First-graders enter school in the autumn still immersed deeply in the imaginative experiences of the kindergarten. Although academic instruction begins in first grade, each new concept is presented artistically, so that the continuum of imaginative experience is preserved. For example, phonics lessons begin not with a simple declaration, “This is the letter ‘B’, which makes the sound ‘buh’.” Instead, the teacher might tell a story about a bear, which delights all the children. Next, a bear is drawn on the chalkboard and in the main lesson books. In a series of steps, the picture is subtly transformed and magically becomes the abstract symbol “B.” Although this process requires more time than conventional methods, it engages children with varied learning styles; ranging from those who benefit from the multi-sensory approach, to children who can already read quite easily. In first grade, every new concept is presented in a similar manner, through the use of poetry, drawing, music, stories, or drama.

Because the younger children still experience the world more as a unity, we do not teach separate blocks for many academic subjects. Rather, science and social studies are seamlessly integrated into language arts blocks. Through the content of the stories, building blocks are laid for future work in physics, history and many other fields. Language arts skills include: an introduction to phonics, printing, memorization and recitation of poetry, fairy tales, folk tales and classic children’s literature. Not every child can read by the end of first grade, but all gain a profoundly rich language experience. All four operations are introduced in arithmetic. Students practice simple addition and subtraction facts; count rhythmically by twos, threes, fives, etc. in order to begin learning the multiplication tables; and learn about division by sorting groups of gems and chestnuts on their desks. Teachers tell many nature stories, most of which they write themselves. These stories address the same natural phenomena the students will later study scientifically, but do so pictorially rather than abstractly.

Second-graders are much more confident than first-graders. They are boisterous, noisy, and enjoy humor. The teacher responds to this change by creating a different mood in the classroom. She accelerates the pace of the day’s activities, tells riddles, and playfully highlights human foibles and illustrates exemplary human qualities through the legends of saints. The language arts curriculum includes Native American legends, Aesop’s fables and stories of holy people from various cultures.

Students do more advanced work in language arts and arithmetic. Most students can read by the end of second grade, and they have begun to master addition, subtraction, and multiplication facts. The teacher continues to tell nature stories, weaving in the study of the seasons and the calendar year. Friendships deepen as the children begin to relate to each other more as individuals.

Third-grade children have lost some of the breezy confidence they had in second grade. Now in their ninth year, children gradually awaken to the realization that the magical time of earlier childhood is coming to an end. They are excited about the rich and wonderful world they see with new eyes. However, an accompanying uncertainty about their readiness and a wistfulness for the security of the past creates inner turmoil. Outwardly children may be moody or melancholic. They may try out their new independence through defiance. One moment they push their parents away, but the next minute they cling and want to be cuddled. This inner soul mood is met with the stories from the Hebrew Scriptures, beginning with Adam and Eve being driven from Paradise. The stories of Noah, Joseph, Moses, David and many others speak of great individual trials, always supported by Divine order and guidance. To guide the child’s awakening to this “real” world, meet his/her need to be active, and build confidence, many opportunities for practical work are given. There is a building block and at least one farming block. Children draw plans, measure, saw and hammer. They plant, harvest and often have a chance to plow with horses. They meet spinners, weavers, blacksmiths, potters and others willing to share the skills of their trade.

The children continue to practice language arts skills. In a lively, playful way grammar is now introduced. In arithmetic, work with the four processes continues and long division is introduced. There is at least one special math block on measurement. The teacher presents ancient, medieval, and modern systems of measurement, thereby helping the children understand and appreciate the need for units of measure. Children practice linear measurement, weight, and capacity.

Fourth-grade children are typically quite serious about their schoolwork. They set high standards for themselves and want to please their teacher. They also enjoy drama and thrilling stories, which makes it a perfect time for them to hear the gripping sagas of Norse mythology. Listening to creation legends that are different from the previous year’s Hebrew Scriptures, appeals to their nascent sense of multiple perspectives. This moment in which the world becomes “fractured” is an ideal time for them to encounter mathematical fractions.

In addition to studying fractions, the children master the multiplication tables. They also continue to practice arithmetic skills taught in first through third grade in order to attain greater speed and accuracy. Mental math problems are an important part of each day’s lesson. There is time each week for the students to read classic children’s literature independently. Some children still need tutoring in reading, which they receive either individually or in small groups. The teacher provides regular practice in spelling, grammar, and writing skills. Social studies blocks include the early history and geography of Michigan, with an emphasis on the local geography and its influence on the history and culture of Ann Arbor. Zoology is introduced; the children study the characteristics of many different animals, and how each relates to the human being.

