Why Houses?

This September, amidst cheers and hoots and hollers, ECS welcomed the largest entering Secondary class seen to date. As the dust settled from Field Day and the bright stage lights dimmed after the House assignments were decreed, it seemed an apt time to address why we even have Houses at ECS.

It’s not because we want to be like Harry Potter. Really. Not even a little bit. We do want to enhance the Secondary experience and are admittedly borrowing the concept from a system that originated in England’s public schools, particularly boarding schools, where students literally slept and ate in a particular house. Since then, Houses have developed into a grouping of students that provide a sense of smaller community within the broader context of larger and sometimes impersonal schools.

Now clearly, ECS is not a public boarding school, but we do hope our Houses operate as microcosms within the larger whole of the school – a way for students to get some on-the-ground, unique training for how their individual gifts, weaknesses, strengths, and actions affect the larger household of their families and their houses of worship.

On a practical level, Houses help to tear down the false boundaries built-up between middle-schoolers and high-schoolers, welcoming the incoming seventh graders with great excitement into an immediate, smaller community of Secondary students. It also practically allows for more fun throughout the year – who doesn’t like a good competition? Finally, it just makes organization easier when we can group the entire Secondary into four distinct units in twenty seconds flat.

On a deeper level, though ECS is concerned with students feeling both inclusion and enjoyment, the Houses are meant to mature students…and maturation is often not fun. Certainly our students know what it’s like to be a member of a family and a church body – but this is a new opportunity as they begin to unfurl their proverbial wings. It’s a chance to exercise leadership potential amongst peers, flap into new aeries of creative endeavour, and sharpen their talons in both easy and challenging relationships. The House system uniquely qualifies for this because it fosters individual growth and maturation within a context of close community, mirroring a core Christian truth that our individual actions must affect the greater whole. When one cries, we all weep; when the little toe runs itself against the bed-frame yet again, the teeth clench; when one member leaves trash strewn through the Sanctuary, the whole House takes a five-point hit.

The House system hopefully shows the students that their individual efforts, talents, and abilities are a gift from the Creator for the benefit of the whole. Likewise, their weaknesses, sin, and apathies have consequences. In a world that worships autonomy, the House system is a weapon in our arsenal to showcase the value of an individual and the supreme value of that individual dying to bring life to others. Certainly this can be seen in larger contexts – even the school as a whole – but the House system provides concrete, quick, quantifiable feedback.

Thus we hope the Houses are a special means to balance individual growth with sweet fellowship as students learn to love others as themselves. This is the primary reason we keep families together in Houses: because we are commanded to love, and we believe the Houses help us to love our neighbors…and the hardest neighbors to love are the ones we share four walls with. Also, for those without siblings (or as the eldest sibling), the FTT (Full-Time Team) takes many things prayerfully into consideration when choosing a House for a student, including others in the House, the House leader, and the strengths and weaknesses that come bundled in the student, all with the view to how that student’s placement will both strengthen the House and the individual.

There are also some things the Houses are not. They are not meant to be representative clubs or personalities or identity markers. When the Houses were first announced a little over three years ago, the Secondary was still quite small, and a few families comprised each House. By God’s sovereign decree (and I am sure to His amusement), those Houses developed distinct personalities overnight – but this was not by any design on our part. Since then, none of the House leaders have sought to encourage nor entrench such flavors. Instead, we desire for the Houses to reflect the triune God, who delights in both unity and diversity everywhere His thumb-print touches (See: animals of Madagascar). The Houses should be diverse – we want every House competition to truly be up for grabs, and we want very different members learning to work as joyful teams to His glory.

The Houses are also not a chance to avoid doing work or making certain people into leader-trophies – as though if a House wins, it doesn’t have to take a clean-up day in the lunchroom. We treat winning as a chance to lose – in this, we hope our Houses follow the model of their Savior, who was first in line unto dirty feet, lepers, and tortuous death. Our prayer is that the Houses will be a mechanism that brings abundant life to the school, not a vehicle for conflict, proud competition, or pug-nosed leadership.

And within all of this, the House system at ECS is still emerging from the toddler phase. We are adding new events and new leaders. We are graduating students out and adding them in. We are solidifying our own telos of the “whys” and clarifying our views. But our prayer all along has been that the Houses will provide a close ring of compatriots to laugh with and fight alongside – that it will enhance the Secondary experience in small, seen ways, and unseen marks that indelibly etch the soul with wisdom, grace, and joy.

—Mrs. Bowers (filling in for the UH)

An Eye for Learning

The following notes are from the talk given by Mr. Higgins at our Convocation on the first day of school.


Or, Paying Attention to Curriculum and Character

There is an ancient Egyptian myth about Osiris, a god known for many things, including being the ruler of the dead. This is not a Bible story, but it is its own kind of mirror to problems that people have.

Horus head
The head of Horus

Osiris represented tradition, and even more than tradition, he came to represent dangerous failure to change. Osiris had a scheming brother named Set who was eager to overthrow and destroy Osiris. It wasn’t that Osiris was dumb or even deceived by Set, but Osiris didn’t want to see his brother’s evil intentions. Osiris chose to be blind. Eventually Set took a chance and attacked his brother, hacked him into pieces and sent his parts throughout the kingdom and his spirit to the underworld. Humpty Dumpty would have had an easier time pulling himself back together.

Some time later Osiris’ son Horus came to fight Set. You may have seen the symbol of Horus as the single Egyptian eye. He was also represented as a falcon-headed man; falcons are known for incisive vision. One story teller put it like this: “Osiris is tradition, aged and willfully blind. Horus, his son, could and would, by contrast, see. Horus was the god of attention” (12 Rules for Life, 222).

Seeing is not less than, but it is more than, mere knowing. This seeing beyond what is already grasped. Because Horus could see, he could see the wickedness of his uncle and fought him. He defeated Set, but not before Set tore out one of Horus’ eyes. Later Horus took back his eye, and then in a surprising twist, Horus went to the underworld and gave the eye to his father so that Osiris could see.

