The Summit Academy Spring 2022 Newsletter

THE SUMMIT SPRING REVIEW| APRIL, 2022

Fo l k s e n j oy a n e ve n i n g o u t a t t h e G a l a l a s t f a l l . ( P G. 1 4 )

TABLE OF CONTENTS •Letter From The Headmaster •2016-2021 Milestones And Ground Gained - T h r e e Ye a r s O f G r a d u a t i n g Classes

-Athletics: Pushing Through The Pandemic And Expanding Our Offerings -Outdoor Program Returns In 2021 - M i d d l e S c h o o l : F r o m H y b r i d To Full Time -Inaugural Gala

•Student Spotlight: Peter Helbling •Liberal Education And The Soul-A Conversation With James Stanley 2

"THE GLORY OF GOD IS MAN FULLY ALIVE. THE LIFE OF MAN IS THE VISION OF GOD."



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A LETTER FROM THE HEADMASTER "Rooted in Faith...

Equipped to Ser ve...

Prepared to Lead."

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I h o p e t h i s l e t t e r f i n d s y o u w e l l . We a r e n o w n e a r i n g t h e e n d o f o u r o u r s i x t h a c a d e m i c y e a r a t T h e S u m m i t A c a d e m y. I r e c e n t l y happened upon a copy of the first email that we sent to the Fredericksburg community announcing our plans for the school. It read: “ D e a r Fr i e n d s, Pa t r i c k L o o b y a n d I h a v e b e e n w o r k i n g h a r d o v e r t h e p a s t year and a half to assess the educational needs of our community and we are ver y excited to announce that we will be opening a new high school this fall.”

Our introduction went on to explain that the new school would: • B e r o o t e d i n 2 0 0 0 y e a r s o f C h u r ch Tr a d i t i o n a n d Te a ch i n g • Employ the tools of classical liberal education • Place an emphasis on developing leadership skills through experiential outdoor prog rams.

I t s e e m s l i ke a g e s a g o. T h a t f a l l we o p e n e d t h e s ch o o l w i t h 1 9 s t u d e n t s a n d w h a t a w i l d r i d e i t h a s b e e n ! N o w, l o o k i n g f o r w a r d to our seventh academic year of operation, we will have grown five-fold and anticipate enrollment in 2022-23 that will hover a r o u n d 1 0 0 s t u d e n t s . We k n e w t h a t o u r t a s k w o u l d i n v o l v e e m b r a c i n g c h a l l e n g e s , a n d c e r t a i n l y, n o o n e c o u l d h a v e a n t i c i p a t e d the ups and downs of navigating the pandemic. However, we were n o t s u r p r i s e d t o s e e t h e r e s i l i e n c e a n d s u p p o r t o f o u r c o m m u n i t y.

Our teachers leveraged their creativity and ingenuity and continued to deliver instruction to ensure that learning outcomes were met at a high level. Students and families responded with grit and c h a r i t y, a n d w e m a i n t a i n e d a h i g h l e v e l o f m o r a l e .

O v e r t h e y e a r s , o u r n e t w o r k o f s t u d e n t s , a l u m n i , p a r e n t s , f a c u l t y, friends, and family has continued to expand, each of them playing a n e s s e n t i a l p a r t i n o u r g r o w i n g c o m m u n i t y. T h r o u g h h u m b l e b e ginnings, the vision for The Summit is being realized and we are sending our graduates out “Rooted in Faith, Equipped to Ser ve, Prepared to Lead.”

We h o p e t h a t y o u e n j o y t h e f i r s t i s s u e o f o u r s c h o o l n e w s l e t ter. T he Spring 2022 issue will ser ve as a ref lection of the previous five years. In future issues, we’ll highlight for you impor tant school news, activities, student, alumni, and faculty a c h i e v e m e n t s . We h o p e y o u ’ l l f i n d t h i s n e w s l e t t e r e n c o u r a g i n g , infor mative, and eng aging.

Pax Christi Julian Malcolm Headmaster



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2016-2021 MILESTONES Graduating Classes

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It is hard to believe that some of our first graduates are already on track to complete their college studies in 2022!

