The first novel, Robinson Crusoe, written by Daniel Defoe in Britain, was published in 1719 and next to the Bible is the most published book in history. It was inspired by the life of a Scottish man, Alexander Selkirk, an officer in the British navy who was shipwrecked on an island in the South Pacific by his captain and survived there for about a year and a half before being rescued by pirates. (You can find a statue of him in Fife, Scotland.) He was incorrigible and probably did not have the redemptive experience which the fictional Robinson Crusoe has.
The novel is composed in the form of a journal wherein Crusoe recounts in detail how he survives and is converted to a holy Christian life through his reading of the copy of the Bible he has found in the shipwreck, and eventually meets his friend Friday. It seems to me that this revelatory tale of one man’s conversion to faith may be the template for the religious tradition which blossomed forth later on of the personal “testimony,” where church members (usually protestant) stand up and confess the details of how they came to faith. As far as I know, this tradition is peculiarly British and American, which is why I ponder this possibility. The novel is also rife with allusions to biblical stories and topics, keeping continuity with the trajectory of previous English language works.
Robinson Crusoe shifted the trajectory for how a myriad of great authors would write. It affected the future of our cultural understanding of what it means to be an individual, and stands in line with the great Western works which have taken us from classical times when individuals and their stories were viewed primarily as a part of the group, a cog in the wheel of their culture, to a time when each person as seenias “a world in himself” to be investigated, understood, and affirmed.
While it is true that the story is rather long-winded, given the fact that Defoe was inventing an entirely “novel” genre of literature the book is astounding. The first person narrative by Robinson himself gives a personal tone to the story which works well in concert with the major theme of the work, which is that of Crusoe’s slow repentance from a corrupt life to that of a holy and prayerful Christian. The tale imagines what it would be like to be stranded with no distractions and nothing except a few items, completely alone with only oneself and God.
The highly personal nature of this first novel and its deep dive into the state of the protagonist’s soul set the stage for novels to follow: they would be stories about individuals, but these would reach beyond the particular characters, expanding the meaning of their experiences to exemplify instances of the universal themes of life and morality as worked out in the lives of people and the society surrounding them. Defoe’s choice of the “journal” as his vehicle for telling the tale also set the stage for what became known as the epistolary novel, which would consist of a series of either letters or journal entries, commonly interspersed with narration by the letter writer, or possibly, by another narrator who is telling that person’s story.
The possibilities are endless: a narrator might “discover” the letters of a person from another era in an old attic, or might by chance find the diary of a person whose story otherwise would not have been known, or known as it truly happened. A recent renaissance of the epistolary novel has included elements such as time travel, parallel worlds, and other innovative tropes. Thanks to the ingenious mind of Daniel Defoe the novel lives on, always new, rebirthed and reimagined by countless writers who entertain and inspire us with their innovative characters and stories.
What does constitute a great piece of fiction? In our Literature & Composition: Year 1 class, we are reading the bittersweet classic by Margaret Craven, I Heard the Owl Call My Name. The story is about a young Anglican pastor, Mark Brian, who is sent to a rural native community in British Columbia, and concerns his spiritual and internal growth as he learns to love this land and people, unaware that he himself will soon die. Each year when I reread it, I choke up, no matter how much I’ve prepared myself beforehand for the moving conclusion. The book has such power because it speaks truths with beauty and simplicity; the author’s restrained diction causes the reader to genuinely feel the unspoken, deep emotions which the characters express, often through what they do not say as they face their trials and joys. The straightforward yet imagistic style of the book also goes along with the setting and flavor of the native culture, since the people there, in addition to living without most of the material comforts of modern life, are without guile. I Heard the Owl Call My Name also speaks to what is best in us, pointing our souls towards the spiritual values which lie deep within through its symbolic language, borrowed from the natural world.