There are a couple angles in this story. The first is that it may hurt to see; Horus saw his uncle’s evil and lost one of his own eyes fighting the evil. The second is that seeing is the necessary act to move forward. Seeing was necessary to defeat Set. Seeing was what Osiris needed. If we do not see, if we refuse to learn and mature, our knowledge will grow stale or corrupt.

“Every bit of learning is a little death” (ibid., 223). It is death to our pride to acknowledge that we didn’t know everything already. It is death to our reputation as our ignorance is exposed, or worse, our pet blind spots. But when we learn, when we pay attention, we are sacrificing what may feel secure for something that is better. To get perspective, it’s easier to stand on a dead long than climbing a growing tree, but the dead log will only let you see so far.

There are two general categories that I want to exhort you to open your eyes to see this school year. For simplicity sake, let’s refer to them as head and heart, or we could summarize them as curriculum and character.

Pay attention to the curriculum.

This may surprise you, but our school does not exist as a proving ground for experts. Our school is a provoking goad to learning. What I mean is that we don’t meet here in order for you to Show and Tell all that you know, let alone that you know it all. One thing we know is that you don’t actually know it all, and more importantly, what you know should become a foundation to see more, not a fence to keep you from going further. Knowledge should increase your attentiveness, not your apathy.

One of the most fundamental principles at ECS is that not only are we permitted to, but we are accountable to, grow in Christlikeness. But what does that mean? It does mean that we should obey the Father like Christ did. But it also means that we should observe what Christ has made. Being like Christ means being interested in the things that He is interested in, and He made the world. “All things were made through him, and without him was not anything made that was made” (John 1:3).

Christ made the heavens and the earth, He made the visible and the invisible. He not only created but He continually sustains all things. “He upholds the universe by the word of his power” (Hebrews 1:3). We don’t keep the stars in place, but we can at least pay attention to them. Science, subtraction, Logic, letters, poetry, and history are all His delight.

Your current knowledge is not absolute, as in, you do not know everything. There will be times when you wish you knew more than you do, but the solution to that frustration is not to complain about the work required to see more. Teachers must keep seeing, and so must parents, so that you can keep seeing. The mission of ECS is that you would carry and advance Christ honoring culture. If you don’t have anything more to learn, then here we are, and here we’ll stay.

I remember my first day of 7th grade, and in particular my literature teacher Mr. Brenner. He had a sign hanging on his podium that he made sure to emphasize: “Hire a teenager while they still know everything.”

Pay attention to your character.

It often hurts to look at our own hearts. We don’t like what we see, so we go out of our way not to see. I mean, who wants to see his own sinfulness, more deeply, more clearly? Considering how we’ve offended God is nerve-afflicting. Looking at ugly things is not a good time, especially if we are the ugly ones.

But this is where you make or break your joy. You cannot be one of God’s children and thrive with unacknowledged sin. Willful ignorance about your sin, or proactive defensiveness of your sin, will choke out your joy. What is true for each individual is also true for a culture made up by those individuals. One weed can get its root deep, but if there are a lot of weeds in the garden, things are going to be a snarled mess.

If you don’t watch your heart, the sin in your heart will cut up your gladness into little pieces and scatter your soul all over the place. It won’t feel good. Paul told Timothy to “keep a close watch on yourself,” and that such attention had effect not just on himself but for those Timothy led (1 Timothy 4:16). It requires looking, and admitting, and sometimes even getting help to grow.

There will be all sorts of exposures of your heart this year. You will get to see how much patience you really have, how much diligence you really have, how much truthfulness you really have, how much skill you really have. Will you look for the opportunity to repent?

Don’t lie to yourself, or to others. You need to grow. We’re not going to freak out that you have immaturities, ignorances, and sins. Don’t you freak out either, and also don’t cover your eyes.

“The way of a fool is right in his own eyes, but a wise man listens to advice” (Proverbs 12:15)

Conclusion

Do you know what you don’t know? What do you want to learn more about this year? You don’t necessarily need to have a plan, but your teachers will help. They have books for you to read and homework to assign and tests to give. They have curriculum, they have maps to show you more places that Christ loves and wants you to love. Listen to them, follow the path of their dry erase marker. Knock on their doors until they open up library of their own looking.

And also, are you prepared to become more like Christ in head and heart? Do you have an eye for learning the right loves, for seeing more ways to obey, for attending to the parts of your heart that need to be wrapped into integrity?

Better was a poor and wise youth than an old and foolish king who no longer knew how to take advice. (Ecclesiastes 4:13, ESV)

Uniform Un-standard Deviations

‘Tis the season to make a hundred shopping decisions related to school uniforms. In the spirit of playful clarity, I’d like to share with you some helpful reading material. We have had the same Uniform Committee for eight years, answering the same questions for eight years, and they’ve normalized some responses for our benefit…and amusement. And though the responses to the supplied questions and objections are intended to be smarmy and playful, they are nonetheless accurate. So here ya go.

Uniform Un-standard Deviations

AKA Teacher’s Uniform Cheat Sheet Addressing Common Confusion, Questions and Offenses

Skirt Length

  • Length should be at the knee, not mid-thigh OR mid-calf. It is purposefully not a precise measurement as a kindness to those tall, skinny girls among us who are unable to conform to the policy length without purchasing a skirt eighteen sizes too big and wadding up the waist in a rubber band.

Pants

  • Boys need to be wearing a black belt. Even if they don’t like it.
  • Pants can’t be saggy or droopy. Even if you have the above-mentioned belt on.

Shoes

  • No high-tops.
  • Nope, for real, no high-tops.
  • No boots. Think of these as high-tops that had real ambition in their rebellion.
  • Dress and Event Uniform requires DRESS shoes. Everyone really does know what this means. I promise.

Tights

  • Tights need to have feet. No leggings or footless tights. This is because the girls have feet and we don’t want them feeling left out.