In 2019 we matriculated our first class of graduates and our six seniors were offered over $1 million in tuition assistance, consisting of two full and two par tial scholarships. T he tuition assistance offerings have increased, corresponding with the size of our graduati n g c l a s s e s . We a l s o h a v e a n i m p r e s s i v e list of selective colleges to which our students have gained acceptance. Our students have gone on to pursue a diverse range of studies; architecture, engineering, languages, inter national aff a i r s , p h i l o s o p h y, p s y c h o l o g y, a n d s o m e deciding to pursue specializations in the trades. As impor tant as these shor tterm markers of success are, we are even more interested in the long-ter m formation of our students as people of strong character, kindness, and love of God, neighbor, and the world.

Class Of

2 0 1 9 Class Of

2 0 2 0 Class Of

2 0 2 1 

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Summit Athletics Pushing Through the Pandemic and Expanding our Offerings Despite the difficulty of securing g ames, field space, and officials, our athletics program actually gained ground during the pandemic. In the winter of 2021, we added a basketball team to our offerings, thanks in large part to the enthusiasm of our middle schoolers. T he field hockey program under Coach Wiedermann continues to get stronger, with the team securing a win against one of the bigger diocesan schools and one of the seniors landing a spot to play at the D2 level in college this fall. Our ruggers also continue their athletic endeavors in college with several alumni not only showing up on college rugby rosters but leveraging their high school experience to gain a hefty dose of playing time.



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Outdoor Programs Return

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The opening event of the first Summit Academy school year led students outdoors on a trip to the Rappahannock for a day of g ames, adventure, and reflection. With a priest of the communion and liberation c o m m u n i t y, w e e v e n h a d t h e o p p o r t u n i t y t o par ticipate in the Mass tog ether. Over the years, students have enjoyed an over night trip each semester with activities ranging from bike packing, and caving, to climbing.

In 2020 the pandemic sidelined our outdoor retreats, but we came back in full force in 2021.

The class of 2020 closed out their time at T h e S u m m i t w i t h a t r i p t o M o a b, U T l e d by Catholic Outdoor Renewal Ministries. As one of our seniors articulated, “The trip provided me an opportunity to test myself and my problem-solving abilities, to take on challenges in an absolutely beautiful landscape. It was a fitting conclusion to my time at The Summit and it provided me with a confidence that was essential as I moved off to begin college in a new city that was far from what I was familiar with.” The program continued in the fall as seniors hiked in False Cape State Park where they slept on the beaches of the NC/ VA b o r d e r a n d o u r u n d e r c l a s s m e n e n j o y e d a time of ropes course, climbing, and team building at Eagle Landing in New Castle, VA . 

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THE SUMMIT M 2022-2023 Middle School to Move to Full Time Program

A middle school offering had been under consideration for several years. Once ag ain, the pandemic altered our plans, and our timeline for the launch was accelerated due to parent input.

We q w q u i c k l y r e a l i z e d t h e u r g e n c y o f p r o v i d i n g in-person instruction and community life together for the sake of our students, their families, and staff. In the fall of 2020, we offered a hybrid educational model for students in grades 6-8 that was delivered as a blend of private school instruction and homeschool freedom, to providing a powerful connection between schools and families that opens children to the meaningful reality that life is learning. T he hybrid model provided a full cur riculum t a u g h t b y T h e S u m m i t ’s d e d i c a t e d f a c u l t y w h o bring their subject-matter, expertise, and teaching experience to deliver quality instruction to middle school students.

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IDDLE SCHOOL Like The Summit high school curriculum, this content is focused on two goals: teaching students to ask g ood questions, and teaching students to love what is true, good, and beautif u l . Ye t , t h e c h a l l e n g e o f o n l i n e l e a r n i n g i s r e a l , and it is apparent, particularly for middle schoolers, that there is no substitute for in person lear ning. A Catholic education is more than just c o n t e n t d e l i v e r y, i t i s a b o u t p e r s o n a l f o r m a t i o n and middle school is an important time for students to begin to develop strong academic habits and character. T his phase of g rowth requires more frequent practice but also an appropriate level of guidance and mentorship from teachers.

Because we believe that the teacher-student relationship is an essential component and to allow for more regular academic guidance and support, we will expand our middle school offering to full-time. In the 2022-2023 school year.