The novel uses foreshadowing and contrasts between two disparate cultures in organic ways which function as a tapestry, weaving together plot development, theme, and tone to connect the reader emotionally with the characters and their culture. From the first page wherein we a learn that the young pastor is unaware that he is dying, until the closing chapters in which the earthly and spiritual pilgrimages of Mark come to a fitting and moving conclusion, the reader accompanies Mark on his journey towards Love.
The perfect novel is a vessel which contains a unity of subject, thought, and spirit. The perfect novel inspires and rejuvenates our souls, calling us towards the transcendent. The perfect novel leaves us with the sense that we are more complete than we were before we read it; we are more than the sum of our parts; we more keenly know and feel our connections to humanity and to our spiritual roots.
With point #4 I investigate the pros and cons of outlining, as determiners of personality types!
There are two kinds of people: those who outline, and those who don’t. That’s how I see the world, anyway, based on my decades of experience in teaching
students of all ages how to write. Most writing programs do require students to learn how to outline, and it’s a necessary skill. But not all students write well by starting with an outline. Here’s why–how can I know beforehand what the details of my paper will be? If you think about it, you don’t know when you begin to write what you are specifically going to write about, so how can you outline information you haven’t thought out yet?
The idea of an outline is that you will lay out a map, or blueprint, for your essay. This makes perfect sense, but writing isn’t like that. If we could neatly write an outline, in order, the minute we wanted to write a paper, we would hardly need to write the essay at all because the order and development of the concepts would be obvious! However, some people do work best with outlines because they find that having all of their “ducks in a row” before they begin to write actual sentences is most helpful.
Others of us work backwards and find that we need to write down our ideas in a somewhat random manner and then put them in order, once we consider how they relate to each other. We find it much easier to “see” their relationships before they are listed in a formal manner.
You are probably familiar with an alternative method which has been developed, called by various names: the “cluster,” “spider diagramming,” “bubble,”
“mind map,” or “brainstorming” method. This is a helpful approach for people who are intimidated by outlining or whose thought processes don’t work well for outlining, especially when first learning to write. Another method of helping students develop the frameworks for their essays is to simply have them write their ideas down using phrases, either on paper or typed on the computer, leaving a space or line between ideas. Then they can number them, circle them, etc., with arrows going from one to another – whatever works for them, in order to get the ideas ordered. From there they can make an outline fairly easily.
The Jane Schaffer method of teaching writing, which is the method I use, is a wonderful way to bring in outlining through the side door. It gives students a “place to hang their hats” without constraining them to develop complex outlines, yet they really are outlining their essays organically. The difference is that as they develop their essays they think conceptually about categories, integrating their content logically as they progress. You can find my article about the Schaffer method at https://writetothink.blog/the-writing-process/.
As I say to my students: Writing is structured, but it’s not formulaic. It’s analytical, but it’s also synthetic. It’s the development of logical thought, not just the explication of it. Write to think!
I continue the series by discussing the classical writing technique of “imitation” and how to apply this today.
In the classical education renewal movement there are attempts to get back to the art of imitation in writing. Traditionally this meant that scholars would imitate classical writers in a detailed manner, creating phrases and clauses which directly mimicked the grammar of the master they were modeling their work after. All of these present programs and efforts are laudable, but it is important to take into account the background of today’s students before offering up the most traditional kind of imitation curriculum. Here’s why:
In previous times a fully classical education included an exhaustive understanding of grammatical concepts, both in English and in Latin. While many “classically schooled” students today receive some solid grammar training, most don’t get the “full story.” (There are a few programs such as Rod and Staff or the Seton Home Study School which do provide the full complement of grammar.)
Students who receive only the rudiments of grammar in their early years should not try to “imitate” in the fully classical way in middle school and high school. Rather, they should be given assignments in which they model their work after others without trying to directly imitate their sentence structures. I base this suggestion on my experience attempting to get students who don’t have a full understanding of sentence structure to “imitate” in the traditional way. What happens with these students is that they end up struggling so hard to replicate structures they do not understand that they never move past that to produce good writing themselves. They often complete the assignments in stilted ways, just trying to get through them. At the crucial time when they should be learning to argue and analyze texts, they are instead caught up in the weeds for the sake of a “classical” education, which will in all likelihood not help them to be better writers in the long run.
