Prospectus 2019-2020 The Holy House of Our Lady & St. John - PROVISIONAL - Squarespace
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The Holy House of Our Lady & St. John
Prospectus 2019-2020
PROVISIONAL
July 1, 2019
1423 - 8 Avenue S.E., Calgary, Alberta, T2G 0N1, Canada
Office: 403.265.5072 · E-mail: holyhousecalgary@gmail.com
holyhouse.net
Contents
4. The Mission & General Introduction to The Holy House of Our Lady & St. John
4. What Makes Holy House Unique?
5. A Focal Point: Stanza della Segnatura
6. Holy House Programmes 2019-2020
6. St. Margaret Clitherow Cottage Preschool & Kindergarten Programme
7. Homeschool Enrichment Programme
7. Introduction & General Information
7. Division of Students
7. Daily Schedule The Badge
8. Primary Division Our badge brings together four visual elements: the
8. Junior & Intermediate Division Courses Marian cypher which represents Our Lady, St. John’s
9. Senior Division Courses chalice for the patron of our parish in Inglewood, the
10. Big Picture Curriculum, Grades 1-6 Alpha and Omega representing Christ but also
11. Big Picture Intermediate Curriculum, Grades 7-9
alluding to our classical educational tradition, and
12. Interdisciplinary Approach
12. Integrated Portfolio finally the arms of St. George, recalling the Anglican
13. Religious Dimension of Education patrimony as a treasure to be shared. Our Motto,
13. Sample of Integrated Curriculum 2019-20 Deus in Loco Sancto Suo (God in His Holy
14. The Disputation of the Blessed Sacrament Habitation), from Psalm 68, reminds us that our
15. Faith Formation homeschool enrichment programme takes place in
16. Schola Cantorum
an environment where Christ Himself is present in
17. Parnassus
18. Art His Holy Tabernacle. The colours are taken from the
19. The School of Athens arms of the Personal Ordinariate of the Chair of St.
20. Latin Peter.
20. History
21. Junior History & Geography
21. Intermediate History & Geography
21. Science
22. Cycle of Historical Periods and Main Texts
23. Literature & Spelling, Grammar & Composition
24. Physical Education
24. Student Houses & Intramural Games
25. The Cardinal Virtues
26. Theological & Cardinal Virtues
27. Monthly Virtue & Saint Focus
28. Governance of the Holy House of Our Lady & St. John
28. Safe Environment
28. Disciplinary Authority of Holy House
29. General Expectations
30. Personal Cell Phones, Electronic Devices and Communication
30. Bullying and Harassment
31. Uniform and Appearance
33. Academic Standards
34. Academic Honesty
36. Communication, Controversy, and Conflict
36. The Removal of Students and Families from Holy House
37. Fundraising and Volunteering
37. Tuition Fees
37. Other Financial Considerations
38. Reading Lists
42. Parking
43. Map of Routes into Inglewood
A LETTER FROM THE PASTOR
Dear families and friends,
Our first school year at the Holy House of Our Lady and St. John has been a tremendous success, and
I anticipate another excellent year where our young people can continue to grow in holiness, wisdom,
knowledge and experience through the Homeschool Enrichment Programme and the Clitherow
Cottage Preschool. Though we experienced our share of the instability and uncertainty associated
with any start-up effort, we currently find ourselves in a great place to continue in the ways that we
believe God is calling us.
The kind of education we seek to provide at St. John’s through Holy House is inspiring, and the
work we’ve done has positively impacted the Province of Alberta in its efforts to provide a better
experience for homeschooling families. We can be very proud that our voice has helped improve
homeschooling for other homeschoolers.
I have the opportunity to tell many people what we do here at St. John’s, and when I describe
our efforts with Holy House, eyes grow bright and smiles linger. It’s wonderful to witness. That
experience multiplies when people meet students and tutors and see them in action in the classroom.
This next year is beginning to take shape, and I look forward to meeting the families who will
come to us in September. I am constantly impressed with the families who have come to us already.
Their expertise and experience make Holy House a lively and dynamic place where young people
truly matter, where children do not fall between the cracks.
God has been very generous to us this past year. I have every confidence in His generosity this
coming year, too, as we take up the valuable work of the education and formation of our young
people. The work we do at Holy House is really to make and equip disciples of Christ: Catholics who
will ultimately make a real difference in the world in which we find ourselves.
Fr. Robert-Charles Bengry GSmp
THE MISSION & GENERAL INTRODUCTION TO
THE HOLY HOUSE OF OUR LADY & ST. JOHN
Holy House is an apostolate of the parish of St. John the Evangelist Catholic Church with a mission to
support parents of the congregation in the education of their children. Specifically, to assist parents
in:
1. the spiritual formation of their children though regular instruction and prayer according to
the prescribed forms of the Personal Ordinate of the Chair of St. Peter;
2. the immersion of their children in the excellence of the Catholic academic tradition; and
3. the imbuing of a love in their children for the historic patrimony of the Anglican and Catholic
choral traditions as well as the great artistic treasures of the Church.
The Holy House of Our Lady & St. John is an integrated educational programme that honours the
theological order of the domestic Church, affirming parents as the primary educators of their
children. Holy House offers two programmes: a Preschool & Kindergarten Programme and a
Homeschool Enrichment Programme for students in Grades 1-12. Both programmes are informed by
the knowledge that children are persons with dignity and a supernatural destiny.
The wholesome environment of Holy House allows each child to mature academically and in virtue
with gentle and charitable guidance. Studies are meant to emphasize and nurture the intellectual,
historical, artistic, and spiritual gifts of the faith. The ultimate goal is for students to discover the
influence and beauty of Catholicism in every aspect of culture and their own lives, growing in
holiness and drawing ever closer to the Triune God.
Be still, and know that I am God.
I am exalted among the nations,
I am exalted in the earth!
Psalm 46:10
What Makes Holy House Unique?
We go to school with Jesus, present in the Blessed Sacrament. We begin and end our day before him,
seeking His guidance and singing His praise. The most important class of each day is the Mass,
where the True, the Good, and the Beautiful are not absorbed through the subjects studied, but
consumed as the Body, Blood, Soul, and Divinity of Jesus Christ.
Holy House is the only educational endeavour of its type in the Province of Alberta that is an
apostolate of a Roman Catholic parish, and that takes place in that Roman Catholic parish: St. John
the Evangelist Catholic Church.