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Celebrating 5 Years of The Summit Academy O n F r i d a y, O c t o b e r 2 2 , 2 0 2 1 , o n e h u n d r e d s e v e n t y g u e s t s g a t h e r e d at the beautiful Stevenson Ridge in Spotsylvania Courthouse to celebrate five years of The Summit Academy at the first annual G a l a . T h a n k s t o t h e c r e a t i v i t y, h a r d w o r k a n d g e n e r o s i t y o f S u m m i t family and friends, the evening was a rousing success. “ We h a d t w o m a j o r g o a l s , ” s a i d g a l a c o o r d i n a t o r M a r y B r a n d . “ O u r first goal was to raise $50,000, and our second was equally important: that our guests have a really great time. I think we surpassed expectations on both of these g oals.”

To s e t t h e s t a g e f o r t h e e v e n i n g , p a r e n t v o l u n t e e r s a n d S u m m i t seniors, led by Kira Delaney and fellow g ala co-chairs Jennifer H a r d i n g a n d S h a n n o n L o o by s p e n t h o u r s s e t t i n g u p, d e c o r a t i n g , a n d preparing the room for the sold-out event. “ We a r e s o g r a t e f u l t o o u r s p o n s o r s a n d a d v e r t i s e r s a n d a l l o f t h e students and families that helped to solicit them. Our student ad and sponsorship competition raised over $20,000, with the upperclassmen winning the prize for the highest par ticipation,” said B r a n d . To p e v e n t s p o n s o r s i n c l u d e d D r . N i c h o l a s H a r d i n g a n d M a r y ’s S h e l t e r , w h o s e b a n n e r s g r a c e d t h e b a r a n d w a l l a t t h e e v e n t .

Other sponsors were featured in the beautiful full-color program and on the website.

Guests were welcomed by Summit seniors, dressed professionaly in black and white, who helped with check-in and led them to their tables. Friends, new and old, mingled while sipping cocktails as they enjoyed passed hors d’oeuvres and music provided by Play the Chang es. A beautifully displayed ar ray of silent auction items, donated by generous people and businesses were browsed eagerly by guests, who bid competitively from their phones. Items included hand-made items and original artwork, food and wine, professional ser vices, one-of-a-kind experiences, and g etaways. Among the most popular items were “Cocktails to Go”, which featured a cooler, complete with T he Summit Academy log o and a variety of drinks.

The silent auction raised over $10,000 for the school. After an invocation by Fr. William Schierer, associate pastor of St. Patrick Catholic Church, guests enjoyed g reen salads followed by an inspiring address by Headmaster Julian Malcolm followed by a video presentation about the school. Malcolm thanked all those who had helped to make the first five years of T he Summit a success.

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Guests enjoyed a delicious dinner and dessert, while the sound of conversation and laughter filled the room. Faculty member John Piescik emcee’ed the evening and C. Shields Jones Jr. ser ved as an entertaining auctioneer for the live auction. The bidding was livel y, a n d t h e e l e v e n a u c t i o n i t e m s w e r e v e r y p o p u l a r . Tw o o f t h e i t e m s were sign-up parties; one a Bonfire and Bourbon with the Delaney and Sewells, and another a fur niture painting class with K athleen Wilson, were especially sought after.

Co-chair Jennifer Harding emphasized the community effort the evening represented: “I am thrilled that we were able to raise such an incredible amount of money for the school we all hold so near and dear. As the chair of the auction, the live and silent areas r e a l l y c o u l d n o t h a v e g o n e m o r e s m o o t h l y. I a m s o v e r y g r a t e f u l t o all.” At the end of the live auction, the Raise-the-paddle appeal was an extraordinary display of generosity as guests and benefactors raised their paddles en masse to help smash our fundraising goal. Over $25,000 was raised in the effort, which was then matched by a g enerous donor.

After the fundraising portion of the evening came to an end, guests enjoyed dancing to the lively music of the band, Play the Chang es.

All too soon, the evening had to come to an end and a prayer was led by Fr. Sean Koer of St. Mar y Catholic Church in Fredericksburg.

I n t h e w o r d s o f c o - c h a i r S h a n n o n L o o b y, “ I t w a s a n a m a z i n g evening. I received so much positive feedback that ever yone had such a g reat time. It was a privilege to be par t of this, and, h o n e s t l y, I c a n ’ t w a i t u n t i l n e x t y e a r ! ” When the final numbers were tallied, there was almost $200,000 raised. Julian Malcolm was so encouraged by the community s u p p o r t f o r t h e s c h o o l a n d s a i d , “ We a r e s o g r a t e f u l t o a l l o f o u r sponsors, adver tisers, donors, guests, volunteers, and benefactors.

