From the classrooms.

Why we don’t grade children, and what we do instead.

Grades were designed to sort children, not to know them. On the observational record behind every MMS portfolio, what it takes to keep, and what it makes possible that a letter on a page cannot.

What does a three-year cycle actually look like?

Learning here is not measured in semesters. Why three years with one community produces something annual grade levels structurally cannot.

The ledger balanced. Barely.

Upper Elementary closed the garden accounts for the year with $41 to spare, a squirrel problem they have not solved, and a proposal for next season already drafted.

The Great Lesson of the Universe: what happened in classroom three.

Each year the cosmos begins again. What the children’s questions revealed this time, and why “I don’t know” is sometimes the most educational answer available.

A letter on screens, and why we are not writing a policy.

Families have asked for a school position on devices at home. We have one, and it is not a rule — it is a question we would rather every family answer for themselves.

Summer weeks four and five, in photographs.

Bridges week produced eleven structures, three collapses, and one span that held the weight of two nine-year-olds and a rather nervous guide.

Welcoming two new guides for 2026–2027.

Kezia Abara joins Lower Elementary from a Montessori school in Accra, and Marcus Treviño moves into a Primary lead role after three years as an assistant.