“The development of literacy will be one of the primary aims and focuses of effort in the School. This will include a great deal of reading from a variety of both fiction and non- fiction primary literature. Particularly in the early grades, the School will emphasize reading and more reading.” –LCS Charter

Most American schools dedicate two or more hours each day to “literacy.” A majority of time is spent teaching children the fundamentals of reading strategies, such as making inferences, predicting, classifying, and “looking for the main idea.” The purpose of these exercises is to bolster test scores, independent of real knowledge. In contrast, Liberty strives to develop the appreciation of language, increase specific knowledge, and provide meaning to students through the achievement of Primary Literacy, Mature Literacy, and Moral Literacy.

A. Primary Literacy

Primary Literacy begins with phonic recognition. Our Charter states. “In the early grades, students will receive explicit, systematic phonemic awareness and phonics instruction. Children will be provided deliberate, coherent, direct instruction in letter-sound correspondences. Practices which teach children to rely on word- memorization (the look-say method) and guessing (through illustration and/or context) will be avoided.”

Once phonetic decoding skills are introduced, fluency must be developed. Fluency allows students to focus their mental energies on comprehension rather than decoding. Fluency means “flowing,” and in this context it also means “fast.” Fluency takes practice—a lot of it. Selected phonics programs, stories, and books which have been approved by the BOD are used for the development of decoding skills and fluency at Liberty.

Teachers should use discretion and select stories and books which meet the principles of this policy and the Literature Acquisition policy to the greatest extent possible. Child-centered stories and books of a trivial nature (see Mature Literacy below) should be avoided. If a teacher is uncertain as to the appropriateness of a particular book or story, he/she should consult the Literacy Review Team. Books in the classroom which do not meet the principles of this policy should be removed from the classroom.

Although phonetic practice is necessary for developing early literacy skills, practice alone does not develop language appreciation. Language is at the heart of reading. The love of the sound of language will carry with a child if it is properly developed. Children need to discover at an early age the peculiar satisfaction that comes from experiencing form in language, as in nursery rhymes and poetry. When this occurs, children will continue to prefer the sound of beautiful or interesting language as they later select books for meaning. Furthermore, we believe young children should be shown incrementally what is beyond the realm of their experience. Children who are exposed to complex speech patterns learn to express themselves earlier and more fluently than those spoken to in careful sentences.

In the early grades, nursery rhymes, poetry, fairy tales, and captivating stories beyond the students’ own reading abilities will be read aloud to children. In addition to the development of language appreciation, this practice fosters the desire in children to master the difficult skill of reading in order that they might gain personal access to the exciting world of stories.

B. Mature Literacy

“Mature literacy develops as students become acquainted with a broad and rich body of knowledge and become familiar with many well-written, diverse, and meaningful works of literature.” –LCS Charter

According to E.D. Hirsch Jr., one of the reasons children lag behind in their reading abilities, and are thus prevented from achieving mature literacy, is a huge vocabulary deficit. Hirsch advises, and Liberty advocates, time devoted to activities that “foster vocabulary, domain knowledge, and fluency.” Domain knowledge is the threshold level of knowledge needed to understand a topic. If one knows nothing of the game of baseball, for example, one can’t comprehend the sentence: “Jones sacrificed and knocked in a run.” The more domain knowledge acquired, the easier it becomes to read and understand a wider variety of material. Hirsch suggests, "Such knowledge could be conveyed through read-alouds, well-conceived vocabulary instruction, and a variety of cumulative activities that immerse children in word and world knowledge."

In today's schools, the teaching of the kind of specific knowledge needed to become a fully literate individual is woefully inadequate. The texts and literature used in most American elementary schools are, for the most part, of a trivial nature. There is no shortage of material on topics like pets and sharing, but little on history, geography, and science. At Liberty, vocabulary and domain knowledge are developed by teaching the rich body of content knowledge defined in the Core Knowledge Sequence. Vocabulary is further developed through Greek roots and Latin language instruction.