This evening could not have been the success it was without all of these people. This was truly a grand celebration of the first five y e a r s o f T h e S u m m i t A c a d e m y ! H e r e ’s t o m a n y m o r e ! ” M a r k y o u r c a l e n d a r s f o r t h e s e c o n d a n n u a l g a l a o n F r i d a y, O c t o b e r 2 1 , 2 0 2 2 .



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STUDENT SPOTLIGHT

AN INTERVIEW WITH JUNIOR PETER HELBLING

BY JOHN PIESCIK

"That should be the mission of education, Finding the truth. And the tr uth isn’t just something that is dispersed like a fire hose.

I t ’s a j o u r n e y t h a t y o u must take, and it can’t be fed to you, you have to slowly take it in and digest it."

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J P : L e t ’s s t a r t w i t h a f e w q u e s t i o n s a b o u t y o u r s e l f . W h a t i s y o u r Favorite activity or sport? What is your favorite book or film?

Peter : My favorite spor t to play is soccer, and to watch is probably football.

M y f a v o r i t e b o o k i s o n e t h a t I r e a d h e r e , T h e D i v i n e C o m e d y.

It's my favorite first, because of the way that it is written. The syntax and the diction are pretty complex, and they can be hard t o f o l l o w. I t s t r e t c h e s y o u r m i n d f o r s u r e . B u t i t w a s a l s o a b i g s p i r i t u a l j o u r n e y f o r m e t o o. I t wa s h e l p f u l t o s e e h ow t h e s e were real figures that I learned about in history and science, to see their actions during their time on earth and how they impact t h e m i n e t e r n i t y. I k n o w t h a t t h i s i s a r e a l i t y f o r m e t o o a n d s o i t ’s h e l p f u l t o s e e t h e i m p a c t t h a t m y l i f e n o w h a s o n m y f u t u r e life.

JP: So, when you came here as a freshman, did you have an awareness that the approach to education was different?

Peter : Oh yeah, right off the bat I could tell that it was different because of how hands-off the instr uctors were. They weren’t just throwing infor mation at us like a fire hose. It was us with the text, reading, discussing, and figuring out the material for ourselves. T hat initially caught me off guard. It was a big adjustment at first, but as I learned to read and digest these big complex texts, I became a lot more comfor table with them and it has become exciting.

JP: And when did the proverbial light bulb go off and you felt l i ke yo u u n d e r s t o o d w hy we a p p r o a ch e d u c a t i o n t h e way we d o.

I n o t h e r w o r d s , w h e n d i d y o u f e e l l i k e y o u “ g o t ” i t ? Wa s t h e r e a single “aha” moment you could point to or was it a gradual recognition?

Peter : It was definitely g radual; I would say it really star ted to come along in my sophomore year. It was also in my life outside of school that I was recognizing it. I had that sort of “Karate Kid” (paint the fence, wax the car) moment where I realized, I’m building up my skills and I’m learning all kinds of different techniques and ways to work in the world. I realized that these abilities had come from school. And I also experience some spiritual growth and I could see that that really did come from the way we lear n here. So, it was a g radual realization. 

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JP: So, now that you’ve “g ot” it, how would you describe what “it” is that we do here? What are some of the distinctive features of a Summit classroom?

Peter : The big gest one is that the class is a round table, [many classes at The Summit are configured seminar placement with students facing one another and their instructor a t a l a r g e c o n f e r e n c e t a b l e ] . We a r e a l l e q u a l i n t h e c l a s s room and we’re all involved in finding what the tr uth is. T hat should be the mission of education, Finding the truth. And the tr uth isn’t just something that is dispersed like a fire h o s e . I t ’s a j o u r n e y t h a t y o u m u s t t a k e , a n d i t c a n ’ t b e f e d t o you, you have to slowly take it in and digest it.

I think that because we make this journey together in the classroom there is a bond between the students and even the t e a c h e r s . We a r e a l w a y s a b l e t o c o n n e c t o u t s i d e o f t h e c l a s s room because of what we are doing inside of it. And because what we’re lear ning inside the classroom is always relevant to what we are doing outside the class; there is always a connection to the real world. There is also the brotherhood and comradery in not only seeking the truth in the same way with each other, but we are also seeking God together by being s u c h a n i n t e n t i o n a l l y C h r i s t i a n c o m m u n i t y.

