THE CAmBRIdGE SCHOOL F A L L 2 0 1 0 / V o L u m e V, i s s u e i
new school year.
CELEBRATING OUR 5 TH YEAR
Welcoming New Faculty to the Cambridge School Family
N E W FAC E S heAd oF schooL, j im hopson
education. Her previous position required
her to prepare for three different subjects
in six classes, three of which were for kids
The Cambridge School who were identified as “at risk” because
seeks to provide a distinctly of behavioral issues. In Rebekah’s words,
“I had a heart to help these kids, but my
Christian education in the hands were tied because of the limited
classical tradition, which administrative support.”
equips students to know, Now that Mrs. Kennedy has taught at
Cambridge for two months, she is elated
love, and practice that that she has the opportunity not just to
impart knowledge and understanding,
which is true, good, and but also to shepherd the hearts of her
beautiful, and thus prepares When you think of all the requisite skills of a top-notch Cambridge Head of With 30 years of experience in she can focus on Christ with the students.
students. She loves that Cambridge seeks
to interweave the Christian worldview into
them to live purposefully School—intelligence, wisdom, people skills, disciplinary effectiveness, and above all, education, mrs. Louise Fougner joins She is also excited to throw a wedding for
all classroom topics, and not just teach
a love of the Lord—it’s surprising that we found someone to fit the bill so quickly. the Cambridge faculty as the K5 teacher. the letters “Q” and “U” (complete with
the Bible as a separate subject. She finds it
and intelligently in service Upon hearing of Jean Kim’s decision to step down from her role as the Head of Originally from New Jersey, Mrs. Fougner flowers and a cake!), as well as to follow the
refreshing that the emphasis is on teach-
School so she could be more available to her family, the Board called Jim Hopson and her husband of 29 years, Peter, have growth of the students through the year as
of God and neighbor. to find out whether he would consider serving as Head until we could find someone made San Diego their home for the past 12 they are empowered by the robust Phonics
ing kids to enjoying learning as a way they
to serve in that role for the long term. We are delighted that his answer was “Yes!” can “know God and enjoy Him forever,”
years. Excited to have found the Cambridge curriculum they study in the early years.
instead of just helping them pass tests and
Jim has worked in Christian education since 1966 when he taught sixth grade for
School, she believes that her position here make a higher salary in the future.
is a perfect fit for her background and Outside of the classroom, Mrs. Fougner
six years at Valley Christian Schools in San Jose. He went on to become Principal is a wife, mother to two grown children,
of one of their K-6 programs from 1972 to 1976. His next position was as the Middle teaching style. She has embraced the Clas- Mrs. Kennedy enjoys hiking the mountain
sical Christian method of education, loves Christopher and Stefanie, and one cat,
School Principal at Redwood Christian Schools in Castro Valley, California, where trails of Mt. Laguna, cooking, and baking
the God-centered curriculum, and finds Mimi, who growls and answers the door
he served from 1976 to 1981. In 1981, he followed the Lord’s calling to start a new from scratch. With a Masters in Medieval
many similarities between the methodolo- when visitors arrive! She plays the flute in a
Christian school, the Santa Ynez Christian Academy, which grew from two students History, she is also very glad to be focusing
gy and her past experience such as utilizing praise band, loves to bake and swim, serves
(both of whom were Jim’s children) in 1981 to 175 students when he (and his wife on that era in her fourth grade classroom.
songs and rhymes to teach young students. as the Director of Women’s Ministries at
Carol and their children) left in 1996. She has traveled throughout Europe and
Lifebridge Church, and helps out on occa-
is therefore eager to share her love of all
In 1996, Jim was called to serve as Superintendent of Kings Schools, a private, And while the Phonics and math curricu- sion with the church’s AWANA program.
ONLINE things medieval with her students this year.