Finally, in order to immerse students in word knowledge and expose them to many well-written, diverse, and meaningful works of literature, we have supplemented the Core Knowledge Sequence with (primarily) classic works of fiction—stories which have withstood the test of time. In accordance with Liberty’s Charter, “The

literature suggested by the Core Knowledge Sequence, as well as other literature that will be introduced, is chosen not only for its place in the core body of knowledge, its multi-cultural representation, and its rich use of language, but also because it provides access to deeper meaning of universal human problems, particularly those which preoccupy children's minds.”

The faculty and Academic Advisory Committee and Board have developed and approved the following additions to the Core Knowledge literature sequence:

• Recommended read-aloud lists for primary grades

• Required reading from the Great Books lists for grades 2-12

• Required summer reading books for grades K-12

The books on these lists were selected with consideration to exposing children to literature that they might not otherwise encounter. The books are intended to nudge students toward higher levels, not just in matters of syntax and vocabulary, but also in sophistication of plot, character development, conflict and resolution, and the sustained reading of lengthy works rather than excerpts. Teachers should become familiar with the books on the lists for their grades so that they can assist students in selecting books according to student interest and ability.

C. Moral Literacy

At Liberty, character education is achieved through a coherent program of expectations, modeling, and study of historical and literary figures. Stories, poems, essays, and other writings in our curriculum are intended to help children achieve moral literacy. That achievement involves recognizing the virtues (e.g. honesty, compassion, integrity, perseverance, courage, citizenship), understanding what they are in practice, and developing a desire to do what is right. How is this accomplished?

First, literacy gives children specific moral reference points. Literature and history are rich in moral literacy. Children need specific illustration of what is good and bad so that what is morally right and wrong can be known and promoted. Through the power of imagination children become vicarious participants in a story; they share in a hero’s choices and challenges and identify with his suffering and triumph. Because a child’s allegiances are based not so much on right versus wrong, but on who arouses his sympathy and who his antipathy, it is important to choose stories in which virtue wins over vice, as in fairy tales and other classic works. Frequent and strong identification with virtuous and victorious heroes allow children to rehearse and strengthen their commitment to goodness.

The right defence against false sentiments is to inculcate just sentiments. –C.S. Lewis, The Abolition of Man

Second, reading and literacy promote fascination. Nothing compares with a story that begins “Once upon a time…” The imaginative process gives us hope because we want to believe that in the stories of our lives we too can make the right choices. Stories help us to make sense out of our lives. A plot. A purpose. A sense that our struggles have meaning.

Third, reading and literacy create a living link to our culture, its history and traditions.

Fourth, by teaching domain knowledge, children will become a part of a common world, a community of moral persons. Reading affords us the opportunity to do what we can’t often do in life—to become thoroughly involved in the inner lives of others. As with visiting foreign cultures, the sustained involvement with a character in a story enlarges children’s sympathies and gives them those broad, wholesome and charitable views that are the reward of both travel and reading. This involvement is not simply the sharing of adventures, but also of ideas, emotions, loyalties, and principles.

“…Shall we just carelessly allow children to hear any casual tales which may be devised by casual persons, and to receive into their minds ideas for the most part the very opposite of those which we should wish them to have when they are grown up? We cannot…Anything received into the mind at that age is likely to become indelible and unalterable; and therefore it is most important that the tales which the young first hear should be models of virtuous thoughts…” –PLATO’s Republic

Application of Liberty’s Reading & Literacy Program

• Reading is an important component of daily homework. Each student should read or be read to every day.

• Teachers will set expectations for reading homework for K – 3rd grades.

• Students in 4th – 6th grades are expected to read at least 20 minutes per night.

• For students in 7th – 12th grades, the principal and teachers will determine the number of books from the Great Books list to be read per semester. Teachers will provide parents with discussion questions to verify the reading has been completed. Although reading time may vary on a daily basis, students should expect to read at least 30 minutes per night or 150 minutes per week.

• Students in 9th – 12th grades should expect to read at least 100 minutes per week.

• If literature is not assigned from the Core Knowledge Sequence or the approved additions to the Sequence for homework on any given day, students shall read literature selected from the approved Great Books lists for their grade(s). This homework is limited to the approved Great Books lists in order to ensure that the principles of this policy are fulfilled. Students may read books from the Great Books lists for higher grades with teacher and parent approval.

• Students may re-read favorite selections from the approved Great Books lists in subsequent years.

• Students may submit suggestions for additions to the Great Books lists to their teachers or the Headmaster for consideration and possible approval.