J P : T h a t ’s a w e s o m e ( a n d g r a t i f y i n g t o h e a r a s a t e a c h e r ) . S o how do the school activities outside of the class, like soccer, reinforce your experience in the classroom?

Peter : I think that The Summit has a really interesting take o n s p o r t s . We m i g h t n o t h a v e a p h y s i c a l e d u c a t i o n c o u r s e , b u t we do have sports as a curricular element of the school. The fact that we are developing our bodies along with our mind s h o w s j u s t h o w o u r c o m p o s i t i o n i s i n f a c t , b o d y, a n d s o u l . We are practicing the same things that we are practicing in the classroom, exce pt with our whole bodies.

This contributed to my realization that what we are doing h e r e i s s p e c i a l , a n d i t ’s d i f f e r e n t . I n e v e r p u t t w o a n d t w o t o gether that this exercise of our bodies can do the same thing f o r u s t h a t t h e e x e r c i s e o f o u r m i n d s c a n d o. We a r e w o r k i n g as a team, we are leaning on each other, we are communicating, and having to cooperate. There are always learning experiences at every practice, and every game.

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J P : S o , t h a t u n i f i e d e d u c a t i o n o f m i n d a n d b o d y, d o e s t h a t sort of thing extend to the different classes? Since all of your instructors have their own methods of teaching how do they relate?

P e t e r : I t i s d e f i n i t e l y u n i f i e d . Ye s , a l l t h e t e a c h e r s h a v e different methods, and you might think that there is no way that Algebra can show you something that is in literature or t h a t t h e y r e l a t e, b u t t h e y d o. T h e y s h ow m e t h a t t h e r e i s a process to an argument or coming to a realization and that there is a way in which to break something down to analyze it and then synthesize it. So sure, our teachers have different methods, different approaches, or different styles but there is always a way to see how the truth is present in each subject and connects one subject to another.

JP: So, next year you’ll be a senior, what are you looking forward to about that?

Peter : Next year I’ll be writing the senior thesis. I know that it is going to be challenging but I am excited to take that on. I think it will be very edifying once it is done and I’ll have a g ood piece of work on my resume. So, I am excited about that.

I’m also excited about the senior trip wherever that ends up. I know that the previous seniors have had amazing experiences during those trips. It is also usually a bit fur ther o u t t h a n V i r g i n i a , s o I a m e x c i t e d a b o u t t h a t .

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LIBERAL EDUCATION AND THE SOUL

A i tC: O The Summ J aNmVe sE, Rt S e lAl T u sI O a Nb i tWa IbTo H u t Jy A o uMr sEeSl f ?S T A N L E Y AND JULIAN MALCOLM

J a m e s : We l l , I w a s b o r n i n a s m a l l - t o w n s o u t h o f M a d i s o n , W I called Jamestown. And then when I was little my parents bought a far m in r ural Wisconsin in a town called Whitewater, not too far from Illinois.

TS: So, you g rew up far ming? Did you like that life and that sor t of work?

J a m e s : We l l , w e h a d t h r e e h u n d r e d a c r e s o f c o r n a n d s o y. A n d w e did do a lot of work out in the fields clearing bush and picking rocks. Reg arding the work, it felt ver y real to be out in nature and I could appreciate that even though I sometimes also felt like it was unfair to have to do all this hard work when all my friends who lived in the town were doing whatever they wanted. So yes and no, but in high school, I guess the poetry of country life sort of captivated me.

TS: Did you like high school? What kind of teenager were you?

What was your own formation like during those years?

James: I did like school. I had a g ood g roup of friends. I was sor t o f a r t s y. I d i d a l o t w i t h m u s i c a n d l a t e r I g o t i n t o t h e a t r e , I w a n t ed to do visual ar ts, but I was not ver y g ood at it. But I did get pretty good at music.

My mom was Catholic and my dad was Lutheran and they were pretty devout. I mean, regular church attendance was a constant, but my upbringing was effectively protestant, and I wasn’t really familiar with Mar y or the Pope. I sor t of found the saints a bit off-putting.