4
A Focal Point: Stanza della Segnatura
At the conclusion of their studies, students of the Holy House of Our Lady & St. John should go on
pilgrimage to Rome and be taken to the Stanza della Segnatura in the Apostolic Palace for their final
examinations. The walls of this historic room are adorned with glorious paintings by Raphael and
company. Once inside, students should be astounded and have a sense of déjà vu. If their education
has been a good one, these paintings ought to resonate deeply within them.
They may not have seen or studied these great works of art, but if the identity of the characters
therein is made known, students should be intimately familiar with the subject matter that is
represented by the various figures. The very curriculum they were instructed in should have been
reverse engineered from the subject matter of these paintings. The artistic merit of each work of art is
beyond dispute, but so is the subject matter and tradition they collectively represent.
“What was wonderful about childhood is that anything in it was a wonder.
It was not merely a world full of miracles; it was a miraculous world.”
G.K. Chesterton
5
HOLY HOUSE PROGRAMMES 2019-2020
ST. MARGARET CLITHEROW COTTAGE
PRESCHOOL & KINDERGARTEN PROGRAMME
For children ages 3 to 5.
For the most part, the programme at Clitherow Cottage will be rooted in the pedagogy of Maria
Montessori. The children will also receive spiritual formation through Catechesis of the Good
Shepherd and the Education in Virtue Programme by the Sisters of Mary Mother of the Eucharist.
They will participate in the Beginner Schola Cantorum, singing and playing time-honoured children’s
songs, games, and dances while learning the fundamentals of music literacy. Some time each day will
be spent being immersed in the great classics of children’s literature. The day will also include some
structured time playing in the gymnasium of Holy House. Clitherow Cottage will provide specific
activities for five-year-olds to develop numeracy and literacy skills so they can be ready for Grade 1.
Most importantly, the children will attend all morning and afternoon prayers as well as the daily
Mass with the older children and staff of Holy House.
Parents may enrol their children in two to four of the sessions that are available in the course of a
week.
Tuesday: Morning and Afternoon sessions
Thursday: Morning and Afternoon sessions
Morning sessions begin at 8:00 a.m. and end at 11:15 a.m.
Afternoon sessions begin at 12:30 p.m. and end at 3:45 p.m.
Cost: $20.oo per session or $30.oo per day (two sessions).
Make an appointment to see Clitherow Cottage and meet the tutors.
CLITHEROW HOUSE
Audi Filia (Pearls)
6HOMESCHOOL ENRICHMENT PROGRAMME
Introduction & General Information
The Homeschool Enrichment Programme complements the vocational mission of homeschooling
parents by providing academically challenging courses in a deeply committed Catholic community.
Holy House provides a rigorous course of studies faithful to the doctrine and teaching of the Catholic
Church, which enlighten and inform all areas of the curriculum. Understanding our faith and the
ideas that shaped Western civilization allows our students to deepen their belief and expand their
understanding of the world.
We strive to maintain an environment in which our students can learn both the joy of intellectual
inquiry and the perseverance required for true study. Our curriculum is rooted in the classical
tradition.
All classes occur at St. John the Evangelist Church, 1423 - 8 Avenue S.E., Calgary.
Division of Students:
Primary Division Grades 1-3
Junior Division Grades 4-6
Intermediate Division Grades 7-9
Senior Division Grades 9/10 - 12
Daily Schedule
Twice Weekly Programme for Primary, Junior, Intermediate and Senior students.
Tuesdays & Thursdays 8:15-3:45
7Primary Division
The daily schedule for all Primary Division students at Holy House will include story time, prayer
time, snack time, and free reading time. Grades 1-3 will be combined for some of the day and
separated into smaller groups for other parts of the day. For instance, students study the faith, music,
art, Latin, science, and physical education together as one larger class, but are divided into several
small classes for literacy (phonics, spelling, literature, printing, cursive etc.). Students are not placed
into smaller groups by age or grade but rather by experience and mastery of skill in consultation with
the parents. Holy House strives to give each primary student the best place to start and depends
upon active parental involvement for the child to progress. Parents should tour Holy House and see
the beautiful room for the Primary Class and meet its tutors.
Junior & Intermediate Division Courses
Holy House offers some courses which are aligned with the Programme of Studies for the Province of
Alberta and some which are not.
Aligned Courses:
1. Art
2. English Language Arts (Literature & Spelling, Grammar & Composition)
3. Health
4. Math (Recommended. Not a scheduled class at Holy House)
5. Music (Schola Cantorum)
6. Physical Education
7. Religion
8. Latin
Traditional Courses:
1. Science
2. History & Geography
8Senior Divison Courses
Please consult with the Programme Director regarding the Holy House Senior Division and
Requirements for a High School Diploma. Holy House offers a full course load which students can
use towards their Province of Alberta High School Diploma. A student in the Senior Division at Holy
House should have a high degree of self-motivation and parents who are willing to oversee all parts
of their child’s course work.
Course Name Course Numbers Total credits
English 10-1, 10-2, 20-1, 20-2, 30-1, 30-2 15
Math 10C, 20-1, 20-2, 30-1, 30-2 15
Science 10 5
Biology/Chemistry 20, 30 10
Choral Music 10, 20, 30 9/15*
Physical Education 10, 20, 30 3/15*
Art 10, 20, 30 9/15*
Religious Ethics 20 3
Religious Meaning 20 3
Latin 10, 20, 30 15
Canadian History 20 3
Western World History 30 3
Origins of Western Philosophy 20 3
Contemporary Western Philosophy 20 3
Total credits offered through HH classes 99/133
*Depending on student commitment, interests, and activities outside of Holy House, students may qualify for
5 credits per course, per year.
To qualify for a high school diploma, students will need to complete three years of Social Studies (15
credits total) and CALM (3 credits) entirely on their own. Unless a student is planning on going into
one of the social sciences at the post secondary level, it is recommended that students pursue Social
Studies 10-2, 20-3, 30-2.
Parents and students might consider completing diploma requirements over four years of classes
rather than the usual three. This extra year allows students to take a broader range of courses in the
humanities at a rate in which they can absorb and reflect more deeply on the required material. No
matter what a student pursues after his or her high school studies, a solid and complete introduction
to the sciences and humanities from a pervasive Catholic world view is essential. A student may
receive provincial funding so long as the student has not turned 18 as of September 1.