• Students are encouraged to read additional books of their own choosing over and above the required reading. Parents are encouraged to steer their children toward selections which support this policy and the school’s Literature Acquisition policy.

• All students are required to participate in the school’s summer reading

program. Teachers will set accountability measures to ensure students complete the summer reading.

Supporting References

• Liberty Common School Charter Application, October 1, 1996

• LCS K – 3rd Grade Recommended Great Books List

• LCS 4th Grade Great Books List

• LCS 5th – 6th Grade Great Books List

• LCS 7th – 8th Grade Great Books List

• LCHS 9th – 12th Grade High School Recommended Great Books List

• LCS Summer Great Books List

• The Vocabulary Deficit by Andrew Wolfe, The New York Sun, May 2, 2003

• The Book of Virtues, William Bennett

• On Learning to Read by Bruno Bettelheim

• The Uses of Enchantment by Bruno Bettelheim

• Books that Build Character by William Kilpatrick

• Why Johnny Can’t Tell Right from Wrong by William Kilpatrick

• Why Johnny Can’t Read by Rudolf Flesch

• Beginning to Read by Marilyn Jager Adams

• Honey for a Child’s Heart by Gladys Hunt

• Amusing Ourselves to Death by Neil Postman

• The Disappearance of Childhood by Neil Postman

• The New Read-Aloud Handbook by Jim Trelease

• The Plug-In Drug by Marie Winn

• Core Knowledge Newsletter

Adopted: 2/17/2005

Amended: 12/3/2011

Amended: 4/21/2016

Amended: 9/21/2017

Amended: 1/18/2018

Amended: 5/27/2021

CLICK HERE to Read “What is Good Literature by Liberty Common School founding parent, DR. Maureen Schaffer

Singapore Math is used at Liberty Common School through the 7th grade, setting a sturdy foundation for junior-high and high-school math.

With the introduction of the National Council of Teachers of Mathematics Standards in 1989 and the proliferation of the more-recent nationalized Common Core Standards, more and more American schools are taking an “integrated” and discovery-based approach to math that attempts to introduce concepts by prompting a student’s natural curiosity.

This contemporary approach deemphasizes the rigor of assigning students homework on a nightly or even regular basis. While the integrated approach can be sound, the actual implementation in America has more often regrettably defeated its own purpose.

When Liberty first wanted to build a second-to-none math program, the school’s Board of Directors didn’t ask which school, which school district, or which state teaches math the best. Rather, it pursued the best math program on the planet, and discovered Singapore Math.

The school began implementing Singapore Math in lieu of the math content prescribed by the Core Knowledge Sequence. In order to maintain fidelity to the maxim that it is the right and responsibility of parents to direct the education and upbringing of their children, the school offers presentations to parents from Singapore Math experts. These presentations enable parents to continue partnering with the LCS in the education of their child(ren).

CLICK HERE to read “Why Singapore Math?” by Liberty Common School headmaster and founding parent, Bob Schaffer.

The acquisition and appreciation of other languages is essential to understanding one’s own. At Liberty Common School, the mission of the Foreign Language Department is to enhance student knowledge and understanding of the English language. This is accomplished first through Latin instruction beginning in kindergarten. After a solid foundation in Latin is established, students may elect to study modern Romance languages to further expand language knowledge, enhance cultural understanding, and develop conversational skills in a foreign language.

Liberty is a classically oriented school where the study of Latin supports our study of Western Civilization. Latin is the language which gives form to the thoughts and ideals upon which Western Civilization was founded and allows students access to the history and great works of the classical world. This is why further study of Latin and modern Romance languages enables students to develop appreciation for the influence and contributions of Western Civilization.

Why is Latin the foundation of Liberty’s Foreign Language education? Latin is both a language and a discipline. Decoding Latin instills logical and precise thought. Like math, Latin is a cumulative study with each skill building on the previous one. And like math, Latin provides the invaluable experience of studying one systematic subject to mastery over a long period of time. This is a key to mental and character development and can be the most valuable academic experience a child has in school.1

“The limits of my language means the limits of my world.”

— Ludwig Wittgenstein, Austrian-British Philosopher of Language, Logic, Mind, and Mathematics.

