Classical Conversations Across the Atlantic

Pam Rohde

We knew we would encounter different ways of thinking about education upon moving to Scotland for a year. What we didn’t know is how often we’d be reminded of home and the classical pedagogy we’ve grown to love. Here are three short glimpses into classical connections here in Scotland and how they helped us see the broader movement of which Morning Star is a part.

Universities are noticing the caliber of students

My husband Joel and I were at a lecturer’s house for tea earlier this spring, and he told me that the university has started sending representatives to classical school conferences because they’ve noticed that the students emerging from classical schools are well equipped for the rigors of further education. Students often demonstrate a varied skill set the classical movement nurtures including prioritizing tasks, asking meaningful questions, research, and communication.

Teachers with graduate degrees want to invest in K-12 classical schools

One of my classmates served as an officer in the U.S. military for eight years after graduating from West Point. He was recently awarded a competitive full doctoral scholarship for a Ph.D. program in philosophical theology. He’s considering teaching at a classical school when his program is complete. His reason? He sees teaching young students how to delight in thinking well as a meaningful investment of his leadership and intellectual skills. I agree with him, but I’m not the only one. I’ve met a handful of Ph.D. students considering this course.

Students are engaged in the Great Conversation

The term “the Great Conversation” is shorthand for exploring the riches of Western civilization and God’s purposes through it. An undergrad in theology I met this fall brightened when he learned I taught at Morning Star. He was a classical school graduate, and he also wanted to teach at an ACCS school. (ACCS stands for Association of Classical Christian Schools, of which Morning Star is a member.) A young woman from China studying the classics credits being homeschooled through Veritas with her love of ancient languages. A literature student who just handed in her dissertation (a defense of objective truth using Augustine) met me for coffee recently to talk about the model as she filled out an application to teach at a classical Christian school next year. Joel recently met another ACCS-bound senior at a gathering. These students are thoughtful, winsome, and would be wonderful assets to any school. I love that people who value thinking deeply about the world and the Great Conversation see the value in training younger people to do the same! 

Our family is looking forward to returning to Iowa this summer, and these connections across the Atlantic have shown us how God is working through classical Christian education.

Pam Rohde and her husband, Joel, have four children who attend Morning Star Academy. Pam has taught Bible, worldview, and art at MSA. This academic year the Rohde family took a sabbatical in Scotland while Pam pursued a master’s degree in biblical studies through the Logos Institute at St. Andrews University.

Classical Education and Family Rhythms for Discipleship

Jon & Mary Sievers

Deuteronomy 6:4-9 “‘Hear, O Israel: The Lord our God, the Lord is one. You shall love the Lord your God with all your heart and with all your soul and with all your might. And these words that I command you today shall be on your heart. You shall teach them diligently to your children, and shall talk of them when you sit in your house, and when you walk by the way, and when you lie down, and when you rise. You shall bind them as a sign on your hand, and they shall be as frontlets between your eyes. You shall write them on the doorposts of your house and on your gates.”

God gives the primary responsibility for discipling children to their parents. Choosing Morning Star Academy gives us the opportunity to be involved in our children’s day-to-day education, know their curriculum, and partner with teachers for their success as they learn to rightly order their affections during the school day. We know that the classical Christian difference is the recognition of how children are created in the image of God. Together, we are training children to rightly worship Him and engage in their community for the good of its people and the glory of God. 

How do our everyday rhythms as a family tie into our children’s education at Morning Star? 