9Big Picture Primary/Junior Curriculum, Grades 1-6
The Catholic Faith
Morning & Evening Prayer
Daily Mass with Music and Homily
Devotions/Lesser Hours at the beginning and ending of each class
Catechesis based on the Disciple of Christ Education in Virtue Programme
All subjects taught with an overt and traditional Catholic worldview
Choral Music
Liturgical Music, Theory, Music
History, Musicianship, and Vocal Skills Art
Text: Artistic Pursuits
Latin
Texts: Song
School Latin & History & Science
Libellus (select
Texts: Story of the World Vol. IV by Susan Wise Bauer
lessons)
Select Lessons from Berean Builders Science Series Geography
Latin dialogues, Map work with
plays, poetry, every unit
proverbs
English Grammar & Composition
Texts: English Lessons Through Literature
Literature & Spelling
Charlotte Mason-inspired curriculum using the
Same Text as English
Children’s Classics of English Literature
Grammar & Composition
Holy Scripture, Novel, Poetry, Short Story,
Fable, Film Study
Physical Education
Using the Alberta Curriculum
10Big Picture Intermediate Curriculum Grades 7-9
The Catholic Faith
Morning & Evening Prayer
Daily Mass with Music and Homily
Devotions/Lesser Hours at the beginning and ending of each class
All subjects taught with an overt and traditional Catholic worldview
Choral Music
Liturgical Music, Theory, Music History, Art
Musicianship, and Vocal Skills Text: Artistic Pursuits
Latin
Text: Libellus
History & Science
(select lessons) Geography
Texts: All Ye Lands (Catholic Textbook Project)
Latin dialogues, Map work with every
Select Chapters from Story of the World Vol. IV
plays, poetry, unit
Select Lessons from Berean Builders Science Series
proverbs
Literature
Holy Scripture, Novel, Poetry, Short Story, Fable, Film
Same Text as English Grammar & Composition
Some assigned reading will correspond to the historical
English Grammar & Composition period being studied
Texts: English Lessons Through Literature
Charlotte Mason-inspired curriculum using the
Children’s Classics of English Literature
The Lost Tools of Writing published by the Circe Institute
Physical Education
Using the AB Curriculum
11“ …all branches of knowledge are connected together,
because the subject matter of knowledge is intimately
united in itself as being the acts and work of the Creator.“
Blessed John Henry Newman, The Idea of a University
An Interdisciplinary Approach
There is an intentional integration of material in the various curriculums of the Junior & Intermediate
Academic Divisions; all of them revolve around a common time period being studied in history class.
World history is divided into a four-year cycle. This scheme allows the students to be more
thoroughly immersed in the time period they are studying each year, with subjects constantly
reinforcing each other. At the same time, this arrangement makes studies less complicated for the
homeschooling family with children in different grades at Holy House. The four-year historical cycle
also allows for theme-oriented and multi-grade history projects, science fairs, music and drama
productions, feasts, and perhaps a field trip or two.
Assignments, assessments, and reading material will be adjusted according to the grade of the
individual student and parent expectations. Generally, the higher the grade, the greater the
expectations for assignments and assessments.
Integrated Portfolio: History, Literature, Science, Art, Music, Geography
Students will assemble their own integrated history portfolio in a large binder with materials
completed in various courses. At the end of each term, students will add in historical order: book
reports, history-based science reports, art history projects, colouring pages, maps, music, history
timelines, biographies, newspaper articles, figures and events in church history, and various other
assignments. At the end of the four-year cycle students will have created their own comprehensive
history reference book that relates man’s story, beginning with the six days of creation.
“Symptoms of our educational crisis, such as the fragmentation of the disciplines, the
separation of faith and reason, the reduction of quality to quantity, and the loss of a sense of
ultimate purpose are directly related to a lack of historical awareness on the part of
students. An integrated curriculum must teach subjects, and it must teach the right subjects,
but it should do so by incorporating each subject, even mathematics and the hard sciences,
within the history of ideas, which is the history of our culture. Every subject has a history, a
drama, and by imaginatively engaging with these stories we become part of the tradition.”
Stratford Caldecott, Beauty for Truth’s Sake
12The Religious Dimension of Education in a Catholic School, 1988
60 The increased attention given to science and technology must not lead to a neglect of the humanities: phi-
losophy, history, literature and art. Since earliest times, each society has developed and handed on its artistic
and literary heritage, and our human patrimony is nothing more than the sum total of this cultural wealth.
Thus, while teachers are helping students to develop an aesthetic sense, they can bring them to a deeper
awareness of all peoples as one great human family. The simplest way to uncover the religious dimension of
the artistic and literary world is to start with its concrete expressions: in every human culture, art and litera-
ture have been closely linked to religious beliefs. The artistic and literary patrimony of Christianity is vast
and gives visible testimony to a faith that has been handed down through centuries.
A sampling of the 2019-2020 integrated curriculum at Holy Holy focusing on the modern period.
Does not include the reading lists for literature class.
St. Gregory Term All Saints Term Lenten Term Eastertide Term
September, October November, December, January February, March, April May, June
Poets Dickinson (1830-1886) Yeats (1865-1939) T.S. Eliot (1888-1965) Dickinson (1830-1886)
(divided between • “Make me a picture of the • “He Wishes for the Cloths of • “Ash Wednesday” • “A drop fell on the apple
classes) sun” Heaven” tree”
Frost (1874-1963) • “The Lake Isle of Innisfree” • “I’m Nobody! Who are
• “The Road Not Taken” Frost (1874-1963) you?”
Campbell (1901-1957) • “Stopping by Woods” Emerson (1803-1882)
• “Autumn” McCrae (1872-1918) • “Concord Hymn”
• “In Flanders Fields” • “The River”
Longfellow (1807-1882)
• “The Slave Singing at Mid- Dickinson (1830-1886) Longfellow (1807-1882)
night” • “There’s a certain Slant of • “The Village Blacksmith”
Whitman (1819-1892) light” Whittier (1807-1892)
• “Hope” • “The Three Bells”
• “O Captain ! My Captain !”