Dress and Event Uniform Confusion

  • There is literally only ONE difference between these uniform requirements:
    • Dress: NAVY tights or socks
    • Event: WHITE tights only

Freezing Children

  • No outerwear other than uniform jackets and sweaters are allowed in the school or classrooms. (That means no hats, too.)
  • Yep, not in the school at all. No, not even in the hallways. But yes, outside during recess is great.

Shirts

  • Everyone except for secondary girls must have their shirt tucked in at all times.
  • The tucking exception for secondary girls is to allow for modesty when it can be difficult. However, the look shouldn’t be sloppy and the shirt can’t be hanging out beneath any sweater or jacket worn on top of it.

Masculine Details

  • Hair should be clean, neat and modest in style and appearance. Be wise.
  • Hair needs to be off the ear and collar. Unless said boy has a very, very short neck.
  • No jewelry. Except a wedding ring would be okay. But hopefully none of the boys are married.

Feminine Details

  • Girls are allowed to have subtle feminine detailing on their shirts like modest ruffles or shaping. It is a glory for girl Raggants to look beautiful while still looking generally…uniform.
  • Jewelry should not be distracting in any way. Necklaces should be tucked into shirts. Earrings should be a single stud or post earring per ear.
  • Makeup should be natural and not over-done.
  • Here’s a short Q&A to sum up many of the discussions about the girls’ uniforms:
    • Q: But…how will my daughter look special enough to really stand out?
    • A: 😑

Okay, it’s me again (Jonathan). While these represent our most common uniform questions, “common” shouldn’t be confused with “frequent.” It’s not as though we have a community of uniform fussers. I’m grateful for a culture where the students generally don their uniforms with pride and joy. I’m grateful for the parental contributions to that culture. I’m also grateful that our Uniform Committee has reasons for the decisions they’ve made, and I hope you find this to be as worth reading as I did.

Risus est bellum.

-U.H.

A Culture of Singing

I am often impressed that our school is uncommon, and most of the evidence is of a cultural (rather than, say, a curricular) nature. High schoolers commonly hang out with kindergarteners; all sorts of quirky individuals fit well in our hodgepodge of personalities; clusters of chatting parents bring this administrator delight rather than angst. But one cultural ingredient that brings me particular encouragement is the singing.

If you walk the halls of ECS during an afternoon passing period, the odds are you’ll hear one of the cool kids singing. Strange, I know. If you go to one of our obligatory choir classes, you’ll see (and hear) students who are being challenged and stretched and who are having a great time doing it together. I suppose it should come as little surprise that the singing often carries on long after (and before!) the bell.

Recently (yesterday, as I write this), I got to be in Leavenworth (of all places) with 28 of our secondary Raggants where we had stopped for lunch on the return trip from the Trinity Evangel Church youth retreat. As we were readying to leave, the students congregated on the grassy hill in the town center. When I came to join them, one suggested that we should sing something. This suggestion was greeted with general enthusiasm. Next thing we knew, we had two dozen junior-high and high school-aged students belting out Psalm 94 (which shares a melody with the German national anthem, which is only fitting for a Bavarian village rendition) and Psalm 128 and Doxology in four-part harmony for all the tourists to hear, enjoy, or to resent.

Someone forgot to tell these students that Psalms are for church, that choir is for school, and that singing isn’t cool. Oops.

Yesterday’s episode reminded me again of how grateful I am for this part of our school’s culture…and for a number of reasons. I’ll offer three for now.

Readiness to sing is a hallmark of joyfulness. Generally speaking, folks with a song on their lips are in a good mood. God has given us much, so it is proper that we should be grateful and ready with our thanks and praise. Raggants sing a lot and they’re happy doing it.

Songs with substance are a fantastic cultural weapon. With Psalms and hymns, we combat the Devil’s lies and dour defeatism. Last summer, I was there when a smarmy knot of students stood near an altar to Jupiter inside the Vindolanda Roman Fort and sang (you guessed it!) Psalm 94. Risus est bellum! These same students sang an Isaac Watts’ hymn beside his grave and later sang “The Son of God Goes Forth To War” in a chapel frequented by Scottish Covenanters…many of whom were later martyred.

Each morning at Matins we give the students opportunity to get some good theology stuck in their heads before they head off to first period. The Apostle’s Creed is great, but “Crown Him with Many Crowns” is catchy. Singing loudly about the “Potentate of time, Creator of the rolling sphere, ineffably sublime” can have a powerfully orienting effect before parading off to Logic or Math class. Even better when you’re parading off to Walmart or the library.

Singing is countercultural. Sure, there are talented pop artists who can sing well, and many of them are today’s cultural idols. But generally speaking, if you want to make beautiful vocal music with your family or friends, you’re regarded as weird. And the more theologically substantive your song, the less you’ll fit in.

It turns out our students are immersed in a cultural context where singing Psalms is both cool and fun. That is grace. We sure couldn’t manufacture it. But I can’t help thinking that it pleases God, who is giving us the reason and the ability to sing. By His continued grace, may this only increase.

The U.H.

The Road Called Aestas

I read the following story for our school’s end of year assembly. It would probably be helpful to read The U.H.’s Hot Tips for Completely Wasting Your Summer first, and it may also be helpful for me to say that what stuck out to me from the U.H.’s article were things such as bed, T.V., and being lazy. : )


There is a road that is only visible for about three months of the year, or twelve weeks if you count more precisely like a pregnant woman. The road is free to all, but not all find it. If they do find it, though, they can see things that other roads don’t pass. Pages could be filled with stories told on this road. Many who have made this journey have been inspired to make things, whether helpful things or beautiful things, and sometimes both. Others have found sweet fruits to carry and taste and share. It is the road called Aestas. As I said, not many find it, and those who do find the entrance, are often blocked by the three-headed dog who guards the gate named Dweebus. 