  • Catechism – We work on memorization together as a family. We practice in the car, practice at the dinner table, and use them as a topic of conversation. Memorizing allows us to quickly recall truth, to discern what is true, and to speak truth.
  • Prayer – We have set rhythms of praying together through the day (in times of thanksgiving and sorrow alike, before a meal, as a part of the bedtime routine, as an essential part of discipline, and as we model repentance in the home). We include praying for our school community and the unfolding of their days.
  • Music – We often listen to hymns on our commute to and from school, and in the background at home. We choose music that is beautiful and that rightly worships God, praising Him for who He is. When possible, we tie this back into music they are learning at school. Songs that come to mind from our time at MSA include “In Christ Alone,” “A Mighty Fortress,” and “We Believe.”
  • Sabbath day – We gather with our church body for a time of worship together and then set out to rest and recreate. When the weather allows we aim to be outdoors on Sunday, enjoying God’s creation together. It seems impossible to take in the beauty of nature without being in awe of God’s majesty. We speak this out loud and notice that our children are learning to see the beauty in God’s creation, and be reoriented in Him for the week ahead.
  • Living in community – God created us to be in community, giving us all different spiritual gifts to be a part of His body living on mission together (1 Corinthians 12:14-16). Morning Star is a part of living in community for our family, and we continue to model the importance of that by gathering and serving in community throughout our week.
  • Serving together – We include our children in mission work monthly in the Quad Cities. Our family serves at Hope At The Brickhouse, Kings Harvest Ministries, and One Eighty Davenport.
  • Modeling repentance and forgiveness – We recognize our fallenness, acknowledging our weakness and our deep need for the Savior throughout our days. We screw up these rhythms all of the time, we find ourselves worshiping “things” instead of God, and we sin against each other and against God (Romans 3:22-24). We repent and forgive in our household. We know that our children are faced with temptation and fall short of the glory of God daily. Many times this happens within the walls of Morning Star, where we trust teachers to point back to our children’s identity in Christ. What is that identity? In Christ, they are adopted into God’s family; because of Christ’s sufficient sacrifice on the cross, they can stand pure before a holy God.

These everyday rhythms help our children rightly order their affections. This means loving things in their proper place, with an utmost love for God that results in a desire to obey. How can we desire obedience and submission to a Holy God? Because He is good and gracious. Out of His goodness He created all things and gave us dominion over them (Genesis 1:26). God’s law also comes out of His goodness and provides guidance for how we are to reflect His image for an abundant and flourishing life. 

As parents, we have the primary responsibility for training our children in the way that they should go and discipling them to humbly submit to the authority of God. A classical Christian education at Morning Star Academy is a piece of this discipleship … our children are receiving an education focused on what is good, true, and beautiful.

Jon & Mary Sievers are the parents of four children, three of them being students at Morning Star Academy. They raise their family on an acreage west of the Quad Cities. Jon is an attorney at John Deere and Mary owns a women’s boutique, Caty + Rose Market, in Bettendorf. As a family they enjoy hiking, camping, golf, and being outdoors.

Why Math is More than Useful

Rhonda Cox

“When are we ever going to use this?” This question is the bane of existence for mathematics teachers everywhere. As a precalculus and calculus teacher in public school, my response was usually something like, “Knowledge is never a waste, and this does have uses, but honestly, YOU may never use this.” 

Now, as a teacher in a classical Christian school, I have a very different reply (and an answer I always wanted to give when I was in public school): “Didn’t God make mathematics beautiful? Isn’t it amazing that we can consistently find the things we find?”

Science and mathematics give us a window to know our Creator and His creation, a way to see that God is beautiful, consistent and orderly. Colossians 1:16 tells us “that all things have been created through Him and for Him.” ALL things. This includes a mathematical system that is beautiful, consistent and orderly. Mathematics reveals God’s beauty and order. And, as we use mathematics to describe the natural world, it gives a different understanding of God’s creation. 

In Genesis 1:28 we see God’s mandate to Adam and Eve (and by extension to us): “Be fruitful, multiply, fill the earth, and subdue it.” We cannot fulfill God’s command without a firm understanding of His created order, and the sciences give us tools to become good stewards of God’s creation.

But the benefits don’t stop there! One often-overlooked but beautiful feature of mathematics is its ability to give us a deeper understanding of God’s attributes. In geometry, my students read Flatland, written by Edwin A. Abbott in 1893. While the book is a satire on Victorian England, it also contains theological gems, which the author intended. Flatland uses characters who live in a world of two dimensions and a visitor from the third dimension. Their story gives us a way to discuss and better understand attributes of God like omnivident (all-seeing) and omnipresent. We also discuss passages from several C.S. Lewis books in which Lewis uses a cube to help us understand the Trinitarian nature of God. Should we be surprised that one of God’s creations, mathematics, can give us a deeper understanding of Him?

Paul says it well: “For His invisible attributes, that is, His eternal power and divine nature, have been clearly seen since the creation of the world, being understood through what He has made” (Romans 1:20). As a Morning Star teacher, I can discover with students how the sciences are part of God’s creation–and how they allow us to “see” His invisible attributes.

Rhonda Cox teaches geometry, pre-calculus, calculus and physics at MSA. Her free time is spent cycling and swimming. She also teaches a Bible study as well as being involved in music ministry at her church.