Hopkins SJ (1844-1889) Tennyson (1809-1892) Hopkins SJ (1844-1889)
• “Charge of the Light Brigade” • “The Windhover”
• “God’ Grandeur”
• “Pied Beauty” T.S. Eliot (1888-1965) Campbell (1901-1957)
Yeats (1865-1939) • “Journey of the Magi” • “Mass at Dawn”
• “The Second Coming”
Hymn Bl. J.H. Newman Tennyson (1809-1892) Faber (1814-1863) Kipling (1865-1936)
Authors (1801-1890) • “Strong Son of God” • “Faith of our fathers” • “Father in Heaven, who
(amongst other • “Lead Kindly Light” • “Ring Out” • “Have mercy on us, God lovest all”
traditional hymns) • “Praise to the Holiest in the most high” • “God of our fathers, known
height” of old”
• “Firmly I believe and truly”
Composers Debussy (1862-1918) Britten (1913-1976) Elgar (1857-1934) Stravinski (1882-1971)
(for music listening • Prélude à l’Après-midi d’un • Young Person’s Guide to the • Dream of Gerontius (text by Bl. • Rite of Spring
or in choir) faune Orchestra J.H.Newman) • Fire Bird
• Children’s Corner • War Requiem • Pomp & Circumstance • Pucinello
• La cathédrale engloutie • Ceremony of Carols • Vocalise
• Reflets dans l'eau • Friday Afternoons
Artists Monet (1840-1926) Van Gough (1853-1890) Picasso (1881-1973) Dali (1904-1989)
• Rouen Cathedral • The Artist’s Bedroom • Les Demoiselles d’Avignon • The Persistence of Memory
• The Water Lily Pond • Starry Night • Guernica • The Temptation of St. An-
thony
• Christ of St. John of the
Cross
Scientists Mendel (1822-1884) Rutherford (1871-1937) Maxwell (1831-1879) Pauling (1901-1994)
• biology & genetics • atomic theory • electricity & magnetism • light & the universe
Saints St. Damien of Molokai Bl. J.H. Newman St. Andre Bessette St. Theresa of Calcutta
(1840-1889) (1801-1890) (1845-1937) (1920-1997)
Scripture: 1 John
Musical: You’re a Good Man, Charlie Brown
13The Disputation of the Blessed Sacrament (1509-1510) Raphael
Stanza della Signatura, Apostolic Palace, Vatican City
14FAITH FORMATION
All classes at Holy House will be infused with the Catholic Faith. Understanding our faith and the
ideas that shaped Western civilization allows our students to deepen their beliefs and expand their
understanding of the world. Holy House will utilize the Disciple of Christ Education in Virtue
programme developed by the Dominican Sisters of Mary, Mother of the Eucharist. All literature
classes will include the study of Holy Scripture and the Lectio Divina materials also developed by the
Dominican Sisters.
Disciple of Christ Education in Virtue: https://educationinvirtue.com
Lectio Divina materials: https://educationinvirtue.com/tag/lectio/
The day at Holy House will be sanctified with the Holy Sacrifice of the Mass. The community will
chant short form Mattins and Evensong in the church as well as the Little Hours in some classrooms.
Hymns, chants, and motets will be sung at daily Mass. As singing permeates the day, the text of
sacred song penetrates the hearts and minds of students. Daily life at Holy House will foster a life of
harmony with one another by being in tune with the heart of the Lord.
All staff of Holy House will take the Oath of Fidelity at the beginning of each academic year. All
classes at Holy House will strictly adhere to the Magisterium and it is expected that all who are
present (staff, students, and parents) will attend all liturgies.
Primary Religion, Grades 1-3
The Primary Religion Programme will use a different Children’s Bible each year, as well as material
from the Penny Catechism.
Thematically, the Grade 1/2 & 2/3 class will focus on two questions:
What is God’s plan?
What is my role in God’s plan?
In response, children will study God’s Plan of Salvation as shown to us in Holy Scripture and the
sacramental life of the Church. As children mature and develop moral intelligence, they will listen
and reflect together on the stories Jesus told of mercy and justice, as well as His suggestions such as
“Do to others what you would have them do to you.” Children will discover their role in God’s plan
and their own place in the community of believers - the Church.
15I will pray with the spirit and I will pray with the mind also;
I will sing with the spirit and I will sing with the mind also.
1 Corinthians 14:15
“For he that singeth praise, not only praiseth, but only praiseth with gladness; he that
singeth praise, not only singeth, but also loveth him of whom he singeth. In praise, there is
the speaking forth of one confessing; in singing, the affection of one loving.”
St. Augustine, Commentary on Psalm 73
SCHOLA CANTORUM
The Holy House of Our Lady & St. John holds as integral to its daily community life one of the oldest
academic traditions in Catholicism: the singing school - schola cantorum. The venerable tradition of the
schola cantorum attributes its origins and patronage to St. Gregory the Great. Holy House will strive to
cultivate this ancient tradition along with the patrimony of the celebrated Anglican choral tradition.
In order for any schola cantorum to sing the Lord’s praises capably, the choristers must learn vocal
technique and sight singing as well as music theory and history.
Holy House will consist of three scholas: the Beginner’s Schola (K-grade 3), the Junior Schola (grades
4-7/8 or unchanged treble voices), and the Senior Schola (grades 8/9-12). Each schola practices the
skills mentioned above as appropriate to their level. Each schola also learns its own repertoire as well
as repertoire for the combined choirs.
Generally, choristers will be assigned listening homework which consists of listening to
YouTube links of the music they are studying. In addition, students will have music theory
homework and regular theory exams at the end of each of the four terms.
“The singing of the Church comes ultimately out of love. It is the utter depth of love that
produces the singing. ‘Cantare amantis est,’ says St. Augustine, song is a lover’s thing. In so
saying, we come again to the Trinitarian interpretation of Church music. The Holy Spirit is
love, and it is he who processes the singing. He is the Spirit of Christ, the Spirit who draws
us into love for Christ and so leads to the Father.”
Cardinal Ratzinger, The Spirit of the Liturgy
16“A beautiful breathing instrument of music the Lord made man, after His own image. And
He Himself also, surely, who is the supramundane Wisdom, the celestial Word, is the
all-harmonious, melodious, holy instrument of God. What, then, does this instrument--the
Word of God, the Lord, the New Song--desire? To open the eyes of the blind, and unstop
the ears of the deaf, and to lead the lame or the erring to righteousness, to exhibit God to
the foolish, to put a stop to corruption, to conquer death, to reconcile disobedient children
to their father. The instrument of God loves mankind.”
St. Clement of Alexandria, Exhortation to the Heathen
Parnassus (1509-1510) Raphael
Stanza della Signatura,
Apostolic Palace, Vatican City
“A person who is a good and true Christian should realize that truth belongs to his Lord,
wherever it is found, gathering and acknowledging it even in pagan literature… .”
St. Augustine, On Christian Teaching
17ART
Junior Art
Young artists will have the opportunity to develop visual language and technical skills in drawing,
painting, and sculpting. Students will study art history as well as deepen their understanding of the
faith through exposure to the great visual works of the Catholic artistic tradition. The Artistic Pursuits
series will be used selectively with some projects corresponding to the time period being studied in
history class.
Senior Art
This course will be a general survey of the great works of Western art with a significant studio com-
ponent. Powers of observation and art appreciation will be encouraged as classical skills are
developed in drawing and painting. During the 2019-2020 academic year, beauty in relation to key
images of the modern period will be discussed using St. Thomas Aquinas’ criteria for the beautiful:
wholeness, proportion, and radiance.