Christian school in Seattle, Washington with two campuses and 1,500 students in lum at Cambridge are very similar to what
grades pre-school through twelfth grade. After three years with Kings Schools, Jim she used in the past and even trained other Originally from Foley, Alabama, our
Find us online at mEET OUR NEW AIdES
moved back to California to serve as Headmaster of Santa Fe Christian Schools in Kindergarten teachers to use, she finds at new fourth grade teacher Rebekah
Solana Beach. During his tenure from 1999 to 2006, Santa Fe Christian built a new Cambridge “a new, wonderful world of Kennedy moved to San Diego two years
state-of-the-art library tech center, a high school science lab, and a new high school learning and discovery, even after thirty ago when she and her husband Shawn Lydia Clevenger
CO N TAC T U S
building along with a complete renovation of the athletic facilities. years of teaching.” She is also thankful that were married. Shawn had moved to San
1st grade aide to Mrs. Bitz
For more information or a tour For the last four years, Jim has been working as an educational consultant to pro-
Cambridge emphasizes building a strong Diego seven years ago to plant a church
of our school, please contact: vide strategic planning and development counsel to private Christian schools. His
foundation for its students, its encourage- in the Miramar area. Though she absolutely
ment of and enabling of its teachers to loves San Diego, especially now that she
Phone: 858.484.3488 areas of expertise have been school founding and start-up, transitional situations, Stacy Kooker
Board formation and relations, accreditation, purchase of property and building
fully develop their lessons and teach neces- is a happy member of the Cambridge
sary skills with adequate time, its small family, she misses the rest of her family, 2nd grade aide to Ms. Kang
Email: firstname.lastname@example.org process, relocation, and more.
class sizes, and its employment of full-time including her parents, her grandparents,
Site address: 10075 Azuaga Street We are extremely grateful that God has brought Jim to guide and manage The classroom aides. siblings, two nieces and two nephews.
San Diego, California 92129 Cambridge School until the Board selects a long-term Head of School. We look
She is most looking forward to celebrating Mrs. Kennedy has taught previously in Jennifer Hasegawa
forward to learning from Jim in this new, unforeseen stage of his life, and we are
Mailing address: P.O. Box 720508 excited to see how the Lord will use him at Cambridge. Thank you, Jim, for bless- the holidays at the Cambridge School, the public sector, and for this reason has 3rd grade aide to Mrs. Philip
San Diego, California 92172 ing us with your wisdom, counsel, and personable, kind and humble leadership. particularly Christmas and Easter, since an extra appreciation for the Cambridge
The Lowdown on mrs. Lowing
IN THE CLASSROOm Fr e sco by j eFFer so n c A n n o n / L e t ter by A L e x A n d er y ph A nti d e s Mrs. Lowing, the K4 teacher, had a
very busy summer “break”! She was at
school every day ensuring that we have
all of the supplies we’ll need for the
entire school year. In her position as
the procurement director, Mrs. Low-
ing took stock of what Cambridge
has, determined what needs to be
purchased, and did a lot of shopping!
(Did you know that Cambridge pro-
vides school supplies for its students?
It’s all included in the tuition!)
K5 Sails the Santa Maria Firsties’ Fettuccini Festivities Third Grade phoenicians Letters All About Atoms and Archaeology treats to match their wonderful aide’s
It has been a very busy fall thus far for the The first grade class is off to a great start The third graders make inter-disciplinary After the first two weeks of reviewing and sweetness! Thank you, Mrs. Kooker, for all
students of Mrs. Fougner’s K5 class. They this year. In literature, they just finished connections between the Canaanites and acclimation, Ms. Kang’s second graders your hard work and dedication in support-
recently made history “come alive” as they a study of the story of Strega Nona by the Bible and the Phoenicians and the took off running in their quest for knowl- ing Ms. Kang and making our kids’ learn-
built (with the help of Mr. Giles and Mr. Tomie dePaola. In order to make learning ancient world. The Phoenicians’ (c. 1,200- edge and truth about God’s marvelous ing environment all the more enjoyable.
Fougner) a cardboard replica of the Santa come alive in a fun way for the “firsties,” 1,000 B.C.) most important contribution creation. By studying the structure of a
Maria, complete with a sail bearing the Mrs. Bitz had the children do a reading to civilization was the early Greek alpha- carbon atom, the class learned that God Onward, Good Knights and
Gentle Ladies! Mrs. Lowing’s favorite hobbies are
Spanish cross. Each student then boarded theatre where they read the lines of the bet. Cambridge students in Mrs. Phillip’s ordered his creation in a logical and
In keeping with the fourth grade’s learn- ocean activities, especially boogie
the ship and applied for a position, includ- story in character. It was fun to watch third grade class draw and paint frescos organized way. They made a clay model of
ing “theme” of the Medieval Era, when boarding (though she hopes to take
ing captain, first mate, steward, map-maker, them taking turns reading their parts out and use the Phoenician alphabet code to the carbon atom, noting that six protons
monastic life was very common, the class up surfing someday!). If she had more
sail-maker, cook, carpenter, cleaning person, loud and realize to themselves, “Hey! write letters to their parents during history and six neutrons are in the nucleus and six
organized a Monastery Day on October time, she’d also be taking horseback
musician, and boatswain (person who Watch me! I can read!” When they were class. Can you decode this one? electrons orbit around the outer rings.