How the Trivium Prepared Me to Be a Physician Scientist

Josh Seaberg

The work of the physician and the scientist are each beautiful and challenging in their own ways. The physician utilizes treatments to alleviate suffering on a daily basis; the scientist lives at the edge of human knowledge to expand our breadth of understanding. While each profession requires a dedicated individual with a desire to serve, the training required for each is vastly different. In medical school, students are bombarded with the sum of current medical knowledge that they must grasp to properly form a differential diagnosis and plan for treatment. Conversely, PhD students must scour the literature to find scraps of information that hint at the next step forward in their project. These training approaches foster drastically different ways of thinking: medical students become rapid memorizers of drug lists and associated symptoms while PhD students are more apt to contemplate the “why” questions and communicate their answers to the scientific community.

The Trivium prepares pupils for both these endeavors. Like medical education, Grammar school emphasizes the memorization of facts necessary to knowing reality and interacting with it. Graduate studies parallel Logic school by understanding of the processes of reasoning while simultaneously matching the Rhetoric school emphasis on synthesizing and communicating ideas. As such, the three pillars of classical education—the Trivium—provide a foundation for those going into either the medical or the scientific field—or both.

Now in the midst of both MD and PhD training, I am reminded how Morning Star’s Trivium prepared me to be here. For some, the rapid pace of content consumption in medical school is overwhelming, whereas for others the lack of concrete answers and experimental troubleshooting in graduate school can be exhausting. But when you have a foundation in Grammar, Logic and Rhetoric and have learned how to learn, no area of work or study is beyond your capabilities. The Trivium is a firm foundation for the physician, the scientist, the engineer, and any career in between.

Josh Seaberg graduated from Morning Star Academy in 2014 and earned bachelor’s and master’s degrees in Chemical Engineering from Oklahoma State University in 2018 and 2020 respectively. In 2020, Josh entered the MD/PhD program at the University of Oklahoma. Throughout undergraduate and graduate school he has authored 7 peer-reviewed scientific publications with a focus on materials science, nanotechnology, and drug delivery. In his free time he enjoys playing soccer and serving as music director for the Oklahoma City campus of People’s Church.

S.T.E.M. and Success: A Parent Interview

Blog editor Anna Carrington sat down with Julie Schroeder, a physician and mother of one MSA alumna and two current MSA seniors. All three of her children are pursuing careers in “S.T.E.M.” fields—science, technology, engineering, and math. The following is an edited version of our conversation.

There’s a lot of emphasis these days on S.T.E.M.-based education and preparing students for the modern economy. What has that looked like for your family?

My children have always been interested in engineering and the sciences. In many ways, the S.T.E.M. initiatives we see in public schools and elsewhere would have served them well—but only in a technical sense. Our experience is that students can round out their technical knowledge pretty easily at a university. They can learn how to do research in a big science lab. But Morning Star is preparing them to succeed in much deeper and richer ways as lifelong learners, collaborators, and thoughtful citizens.

Morning Star is a classical Christian school grounded in pursuing what is good, true, and beautiful. All of the subject areas encourage a deeper understanding of God’s world, how we are made in His image, and how in Christ all things hold together. Can you share an example of this from your students’ time at MSA?

My son Caleb is writing his senior thesis—a capstone requirement for all Morning Star graduates—on numeracy. He is considering how students might better appreciate the beauty of math instead of thinking of math as simply knowing and using mathematics. The roots of the word “numeracy” are numbers (or numeric) and literacy, which shows how the field is like the literacy of reading and writing.

What are some attributes you think students will need to succeed in their careers? How has Morning Star fostered these?

Two come to mind right away: 1) the ability to consider others’ perspectives and 2) working on a team.

Morning Star offers a sequence of courses that not only conveys a biblical worldview but also teaches students how to perceive and ask questions about other worldviews. The sequence starts in eighth grade with logic, continues into ninth with rhetoric, then comparative religion in tenth, worldview in eleventh, and finally senior thesis.

Students learn to hear arguments critically, identify others’ worldviews and better understand where they’re coming from. Why are they holding that view and making that particular argument? There are many applications for this skill, from understanding scientific theories to interpreting data. You could ask: How is someone interpreting the data? What are some assumptions they might have and how do they factor into their conclusions?

