammar is the application of logic to language. Latin is so logically structured in its grammar that, especially to English-speakers, it forces students to think clearly about the ideas that are communicated through a text, not only on the level of individual words or grand concepts, but on the level of clear, distinct ideas which are communicated through economic and exact sentences. This is the same cognitive process students use when they are trying to discern an operation while solving an equation in Mathematics. The combination of certain numbers and symbols in a certain order indicate particular relations between values, just as the combination of certain Latin words with certain suffixes and prefixes indicate the relations between ideas which can be expressed in English. It is by design that The Summit expects students to engage in this twofold task every day, scheduling Mathematics and Latin daily and the other disciplines

every other day. Making every school day an opportunity to grow in organized thinking makes them better problem solvers and better readers. The skills of analysis they develop assist them to approach more complex Math and more advanced reading with confidence. As they become more confident in their understanding of their own language, they also become more competent at deploying it to communicate their own ideas. III. Clear and Powerful Expression The organized and critical thinking of students of Latin helps them to understand more and more of the material they study and of the world around them, and it leads them, inexorably, like a river flowing toward the ocean, toward clear and well-organized expression of their thoughts. Studying and learning from logically arranged sets of ideas trains them, almost without their knowing, to logically arrange their own ideas and so become a better communicator. To revisit my analogy of the car: a driver who knows how his or her vehicle functions is going to be more competent and confident behind the wheel, not only because of their comfort with what is familiar, but because the way they drive will be informed by their knowledge of what will hinder and what will enhance the engine’s performance. Students who are steeped in the succinct and intelligible grammar constructions of the Latin language will both appreciate the same beautiful and compelling constructions when they find them in English, and begin to use those constructions themselves. Once they have internalized the logical consistency of Latin grammar and understand how it translates into English, I have seen students begin to speak and write like seasoned academics. In the advanced stages of Latin study its overlap with subjects like literature and history becomes more clear. Great works of literature usually endure the test of time not only for their great ideas but for their great expression of those ideas. The great authors and speakers of ancient history are especially revered for their powerful ability to communicate ideas to their listeners,

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not least among which are the orators of Latin-speaking Rome at the height of its cultural development. This exposure to great writing influences the writing of students as they generate essays, and in particular at The Summit Academy, communicate with each other daily in seminar-based courses. The sharpening of communication skills is something which is not only valuable intrinsically for students but also professionally. The ability to communicate well and to connect with readers and listeners is a necessary prerequisite for working well with others and advancing in study or the workforce. Not only is the art of communication a desirable skill in and of itself, but it enables students to self-advertise effectively on applications for programs of study and for paid positions. But

ultimately, the greatest application of Latin is its interior formation, unlocking powers of the human person to perceive, understand, and communicate. While these powers, when they are matured properly, are useful and profitable, they should be most highly valued for making students more in touch with their own being and with reality. This deeper understanding is the true aim of education, and Catholic classical education in particular should actively seek to lead young men and women to the truths of human nature and ultimately of divine nature as they are revealed and dispensed through the Catholic Church, which must accompany the formation of particular young men and women as they discern and live out their vocation. §

Dean of Student Life John Piescik has been a teacher at The Summit since its founding 8 years ago. He teaches Latin, Math, and Theology. He has a B.A. in Theology and Philosophy from Franciscan University of Steubenville and a M.Ed. in Administration & Supervision from Marymount University.

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I NV E ST I NG FO R A LIF ET I ME It’s difficult to quantify our return on investment. We are not aiming for the best metrics, but rather for the most robust formation of our students in the freedom of Christ. Ultimately, the true value of a Summit education is that students are being formed in an environment that befits their dignity and worth as human persons created by God and for relationship with Him; through this formation, they can, as John Paul II put it, become who they are. But the metrics are important and we don’t ignore them. Our students test in the top quarter nationally. Since college credits are standardized within the upper school sequence, the vast majority of our students are graduating with at least 14 transferable college credits. For every dollar spent on Summit tuition, therefore, students reduce the cost of their higher education. Many of our alumni are completing their undergraduate degrees between three and three and a half years. This means that a high school diploma from The Summit can translate into a 15-25% reduction in cost for a college degree! Summit students also earn extraordinarily large merit scholarships, averaging $200,000 per student; colleges desire Summit students and want to ensure that they matriculate. They attend a wide range of universities, including the University of Virginia, Washington and Lee University, the University of Alabama, the University of Dallas, Benedictine College, the University of Mary, Belmont Abbey College, Thomas Aquinas College, and more.