If students have received genuinely complete training in grammar, they can benefit some from imitating the great writers in the traditional way. However, all students should be given assignments which focus on the diction of the works they study. This is the emphasis of the AP® (Advanced Placement) approach to teaching and testing in English and composition. First, by analyzing the diction (literary devices, tone, etc.) of great writers, all students come to understand the “nuts and bolts” of how the best authors communicate through both synthesis and analysis. Second, by responding to short assignments requiring them to compose in such a manner themselves without “worrying” about the specifics of grammar they have not learned students begin to truly model themselves after and “imitate” the finest writing. I believe that for most students today, this approach is the most helpful.
In Point #1 of this series about how to teach writing I briefly discussed the underlying connection between logic and writing and how your job as a parent/teacher is to point this connection out to your students on a daily basis, in as many areas as possible.
Point #2: Learning Isn’t Just About the Facts
Because learning to write is such a holistic activity and experience, it’s more important than ever to take the student’s attitude into account. Many students have trepidation about writing: they don’t know what is expected, and even when given good instructions their thoughts may be so “frozen” that they cannot think clearly. Here are two suggestions for helping students get past this “writer’s block.”
First, give the student a brief initial assignment which is easy. Praise the student for specific phrases which are good. Do not focus on minor grammar issues at this point, but instead, bring out the positive content you see. You can almost always find something good to say about any genuine effort a student has made.
Second, when you do get to where you want the student to edit, do not use strictly negative words and phrases such as “No” or “That’s not right.” If you do, the recalcitrant student will return to the “frozen” mode because of fear of failure. Here are are some helpful phrases I use which work well: “That’s a good start, and also _______”; “You’re almost there, but you also need to _______”; “Not quite; let’s see how you can _________.” Students will learn that your phrases mean that aspects of the work aren’t what they should be, but they won’t shut down or feel that you are rejecting their efforts altogether; they will be want to improve and feel capable of improving.
Having academic standards for students is different from putting unrealistic emotional pressure on them. It’s our job as teachers to figure out the ways we can inspire and motivate students so that they not only learn, but love learning.
I realize this is a shibboleth among educators today, but I’m going here anyway: recent studies have shown that there is no valid scientific evidence to show that particular students (of any nature) learn better through either an auditory, visual, or a kinesthetic approach. In other words, there are no individual learning modes. As someone who has spent quite a bit of time learning about and teaching special needs students, I do realize that the “received wisdom” in today’s educational community directly contradicts this assertion.
I have always quietly questioned the “learning styles” approach for several reasons. First–and this is purely anecdotal–I have never personally observed any remarkable improvement in a student I have taught due to using lessons which were based on how that student’s learning style had been assessed, even when I was working in special education, applying these lessons diligently.
Second, as a devotee of the Mae Carden philosophy of education (in addition to having attended a Carden school as a child and having received training in the method as an adult), I have absorbed her pedagogy: all students should learn through multiple senses: “reading, listening, speaking, and writing,” as Miss Carden put it. In other words, we develop our intellects by using our various God-given senses. Mae Carden also emphasized individualized learning. By this she did not mean developing an entire new curriculum for each student, but rather, the teacher’s taking the time to work individually with each student. Miss Carden trusted the good teacher to work at finding ways to connect with students. ( I was acquainted with her personally, and know this to be true.) She knew that a teacher who cares about her students will be given the ability to help them when she makes the effort. This is why it is important to keep class sizes small: most classical educators’ experience is that a class which has more than 15 or 16 students is not going to meet the individual needs of students. The teacher simply cannot “divide herself up” during the class period so as to meet the particular questions of students, if the class is large.