20. During the day, the kids became more riding lessons, but she’ll have to wait
held the sail). With all the jobs assigned, done reading the story, Mrs. Bitz surprised
familiar with the daily life of a monk, until her K4 kiddos don’t keep her so
the ship’s crew then them with a pasta party which was espe-
the different reasons that people became busy. Mrs. Lowing also enjoys cook-
re-enacted Chris- cially fun since Strega Nona has a special
monks, and the monastic vows of ing and says, “I am cooking my way
topher Columbus’ pot that was always full of pasta! The
celibacy, obedience, and poverty. through a new cookbook now
voyage. And coming children ate the pasta as if they hadn’t
The students participated in that Nate is home [from serving in
up next…the class eaten for days, and it was a treat to watch
activities that the monks used Afghanistan], but this is a bit more
plans to recycle the their smiling faces as the story was brought
to do, including prayer, copy- difficult to do now that school has
Santa Maria into the to life for them. Strega Nona is about an
ing manuscripts, and started.” Mrs. Lowing also hopes
Mayflower as they elderly lady who helps her fellow villagers As a part of their ancient history study,
maintaining silence. to learn to sew, but working on her
study and re-enact with their troubles, most notably by curing our second graders got a taste of an
Following up on their masters degree in Education has
the Thanksgiving headaches, helping single women find hus- archaeologist’s life by having their own
Monastery Day, the her sewing machine gathering dust.
story in costume! bands and ridding people of warts. archaeological dig. During their dig, they
fourth graders went Hopefully, Nate’s request for an
uncovered many historical artifacts and
on a field trip to overseas leave will be approved by
W H AT ’ S H A p p E N I N G I N K 4 ? relics that they will learn about in their
Medieval Times. During the Marine Corps, so they can go to
ancient history study.
the performance at Medieval Europe next summer. But regardless
The K4 class just completed their unit they have been learning in class. completed their math unit on
But don’t worry, our second graders aren’t Times, they saw knights on of the Marine Corps decision, they
on “God is Good.” They have had two During this time, the kids sang the matching and sorting, and
spending all of their time hard at work horseback, kings, prin- are having fun researching and plan-
memory times so far in this new school Creation Song, recited some learned the importance of
in scholarship; they also know how to cesses, jousting and more ning the trip, and if you have any rec-
year. The K4 memory time is held five memory verses and shared fun accurate measure by making
enjoy life. They celebrated Mrs. Kooker’s features of life in the Middle ommendations, please do share them!
minutes prior to the end of class in the facts about the letters they have cookies. Isn’t it awesome to
birthday in September by throwing her a Ages, thus bringing their Thank you, mrs. Lowing,
sanctuary so that parents and guests may studied so far for Phonics and learn important lessons while
surprise birthday party during class where classroom study of history for all that you do!
observe the students recite some of what Penmanship. The K4 students also making a yummy treat?
they enjoyed scrumptious cupcakes and to life for them.
In K4, the students are learning how to
listen to tones in the songs they sing
and on the instruments they play.