T S : Yo u h a d s o r t o f a n a w a k e n i n g t o t h e f a i t h i n c o l l e g e , r i g h t ?

J a m e s : A c t u a l l y, t h e r e a l a w a k e n i n g c a m e i n m i d d l e s c h o o l . I w a s in a Lutheran confirmation class that presented us with this really good timeline of the Bible that showed you how the faith all just fits together, and that inspired me to read the Bible, cover-to-cover.

T S : W o w, y e s . I w a s g o i n g t o a s k y o u a b o u t t h a t t o o . T h e m o s t i m portant or for mative book or movie for you in high school.

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James: Oh yes, the Bible. I would also call it the g reatest book I read. It was impor tant for helping me understand so many things.

Yo u g e t t h i s i n t i m a c y f r o m t r y i n g t o t a c k l e t h i s b i g t h i n g , i t i s a l o t f o r y o u , b u t i t i s s t i l l a p p r o a c h a b l e , a n d i t ’s s t i l l n o u r i s h i n g y o u . I t i s n o t u n l i k e r e a d i n g s o m e t h i n g l i k e P l a t o ’s R e p u b l i c , b u t y o u g a i n a different sort of knowledge. By the time I got to the book of Revelation, I knew I was marked for life.

LIBERAL EDUCATION AND THE SOUL A CONVERSATION WITH JAMES STANLEY



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TS: Are there any high school teachers that had a profound effect on who you are today?

J a m e s : D e f i n i t e l y, m y b a n d a n d c h o i r d i r e c t o r s . I w a s i n a r e a l ly good choir, and we actually did a lot of liturgical pieces even t h o u g h i t w a s a p u b l i c h i g h s c h o o l . We e n d e d u p d o i n g B e e t h o v e n ’s Mass with the Milwaukee Symphony Orchestra, so that was a neat experience even though I was not really Catholic at the time.

TS: Did you have any good teachers or mentors that stood out in your time in college?

James: I somehow became ver y involved in a ver y vibrant Newman center. T here was an older guy who was also involved in campus m i n i s t r y. H e w a s s o m e o n e t h a t h a d j u s t r e a d e v e r y t h i n g , h a d i n t r o duced me to this idea of classical liberal education, and was just a good person to talk through the big questions I had coming into college. He recommended so many books: Chester ton, the Inklings, Josef Piper, DuLubac, and Ratzinger, as well as many Early Church Fathers. A lot of things that threw me off about Catholicism at first began to fascinate me. I ended up reading the Catechism the summer after freshman year. And it ended up answering so many questions that I had had since I was a kid, and I remember thinking this all just makes so much sense.

TS: So, you were reading some of the books that we teach here at T h e S u m m i t . Wa s c l a s s i c a l l i b e r a l e d u c a t i o n s o m e t h i n g w i t h w h i c h you were familiar?

James: The Newman Center was almost more of an education than the classes I was taking in college. Although I did really enjoy my college classes as well, one thing I noticed was that there had been this century-long process of secularization where the faith was slowly relegated to the outskirts of culture.

TS: So, you picked up on that as a theme in histor y during colleg e?

J a m e s : O h d e f i n i t e l y. A l o t o f t h a t c a m e t h r o u g h j u s t r e a d i n g t h e great books of western civilization in my Literature program. I a l s o s a w i t h a p p e n i n g i n m u s i c . I s a w t h e c u l t u r e ’s o u t l o o k o f life, how it sees the meaning of existence, which is reflected in art, both in literature and music. I would notice that in my course work, but we did not go into the faith and culture, or faith and reason dynamism in class.

T S : Yo u ’r e a b i t o f a p o l y m a t h a n d y o u ’ v e t a u g h t q u i t e a l o t o f different courses…which course did you enjoy teaching the most?

JS: Literature is definitely my favorite. I just enjoy going through the Great Books from start to finish.

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It has a way of just organizing and representing reality in a coherent whole from a particular concrete perspective. There is so much ethical wisdom in these characters, there are so many of the g reat ideas that are considered in their debates, there is so much vivid description of the beauties of nature. And…everyone loves a good s t o r y a t t h e e n d o f t h e d a y. I t h i n k t h e r e i s a r e a s o n t h a t G o d g a v e us the Bible as this motley collection of poems and stories and p r o v e r b s. I m e a n , i t s e e m s t o m e t h a t G o d ’s o w n p r e f e r e n c e i s f o r literature (laughs a bit).