Dweebus as drawn by Bonnie Bour

You perhaps have heard of Dweebus’ cousin, Cerberus. Cerberus is nicknamed “the hound of Hades,” the three-headed dog who prevents the dead from leaving hell. A man named Dante once toured hell and wrote about seeing Cerberus in the Third Circle watching over the gluttons. Well, Dweebus never could get into eating mud, and he actually didn’t do that well in the heat. He applied instead for a position to guard some thinker’s stone, but he lost that job to a second-cousin named Fluffy, which isn’t really much of a threatening name, but Fluffy got the job anyway. So Dweebus eventually took the position at the Aestus Via. Besides, it gave him nine months a year to chase his tail. 

What many people don’t know is that three-headed dogs have three heads for a reason. Have you ever wondered why people say, “Three heads are better than one”? Well, three-headers can be better at being scary, of course. But each head has its own personality, and often each personality has its own name. The more mellow of these creatures talk among themselves, and talking heads are better at making the days go by faster. 

Dweebus, as I said, was much less mean than other tri-headers in his family, but he still had ways to keep people from entering the Aestas. In fact, each of his three heads had their own tricks for messing with would-be travelers. His names were, I’m told, Ted, Stevie, and Maizie. 

Ted was the head on the right side (looking out from his eyes), and Ted was especially effective during the morning hours. He could almost lay his head flat on the right shoulder, making himself appear to be quite cute, cuddly even. Through his somnolent skills unsuspecting travelers would be covered with a blanket of drowsyness, until they just wanted to lay down. Once they were sufficiently snoozy, he would swing his head as if on a hinge and bite the now torpid traveler. It is never good to get on the wrong side of Ted.

Stevie was the head on the left side (the right side if you were looking at him, but directions get tricky without illustrations). Stevie was a master of evenings and on into the night. There were times when both Ted and Maizie watched Stevie work his spell during the day, but Stevie especially loved when the sun went down. He himself could channel a variety of bemusing and befogging techniques, from the comedic to the dramatic. At times his antics were even cartoonish, while at other times he could talk your head off. When a traveler came to the Aestas gate when Stevie was on, Stevie would hardly take a break. He earned the nickname among his friends as the Drooler of Distraction. Too much time with Stevie and most travelers forgot they even wanted to go anywhere. 

The third head’s name was Mazie. If you were thinking that Mazie sounds like a girl’s name, you’re right. If now you are thinking that I’ve been referring to Dweebus as “him,” you are also correct. But that means you haven’t met very many three-headed dogs in your life; they are weird animals, and now you’ll be less surprised if you do ever meet one. 

As I was saying, the third head was Mazie and she was in the middle between Ted and Stevie. Only on occasions were Ted and Stevie tempted to snap at each other. But Maizie always reminded them about how much they had in common, and mostly what they had in common was her

Ted had his dazing ways, but he worked to please Maizie. It was the same with Stevie’s powers. Though the three of them agreed to go by the collective name Dweebus, everyone knew that the whole attitude of this three-headed being centered on being Maizie. 

She could convince any would be traveler to turn around from the glories of the Aestus and make it seem like it was their own idea. Maizie was a master at argument, wiser than seven sensible men (or one man with seven heads, though I’m not sure any of those exist). I heard that one time her conversation spun a man around so much that he threw up, and then she convinced the poor man to lie down in his own vomit, which is usually something only dogs do. No matter what interests travelers had, or things they wanted to do, after talking with her for a while, everyone just wanted to be Maizie. 

But there is a legend of a lad, I don’t know if he was six or sixteen or somewhere in between, it doesn’t actually matter, who soundly defeated every trick Dweebus tried. His name was Zeke. Zeke didn’t dare do it all on his own. He knew that the three-headed monster had ruined many who sought the glories of the Aestas, so he did the most unimaginable thing in the history of stories: he asked his parents for help. 

It turns out, both his mom and his dad had made it past Dweebus, and had done so many times. In the process of getting tips and tools from his parents, they also encouraged him to seek the counsel of his teachers, and many of them also knew about confronting the dogheads and getting down the road. 

To get past Ted, Zeke’s mom gave him a small bell. It didn’t make a lot of noise, but it was impossible to ignore and just loud enough to interrupt Ted’s hypnotic hold. Ted became so alarmed by the bell that he lost control and Zeke was able to get out of Ted’s pull.

Zeke’s dad offered a couple old school suggestions for outwitting Stevie. One option was simply to keep moving. Stevie, who preferred to stay in one place, wouldn’t be able to keep up. Zeke could run, but Zeke asked his dad if a bike would work, and his dad said a bike was perfect for speeding around Stevie. A bike would also move a traveler down the Via Aestas to meet up with other travelers and explore more sites. If he didn’t want to use a bike, Zeke’s dad had no doubt that he could turn off Stevie’s powers with a ball. The size of the ball didn’t matter, and throwing the ball directly at Stevie was not a good move. But Stevie’s distraction abilities were dwarfed by his distractibility when others seemed to be having more fun. Zeke selected carefully and when Stevie tried to drool on him, Zeke bounced a ball in Stevie’s face and Stevie’s mesmerizing power was turned off. 

Maizie, you might suppose, would be the hardest to get by. Yet she does have a nemesis. The mere mention, let alone sight of this enemy, causes her to foam at the mouth and dart around like a three-headed dog with the center head missing. 

Though Zeke had bested Ted and Stevie, Maizie was sure that he was too immature to get by her. But Zeke pulled out of his pocket the one thing she hadn’t considered: an ant. Ants are very small, but they are quite fearsome, at least by way of analogy. Just the sight of one ant caused Maizie to enter a state of shock. Zeke scratched her behind her ears for a moment and walked through the gate into Aestas.

Down the road called Aestas are great stories to read and songs to listen to. There are lakes for swimming and splashing. There are games to play. There are projects to start, and some to finish. It is a place to find fun and fruit, but you have to get by Dweebus. All you need is just a bell, a ball, and an ant. 

All Are Yours

I gave the following remarks at our school’s graduation ceremony on June 2, 2019.