They move to steady beats and to various
rhythm patterns while developing accuracy
Musical Mastery at Cambridge more major and minor tonalities. They
learn to recognize different rhythmic and
syncopated patterns, same-different and
sequential tone patterns and a variety of
forms in music. They study music history
in walking, running, hopping, jumping,
skipping and tip-toeing. The children are
the music curricuLum At the cAmbridge schooL proVides our students with from the Medieval and Renaissance peri-
ods by listening to and comparing musical
learning to sing accurately in response to pieces and looking at early notation. The
a model to demonstrate an understanding Another wAy to experience First-hAnd god’s creAtiVity. how AmAzing thAt god fourth graders also participate in the Music
of melodic movement (up, down, same). Memory program by studying sixteen
They are also developing their skills at
playing simple rhythm instruments and are
inVented sound And VibrAtion to mAke such beAutiFuL music. by LudA rockett classical pieces and composers from the
Renaissance through Modern periods.
working on their ability to interpret music
through body movement, impersonations, The fifth graders are learning folk
and dramatizations. The children also music of the United States, and com-
learn about composers of different eras and paring songs of different regions.
listen to their music. They will create simple melodies based on
pentatonic scales and write them on the
The K5 students are learning about treble clef using perfect rules of notation.
orchestras and marching bands, while The children continue playing the recorder
listening to different music selections and singing in rounds and harmony. Taking
and the musical story, Peter and the form notation. The children focus on They continue to develop skills in writing variations of tempo, and they continue to The fourth grade students are learn- a further step in theory and notation, they
Wolf by prokofiev. They are describing rhythmic patterns, musical forms (AB and notation, performing accurately rhythmic work on more difficult rhythm patterns. ing to analyze how different elements will learn the structure of intervals and a
melodic movement in terms of up, down, ABC variations), melody, and harmony patterns based on 2-1 and 3-1 relation- The children use recorders and percussion are used in music from many cultures major scale, as well as complicated rhythm
same, step, and skip, and are learning to (simple ostinato). They are also introduced ships, and understanding of grouping in instruments to play ostinatos and in two as they increase their musical skills and melodic notation in duple, triple and
recognize repetition and the contrast of to music notation, note duration (half, common meter with establishing beat for parts. They start singing rounds in 2 and 3 by singing and playing the recorder mixed meters. They are evaluating how to
melodic and rhythmic phrases. The chil- quarter, eighth), and the basic rules of familiar songs. The children use recorders parts, learning conducting in 2/4 and 3/4 and percussion instruments. The practice and rehearse in order to improve
dren start to learn how pictorial and dash writing music symbols. In addition, the and percussion instruments to play melo- time. The students participate in the Music class continues to develop their skills their performance, and will participate in
notation illustrates shape and contour children listen to classical music of differ- dies and accompaniments from a varied Memory program by studying sixteen in playing instruments and singing in the Music Memory program by studying
of melody. They perform simple ent eras and learn simple concepts of music repertoire of music and diverse cultures. classical pieces and composers from the rounds and harmony from notation. They sixteen classical pieces and composers from
dance in order to experience appreciation. They begin to recognize the influence of Renaissance through Modern periods. also use scales that help them experience the Renaissance through Modern periods.
different forms in various cultures on music as they continue
music, learn to It is an exciting year for the second to listen to and discuss classical music.
distinguish between grade students! They are introduced
beat and rhythmic to the ancient instrument, the re- In the third grade, the children will
pattern of melody, corder, and learn proper techniques continue developing skills in playing
and begin to read rhythm symbols. and how to play from notation and the recorder with heightened inten-
by ear. The children continue developing sity. They are introduced to meter of 6/8
The “firsties” are singing different skills in singing and reading from notation. and minor tonalities, key signatures and
folk songs as a way to discover rhythm They are introduced to note values in rela- expressive markings. The children sing and
and melody. They learn about five notes tion to fractions, major tonalities, expres- play major scales and melodies from nota-
on the treble clef staff and learn to sing sive markings and variations of tempo. tion using awareness of tone color and
d I d YO U K N O W ? T I d B I T S A B O U T F I R S T G R A d E L E A d T E A C H E R m R S . B I T z
She is in a book club where they read She is learning to cook She is a scuba diver. She recently got back into running She’s an active dancer (mostly ballet
about one work of classical literature each French food! She is teaching She and her husband after taking a few years off due to a knee for “old ballerinas” now and Zumba).
month. Her book club just finished read- herself from Julia Child’s loved diving in the kelp injury. Mrs. Bitz just participated in the And she is also currently doing an
ing The Picture of Dorian Gray by Oscar cookbook. She was inspired by forests of Monterey Bay “Finest City 5K Run” right here in independent, in-depth
Wilde. Next they will be reading Evelina, the recent movie about Childs, and hope to dive La Jolla San Diego and is planning to run study of the Book
which was written by one of Jane Austen’s but Mrs. Bitz doesn’t claim to Cove upon his return the La Jolla Half marathon in of Romans.
contemporaries. be cooking her way through the from deployment. April next year.
book exactly as Julia did.
