Whatever the outcome of this election, we each have a place of service to which God has called us, and we each have been entrusted with “extraordinary” opportunities to love our families, our friends, and our neighbors…
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By including opportunities to play and learn in outdoor spaces, young minds journey down a path that guides growth in areas such as critical thinking, self regulation, and creativity. Open-ended outdoor play experiences set the stage for problem solving and self-competence in a way that structured classroom learning cannot provide.
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n the ever-unfolding story of redemption, shalom reminds us of the brokenness and incompleteness that we experience in the world around us. When I asked students for examples of that brokenness in chapel, I was amazed at their responses.
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During a recent chapel, we listened to the Parable of the Good Samaritan, focusing upon the significance of the numerous details of this famous story. What is the context for Jesus’ telling of this story?
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Our time at Cuirim House brings to mind a quote from Frederick Buechner, “The place God calls you to is the place where your deep gladness and the world’s deep hunger meet.”
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Telling the stories of your generations provides rich opportunities to shape your children’s sense of identity, giving them reason to be thankful for their blessings…
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What does it mean to infuse our dreams and hopes for children with this rich biblical metaphor of a deeply rooted oak tree, a tree that stands upon the strength of character development and the formation of habits that ultimately flow from nourishing children’s intrinsic desire for the good, the beautiful, and the true, deeply rooted in the ideals of righteousness, justice, and peace?
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Why does every class begin every year at Cambridge with a return to the Creation story in Genesis?
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What then is Chivalry? So strong a thing, and of such hardihood, and so costly in the learning, that a wicked man or low dare not undertake it... Whoso would enjoy high honor first must suitable display that he has well been schooled to such arts...
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Our students will come to view history not as a series of random dates and timelines, but as interconnect events and the background to the story of God’s relationship with humanity…
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To take a journey, we must “set out,” whether by foot or car or plane. But we must also “look out,” to discern God at work. A faithful journey asks what God may be accomplishing today and seeks signs of God already traveling the road….
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Because God made human beings in His image, we are born with human dignity and other unique traits given to us by our Creator. Among these traits is the concept of free will. 6th grade students explore and question the results of free will...
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We are all meant to be naturalists, each in his own degree, and it is inexcusable to live in a world so full of the marvels of plant and animal life and to care for none of these things…
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Kindergarten at Cambridge is an invitation to the fullness of life and an environment ripe for exploration, awe, and wonder.
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Following their study of the Middle Ages in 4th grade, 5th graders move into the next time in history, from the early 1300s through the late 1600s. This time period is called by people who write about history, The Renaissance - meaning, “rebirth.”
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We are not the makers of knowledge, but the discoverers of knowledge…
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it's not about personal kingdom buildings. It's about building the community of God.
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In this interview with parent, educator, and board member Maria Dubois, she explores Cambridge School's educational philosophy and its outworking in the life of the school and her family.
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