The goal of Latin instruction at Liberty is to empower students to think, speak, and write with clarity and precision in English thereby expanding their vocabulary as well as their world. The study of Latin develops mastery of English in the following ways:

VOCABULARY. The acquisition of Latin vocabulary provides students access to thousands of words that have rich and nuanced meanings. Fifty percent of English words are derived from Latin, including an estimated eighty-five percent of polysyllabic words. Additionally, Latin is the root language of science, law, medicine, politics, and theology. Terms are generated from Latin roots or lifted in toto. Understanding Latin makes learning these new terms into a shorthand, allowing the student to move quickly to more complex concepts.

READING/SPELLING. Careful attention in translating Latin to English helps students recognize and produce accurate letter combinations which increases reading and spelling skills.

GRAMMAR. When juxtaposed with studying English grammar, studying Latin grammar proves to be a superior method for exposing the structure of language. English is loose, unstructured, unsystematic, and breaks its own rules, whereas Latin is much more structured, orderly, logical, and consistent. The roles words play in a sentence are clearly delineated in Latin. If grammar is the ordered and structured beauty of language, then Latin is the preeminent language to study to achieve grammar mastery in English.

COMPOSITION. The beauty and power of great writing are more obvious to the student of Latin. The brevity of a Latin maxim uniquely teaches an economy of language. Structured, clear, sophisticated expression arises from translating and modeling stylists like Cicero.

Stages of Foreign Language Instruction at Liberty

In kindergarten through 3rd grade, students are instructed in Latin by classroom teachers and begin learning about ancient Roman culture by memorizing common vocabulary words.

In grades 4-6, professional Latin instructors teach students to identify and organize patterns of noun and verb endings and develop understanding of the relationships between Latin parts of speech.

In grades 7-8, deep, comprehensive study of Latin grammar on a daily basis promotes an appreciation for the ordered beauty of the language and trains students in Latin translation. Students complete Latin I and Latin II coursework. With a foundation in Latin and the daily instruction time necessary to develop conversational language, students are prepared to succeed in the study of modern Romance languages. Students may elect to supplement Latin I and II with Spanish, French, or Ancient Greek.

In grades 9-12, students may elect to continue advanced Latin coursework in Latin III and beyond. For these students, the fruit of diligent Latin study is fully realized in the joy of reading ancient texts in their original language. The mind is prepared to compose in Latin.

To fulfill the graduation requirement of two consecutive years of foreign language study in high school,* students have the option to build upon a solid foundation in Latin with study of Spanish, French, Ancient Greek, Advanced Latin, or other languages which may be added to the curriculum. Languages which may be added to the curriculum will be Romance languages, or German.** Further foreign-language classes beyond these may be taken as electives.

*All students are required to successfully complete Latin I and Latin II prior to high school graduation. Students who did not satisfy this requirement in junior high have the option of using this coursework to simultaneously fulfill the additional requirement of “two consecutive years of foreign language study in high school.”

** Because English is a Germanic language, the secondary benefits of studying German may be considered when expanding the school’s course offering.

1. An Apology for Latin and Math, Cheryl Lowe, Classical Teacher, Winter 2006

http://www.memoriapress.com/articles/apology-latin-math.html

7.3 Policy on Teaching Science

The foundation of Liberty’s K-8 science curriculum is contained in the Core Knowledge Sequence. Our high school science program requires all students to complete Biology, Chemistry and Physics, plus one elective science course. In accordance with our Charter, the school will supplement its science curriculum with the Benchmarks for Science Literacy1 from the American Association for the Advancement of Science, Project 2061.

The Nature and Limits of Science

Science attempts to explain the natural world through observation and investigation. As explained by the National Academy of Sciences, science is a particular way of knowing about the world. In science, explanations are limited to those based on observations and experiments that can be substantiated by other scientists. Explanations that cannot be based on empirical evidence are not a part of science.2 For example explanations which rely on supernatural occurrences cannot be meaningfully tested and substantiated by other scientists. Therefore, such explanations are outside the realm of science.