Little Cambridge Scientists Are Off to a Big Start
SCIENCE by meLissA gingrich
Calling all Explorers! The fifth grade class has been navigat-
ing through the Age of Exploration in history, which has tied in
seamlessly with their studies in literature and science. In history,
the fifth grade scholars have traced back to Marco Polo and the
printing press, which they had learned about in fourth grade
and which contributed to the Age of Exploration when
several Europeans set out to explore the vast world for
riches and glory. Students can narrate the ambitious
journeys of famous men like Christopher Columbus,
who wanted to sail west to the Indies, Ferdinand
Magellan, who circumnavigated the world, various
Spanish explorers who conquered much of the
First grade students extended their
each passing year at the cambridge school brings new discoveries
Americas, and Northeast explorers, who discovered
many splendors of North America. knowledge of insects by learning
Furthermore, in science, they’ve been practicing
about jointed legs and camouflage.
To form a basic understanding of how
and encounters with the wonder, beauty and order of god’s world
through the study of science. here is a brief peek into what our stu-
locating specific places on a map by using
jointed legs (through God’s creativity)
latitude and longitude coordinates,
help insects and humans move around, the
dents have been doing in just the first few weeks of school this year.
and they have learned to use various
Firsties hopped around the yard pretend-
navigational instruments such
ing to be grasshoppers. Then they were
as the chronometer, compass,
and sextant. With their histori-
asked to try to replicate that same move- Cambridge third grade students are parallel circuits, short circuits, and open vs. at the horizon, indicating 0o latitude. They
cal knowledge and understand-
ment but without bending their legs or studying energy in its many different closed circuits. Next, they will build and learned that longitude was impossible to
ing of sea instruments, their
arms. It was hysterical… forms. They demonstrated that energy optimize an electromagnet, then use electro- determine until the 1760 invention of a
and educational. The can change from one form to another by magnets to build a telegraph and a motor. seafaring timepiece by John Harrison.
time in literature has been
students also made investigating solar panels. The students The students can
exciting as they step into the
camouflage collages used a small solar panel to generate elec- now calculate their
life of a young sailor who lives
using photos of tricity by holding it close to a bright light longitude given the
in the 1700s, in the historical
insects and clippings bulb. Then they touched wires from the local time and the
fiction Carry On, Mr. Bowditch.
from magazines. They learned that the panel to a small motor. When connected, time at Greenwich,
The students were blessed to cap off coloring of insects matches their surround- the motor started to spin. From this dem- England. They also
their study by taking a field trip to the ings to protect them from predators. onstration, they learned that light energy used compasses and
Maritime Museum of San Diego, where their can be converted to electrical energy, a map of the school
The properties of gases became
learning truly came to life! They spent an hour with a which can be changed into motion energy to complete a treas-
much more tangible for our second
docent aboard the Star of India (built in 1863) and were in the motor. ure hunt.
grade students. They observed dry ice
able to see and examine the parts of a ship and learn
about the hard life of a sailor. Next, the class had the
as it sublimates into carbon dioxide gas. Science is truly an “electrifying” Fifth graders navigated through Each new
opportunity to sail around the San Diego Harbor
Ms. Kang filled a tank with the gas, and experience for the fourth grade class. science class to an understanding of discovery points our
in a pilot boat and hear about the discovery of
then the students watched in wonder as They began their study of electro- how sailors found their way around children to the One who made
San Diego by explorer, Juan Cabrillo. The fifth
soap bubbles danced on top of the gas. magnetism by studying the the globe in the Age of Exploration. and ordered it all. As Romans
They also filled some balloons with carbon properties of magnets. They The students built a simple sextant to 1:20 tells us, we can learn of God’s
graders proved their unity as a class as they went
dioxide and others with air. The students learned that magnets have help them measure the distance from the eternal power and divine nature in
out rowing in a long boat for an hour. Fortu-
were able to play with the balloons and north and south poles that horizon to the North Star. They learned the things he has made. May the
nately, we all made it back safely! Finally, they had
weigh them. These demonstrations showed attract or repel each other, and that the angle indicated on the sextant study of science encourage our
the rare opportunity to clean three different guns
that carbon dioxide gas is heavier than air that magnets can be used as “iron gives the latitude at your location. At the students to praise Him
(as cannons are known on ships without the large By 5th
and brought alive the concept of gases as detectors”. They are now learning North Pole, the North Star is directly all the more!