Junior & Senior Art History
The art history portion of Junior and Senior art for the 2019-2020 academic year will feature the work
of Monet, Van Gough, Dali, and Picasso. These artists reflect the time period being studied
throughout Holy House this year.
18The School of Athens (1509-1510) Raphael
Stanza della Signatura,
Apostolic Palace, Vatican City
Finally, brethren, whatever is true,
whatever is honourable,
whatever is just,
whatever is gracious,
if there is any excellence,
if there is anything worthy of praise,
think about these things.
Philippians 4:8
!19”The Latin language is assuredly worthy of being defended with great care…
for in the Latin Church it is the most abundant source of Christian civilization
and the richest treasury of piety.”
Pope Paul VI
LATIN
Primary Latin
The Primary Programme (Grades 1-3) will use Song School Latin. Parents will be required to
purchase Song School Latin Book 1 with CD (Student Edition).
Junior & Intermediate Latin
Although Junior and Intermediate students (Grades 4-8) will not have a specific Latin class, they will
encounter the Latin language frequently in the course of a day. Utilizing a revised Libellus
programme, the grammatical aspects of Latin will be taught in all English Grammar & Composition
classes, which will also include the translation of selected verses and passages from the Latin Vulgate
Bible. As well, short Latin dialogues, plays, poetry, and proverbs will be taught in English Literature
class. Holy House is also developing its own five-year curriculum for Junior and Intermediate
students to learn the vocabulary and chants of the church’s liturgical tradition in the Schola
Cantorum programme. There will be weekly vocabulary quizzes and frequent scavenger hunts in
Latin, as well as some daily announcements and prayers in Latin. Ecclesiastical pronunciation will be
used at Holy House.
Latin will not be taught in the Senior Programme (Grades 9-12) at Holy House during the 2019-2020
academic year.
“…courage for the adventure of truth”
Cardinal Ratzinger, Truth and Tolerance
HISTORY
A misguided notion exists in modern education that it is not necessary for a student to know, let
alone memorize, the facts of history. We at Holy House reject that idea, yet we do not suggest that the
remedy is merely to memorize as if memorization equalled understanding. One must be guarded
against the danger of giving the student a head full of non-involved facts without a heart full of
beauty to make sense of those facts in a deeper and wider context - the context of salvation history
and God’s plan for mankind.
20History is taught in two ways at Holy House for one larger purpose. There is a history class where
content is taught in an explicit manner and children learn and connect facts, but then there is every
other class at Holy House where history is taught implicitly in the subject matter as found in the
literature, art, poetry, music, and science of a designated time period. Through this subject matter
children become real historians, examining the primary sources of a particular age, but, even more
importantly, culture permeates the classes of Holy House and instills something more significant than
the facts: identity. Through a composite study of history, children realize that they are truly loved
characters with their own will to act in the real drama of Divine Providence, that they are inheritors
and curators of the civilization in which the drama is set, and that the Author of life desires and
inspires their own contributions to His story.
`
Junior History & Geography
The junior history curriculum will use The Story of the World Volume 4: The Modern Age by Susan Wise
Bauer as its main text for the 2019-2020 academic year. Map work and geography will be included
with each unit. As well, Canadian history will be studied at various points where it naturally fits into
the chronology of the main text.
Intermediate History & Geography
In many ways the intermediate history curriculum will resemble the junior history curriculum, but
will use All Ye Lands: Origins of World Culture, produced by the Catholic Textbook Project, as its main
text. All Ye Lands will be studied over a four year cycle, allowing for an intentional deep reading of
the text and time to truly absorb its contents. Intermediate students will also spend considerable time
studying primary sources selected by the tutors of Holy House: speeches, letters, diary entires, and
various other documents.
“The universe is full of mysteries left by the Creator as a gift for a lifetime of unravelling, discovery
and rediscovery, striking awe and constant wonder. These mysteries are not meant to be
compartmentalized merely in separate subjects or academic disciplines, but to be seen as a
beautifully woven fabric.”
Stratford Caldecott, Beauty in the Word
SCIENCE
Junior & Intermediate Science
In all matters Holy House defers to the teachings of the Magisterium. In regards to science,
particular attention is paid to the Catechism of the Catholic Church paragraphs 279-327, 2292-2295, and
2415-2418. The ultimate curricular goal of the science class is to provide and expose the students to
scientific principles and procedures as well as the ethics that should guide them.
Carefully-chosen lessons from the new Berean Builders Science Series by Dr. Jay L. Wile will be
utilized in the science class. Selected lessons from these texts will be studied in tandem with the main
history text. During class, students will have the opportunity to complete the many excellent and
interesting activities and experiments provided by the series.
21Cycle of Historical Periods and Main Texts
Guiding Resource Junior History Intermediate History Science Senior Literature
The ABC’s of The Story of the All Ye Lands: Berean World Literature
Christian Culture World Origins of World Culture Builders Holt, Rinehart &
by Fogassy by general editor Dr. Rollin Lasseter Science Winston
Susan Wise Series
Bauer by Jay Wile
Year Level A p. 21-75 Volume I: Chapter 2 Prehistory: Beginning Man’s Unit 1
I Level B p. 1-29 The Ancient Story Science in the World Myths &
World Chapter 3 The Mission of Israel Ancient Folktales
2020 Chapter 4 The Marvellous Greeks World
- Chapter 5 Eternal Rome Unit 3
2021 Chapter 6 Christianity: A Gift from The Ancient Middle East
God
Chapter 10 p. 198-207 China Unit 4
Chapter 11 p. 219-223 Japan Greek & Roman
Chapter 12 p. 235-252 India Literature
Chapter 13 p. 257-264 Africa
Chapter 14 p. 279-283 Russia
Year Level A p. 76-92 Volume II: Chapter 7 Byzantium & Islam Science in the Unit 7
II Level B p. 30-61 Middle Ages Chapter 8 Europe: The Middle Ages Ancient Persian & Arabic
Chapter 10 p. 208-210 China World Literatures
2021 Chapter 11 p. 224-229 Japan
- Chapter 12 p. 252-253 India Science in the Unit 8
2022 Chapter 13 p. 264-271 Africa Scientific The Middle Ages
Chapter 14 p. 283-288 Russia Revolution
Year Level A p. 93-110 Volume III: Chapter 9 The Renaissance & Its Science in the Unit 9
III Level B p. 62-88 Early Modern Consequences Scientific From Renaissance to the
Times Chapter 10 p. 244-247 China Revolution Enlightenment
2022 Chapter 11 p. 269-270 Japan
- Chapter 12 p. 294-296 India Science in the Unit 10
2023 Chapter 13 p. 314-318 Africa Age of Reason The Nineteenth Century:
Chapter 14 p. 332-340 Russia Romanticism to Realism
Chapter 15 p. 347-365 North America Science in the
Chapter 16 p. 373-397 Latin America Industrial
Canadian History Part I Age
Year Level A p.111 Volume IV: Chapter 10 p. 248-256 China Science in the Unit 11
IV Level B p. 79-88 Modern Age Chapter 11 p. 271-274 Japan Industrial The Twentieth Century
Chapter 12 p. 296-297 India Age
2019 Chapter 13 p. 318-322 Africa
- Chapter 14 p. 340-346 Russia
2020 Chapter 15 p. 366-372 North America
Chapter 16 p. 397-406 Latin America
Canadian History Part II
22“… the seeds are good but the cultural soil has been depleted; the seminal ideas of Plato, Aristotle,
St. Augustine and St. Thomas thrive only in an imaginative ground saturated with fables, fairy
tales, stories, rhymes, and adventures: the thousand books of Grimm, Anderson, Stevenson,
Dickens, Scott, Dumas and the rest.”