My sons’ class has a great dynamic that encourages discourse. Sometimes they take an opposing view just to keep the conversation going and bring out more discussion. They are learning to say to one another, “I can see where you’re coming from,” even if they might disagree. That posture will serve them well in their future careers.

You also mentioned being part of a team. Can you give me an example?

My daughter Sarah, who is now in college, played Mustang varsity girls’ basketball. The team was small and Sarah learned to be flexible and serve where she was needed each game. When she was applying for an internship recently, the supervisor asked her about her time as team captain and she was able to share those stories of perseverance and teamwork.

Thanks for sharing your experiences. What advice would you give to parents of younger students?

We are not just training students for professions, we are also training them to be discerning consumers and wise citizens. Regardless of your child’s particular interests—whether they love math, science, art, or literature—they are going to be citizens of a community and hopefully members of a local church. We’re preparing them for service in those arenas, too.

Julie Schroeder is a family medicine physician and mother of two Morning Star students and one graduate. She serves as director of Missions at Our Savior Lutheran Church and has volunteered in many ways at Morning Star over the last 15 years.

Classical Christian Education: Rooted in Love, Bearing Fruit in Community

By MSA Parent Teacher Partnership

Where can you find merry storytelling, a hospitable home, and truth-seeking moms and dads? At the MSA Parent Book Group! Morning Star has a very active Parent Teacher Partnership (PTP), and our new book group for parents just launched in January. Our goal is to discover together why Morning Star is committed to classical Christian education and what the model looks like in practice. We hope this blog post will give you a taste of this.

At our gathering, we shared our stories of how we first encountered classical Christian education and how our families came to Morning Star. Some parents knew about the classical Christian model from their experiences homeschooling or living in other cities. Others learned more about it after enrolling their students at Morning Star.

That second story is common: Many parents aren’t sure what classical Christian education is exactly, but they want their children to be in a Biblically-based Christian school. We have a wonderful “tour guide” in Brenda Porter, one of Morning Star’s faculty and an avid reader. She noted how seriously MSA parents take their responsibility for their students’ education—and how the love of Christ is the foundation for how we answer that call.

Mrs. Porter prompted us to consider how who we decide to “think with” is important—whether it’s a particular author, a good friend, or a faculty colleague. Ideas bear fruit in community. Discussion brings out varying perspectives, stories delight, and challenging topics can be addressed honestly with those whom we trust.

Participants had a short assigned reading for the gathering, and we pulled out a few highlights from Dorothy Sayers’ essay, “The Lost Tools of Learning.” One highlight was Sayers’ analogy about music:

“Is it not the great defect of our education to-day … that although we often succeed in teaching our pupils ‘subjects,’ we fail lamentably on the whole in teaching them how to think? They learn everything, except the art of learning. It is as though we had taught a child mechanically and by rule of thumb, to play ‘The Harmonious Blacksmith’ upon the piano, but had never taught him the scale or how to read music; so that, having memorised ‘The Harmonious Blacksmith,’ he still had not the faintest notion how to proceed from that to tackle ‘The Last Rose of Summer.’”

One mom said this example really helped her grasp the aim of the classical model: teaching students how to think and how to learn, not just to memorize something or absorb facts. Morning Star students learn “the scale” of a given subject—for example, phonics—and come away ready to keep learning their entire life.

Another mom noted the “rich heritage” we have in classical education, with primary sources and voices from the past. Faculty member Greg Bradford replied, “I’d go further. I’d call it a refining fire.” Mr. Bradford added that he loves teaching at Morning Star because our classical education is distinctly Christian. Ancient thinkers asked questions about the good life and man’s purpose. At Morning Star, we know there is an answer to every ancient question: Jesus Christ and His kingdom.

All parents and faculty are invited to join us next time! Details will be posted on the Parent Teacher Partnership webpage and in the MSA newsletter.

Advent: Waiting for our King of Peace

Oh come Desire of nations bind
In one the hearts of all mankind;
Oh, bid our sad divisions cease,
And be yourself our King of Peace.
Rejoice! Rejoice! Emmanuel
Shall come to thee, O Israel.

Joel Rohde

Christmas is coming … yet Advent is still upon us. We are still in a time of waiting, hoping, quiet prophets, darkness, and longing for someone to rescue us from our despair. It’s easy to miss it. We are told all the time that we shouldn’t need to wait. We can find gratification now for the low, low price of the Best Buy Black Friday deal or the Amazon Cyber Monday special. New movies on Netflix promise to place you in a world where waiting isn’t necessary, a world where there’s a human answer to darkness, danger, and despair — and you can find it after just two hours in front of a screen.