wheels), and they watched as they were fired off the grade teacher
Miss Susanna matter that can have different properties how to build electrical circuits overhead, indicating 90o on the sextant. At
harbor (thankfully, no gun powder was involved!). Chang
depending on its composition. and will learn about series and the Equator, the North Star is just visible
Lessons for a Lifetime
An example of an inductive argument is:
All three cars I have
owned were Toyotas
my first car was a good car
my second car was a good car
my third car was a good car
Therefore, Toyotas are
LAST WORd Letter From jim hopson
Dear Cambridge Community,
The culmination of the study of logic is in
the understanding of what is called “valid- When the Cambridge Board invited me to take the position as Interim
ity”: how the conclusion of an argument Head of School at Cambridge, I had no idea what a wonderful opportunity
follows from the premises or assumptions. they were handing me. Not only have I been warmly treated as if I had been
B Y M A R T I N C o T H R A N • R e P R I N T e D W I T H P e R M I S S I o N F R o M W W W. M e M o R I A P R e S S .o R G here for years, but I have had the privilege of becoming more familiar with
A student learns the rules of validity and
a model of education that is impressive, admirable and effective.
how to test arguments to make sure they
We have a tendency to put academic which involves teaching traditional logic. can cause confusion and misunderstand-
measure up. Then the student learns a few My objective this year is to come alongside our founder, Jean Kim, to help
subjects into separate and unrelated The second is the newer method of mod- ing. It is also important to understand the
shortcuts that make the practical applica- The Cambridge School uphold its mission, vision and core values. I consider
categories which have little to do ern symbolic logic. Traditional logic was different kinds of statements—affirmative
tion of logic easier. it an honor to further enhance my experience in Christian education by
with each other. We have our curriculum articulated 2,500 years ago by Aristotle and negative, universal and particular—
and is very language oriented; modern and how statements can be opposite to working with the faculty, staff, parents and Board to in this great ministry.
chart where we put things such as Reading, The medieval scholars were notable for
English, Math, Science, each one dealing logic was developed by modern philoso- each other and equivalent. their ability to systematize a subject and While I have worked for more than forty years in school administration, the
with a different skill and a different body phers and is more mathematical. make it easy to teach. They took Aristotle’s classical model of education is new to me, and I have been devoting a great
of knowledge. Logic seldom finds a place Finally, the logic student learns the differ-
treatises on logic and came up with ways deal of time to reading up on just what constitutes a “classical” education.
While traditional logic focuses in a practi- ent kinds of arguments and how they are
in our lists, although it may be the most in which a student could easily master just In my research, my classroom observation, and my interaction with Jean and
cal way on how human beings do in fact structured. There are two kinds of argu-
important subject, since we use it in every a few fundamental logical operations in a the faculty, I have come to admire this model of education because, in a very
other subject. Why would we consider a reason, modern logic focuses on more ments: deductive and inductive. Deductive practical, distinctive way, the curriculum combines the following five key areas:
manner that allowed the student to get the
subject we use more often than almost any abstract formal relationships that are arguments go from universal truths to
most out of his language study. One great
other to be the least important? common in, for example, computer pro- particular truths. Their conclusions follow 1. It teaches students about the Lordship of Jesus Christ over all things.
medieval scholar, William of Sherwood,
gramming. The skills of traditional logic necessarily from the premises. The classic
came up with a simple four-line verse that 2. It helps students to view all of life through the lens of a Christian
Logic is a liberal art. A liberal art is a are the skills most used in argument and example of a deductive argument is:
taught students the nineteen valid kinds of worldview.
universal, generalizable intellectual skill: persuasion, and for that reason should take
argument and how to simplify them.
you use it in whatever else you do. Every precedence over the modern system. All men are mortal 3. It presents biblical wisdom to students to the end that their heart and
academic subject requires the ability to The processes involved in logic are used in mind, quickened by the Holy Spirit, might know, love and obey God.