John Senior, Restoration of Christian Culture
LITERATURE & SPELLING, GRAMMAR & COMPOSITION
In every grade students will work through the various components of the English Lessons Through
Literature series by Kathy Jo Devore. This comprehensive series includes a thorough instruction in
grammar, composition, and handwriting, all of which are directly connected to the classic literature
being studied. Spelling is reinforced through dictation and copy work, as well as word lists grouped
by spelling rules. Over the course of the year, written assignments will be added to the
student’s writing portfolio. Students will be expected to complete their portfolio compositions and
other written assignments in cursive handwriting.
Primary & Junior Literature & Spelling, Grammar & Composition
Literature for junior scholars ought to penetrate and conquer the child’s imagination with the good,
the true, and the beautiful, as it is naturally found in the tried and true classics of children’s literature.
Some of the literature will also correspond to the time period being studied in history class. In this
way, the great books of classic children’s literature can memorably instil the details of history into the
minds of young readers. In addition to novels, students will regularly study and memorize poetry,
read short stories and fables, and prepare short dramatic presentations to be performed throughout
the academic year.
Intermediate Literature, Grammar & Composition
Intermediate students are maturing passengers on a journey of wonder and inquiry. Great Books
provide the map for this adventure. Passengers are naturally compelled to engage and debate the
deepest questions and timeless themes that emanate from the texts. The journey ought to be filled
with great conversation and is meant to end in reasoned observations and answers.
“Teaching is not advertising or salesmanship. College English teachers faced with freshmen who
hate literature, think their job is somehow to convert them — by cajolery, finding something in a
text (or selecting lesser texts) relating to their sick, impoverished wants. But the fault was back in
high school where they should have loved Shakespeare. But, the high school teacher found his
freshmen coming up from elementary school with no desire to read Shakespeare because they had
not first loved Stevenson. And the grade school teacher found his students coming up from home
without Mother Goose. And more important still, the love of literature at any stage supposes love
of life ― grounded in acute sensation and deep emotion.”
John Senior, Restoration of Christian Culture
23PHYSICAL EDUCATION
Junior, Intermediate, & Senior P.E.
Active participation in a wide variety of team sports is encouraged throughout the day at Holy
House. Students will grow to appreciate the importance of physical activity, cooperation, leadership,
fair play, and teamwork.
In addition to daily gym class, students organize themselves to play sports before classes, at lunch,
and after classes. (See “Student Houses & Intramural Games” below.) Should they wish, students
have frequent opportunities to be physically active with supervision and coaching.
STUDENT HOUSES & INTRAMURAL GAMES
House Leagues are designed to instil a sense of student ownership and responsibility, foster
community and nurture student leaders. At the beginning of the year all students are placed in one of
two houses: Gilbert or Becket. Each house has a student prefect and is presided over by a faculty
member. The houses engage in friendly competition in three categories to win end-of-year
championships.
1. House Champions in Service. Students maintain simple aspects of the physical
environment by completing the “Daily Duties” (sweeping, dusting, kitchen crew, etc.).
2. House Champions in Athletics. Students compete in optional but highly-encouraged
intramural games.
3. House Champions in Academics. Tutors may award points for exceptional written work or
contributions to class discussion and activities. Tutors may also award points in this
category for outstanding public presentations by students.
BECKET HOUSE GILBERT HOUSE
Esse Quam Videri (Crows) Sequimini Eum (Gillies)Remind them to be submissive to rulers and authorities, to be obedient,
to be ready for any honest work, to speak evil of no one, to avoid quarrelling,
to be gentle, and to show perfect courtesy toward all men.
Titus 3:1-2
The Cardinal Virtues (1511) Raphael
Stanza della Signatura
Apostolic Palace, Vatican City
St. Thomas Aquinas intended his teaching on the virtues and gifts of the Holy Spirit to be the
foundation of living a moral life in Christ. From the teachings of the early philosophers, he drew
the principle that happiness is discovered when engaging in activity which perfects our nature and
leads to human flourishing. Socrates, Plato, and Aristotle saw virtue solely from the standpoint of
human nature; that is, one is born with the capacity for the virtues and should train oneself to
acquire them throughout one’s life. Thus, for the ancients, the pursuit of virtue was centered on
man’s effort and how he could obtain his own excellence. St. Thomas, however, demonstrated how
the pursuit of Christian virtue is intrinsically different because it is rooted in God’s love and grace.
For Aristotle, education was crucial. There was a narrow window of opportunity and docility in the
life of a child when that child could be trained in habits of excellence. After that time, the youth’s
character was permanent. Thus, an adult who struggled with patience could only hope, at best, to
have self-control. For him, the virtue of patience was no longer attainable. An aspect of the good
news of Christianity, though, is that excellence is not limited to human effort. Grace is able to sup-
ply what nature lacks, thereby perfecting nature. Consequently the impatient adult can still hope,
with God’s grace, to receive the virtue of patience. As long as one lives, it is never too late to
become a saint.
Disciples of Christ education in Virtue Educator’s Guide, p 10
25And now abideth faith, hope, charity, these three;
but the greatest of these is charity.
1 Corinthians 13:13
Theological Virtues
Supernatural gifts, graces, infused by God at baptism, make it possible
for us to live in relationship with the Father, the Son, and the Holy Ghost.
Faith enables one to know God and Hope enables one to desire God Charity enables one to love as God
all that he has revealed. above all things and to trust Him for loves; to love God above all things and
personal salvation. one’s neighbour as oneself.