The National Academy of Sciences further explains, science is limited to explaining the natural world through natural causes.3 Because of its inherent limits, science cannot provide complete answers to all questions. In Project 2061’s Science for All Americans, included as a reference in Liberty’s Charter, the authors explain that there are many matters that cannot usefully be examined in a scientific way. There are, for instance, beliefs that - by their very nature – cannot be proved or disproved (such as the existence of supernatural powers and beings).4

Project 2061 Benchmark (1A/M4): By the end of 8th grade, students should know: Some matters cannot be examined usefully in a scientific way. Among them are matters that by their nature cannot be tested objectively and those that are essentially matters of morality.

Scientific Inquiry

Progress in science consists of the development of better explanations for the causes of natural phenomena. Through repeated testing, a scientific hypothesis is either supported or refuted. In this way, the accuracy of descriptions of the natural world tends to increase with time, as subsequent generations of scientists correct and extend the work of their predecessors.2 To be useful, a hypothesis should suggest what evidence would support it and what evidence would refute it. A hypothesis that cannot in principle be put to the test of evidence may be interesting, but it is not likely to be scientifically useful.4

Project 2061 Benchmark (1A/H3): By the end of 12th grade, students should know:

In science, the testing, revising, and occasional discarding of theories, new and old, never ends. This ongoing process leads to an increasingly better understanding of how things work in the world but not to absolute truth.

Principles for Teaching Science

1) Students should come to understand the nature and limits of science and the process of scientific inquiry described above and contained in the references cited in this policy. These ideas should be introduced throughout the grades in accordance with the Benchmarks for Science Literacy and reinforced throughout the school year - not solely as the introduction to potentially controversial topics.

2) Students should come to understand that there are many important questions that cannot be answered by science alone. While students should understand underlying scientific concepts and technical issues surrounding controversial subjects, science class should not proselytize or be used for political indoctrination (e.g. promoting religious or environmental agendas).

• Questions of faith often involve influences outside the domain of science. These influences cannot be explained by science (e.g., miracles). However, studying natural evidence which appears to contradict one’s faith can still lead to knowledge and understanding of natural world. This knowledge has contributed to human intellectual growth, health, and general welfare through the development of technology.

• Questions of public policy present multi-disciplinary challenges with economic, political, legal, historical and ethical dimensions. Scientists contribute to the discussion by bringing information, insight, and analytical skills to bear on matters of public concern. Alone, they do not have the means to determine public policy tradeoffs or settle issues of ethics and morality.4

3) Science topics such as evolutionary biology, geology, and the Big Bang theory of cosmology can lead to student questions about whether or not supernatural forces play a role in the origin of the universe, the origin of life, and the mechanisms of evolution. If questions arise, teachers may explain to students that science cannot demonstrate the absence or presence of supernatural influences or causation in natural events.

• “Science can say nothing about the supernatural. Whether God exists or not is a question about which science is neutral.”3

• “Evolutionary theory, indeed all of science, is necessarily silent on religion and neither refutes nor supports the existence of a deity or deities.”5

4) Topics such as Creationism (origins explained by reference to a deity), Intelligent Design (origins explained by reference to an unspecified designer), and Metaphysical Naturalism (the philosophy that the natural world is all that exists) extend beyond the realm of science and are not a part of Liberty’s science curriculum. These topics are not excluded from the science curriculum because a consensus of scientists have tested and negated the hypotheses put forward, but rather because the hypotheses are outside the domain of science.

• “Because science can only use natural explanations and not supernatural ones, science teachers should not advocate any religious view about creation, nor advocate the converse; that there is no possibility of supernatural influence in bringing about the universe as we know it.”6

● “Because the basic proposals of creation science are not subject to test and verification, these ideas do not meet the criteria for science.”3

● “Explanations employing non-naturalistic or supernatural events, whether or not explicit reference is made to a supernatural being, are outside the realm of science and not part of a valid science curriculum.”5

Science texts and resources used at Liberty should support the objectives of this policy.

References

1. Benchmarks for Science Literacy: Project 2061 of American Association for the Advancement of Science (1993). Oxford University Press, New York, NY.

Also available at http://www.project2061.org/publications/bsl/online/index.php

2. Science and Creationism, A view from the National Academy of Sciences. Second Edition. (1999). National Academy Press, Washington, DC.