Fifth-graders are competent and eager to complete the tasks given to them by their teachers. They have a somewhat philosophical and reflective nature. They listen attentively to stories about ancient India, Persia, Mesopotamia, and Egypt. They wonder at the achievements of these earlier civilizations, especially the development of writing, geometry, and architecture. Later in the year, the teacher introduces them to the Greek pantheon, leading to written history. Children participate in the Pentathlon, learn a bit of Ancient Greek, and hear stories from the Iliad and Odyssey. Like the Greeks, fifth-graders begin to look closely at the natural world. Both inside and outside the classroom, students complete many lovely drawings of plants and insects as part of their study of botany.

The children have become interested in the thoughts of their classmates in a way that is new. They enjoy writing stories and short summaries of the content of main lessons, and share book reports and other projects with each other. In mathematics, the teacher reinforces fraction concepts and introduces decimals. Social studies lessons come alive when students draw freehand maps, sing folksongs, and hear tall tales of the North American continent.

Sixth-graders tend to be argumentative. They quibble over issues of fairness, correct their classmates and teachers, and miss no occasion to make sardonic comments. Because of their propensity to make everything into a legal issue, they are particularly open to the study of Roman culture. After studying Roman history, they go on a medieval pilgrimage. As students and teacher wander through this dark wood together, they gain a new respect for each other. The teacher may introduce students to the study of physics by completely darkening an interior room, then lighting a single candle. Students are astonished at how much light one candle radiates. From this moment on, the sciences move steadily into the foreground..

The curriculum also includes the study of geology, geography and astronomy. The students read historical fiction as a complement to the history curriculum. They continue to practice all the language arts, including etymology. They study geometry, percentages, ratios, and practical business math.

Seventh-graders, with their widening perceptions and markedly increased mastery of skills, are fascinated by how things work and by interpersonal relationships. They experience life empirically and bring an inexhaustible curiosity to the world around them. As such, the seventh grader is a kind of “Renaissance man” ready to consciously integrate science, art, geography, history and mathematics. The curriculum meets those interests with increased rigor of thought in the sciences and by studying the explosion of human achievements, and the awakening of Western culture during the Renaissance, including advances in art, science and religion.

In the sciences, the teacher’s presentations of simple machines in the physics lessons, combustion in the chemistry block and human physiology in the biology blocks seldom fail to grab the students’ full attention. In history, the biographies of the great artists, explorers and inventors bring an imaginative and human quality to the study of the Renaissance (particularly in Italy), the Age of Exploration and the Reformation. The students also study perspective drawing, enjoy a writing block which allows them to express their growing perceptions, thoughts, feelings and dreams in words, and continue their artistic exploration of geometry. Seventh graders also learn to use research materials in order to prepare presentations for their classmates. Math classes are now divided based on ability.

Eighth-graders stand at the threshold between childhood and adolescence. They question teachers, parents, societal values, and institutions. They are ready to begin training their powers of analytical thought, in the manner employed by high school teachers, but are still strongly nourished by stories and images. They still benefit from a single class teacher overseeing their social form, and focusing on each child’s challenges and needs; however, their awareness of, and interest in, the world calls for teachers who can satisfactorily answer their questions. To address those needs, each year two or three eighth grade blocks are taught by guest specialists, either high school teachers or other members of the faculty with expertise in a particular field. This also offers the eighth grade teacher time to organize the many other class activities, including an extended trip and a large scale dramatic production.

Eighth grade main lesson blocks are designed to foster the students’ expanding intellectual powers, as well as to cultivate their interest in the modern world. Social studies include two blocks on American history, touching on key topics from the European colonization of the new world to the mid 20th century, and a block on world geography. The science curriculum is rich and deep, with blocks on physics, chemistry, anatomy and meteorology. The sciences are taught practically rather than theoretically, and are a hands-on experience for the students whenever possible. They keep a careful record of the experiments they themselves have performed, noting both successes and failures. Detailed and aesthetic illustrations accompany most lessons. In mathematics, they construct three-dimensional Platonic solids. Students read a wide variety of books: plays, poetry, historical fiction, classic literature, etc. They also continue to use non-fiction resource materials and may do one or more special research projects.