Gifts of the Holy Ghost Gift of the Holy Ghost Gift of the Holy Ghost
Knowledge gives one to know Fear of the Lord brings forth the Wisdom moves one to order one’s
what to believe and how to share it fear of offending God by sin. life according to God’s will.
with others.
Understanding enables one to see
more deeply into the mysteries of the
faith and to judge with certainty all
created things.
Beatitudes Beatitudes Beatitudes
Pure of heart Poor in spirit Peacemakers
Those who weep
And if any one loves righteousness, her labours are virtues;
for she teaches temperance and prudence, justice and courage;
nothing in life is more profitable for men than these.
Wisdom 8:7
Cardinal Virtues / Moral Virtues
Pivotal habits of right thinking, ordering of the passions, and moral conduct which aim
to perfect human living. Moral virtues are acquired and strengthened by repeated acts.
Prudence (Sound Judge- Justice (Fairness) enables Fortitude (Courage) Temperance (Self-Con-
ment) enables one to reason one to give to each, begin- enables one to endure diffi- trol) enables one to be mod-
and to act rightly in any ning with God, what is due culties and pain for the sake erate in the measure and use
given situation - “right rea- to him. of what is good. of created goods.
son in action.”
Gift of the Holy Ghost Gift of the Holy Ghost Gift of the Holy Ghost Gift of the Holy Ghost
Counsel enables one to Piety enables one as a child Fortitude moves one to Fear of the Lord brings
respond fully to direction of God to give devotion and endure difficulties for the forth the fear of offending
and guidance from the honour to God as Father. sake of eternal life with God by sin.
Lord. God.
Beatitude Beatitudes Beatitudes Beatitudes
The merciful The meek Hunger and thirst for justice Poor in spirit
26Four Year History Cycle with Monthly Virtue & Saint Focus
Justice (Fairness) Temperance (Self-Control) Prudence (Sound Judgement) Fortitude (Courage)
Month Year I Year II Year III Year IV
Moral Virtues Moral Virtues Moral Virtues Moral Virtues
Sept. Responsibility Affability Courtesy Obedience
Fulfilling one’s just duties; accept- Being easy to approach and easy Treating other people with respect, Assenting to rightful authori-
ing the consequences of one’s to talk to - friendly. recognizing that all are made in ty without hesitation or resis-
word and actions, intentional and Bl. Jordan of Saxony, 1190-1237 God's image and likeness. tance
unintentional. St. Francis of Assisi, 1181-1226 St. Vincent de Paul, 1581-1660 St. Catherine Labouré, 1806-1876
St. Lawrence, died 258 St. Rose of Lima, 1586-1617 St. Padre Pio, 1887-1968
St. Columba, 521-597
Oct. Honesty Orderliness Kindness Modesty
Sincerity, openness, and truthful- Keeping oneself physically clean Expressing genuine concern about Purity of heart in action, espe-
ness in one’s words and actions. and neat and one’s belongings in the well-being of others; anticipat- cially in regards to dress and
St. Stephen, 1st Cent. good order. ing their needs. speech.
St. John Chrysostom, 347-407 St. Raymond of Penafort, 1175-12-75 St. Camillus de Lellis, 1550-1614 St. Maria Goretti, 1890-1902
Bl. Humbert of Romans, 1200—1277 St. Martin Porres, 1579-1639 St. Andre Bessette, 1845-1937
St. Albert the Great, 1206-1280
Nov. Industriousness Patriotism Loyalty Respect
Diligence, especially in work that Paying due honour and respect to Accepting the bonds implicit in Speaking and acting accord-
leads to natural and supernatural one’s country, with a willingness relationship and defending the ing to one’s own and other’s
maturity. to serve. virtues upheld by Church, family, rights, status, and circum-
St. Bede, 673-735 St. Thomas à Becket, 1118-1170 and country. stances.
St. Cyril, c. 825-869 St. Louis IX, 1214-1270 St. John Fisher, 1469-1535 St. Damien of Molokai, 1840-1889
St. Methodius, 826-884 St. Ignatius of Loyola, 1491-1556
Dec. Generosity
Giving of oneself in a willing and cheerful manner for the good of others.
Jan.
Circumspection Careful consideration of circumstances and consequences.
III: St. Edmund Campion, 1540-1581; St. Jane Frances de Chantal, 1572-1641; St. John Baptist de la Salle, 1651-1719; IV: Bl. Miguel Pro
Docility Willingness to be taught.
III: St. Juan Diego 1474-1587; IV; St. Dominic Savio, 1842-1857; St. Miguel Febres Cordero, 1854-1917; St. Franciso Marto, 1908-1919; St. Jacinta Marto, 1910-1920
Foresight Consideration of the consequences of one’s actions; thinking ahead.
I: St. Gregory the Great, 540-604; IV: St. John Bosco, 1815-1888; St. Frances Xavier Cabrini, 1850-1917; Ven. Pope Pius VII, 1876-1958
Feb. Self-Control Honesty Moderation Humility
Joyful mastery over one’s pas- Sincerity, openness, and truthful- Attention to balance in one’s life. Awareness that all one’s gifts
sions and desires. ness in one’s words and actions. St. John of God, 1495-1555 come from God and apprecia-
St. Perpetua, 181-203 Bl. Henry Suso, 1300-1366 Bl. J.H. Newman, 1801-1890 tion for the gifts of others.
St. Anthony of Egypt, 251-356 St. Bridget of Sweden, 1303-1373 St. Frances de Sales, 1567-1622 St. Bernadette Soubirous ,1844-1879
St. Gemma Galgani, 1878-1903
Mar. Trustworthiness Prayerfulness Meekness Sincerity
Acting in a way that inspires Being still, listening, and being Serenity of spirit while focusing on Trustfulness in words an ac-
confidence and trust; being reli- willing to talk to God as friend. the needs of others. tions; honesty and enthusiasm
able. St. Hildegard of Bingen, 1098-1179 Bl. Anthony Grassi, 1592-1671 towards others.
St. Tarcisius, 3d Cent St. Dominic, 1170-1221 Ven. Pierre Toussaint, 1766-1853 St. Augustine of Canterbury, died 604
St. Catherine of Siena, 1347-1380 St. John de Britto, 1647-1693
Apr. Good Counsel (Ask and Listen), Seeking advice from a reasonable person.
Good Judgment (Think), Thinking rightly about a decision.
Command (Act), Directly acting upon a sound decision.