It is too easy to get Advent all wrong. If we aren’t willing to wait for God’s Christmas answer, we won’t be willing to wait for each other. We’ll find that we grow further apart. We’ll see division everywhere we look. Our hurried posture will lead us away from a relationship with Jesus and closer to dependence on ourselves. 

The verse above from “O Come, O Come Emmanuel” reminds us that Jesus came not to divide but to bind the hearts of all mankind. He comes to bring peace. He is the answer we’ve been waiting for. In Him is the ability to reconcile humanity to self, humanity to humanity, humanity to creation, and — most of all — humanity to God. In Jesus everything is rightly ordered, justice is brought, wrongs are righted, and brokenness is restored.

As we move closer to Jesus we too move deeper into humility, recognizing our great need for His peace. We start to realize how sad and miniscule the things that divide us are and how deep and great and mighty is His love for us. He calls us to love, to repent, to forgive, to reconcile, and to give abundant grace even to our enemies.

Habakkuk 2:3 says: “For the revelation awaits an appointed time; it speaks of the end and will not prove false. Though it linger, wait for it; it will certainly come and will not delay.”

This is what we wait for. We wait for Jesus. While we wait, let us be like Him. Let us humble ourselves and bring unity, peace, love, and joy. Come Lord Jesus.

Joel Rohde served as pastor of worship and youth at North Ridge Community Church in Eldridge for 14 years before transitioning to his current role as pastor of worship and discipleship. Joel has a deep love for the church and for classical Christian education. He and his wife, Pam, have four children at Morning Star; they are on a family study sabbatical in Scotland.

Beyond Thinking: Bold and Gracious Speech

Editor’s note: This post is the fifth in a series on how we teach the Trivium at Morning Star Academy. The Trivium forms the structure of classical education. It includes three stages: Grammar (grades K-5), Logic (6-8) and Rhetoric (9-12).

Susan Hixenbaugh

Comparisons are my favorite thing. In my literature classes, one might hear students arguing the validity of the comparison between Achilles and King David, or Milton’s Satan and Anakin Skywalker. Mr. Baker’s modern history students compare contemporary leaders to the vision of the ideal prince laid out by Machiavelli. In Ms. Cox’s geometry class, students discuss how a mathematically themed science fiction novel parodies the culture of Victorian England. These comparisons do not simply spark vigorous discussion—they stick with the students. And like any good analogy, comparisons require them to think about what characteristics really matter. For that, they look to God’s Word as Truth.

In all classes, students are encouraged to exercise judgment and evaluation, comparing primary texts and artifacts to the Bible. Specifically, in comparative religion and apologetics classes, students analyze tenets of competing worldviews, comparing them to those of Christianity. Students bring their practical, theoretical, and theological tools from the logic school to the rhetoric school and employ them in the humanities, in the sciences, and—as we teachers and parents all hope—in their lives outside the classroom.

But the ability to think carefully is not our final goal. Students must learn to display this intellectually rigorous thinking with the God-given gift of language. At Morning Star Academy, students are taught that reason is a reflection of God’s character, and that if they are to reflect God’s character, reason should guide their voice and their actions. Students learn how to distinguish between good and bad reasoning and how to employ the former when proving their claims. For reason to be evident when they express their ideas, students need to learn to express their ideas clearly and concisely, with vigor and grace. This is one of the goals of the rhetoric course that students take in their freshman year, and they reach it through their student-led discussions, written compositions, and oral presentations.

Students build on the foundation of rhetoric class in their upper-level classes when they deliver speeches and present projects. For final exams in history and literature, students deliver a speech synthesizing a theme from each discipline into a single thesis statement and supporting it. By their senior year, students have practiced these skills in all of their classes—from ancient history to calculus—and they immerse themselves in an eight-month long endeavor of writing, delivering, and defending a senior thesis.

As they complete the final stage of their classical Christian journey, students understand that as creations of God, they are a reflection of His character. They must be bold. They must be reasoned. They must be gracious. They must embrace the responsibility to express His Truth in all they do.

Susan Hixenbaugh teaches logic, literature, and writing at Morning Star Academy. She relishes art, movies, and great books. She and her husband, Eric, have two daughters.