Good evening to our school board, faculty, families, friends, raggants young and old, and especially to our seniors. All of you have worked a great work to get here tonight, and it is an honor to celebrate with you, as well as to address our two candidates for graduation.

It is often a dangerous thing to speak about dichotomies, to divide things into only two. Our world dislikes generalizations—which, of course, is itself a generalization—because we want to be seen as special shades on the paint palette. But I don’t mind slathering paint on the wall with 48″ rollers, and there’s not enough time to get out drop-cloths. Before us tonight are two very different colors. We have two graduates ready to commence, and though they are not quite black and white, they are yellow and violet.

If Mrs. Bowers had assigned her Omnibus class to list all of the differences between Gideon and Kelly, the length of such a list might endanger the edges of an infinite canvas. If Mr. Sarr had assigned his Capstone class to write a paper on each senior’s favorite five world-and-life-view spheres, I am not sure there would have been any overlap. It is not just that Gideon and Kelly come from separate families, Gideon and Kelly live in two distinguishable cultures.

When I say “living in a culture” I mean how one reacts without needing to think about it. We do not walk into any Starbucks in Snohomish and think about what language to order in, we naturally start speaking in English. But there are smaller cultures, not just between schools but also in schools of thought. There are shared assumptions, shared values, shared priorities in a culture that may sometimes be talked about, but are usually obvious to anyone watching from the outside. Gideon and Kelly look at many of the same things, but they do not look at the same things and have the same response.

Both of our seniors have taken mostly the same classes for the last few years, but that didn’t stop one from talking more about Math and the other from talking more about Music (or, more usually, pounding on the public piano before school). One leans toward the Aristotelian world of fact and the other toward the Platonic world of ideas and ideals. One is drawn to the mechanical, one is drawn more toward the magical. One prefers science, the other prefers stories.

These two seniors embody an academic division that has really only been around for a century and a half, but in our society the split spreads wider every year. There are the STEM people: Science, Technology, Engineering, and Mathematics, and there are the Humanities people: Language, Philosophy, Literature, Art. There are the natural sciences and what used to be called the moral sciences.

In May 1959, a British scientist-turned-novelist named Charles Percy Snow gave an address called The Two Cultures in the Rede Lecture at the University of Cambridge. This was only 12 years after Dorothy Sayers gave her address, “The Lost Tools of Learning” at Oxford, which became a catalyst for the classical education movement of which we are a part. Snow expressed his concern over the hostility, the dislike, and most of all the lack of understanding between the literary intellectuals and the physical scientists. He lamented that the two cultures had “long since ceased to speak to each other; but at least they managed a kind of frozen smile across the gulf. Now the politeness has gone, and they just make faces.” The debate continues 60 years later, and faces are still being made, including mean emoji on social media.

Snow gave a simple test for recognizing the groups. “Without thinking about it, they respond alike. That is what a culture means.” For example, the children of Karl Marx don’t think about the nuts and bolts; nuts and bolts are just used to oppress the poor. On the other hand, the children of Adam Smith think a lot about nuts and bolts, and how many people it takes to make a nail, and how making nails frees the poor and fastens our economy together.

There are rationalists and romantics, there are accountants and accompanists, there are left brain and right brain people, but which is true? That is a complex question, a logical fallacy, which suggests that only one could be true. Let’s try this, which is better? That is perhaps a tougher question, but still one that requires more context.

At ECS we do emphasize the liberal arts and great books and robust singing, but we enjoy those studies having arrived in motor vehicles driven from drilled and processed fossil-fuels, meeting in climate controlled rooms, reading by artificial light from an electrical grid that spans the Pacific Northwest. We order these books using the digital fiber-optic system that connects us to the rest of the world wide web, to the world of living men as well as the vestiges of the generations before us in Western Civilization. Plus, Algebra, Chemistry, Physics, and Calculus classes figure into our curriculum as well.

We can sit back and read the classics because science and technology have made it so that we’re not fighting for our existence. Of course, electric light and heat, and microwaves for fish sticks, don’t tell us why we exist.

It wouldn’t be fair to say that Gideon is a fish out of water when it comes to The Faerie Queene, but he would rather swim closer to prose than poetry. It also wouldn’t be right to say that Kelly falls flat in the so-called practical subjects, but he is more attuned to the melodies and harmonies of imagination.

They graduate in the same class on the same day and they live in two different cultures. There is the athlete and the musician. There is the social flag pole and the social floor-looker. Which culture, the Sciences or the Humanities, will be better suited to succeed? Which culture will bring more blessing to others?

Of course, for those of us who believe the evangel, the answer to this dichotomy is to recognize that both cultures fall under the Christ-honoring culture. Neither math nor music is ultimate (not to mention that music requires math and math accordingly demonstrates great harmony). Neither Aristotle or Plato hold the answer because the ultimate answer is only in Christ.

In his book Wisdon and Wonder, Abraham Kuyper wrote that only those who understand the Bible by the work of the Spirit can learn about “the origin, the coherence, and the destiny of things.” Life’s three big questions are: “From where? How? And to what end?” Graduates, you know the answer to all of three questions.

Science that treats everything as nothing more than material and mechanical processes sucks the God-breathed soul out of creation. Stories that have no plot or purpose, no redemption or character development deaden the souls of reading creatures. We don’t exalt Science, we value Science studied in submission to the Lord of creation. We can’t be satisfied with Stories, we need Stories written in submission to the Lord of words.

So neither culture is ultimate or sufficient, but both are untied and both serve the Lord Jesus Christ.

Jesus is what you share in common, Gideon and Kelly. You also share in common the inability to remember and recite together the Apostle’s Creed, but the Jesus in the Creed is yours. You share in worship, you share in the cultus, from which the meta-culture comes. You have been marinating in this Christ-honoring culture, and it is now your responsibility to advance it.