TS: When did you think you might become a teacher?

James: I had always sor t of thought of teaching. I had a few high school teachers that had mentioned I might be a good teacher s o m e d a y, b u t t h a t ’s n e v e r w h a t y o u w a n t t o h e a r i n h i g h s c h o o l . I wanted to be a composer. But it was always something in the back o f m y m i n d t h a t I m i g h t e n j o y.

TS: Now that you are a teacher, what gets you most excited for your students?

James: I love seeing them develop a personal connection with their lear ning, where they take it on as theirs. I love watching students have that spirit about it, where they start to love knowledge, t r u t h , g o o d n e s s , a n d b e a u t y, a l l t h e s e g r e a t b o o k s f o r t h e i r o w n sake. Also, another thing that g ets me excited for students is when t h e y a r e t h i n k i n g c l e a r l y. W h e n I s t a r t s e e i n g a s t u d e n t w a n t i n g t o sound out all the nooks and crannies of an idea, just so they can understand it for themselves. And when I see them star t to eng ag e w i t h o n e a n o t h e r i n t h i s w a y. I l o v e s e e i n g t h e f i r e l i t .

TS: What do you think makes for a good teacher?

J a m e s : Yo u k n o w i t ’s n o t a j o b, i t ’s a p r o f e s s i o n . I t ’s m o r e o f a w h o l e w a y o f l i f e . Yo u ’r e a l w a y s p r e p a r i n g f o r i t , b u t y o u ’r e a l s o living by it and being nourished by it. And it seems to me, that the b e s t t e a c h e r s I ’ v e e v e r h a d , h a v e a l w a y s h a d t h i s d e e p r e s e r v e . I t ’s not just that they knew their subject matter, but they had this integrated dimension. They were drawing from way more than they could possibly put on the table for us as students. It's a tough question though because I’m still tr ying to become a g ood teacher.

TS: If you could take a class with any of the other teachers at The Summit, what would it be and why?

Ja m e s : O h , I ’d l ove t o t a ke m o r e c l a s s e s i n m a t h a n d s c i e n c e s. I ’d r e a l l y l ove t o g o t h r o u g h t h e M a t h p r o g r a m h e r e. A l s o, I ’d l ove t o t a k e M r . K o m p ’s L a t i n V b e c a u s e h e g e t s i n t o L a t i n p o e t r y, a n d I ’d love to g et his knowledg e and experience as a tr ue Classics major. 

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Advancing the Mission A s y o u k n o w, T h e S u m m i t A c a d e m y p r o v i d e s a n education that is: academically rig orous, religiously faithful, and financially affordable — a r a r e t r i o i n p r i v a t e e d u c a t i o n . Yo u r 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 for mation 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.

As we close out our sixth academic year and anticipate a strong financial and enrollment base from which to sustain our future, we invite you to invest in the future of our, and y o u r c o m m u n i t y, b y c o n t r i b u t i n g t o o u r a n n u a l a p p e a l . Yo u r f i n a n c i a l g i f t s w i l l d i r e c t l y practical needs such as providing a living wage for our exceptional teachers, financial aid for deser ving families, facility needs for a g rowing s t u d e n t b o d y, a n d r e s o u r c e s f o r o u r o u t d o o r , athletic, and theatre prog rams.

Thank you for your consideration and for being a part of The Summit community!

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THE SUMMIT ACADEMY

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

GRADUATING CLASS OF 2022 SENIOR COLLEGE ACCEPTANCES

Baylor University Belmont Abbey College Catholic University Christopher Newport Clemson University College of William & Mary Embrey Riddle Florida Atlantic University George Mason University Grove City College Kettering University The Apprentice School Longwood University

M o u n t S t . M a r y ’s U n i v e r s i t y N Y I n s t i t u t e o f Te ch n o l o g y S t e ve n s I n s t i t u t e o f Te ch n o l o g y St Johns College S t . J o s e p h ’s U n i v e r s i t y University of Dallas University of Florida University of Maryland U n i v e r s i t y o f M a r y Wa s h i n g t o n University of South Florida University of Virginia 1  V i r g i n i a Te ch Wa s h i n g t o n & L e e U n i v e r s i t y