An alumnus asked me at our recent Homecoming Alumni Dinner if I ever imagined in 1976 the amazing campus Mount Paran Christian School has become almost 50 years after the school’s inception. The 1988 alumnus, representing our first graduating class, commented on the vast programs, the beautiful campus and buildings, and the record enrollment after briefly reflecting on our humble beginnings. “Did you ever see all of this in our future?” he asked me. Clearly, the answer was "no." 

 

It is logical for confusion to exist when those of us in K-12 Christian education begin to define ourselves. It should be simple and straightforward, right? Well, not exactly. The many Christian schools that exist across the American landscape do share a common goal: we are colleagues who have embraced a calling to academic excellence in an environment that honors Christ preeminently. I have discovered none who refutes this. These two aspirational goals stand as the cornerstones and foundations on which Christian education has been built. 

 

There is something really special about Mount Paran Christian School. Current families and students, as well as alumni and their parents know this well. It’s something you feel when you’re on campus. Something you see in your children when they come home from school. Something almost intangible. I felt it the first time I stepped foot on this campus in 2014, long before I ever envisioned myself as Head of School.

 

The motto of Mount Paran Christian school is, “A place where faith and intellect grow as one.” In Latin, it translates to, Fides et intellectus simul unus. It is on our crest, but more importantly, this principle is woven into the fabric of what, how, and why we teach and learn together at MPCS.

Saint Augustine, in the 4^th century, was known to have said, “All truth is God’s truth.” Since the beginning, we, at MPCS, have wholeheartedly endorsed this ideal and the theological position that affirms there is and can be no separation of the sacred and the secular in life and learning. In other words, we believe in the immersion of biblical understanding and truth in all we do and in all we study.

 

Why do I believe so strongly in Christian education, and particularly in independent Christian schooling? There are numerous reasons, starting with my perspective on education in general, specifically, K-12 education. Beyond that, the benefits of an independent Christian education for today’s learners are eternal.

 

Have you ever been asked a question about your faith you just could not answer? Have you ever questioned your own beliefs and wondered if what you were taught was actually truth? I can gladly say “yes” to both questions because, in so doing, I have come to realize that I must improve my understanding of my faith, of my beliefs, and of my intellectual understanding of Christianity. 

 

With the shift towards more technology in the classroom, it should come as no surprise that the majority of states—more than 40—no longer require handwriting instruction, especially cursive handwriting.

According to a report from 11Alive news, Georgia requires instruction of cursive writing, typically beginning in grade three. However, since cursive writing is not assessed at the state level and is left to local determination for assessment, in most Georgia schools, cursive writing is no longer being taught.

GUEST STUDENT AUTHORS

A recently developed leadership program at Mount Paran Christian School is providing high school students with the opportunity to learn, practice, and reflect on leadership. Developed by Jason Beard, Assistant Head of High School, the goLEAD program’s goal is to develop and empower today’s servant-leaders by teaching essential principles of leadership, collaborating with community and school leaders, and providing authentic experiences in leadership.

The goLEAD program has officially launched as a two-year curricular program, designed to prepare servant-leaders by teaching leadership principles, collaborating with community and school leaders, and providing authentic experiences for students to learn, practice, and reflect on their leadership. The thought of doing leadership intentionally was the spark that created a leadership-development program that incorporates a balance between learning about leadership and actually experiencing it.