Take your gifts and your interests and your energies and take them further up and further in. Whether you write formulas to build bridges or write fiction, whether you swim laps or compose lyrics, do it all in the name of the Lord. Also, ten years from now, it will not be surprising if you change lanes, if your advance of Christ-honoring culture has moved you to put together a different part of the puzzle. You have been equipped, but in some ways graduation is just the kinder-prep for a life and family and vocation of serving Christ.

The Swiss-born philosopher Alain de Botton wrote,

“Anyone who isn’t embarrassed of who they were last year probably isn’t learning enough.”

Next June, if you attend the graduation of the current class of Juniors, you should look back and wonder what you were doing, not because what you were doing was wrong, but because you’ve continued to learn and grow. Even asking that question of yourselves will show that you have not squandered your education, but that you are advancing with it.

The Corinthians had at least four sub-cultures in their church, aligning themselves in four different directions. The apostle Paul didn’t tell them to lower their appreciation for any one leader, but that they were limiting themselves unnecessarily. It is the way of the world to identify with just one (and get snobby about it), while the Lord knows that such self-imposed limitation from all that He’s given is futile.

For all things are yours, whether Paul or Apollos or Cephas or the world or life or death or the present or the future–all are yours, and you are Christ’s, and Christ is God’s. (1 Corinthians 3:21-23)

In Latin Omnibus means “all things,” but Omnibus also means that all those pages you’ve read are just some of the things of the all of the things that are yours.

Psalm 77:12, “meditabor in omnibus operibus tuis,” “I will mediate on all Your work” (NAS). Gideon and Kelly, you both are God’s work, and He has work for each of you to do to advance a Christ-honoring culture. All are yours.

Presenting…The U.H.’s Hot Tips for Completely Wasting Your Summer!

Summer break begins for Raggants a few days from now, but it’s not too early to be thinking about how you can optimize your regret for how you squandered the precious twelve weeks between June 7 and September 4. Effective slothfulness takes some planned neglect, and some of you need help being lazy. The Unruly Headmaster is here for you!

Before I offer my list of hot tips for wasting your summer, it’s important to remember that undergirding all these recommendations is a principle of selfishness. Do your best to make your decisions based on what is in your best immediate interest. When in doubt, do whatever you want, and trust that others will pick up your slack (or your Kleenex) whether now or in the fall. Make sense? Good.

Now, as promised, here are the U.H.’s Hot Tips for Completely Wasting Your Summer!

Tip #1: Sleep In Every Day

The school year is brutally stable. Week in, week out, it’s the same schedule. This summer you’re freed from the shackles of school bells. Sleep is sweet, and you’ve earned what’s coming to you over the last nine months. So unplug that alarm clock, turn on the white noise app on your iPod, program the DVR to record anything you might accidentally sleep through, draw those heavy blackout curtains, and catch some Z’s. You deserve it.

While you’re at it, this is a great time to become the night owl you’ve always wanted to be. Staying up late has its allure. Once the sun finally sets around here, it’s a great time to start a movie, right? Just think about how many movies you could get through if you practiced this discipline this summer. That takes us to our next point….

Tip #2: Take a Break from Reading

The reading load many of you face during the school year is downright oppressive. So much mental stimulation can hardly be good for a young brain. Fiction? Too much conflict and adventure. History? Too much irrelevant information from a past that probably doesn’t pertain to you anyway. Theology? Boooriiiing! Take a break from reading. It requires a lot of mental energy, and you’ve probably exhausted your supply for the year though it’s barely June! This is your time to build up your attention stores that you’ll need to draw on again in the fall.

A wise alternative is the television. It is far less mentally-demanding than reading; you can passively receive information while reading requires actual mental initiative. It’s possibly your mental muscles may atrophy a bit before September, but it’s okay! You can start building them back up some other time! That’s what school is for, right?

Tip #3: Abstain from Work

The misguided and industrious among us look at the summer weeks as offering more time to get projects done, to make repairs on the house, or to build and produce. The poor simpletons have it all backward. This is a time to rest, and I don’t mean the occasional recuperation and recovery that humans normally need to operate at a high level. This is prime time to log some serious R&R minutes. So do your best to work as little as possible.

In the Pacific Northwest, the summers are glorious; you can rest in the sun or the shade, inside or out! The anti-work options are limitless. To help us out, it’s peak movie season, so hit the theaters. Or hit the hammock. Or hit the remote control. Stock up on paper plates now so you don’t have to hit the dishes later. You’ll probably get fat, so you may want to pick up plenty of stretchy pants (enough to last you the summer without having to do any laundry).

This is YOUR time. Don’t forget that. Work is largely for others; summer is for you.

While there are infinite ways to squander the coming weeks, I trust you’ll find this short list helpful. You’re welcome to email me with your own ideas, but, you know, I may not read that email until the fall.

Risus est bellum!

Jonathan

The Future in a Snap

ECS is a classical Christian school which means, among other things, that we are concerned about the classics. In our curriculum we read and reference some of the all-time greatest works as not just relevant for today’s snobs, but as part of how we got to where we are today as a society.

I’m trying to build up my knowledge and appreciation of these rich resources, and also pass that culture onto my kids. One of the iconic pieces in the canon of Western Civilization that I recently shared with my kids is Back to the Future, the 80’s movie starring Michael J. Fox. Since I am speaking to adults here tonight, I’d like to think that many of you are familiar with this pop-culture staple from 1985 (even those few of you here who are parents but who weren’t born then). We’ve since passed the date that Doc Brown set the DeLorean to reach, October 21, 2015, and, disappointingly, we still don’t have the hoverboards teased in Back to the Future II (when Doc and Marty actually got to 2015). 

I’m not going to exegete the movie, but there is a clear image that I’d like to borrow, though I’m going to spin it in the reverse direction. (Also, for those who might be wondering, I don’t actually think that Back to the Future is one of the classics of Western Civilization on par with stories such as The Illiad and Beowulf. Those are in a different category of great, and they are in our curriculum, while the McFly family saga is not.)