May Perseverance Magnificence Magnanimity Patience
Taking the steps necessary to Doing great things for God. Seeking with confidence to do great Bearing present difficulties
carry out objectives in spite of St. Alban, 3rd cent. things in God: literally “having a calmly.
difficulties. St. Genevieve, 422-500 large soul.” St. Gianna Molla, 1922-1962
St. Peter the Apostle St. Philip Neri, 1515-1595 St. Theresa of Calcutta, 1920-1997
St. Monica, c.333-387 St. Turibius of Mongrovego, 1538-1606
St. Paul Miki, 1564-1597
St. Louis de Montfort, 1673-1716
June Gratitude
Thankful disposition of mind and heart.
27GOVERNANCE OF THE HOLY HOUSE OF OUR LADY & ST. JOHN As an apostolate of the Parish of St. John the Evangelist, The Holy House of Our Lady & St. John is presided over by the Parish Priest of St. John’s, through the Gilbertine Institute of Catholic Studies. The Parish Priest is the administrator and final adjudicator of all matters pertaining to Holy House. The Gilbertine Institute exists to support and direct the Holy House apostolate. Particular members of The Gilbertine Institute comprise the Board of the Holy House of Our Lady & St. John. The Board assists and supports the Parish Priest in the formulation of policy and administration of Holy House in accordance with its mission. The day to day operations of Holy House are administered by the Programme Director, who acts under the authority of the Parish Priest. SAFE ENVIRONMENT The Holy House of Our Lady & St. John is an apostolate of the parish of St. John the Evangelist, which is a parish of the Personal Ordinariate of the Chair of St. Peter. As such, all programmes, activities, and ministries of St. John’s are subject to the protocols of the Safe Environment programme. All adults actively involved in an official capacity with Holy House will be required to take the Virtus Online training. It is highly recommended that parents review the programme carefully. http://ordinariate.net/safe-environment DISCIPLINARY AUTHORITY OF HOLY HOUSE Each member of the Holy House community is called to discipleship. Students, parents, faculty, and staff all strive to follow the teaching and example of Christ, the model of virtue. All work together to provide a safe and peaceful atmosphere that encourages learning and growth in virtue, recognizing the dignity of each person. Students contribute positively to the classroom atmosphere by treating others and their property with respect, arriving to class prepared and on time, and dressing in a neat and appropriate manner. Parents contribute by encouraging virtuous conduct and a love of learning in their children. Tutors strive to model virtue and help cultivate it in the students. The goal of all discipline at Holy House is true cultivation of virtue, which perfects the grace given in baptism. When students occasionally make choices contrary to Holy House’s established policies, or to the life of virtue to which they are called, Holy House strives to help these students understand why their behaviour is inappropriate, and how they can effect the desired behaviour change. The goal is to provide interior direction in order to bring about an authentic change of life, to help the students exercise the virtue that was lacking in their behaviour and, ultimately, to direct the child toward God Himself. Holy House has disciplinary authority over a student: 1. while the student is on campus or in any area adjacent to the campus; and 2. while the student is in attendance at any programme-related activity, regardless of time or location. Campus is the property belonging to St. John the Evangelist Church and the Personal Ordinariate of the Chair of St. Peter: the Church, Cross Hall, and the grounds in front and behind them. In the definition of Campus, Holy House also includes Nellie Breen Park and Pierce Estates Park. Detention Detention is a period of time served by a student for infractions of stated policies and regulations. Detentions may be held at lunchtime, or before or after classes. Students may be required to sit in silence, perform service, or engage in a learning assignment. After-class detention will be served on the day in which the infraction occurred. 28
GENERAL EXPECTATIONS
“The goal of a virtuous life is to become like God” (St. Gregory of Nyssa). The Holy House of Our Lady & St.
John holds Jesus Christ as the ideal and model for human behaviour. The theological virtue of charity, the very
centre of spiritual life, is emphasized above all, for it animates and inspires the practice of all the virtues (CCC,
1827). The cardinal virtue of justice, and the associated virtues of respect (for self and others), courtesy,
responsibility, sincerity, and trustworthiness are also of primary importance in the life of the Holy House
community. The practice of these virtues ought to inform all the students’ dealings with other members of the
community, including guests or visitors to Holy House. Staff may counsel and correct a student when
appropriate at any time or place during the day, always keeping in mind the dignity of each student and
utilizing the three main elements of reason, religion, and kindness. Holy House will contact parents about any
discipline issues.
The essential expectation for student behaviour is that students conduct themselves in a mature and dignified
manner at all times. Following the guidelines below will aid the students in exercising the virtues of
orderliness, industriousness, self-control, and modesty, as well as respect, responsibility, and courtesy.
1. During Holy House hours, everyone is required to enter and leave through the front doors of Cross Hall
on the north side of the building. These doors will be unlocked from 7:30 – 8:30 a.m. and from 3:30 – 4:30
p.m. Between 8:30 a.m. and 3:30 p.m. visitors should ring the door bell to the right of the doors to gain
entrance.
2. Students arrive at Holy House promptly and in full uniform, which is clean and pressed. Any mended
areas must be neat and nearly invisible.
3. At the beginning of each class, students should place their things on their desks or tables and stand
behind their chairs to wait for the tutor to begin with prayer. After the prayer, the tutor will invite the
students to sit.
4. Students are expected to observe appropriate, modest posture at all times.
5. When students have a question to bring to the class, they should raise their hands and wait until the
tutor asks them to speak.
6. Students should keep classrooms and personal belongings orderly and clean.
7. Students are expected to act in an appropriate manner during class changes. Student conduct in the
corridors will be appropriate and quiet. Students must be prompt during class changes.
8. All students are expected to greet priests, staff, parents, visitors, and fellow students politely and
courteously when they see them throughout the day.
9. At lunch or during recreational periods, each student is expected to act in a controlled and respectful
manner while using the areas designated. Students are expected to keep the grounds neat and litter free.
10. Students must respect their property and that of others. Each student is legally and financially
responsible for the removal, defacing, or wilful damage to property while attending Holy House.
11. Personal belongings are to be kept in good form. Uniform items, books, binders, desks, folders, jackets,
or backpacks must be free of any inappropriate or unnecessary writing or decoration.
12. Standard norms are to be practiced during lunchtime. Good manners, proper etiquette, orderly and
quiet lines, cleaning up after oneself, and leaving the room clean make for a pleasant experience for all.
13. Food and beverages are to be consumed at appropriate times, in designated areas. Eating is not allowed
during class time.
14. Students are required to bring a water bottle to Holy House each day.
15. Students may not leave early without prior written approval from a parent or guardian.
16. Students are expected to complete their homework with effort and daily diligence.
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