In the Middle: A Teacher’s Tour of the Logic Stage

Editor’s note: This post is the fourth in a series on how we teach the Trivium at Morning Star Academy. The Trivium forms the structure of classical education. It includes three stages: Grammar (grades K-5), Logic (6-8) and Rhetoric (9-12).

Brenda Porter

Logic school is the three-year period between the Grammar and Rhetoric schools at Morning Star Academy. In this stage, students are invited to become more independent in their thinking, to go beyond mastering facts, and to make connections between the things they’re learning. They consider big ideas and “why” questions. In science classes, for example, Mrs. Spykstra helps students to “break down the difference between the changing nature of scientific knowledge and the unchanging nature of Truth.” Across the hall in the history room, Mr. Bradford encourages students to seek answers about the purpose and value of studying history. In Mrs. Hixenbaugh’s logic class, they learn the principles that will help them to distinguish truth from fallacy. 

While keeping the focus on the big questions, teachers also plan for experiential learning, the kinds of memorable activities that shape hearts and imaginations. Students read, act, give speeches; they draw, sing, conduct experiments; they research, recite, solve problems; they write, recite, memorize scripture. They taste knowledge, grasp meaning, make connections. A story in literature has roots in an ancient historical and biblical setting; a science equation works like a math problem! 

If that sounds like a lot, it is! Logic school days are busy. To assist students in meeting the growing demands on their time, their teachers also give them practical instruction in the development of good student habits like note-taking and annotating their reading. They teach them to observe and value the MSA Code of Conduct and to make wise decisions about behavior and relationships in light of their identity as children of God. 

In all these experiences, students are taught to see the world through the lens of Christianity. A two-year sequence of Bible—Old Testament in seventh grade and New Testament in eighth grade—is the framework that informs all other content. Teachers encourage their students to observe and appreciate God’s beautiful and orderly world. They help them to realize that they are people created in God’s image, young men and women who can exercise their creativity in music, art, and writing. 

As they finish eighth grade, they’ll take with them new understandings of the created world, and new tools—practical, theoretical, theological—for the final stage of the classical Christian journey, the Rhetoric school.

Brenda Porter teaches English, writing, and rhetoric at Morning Star Academy. She and her husband, Rob, are the parents of three grown daughters. 

A Logic Student on Loving Words and Learning to Write

Editor’s note: This post is the third in a series on how we teach the Trivium at Morning Star Academy, and it’s our first student perspective! The Trivium forms the structure of classical education. It includes three stages: Grammar (grades K-5), Logic (6-8) and Rhetoric (9-12).

Sadie V.

Proverbs 15:4 says, “Gentle words bring life and health; a deceitful tongue crushes the spirit.” This verse is a great example of how powerful and beautiful words are. Their beauty and strength are what caused me to fall in love with words, and consequently with writing as well.

I fell in love with words at a very young age. When I was a toddler I used to snatch a picture book from our bookshelf at home, find a little corner and start “reading” to myself—making up a story from the pictures provided. I also pestered others to read to me. When I reached the end of second grade, I began to explore my own personal reading options. Then my mom took me to the library. I was in heaven! A whole world of books at my very fingertips! 

Slowly my love of reading extended to writing as well. I would chop two little pieces of cardboard off of a box, cut some paper the same size as the cardboard, zip-tie them all together, and create my own little makeshift book. That was the beginning of my writing career. 

In third grade, my parents decided to send me to Morning Star Academy. When I got there, I discovered that Mrs. Bohonek gave the class stories to write at least once every day. I was thrilled! I took to those assignments like a fish to water. In later years, my teachers expanded my writing skills as they asked for essays and book reports. From the annual Academic Night essays that I wrote in fifth and sixth grade to the short journal entries Mrs. Porter had us write in seventh grade, my teachers have and continue to give me every opportunity to sharpen my writing skills. 

Building on all those years of writing practice, I am now working on novels and short stories. I could never have come as far as I have in my writing if I didn’t have the amazing teachers that I’ve had and still have at Morning Star. To those teachers I say, from the bottom of my heart, thank you.  

Sadie V. is in 8th grade at Morning Star Academy. She lives on a small farm outside of the Quad Cities. Apart from reading and writing, she loves to sketch, paint, sew, cuddle with her dogs and spend time with friends.