In the first movie Marty inadvertently escaped from the Libyan terrorists back to 1955 when he met all the key characters, but when those characters were their thirty-years-younger versions. In particular, he met his dad and mom, and he met the family nemesis, Biff. Doc Brown was also there, and that’s good because Doc understood the momentous responsibility of not changing anything in the past in order to avoid disastrous consequences in the future. 

It turns out, messing with the past is the big plot problem that Marty has to overcome, and he has a sort of measuring stick to help him, and us as viewers, know how he’s doing. Marty had a picture of himself with his older brother and sister from 1985. As the sequence of original 1955 events get knocked out of order, the siblings start to fade out of the 1985 picture, and even Marty himself comes close to evaporating out of existence. He finally gets his mom and dad to fall in love and the family is back on track to become a family. When George and Lorraine kiss, just a kiss, at their high school dance, then Marty secures his own future for when he gets back to it.

Time travel is fun to think about, and reading good classics lets us travel back, and forward (think 1984 and Brave New World) in our imaginations. If God really wanted us to, I’m sure there would be a way to do it that wouldn’t be sinful. But my point isn’t to get us to invest in making a machine.

My point, though, is very much about where to invest, and when. What if we discovered a picture from 2050 (thirty years in the future, rounding up), a picture in which we could see our kids, our grandkids, our great-grandkids, or actually, let’s modernize it and say we found a Snapchat snap or an Instagram story (or maybe a FuTube—FutureTube—video?) about our future people, about Evangel Classical School, about the great city of Marysville and the Marysvillian suburbs, what would you hope to see in the picture?

I am going to be 76 in 2050, so there’s some possibility I’ll even be around. In 1985 I was eleven, and from that perspective, 2015 seemed as far away in time as the moon seemed from the earth in distance. But we made it (even with watching Back to the Future II and III). And if Jesus doesn’t return, many of us here tonight will make it to 2050. I don’t know everything I’d like to see, because I’d like to think that our kids are going to carry and advance Christ-honoring culture; so hopefully they will make it better in ways that my imagination is too weak for.

Yet I can name some of my hopes, hopes that I want to share with you, not as in I just want to inform you, but to get us to hold them together.

I don’t really care if I could see where we’ll be having classes in 2050. That vision would be nicer for later this year (ha!), but in 30 years who knows what the new facility needs and opportunities will be. Having an education outpost, on property strategically located for community influence and that includes structures well-equipped for training our students, is and will be a real, material, and constant need. I just don’t feel the need to see what it looks like right now. And I don’t really care what sort of fancy playground we have, or if after three more decades every one can finally remember the difference between dress uniform and event uniform.

What I would love to see/hear/watch in that snippet from 2050 are current students (our kids) who have their own students (our grandkids/great-grandkids) about to graduate and who are wearing these sorts of characteristics: 

  • They will be unyielding in their stand for God because they know that they God’s image-bearers. They will know that their lives have meaning and purpose, and that they are not “cosmic chattel” (Ben Shapiro, The Right Side of History).
  • They will spend their lives as weapons, obeying their Master, Jesus Christ, and they will give themselves like a farmer gives seed to the ground, eagerly and faithfully and trusting God to grow great fruit from their sacrifices.
  • They will be the kind of generation who love making things, with their hands and with their words. 
  • They will be young men and women who haven’t stopped learning. Their interests will continue to expand according to all the things Christ is interested in, and they will be wiser than any AI algorithm and see the world more clearly than any AR filter.
  • They will be young men and women who haven’t stopped learning. Their interests will continue to expand according to all the things Christ is interested in, and they will be wiser than any AI algorithm and see the world more clearly than any AR filter.
  • They will hardly be able to speak without expressing thanks, partly because their lives will be overflowing with God’s blessings, and partly because they will default to seeing good rather than grumbling. 
  • And they will be laughing long and loud. It won’t be a laughing from too much leisure and silliness, but from so many stories of last minute deliverances and battle scars, along with good wine and good friends and their great Lord.

If that’s the sort of future we hope to see, if that is the kind of people we desire to see in that picture, then those are the kind of people we who are here tonight need to seek to be, or repent from not being. For a blessed future, what can you do?

The French author André Gide wrote, 

“Everything that needs to be said has already been said. But since no one was listening, everything must be said again.”

Maybe tonight requires a key kiss—I’m talking to you younger married folks now—that brings a new class of 2038 raggants into the world. (This could be a new school motto: We get more students the old fashioned way, we breed them. Ask the Headmaster with further questions here.) Maybe it is a kiss that doesn’t lead to a new soul but that shows your current raggant(s) that you love your wife and that you love your life with her and them altogether. Maybe you need to lighten up from all the fake news foofaraw, and laugh a little, like the Lord in Psalm 2 when He sees His enemies making plans to revolt. Yes, it’s bad out there, but it’s not actually as bad as Back to the Future II showed 2015 to be, or as Orwell predicted 1984 would be. And more importantly, fight with laughter. Laughter is war! Hahaha!

The woman in Proverbs 31 “laughs at the time to come” (verse 25). Why? Because she fears the LORD and works her butt off in the present for her people so that when they get to the future they will have seen what it’s like to laugh. 

In a fiction book I was reading recently, a character named Grandpa Podo, when caught by the Stranders, gave encouragement to Janner not by an exhortation but by his laugh

“His laugh was like the sound of trees bending in the wind, the bubbling of a river where the mill wheel spins.” (North! or Be Eaten, Location: 1,951)

Others maybe need to drink a glass of wine as from the Lord to gladden their heart, or maybe need to say no to wine if it’s only a mask for lack of gladness. Eat some sugar, have another piece of bread and butter both sides. God is good! Others need to give money, because dollars are also given by God to be used for building.  

Because you are here you are one of the persons being used by God in some way to bring Him glory 30 years from now, possibly 130 years from now. The investment is not linear; it’s not simple addition. Tonight is more than the number of seats filled or donations collected. 30 years from now will be a mash-up, a remix, not just of our actions, but our interactions, as image-bearers, as families, as churches, and connected to ECS. 