When they get to college, Summit students are successful: many of our students are on Dean’s Lists in their first semester and remain there for the majority of their college careers. Above all, our students are well prepared for a life of Christian discipleship. Thanks to the rhythm of daily life at The Summit, alumni maintain a routine prayer life, a curiosity about the world around them, a desire to serve others, the ability to communicate persuasively, and a willingness to challenge themselves. These habits help them to make the most of college, but they also prepare them for a well-lived life beyond higher education, one marked by an ever-growing closeness to Christ.

Summit graduate Peter Helbling (‘23) received a full tuition scholarship, the Honors College Fellowship, from The Honors College of Belmont Abbey. Peter is pictured with his mother Kelli Helbling on a visit to the college.

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S U M M I T A LU M N U S PAT R I C K B E R E I T

EQUIPPE D TO SERV E

We recently caught up with alumnus Patrick Bereit (‘20), who is currently a senior at George Mason University, majoring in Global Affairs with a concentration in Middle East and North Africa and a minor in Arabic.

about the contemporary state of affairs and to foster pluralism in the Near East. This semester, Patrick is studying Arabic in Morocco, immersed in a home stay program while enrolled in courses at a prestigious Arabic institute.

After graduating from The Summit, Patrick interned for the Catholic Diocese of Arlington in the office of Multicultural Ministries. During the 2021-2022 school year at George Mason, Patrick revived the GMU Students for Life club, serving as its president.

Patrick reflects on the way that The Summit has prepared him for the next stage of his life: “I am appreciative for the skills that I received from my Summit education. The ability to ask well-formed questions and carefully reason have been vital during my years at university. The Summit’s faith formation strengthened my values and helped me to realize that I wanted to serve the faith in a concrete way. In my work at school and abroad, my Summit theology courses have equipped me to gracefully and confidently navigate disagreements and discussions with non-Catholics, seeking shared understanding in truth.”

He organized and promoted speaking events and led bi-weekly tabling on campus for students to engage in conversations about the pro-life cause. During his first year at GMU, Patrick also led the Works of Mercy ministry, a function of GMU’s Catholic Campus Ministry. Patrick continues to host a Bible study for college men and serves as Campus Minister. In June 2022, Patrick had the honor of traveling to Israel-Palestine and the United Arab Emirates as a part of a delegation with the Pathfinder Program of the Philos Project. The trip included meeting with influential leaders and representatives in the region, encouraging participants to become better informed

THE SUMMIT ACADEMY

EXECUTING THE MISSION Faculty Salaries

Financial Aid

Student Programs

Expansion Efforts

The Summit Academy provides an education that is academically rigorous, religiously faithful, and financially affordable—a rare trio in private education. Your support to The Summit Academy provides us with much-needed encouragement and financial resources to continue the challenging but deeply satisfying work of creating an institution where students receive a whole person formation that ingrains a sense of meaning and purpose in themselves, their neighbors, and the world in which they reside. Students are reinforced with a vision that is strong enough to be counter-cultural, while simultaneously ingraining in them a call to love the world because it was first loved by Christ. This is the path The Summit Academy invites its students to walk. Now halfway through our eighth academic year, we invite you to invest in the future of our, and your community, by contributing to our annual appeal. Your financial gifts will directly fund practical needs such as providing a living wage for our exceptional teachers, financial aid for deserving families, facility needs for a growing student body, and resources for our outdoor, athletic, and theater programs. Thank you for your consideration and for being part of The Summit community!

SU PPO RT I N G T H E SUMMI T At year’s end, please consider making a tax-deductible contribution to support The Summit Academy.

Option 1: Check Make your check payable to The Summit Academy and mail to: 7124 Salem Fields Blvd. PMB #157, Fredericksburg, VA 22407. Option 2: Online Visit thesummitva.org/support to make an online donation. Option 3: Stock, RMD, or asset transfer Transferring stock earnings, required minimum distributions, or other assets can be a smart way to support the school. To discuss, please contact Director of Advancement Nick Marr at nmarr@thesummitva.org.

The Summit Academy is a registered 501(c)3 organization, so your support is tax-deductible to the full extent of the law. Its Tax ID number is 81-1772206.

THE SUMMIT ACADEMY

B Y PAT R I C K C L A R K

“The Glory of God is man fully alive. The life of man is the vision of God.” —St. Irenaeus of Lyons

TH E SU MMI T AC A D E M Y

7124 Salem Fields Blvd. PMB #157 Fredericksburg, VA 22407