Also available at https://www.nap.edu/read/6024/chapter/1

3. Teaching about Evolution and the Nature of Science, National Academy of Sciences. (1998). National Academy Press. Washington, DC.

Also available at https://www.nap.edu/read/5787/chapter/1

4. Science for All Americans, James Rutherford and Andrew Ahlgren: Project 2061 of American Association for the Advancement of Science (1993). Oxford University Press, New York, NY.

Also available at http://www.project2061.org/publications/sfaa/online/sfaatoc.htm

5. National Association of Biology Teachers Statement on Teaching Evolution. Teaching about Evolution and the Nature of Science, Appendix C, National Academy of Sciences. (1998). National Academy Press. Washington, DC.

Also available at https://www.nap.edu/read/5787/chapter/11#127

6. National Science Teachers Association Position Statement on the Teaching of Evolution, July 1997. Teaching about Evolution and the Nature of Science, Appendix C, National Academy of Sciences. (1998). National Academy Press. Washington, DC.

Also available at https://www.nap.edu/read/5787/chapter/11

Adopted: 03-23-2017

The abundant benefits of penmanship mastery are unaffected by the proliferation of digital word-processing programs. Access to vocabulary and ideas increase when students write by hand as opposed to keyboarding. Better handwriting has been linked to greater neural activation.

The price of mastery is steep, but achievable by the diligent. Liberty Common Students in grades K-6 utilize the Getty Dubey penmanship program for basic and cursive italic writing. Students receive a penmanship grade on their report cars, which considers penmanship assessments, as well as penmanship grades earned on other written assignments.

CLICK HERE to read “Handwriting – It’s Good for Your Brain!” by Liberty Common School founding parent, Laurel Van Maren

Homework is a fundamental part of our general academic program. It prepares students for high school and college, and for entry into the working world upon graduation. It also helps develop a strong work ethic and personal organizational skills. Homework’s immediate educational purpose is:

• To reinforce skills and concepts learned in class,

• To develop study skills and habits,

• To practice skills and knowledge in ways that are not readily accomplished in the classroom, and

• To inform parents of what is being taught in the classroom.

Homework assignments should be expected Monday through Thursday of each week and on some weekends. High School homework policies will be modified as deemed appropriate by High School teachers.

In addition to regular homework assignments discussed above, we expect each child to read, or be read to, at least three times a week and preferably every day. The amount of reading homework varies for each grade. Teachers will inform students what is expected for their grade level. As cited in A Nation at Risk, “the single most important factor for determining whether children will go to college is being read to as a child.” Going to college is not necessarily a destination point for all, but becoming a life-long learner probably should be, if one hopes to remain competitive throughout one’s lifetime. We believe becoming a competent reader is critical to being a good student, and the first step to being able to explore the world. By making sure your child is reading at home, you are directly contributing to his/her education. By reading to your child and participating in this process as a parent, you encourage your child’s growth and strengthen family ties. By reading in front of your children, you model good habits and reinforce your expectations.

The Liberty Common School is proud to have a challenging, rigorous curriculum. This is one of the many things that make Liberty a great school. With such a rich and rigorous curriculum, the students need time to work at home. We are aware that the student is involved with other interests and activities outside of school. The staff and administration will attempt to coordinate their schedules and calendars so the students are not inundated with work on the same day. It is understood that homework will be given and will vary depending on the work assigned on a given day, the students’ organizational skills and study habits, and the nature of the assignments. Students are expected to learn how to use their free time effectively to complete the required work at each grade level. Parents are expected to support their children in this endeavor. Advanced classes may require additional homework time.

All student work should contain the student’s first name, last name, subject, and full date. Optional labels include but are not limited to assignment, and teacher’s name or class. Failure to include this information may result in loss or reduction of credit received.

Each department has its own homework policy. Students are expected to know the policy for each of their classes. Students who are absent are expected, immediately upon return, to turn in work assigned before the absence. Students have the total number of days they were absent plus one extra day to turn in any work assigned while they were gone. It is the student’s responsibility to ask for work missed, and it is the teacher’s discretion to decide due dates for missed work.

Students are expected to show responsibility in preparation for tests and perseverance in completing quality assignments. LCHS students have more electives and opportunities to participate in leadership and independent choice, thus they also must express leadership and responsibility in completion of assigned work.