As usual, it’s not a whether or not you will shape the future, but what shape you’re giving to it. You are always doing something to the picture; there is no opt-out, you can’t delete your account, you can’t really even slow it down. 

We don’t have a Marty—like-measurement, but we have something more sure: God’s promise that when we abound in laughing for, and abound in giving to, and abound in the work of the Lord, He says it is not in vain (1 Corinthians 15:58).

“A man has made at least a start on discovering the meaning of human life when he plants shade trees under which he knows full well he will never sit.” (D. Elton Trueblood, The Life We Prize, p 58)

Let’s sow not just for future shade, but for future fruit. 

A Feast to Remember

Feasts in the Bible are associated with special occasions and remembering. Passover (instituted in Leviticus 23) was a feast to recall Israel’s deliverance from Pharaoh; the wedding at Cana (in John 2) was a feast to celebrate the union of a husband and wife before God; the Supper of the Lamb (in Revelation 19) will be a big feast celebrating the union of Christ and His bride, the Church.

So is it a misnomer to call our annual fundraising effort a feast? Wouldn’t it rake in more dollars if we had a gala or an auction? Maybe. But that’s not the point. If it is a feast, what exactly are we celebrating? What are we remembering?

Well, the Fundraising Feast is a combination of two things: a fundraiser, and a feast. We have financial needs as a school, and we’re not bashful about sharing those needs with those who love the school and are glad to be used by God to help meet those needs. But as those who affirm happily that God is in control and He will ultimately meet our needs, we trust God to raise the necessary funds. We don’t need to freak out if we don’t meet our fundraising goal in one night, and we don’t freak out if we do. Our job is to be faithful, and part of that faithfulness requires expressing those needs.

But we also want to remember the ways God blesses the school (especially contrasted with what we deserve), so we want the fundraising element to be enveloped in the grace-saturated context of feasting and revelry. Every week we conduct classes and sing psalms and chant multiplication tables and scrape knees beneath a Niagara Falls of God’s blessings. We are getting inquiries from awesome families, we currently comprise awesome families, we have teachers who are discipleship-oriented, and our Raggants love their classmates and their teachers. We sin against each other all the time, but God has given us a handbook for dealing with that, too! (See Matthew 18:15-20.) While we watch and even take part, these students are being trained to engage culture, love Scripture, debunk Nietzsche, love their families and worship robustly Sunday through Saturday. For my part, I just don’t get tired of talking about at the great things He is doing at our school.

Our school is financially stable, growing at a healthy pace (to keep us dependent and humble), failing with a healthy regularity (to keep us dependent and humble), deeply committed to our mission, and bafflingly blessed. And we boast of our blessings because they’re God-wrought. All such boasting is humility; we make no claim to be worthy of our situation or to be the makers of it. God is at work among the families of ECS, and let us remember!

To be sure, God uses faithful human elements to effect His will; I don’t mean to downplay the role of the parents, grandparents, friends, students, teachers and the Board in all this. But what we are reaping is far greater than what is commensurate with the academic and spiritual seed we’re sowing. The difference can only possibly be attributed to a gracious God. And that is worth a feast.

There are a few dozen spots left, and I hope you’ll join us at our feast on May 10. You can RSVP to Leila Bowers at lbowers@evangelcs.org.

Risus est bellum!

U.H.

Party Enough for the Occasion

It’s hard to believe that we’re only a month away from our annual Fundraising Feast. But here we are! There remain but a few short weeks until one of the best nights of the year.

Purposeful feasting is wonderfully orienting. When we gather consciously to celebrate the goodness of God over a bountiful meal, replete with laughter, singing, entertainment, coffee, dessert and friends, gratitude flows like the wine…especially at our feast.

The Fundraising Feast is always particularly special for me as I wonder at the goodness of God. I know it sounds corny, but I mean it: every year at the feast I am amazed that God would show such favor to the school as to bring into our circle amazing people like yourselves.

I admit, however, that more than planning logistically for the Feast, I have spent recent days wondering what needs I’ll have to share with our people. Sharing the needs is not hard, because our people are so wonderfully supportive. What’s hard is not having more answers about the logistical future of the school. We are trusting God to take care of our needs – all of them – while trying to be faithful to be used by Him along the way.

So with confidence that God will provide for us and with gratefulness for His innumerable blessings, we will gather to feast on May 10th.

Now, I’m not much of an alarmist nor a manipulator, but we barely fit in the barn last year, and we’re going back this year, so I would encourage you strongly to RSVP for this spectacular evening very soon. At this point, seating is limited to the first 150 guests (adults only please) who RSVP. (Admittedly, we may choose to have the feast on the patio, which can seat more guests, but that’s a major gamble in Arlington in May. Ha.) The tentative plan is to have it inside the beautiful barn.

The dinner is for adults; sadly, childcare is unavailable for younger siblings, though your Raggants will be supervised before and after they perform. I guarantee they’ll have a good time.

The dinner is free, but we do ask that you RSVP, and that if you do RSVP and then your plans change, please let us know so we can give your seat to someone else.

One more word on feasting. In the book Prince Caspian, when Aslan shows up in a Calormene-controlled Narnia, C.S. Lewis writes into the story a redeemed version of Bacchus, because the Roman god of wine and fertility is the only partier in all of antiquity who knew how to party hard enough for the occasion. Remarkably, the revelry was devoid of drunkenness or debauchery (the behavior or Selenus notwithstanding), but was full of breathless merrymaking in the presence of the True King. Let’s party like that, because God has been very good to ECS and very lavish with His gifts, and we have great reason to celebrate. I can barely wait.

This promises to be a fantastic evening with dear friends of the school, so don’t miss out: join us on May 10th.

You may RSVP by email or in person to Mrs. Bowers (lbowers@evangelcs.org) or to myself (jsarr@evangelcs.org).

And remember as always: RISUS EST BELLUM!

Mr. Sarr