Traditional logic focuses its study on Socrates is a man
think rationally, and logic is the science of every other subject. We might as well learn
three things: words, statements, and Therefore, Socrates is mortal
rational thought. how to use them well. Or, as a logician 4. It helps students understand that we should do everything as an act
arguments. When making arguments, of worship with all our heart, mind and strength.
There are two common schools of thought it is important to understand the meaning An inductive argument goes from particular
on what logic is and how it should be taught. of words since, if the meaning of a word truths to universal truths. Its conclusions 5. It understands that the school works in a partnership with parents.
The first is the old classical approach, changes in the middle of an argument, it follow only probably from its premises. All subjects that are used
widely should be learned well These key underpinnings, when combined with the classical distinctive of
Logic is a subject that grammar, logic and rhetoric, fit naturally into what I would consider to be
is used widely a very effective Christian educational setting that will produce contagious
November 12th at 6:30–9:30pm November 19th at 10:00–11:30am december 17th at 10:00am–12:00pm Therefore, logic should Christians, virtuous scholars, humble servants and equipped stewards,
Director of the Torrey Honors Program Parents, grandparents and friends are all Please join us for a special Christmas be learned well all to the end of glorifying God.
at Biola University, Dr. John Mark invited to our annual Grandparents’ program that the students will I look forward to the remainder of a great year!
Reynolds, will be speaking on “Thinking day/ Thanksgiving program. A light present as a way to give thanks January 20, 2011 at 6:30–8:00pm
Logically in an Age of Amusement” at reception will follow, during which you for the birth of Jesus Christ. At the Town Hall meeting (for parents Soli Deo Gloria,
the next parent Academy. Invite your will have the opportunity to tour class- Afterwards, stay and enjoy some of current students) we’ll discuss school
friends and enjoy this rare opportunity rooms and fellowship with Cambridge holiday treats and a time of Jim Hopson
matters, including the upcoming Spring
to hear Dr. John Mark Reynolds speak! family and friends. fellowship with us. Gala and Auction on March 26th.
THE CAMBRIDGE SCHOOL
P.O. Box 720508
San Diego, CA 92172
T H E W H AT, W H E R E A N d W H Y FOR mORE INFO
WHAT IS THE CAmBRIdGE SCHOOL? Founded in 2006, the Open Houses
Cambridge School provides parents of North County San Diego with a unique November 5, 2010 at 8:15–9:45am
educational option for their children. Instruction is currently offered in grades January 7, 2011 at 8:15–9:45am
K4 (pre-kindergarten) through fifth, with grades being added each year. Cam- Invite your friends to find out about
bridge is a Classical and Christian school, seeking to emphasize the truth of the Cambridge School, see students
God’s revelation, the tradition of the great thoughts of civilization and the skills presenting at Memory Time, and get
needed to be lifetime learners, thinkers and leaders. our goal is to cultivate wisdom a tour of the classrooms.
and virtue in our students so that they may love that which is worth loving and
then go forth to act upon what they know and love. WHERE ARE WE LO-
CATEd? We are just south of the 56 freeway at the Rancho Penasquitos Blvd.
exit. WHY CLASSICAL EdUCATION? The classical method was born
in ancient Greece and Rome, used throughout the Western world by the 16th
century, and remained the norm until at least 1850. The reason for its wide-
spread use? It works. The time-honored teaching method employed at Cam-
bridge is known as the Trivium, which imparts the basic tools of learning to the
student. Becoming educated in any subject involves knowing its basic facts and
November 9, 2010 at 6:30–8:00pm
principles (grammar), ordering and analyzing relationships concerning these
January 11, 2011 at 6:30–8:00pm
facts (logic), and communicating conclusions in a clear, persuasive, and win-
some manner (rhetoric). This three-phase model works because it focuses on Invite your friends to hear about
classical education and learn how the
the way children learn best at each stage of life and builds on the foundation of
Cambridge School provides a strong,
previous stages. Thus, it prepares students to become life-long learners who can
academically rigorous Christian edu-
think for themselves. And in today’s culture, such skills are increasingly valuable
cation. (January 11th will be the last
precisely because this educational model is the exception rather than the rule. Information Night of the 2010-2011