FEATURE STORY
Classical Learning Redefined

By Caitlin Johns

Herron High School got its start in the basement of Harrison Art Center with six classrooms and a small group of freshmen. School officials opted for a classical liberal arts curriculum to expand students’ knowledge of history, art, music and literature—a good match for the building where the first students would begin learning.

Students and teachers built a sense of community in those small quarters and they’ve come a long way. Just two years ago, Herron moved into its own building, the former Herron School of Art and Design in the city’s Old Northside Historic District. The fit between building and curriculum continues for Herron in its new home; the classical architecture of the building complements the classical learning happening inside.

“The classical focus of the school allows our diverse population of students to have a common language,” said Principal Janet McNeal

And with the creative spin on classical liberal arts, students are taught to think logically and express themselves.

Greg Lineweaver, who teaches advanced placement for 11th grade English, was recruited from Plainfield High School before the school opened. Emphasizing the importance of a classical liberal arts education, Lineweaver stressed the school’s 4-year requirement to study Latin.

“It reinforces English skills since most words have Latin roots and it helps in learning other languages as well,” he said

The classical liberal arts education program melds together subjects in a web-like structure. Students follow an art and history timeline that progresses each year, beginning in 9th grade with Egypt and Africa’s early civilizations. Students travel through their four years to Ancient Greece and Rome, and through The Middle Ages, The Renaissance, The Age of Exploration, as well as America’s history.

“This helps the students link together all of the humanities,” Lineweaver said, adding that this type of learning encourages students to have a more cultured knowledge and to “ask the big questions.”
Everything from math, English, and art incorporate the school’s teaching philosophy.

“We try to help them think about math and science in meaningful ways,” McNeal said.

While the school’s focus is on liberal arts, there also is strong emphasis on math and science and many students take Advanced Placement courses. With Herron’s teaching philosophy of connecting all subjects together for students, teachers help students understand how math is tied to music and art, enforcing a stronger understanding of what seem like diverse subjects.

Like Lineweaver, the school’s art teacher, Trevor Renwick, has been with the school from the beginning. He recently had his students ask “the big question” and interpret a quote about painting: “Paint with the knowledge that comes from natural observation and the clarity that comes from introspection.” Students were to use their own critical thinking skills to interpret this quote.

“I hope I have challenged them in their ability to think creatively and critically so that they can really think outside the box,” Renwick said.

The goal of Herron High School is to help students become great thinkers. A close relationship with students helps teachers see their strengths and build on their weaknesses. Teachers are at school well before classes start and stay after the bell rings to offer help to students who need it.

Students have an opportunity to explore music and other creative arts as well. Herron has its own choir, music appreciation class and theater program, which recently put on Shakespeare’s A Midsummer Night’s Dream. Student art work is prominently displayed in the hallways and in display cases.

With Herron’s creative environment, students are encouraged to form clubs and student organizations. Students have formed a chess club, book club, journalism club, community service club, creative music collective, and a debate team.

Athletics is also part of the extra-curricular programs. Various sports from basketball to lacrosse are available to Herron students. And as part of the extracurricular programming, students are required to complete 20 hours of community service per semester, emphasizing the importance of community connectedness.

For example, a group called “Teens for Talbot” helps elderly people in the school’s neighborhood plant flowers, rake leaves, and clean their houses.

“Part of the mission of Herron High School is the idea of community service,” McNeal said. “We want our students to give back to their community and feel as though they belong to a larger community. The Herron Morton Neighborhood Association has been a strong partner of ours since we opened our doors.”

Herron not only stimulates creativity in its students, the school also challenges them to use their creativity toward their future.

“This school challenges you in a different way, without making you feel overwhelmed with work,” said Drew Walters, a junior.

Alex McDonald, also a junior, said he appreciates the diversity and maturity of his fellow students who feel that they have more opportunities availed to them at Herron. He wants to be an engineer and McDonald hopes to become a lawyer. Another student, Jessika Officer, hopes to be a journalist and Rebekah Taft is interested in English studies. All four students are members of the National Honors Society.

More than 60 percent of the roughly 350 students are in Academic Honors. This past year, Herron 10th graders received the highest English scores in Marion County on the ISTEP.

With these bright scholars, it’s no wonder the school is thriving. While the school has faced challenges, mostly related to funding, McNeal credits the school’s dedicated educators who have remained on its board with helping the school deal with its challenges. In addition, faculty, staff and students have created a positive learning atmosphere which has prospective students knocking at the door to be added to the school which is at capacity.

McNeal attributes the school’s success to quality teachers and relationship building.

“It is our belief that in order to have successful students we have to give our faculty the knowledge and support that they need in order to teach our students,” McNeal said. “Students will not learn from adults until they trust them. So students first learn that we are here for them. We have students who have never done well in school and are now honors students.”

Caitlin is a junior at Marian University. She is a communications major planning on a career in journalism. She can be reached at cjohns383@marian.edu.