The House system

We love the house system! We love the culture of togetherness that it brings to our school, with students of all ages interacting daily, informally mentoring one another and forming lasting friendships. Scott and Lisa Lesley, parents

While traditionally a key piece of English schools (especially English boarding schools), the house system has also come to be a common aspect of school culture in many classical Christian schools.

House systems vertically integrate students. Without such integration, each class often develops its own identity and culture. While this is natural and good in many respects, classes can develop cultures different, distinct, and separate from other classes. These identities are driven not just by the personalities of those in the class but by the natural inclinations and aptitudes, both academic and moral, pertaining to ages and stages in development.

Thus, while students bond together, they maintain a separation by age level. The first, a sense of natural leadership, service, encouragement, yes, even admonishment, from elder to younger. The second, a sense of natural reception of encouragement and service and a striving for emulation of those qualities of Christ-like leadership from younger to elder.

Among the benefits of this type of arrangement are:

  • Camaraderie among all levels and ages of students
  • Cultivation of responsibility in the leaders
  • Opportunity for the strong to be patient with and assist the weak
  • Opportunity for younger students to cultivate respect for the older ones

house names

Each house is named for a man or woman the church has traditionally honored as worthy of emulation. Each house has a motto, colors, and a crest. Each Central Campus House has a correlating North and South Campus House. Brother houses are listed parallel to each other.

Central/North/South
Monica/Augustine/Ambrose
Hildegard/Basil/Benedict
Brigid/Chrysostom/Francis
Teresa/Gregory/Jerome
Hilda/Athanasius/Irenaeus