My experiences teaching larger classes live online for others for almost a decade have borne out this belief. Because my own five children are grown, and because my husband is a surgeon who works long hours, I had the time to work very long hours in order to give my many online students the individual attention they deserve, through email and phone conversations. However, larger classes are not good, even when the teacher is willing (and able) to give this kind of time commitment, because some students “slip through the cracks” during the class period, and do not learn to interact and grow intellectually through the class discussions. Because I now run my own school, I am able to restrict the class sizes appropriately.
Finally, from a broad philosophical view, the idea that we use multiple senses makes sense, because we all are human beings. That may sound simplistic, but if you think about it, it’s perfectly logical. When teachers engage students by bringing multiple senses to bear, they are teaching the “whole child.” We are whole people, not fractured beings, artificially segmented into disparate parts. It’s not possible to separate out our thoughts and inclinations into neat categories, although it certainly is a temptation!
This is not to say that we do not have different “preferred” styles of learning. I might like to learn by watching videos or listening to audio books, but there is no evidence that I learn better through my preferred modalities. In fact, I may not learn nearly as well through these methods. And this brings up the underlying point: it is a teacher’s job to help a student develop a love for learning, in all modalities; as Carden herself said, “Life is a joy, so should be learning.”
The assertion I am presenting here, while backed up with solid studies, is not popular. The government has learned how to usurp our tax money from us in ways that supposedly help our children who struggle with the accepted public school modes of learning. Other “individualistic” pedagogy popular in the homeschool movement have latched onto the “learning modes” philosophy; finally, well-meaning parents who want to find ways to understand their own children’s struggles have claimed this explanation because they have been duped.
Nothing replaces individual interaction with a dedicated teacher/mentor. In the ancient classical world, those lucky few who were educated had tutors who guided them into learning with personalized attention. For the past century or so, “educators” since John Dewey have been trying to find a magic bullet which will replace this traditional approach. The result has been a disastrous experiment which has damaged our children and our society beyond measure. Unfortunately, many so-called “classical educators” participate in this experiment, either unwittingly or wittingly. There is no replacement, no magic bullet. There is only the difficult but rewarding work of learning how to learn.
I teach writing according to the Jane Schaffer writing method, used by high achieving schools in their honors and AP programs. The Schaffer pedagogy meets the definition of “classical” because it leads students into developing critical thinking skills at an early age. Schaffer is qualitatively different from other popular “classical” writing methods, because Schaffer teaches them how to analyze, interpret, and assess ideas. Put another way: students’ minds are engaged in such a manner that they are inspired to develop independent thought. This is because students are led to ponder what a character’s (or historical figure’s) motivations are, or what the consequences of his or her actions or words are, within the context of the theme and diction of the story.
Schaffer is simply a codification of how analytical writing was taught traditionally. As I often tell students, they are like Sherlock Holmes walking onto a crime scene. They must look at the situation presented, as a whole, and from that assess what the important “evidences” are. The Schaffer method calls these “concrete details” (CDs). From there, students use the context of these facts to determine the theme(s) of the text. Why did the author use those facts at that point? Students also bring their own knowledge of life and universal truths to bear on the situation: What is the point of the passage? What does it reveal about the character, or what message is the author communicating to the reader?
When students begin to think analytically, they begin to think independently. Of course, this is the goal of a classical education, not the memorization of a bucketful of facts or texts. The necessity of having such skills before entering the halls of higher education cannot be overemphasized. The Jane Schaffer approach takes time to learn in the beginning–students are building up their “deductive” muscles. But with guidance and practice, they become independent thinkers.
The “method” is a proven way to bringing students’ minds to bear, in order to train them to focus so that they successfully learn the process of analytical reasoning. As students begin to incorporate the techniques so that they think and write inferentially, they no longer need the Schaffer steps, as they have begun the process of independent thinking–the ultimate goal of our educational efforts.
C. S. Lewis didn’t like school, but he did love learning. As he recounts in his biography, Surprised By Joy, Lewis began to get excited about scholarship when he began to be tutored by William Kirkpatrick or, as he called him, “The Great Knock.” “The Great Knock,” as he shall forever be immortalized, was a Scottish realist whose hard-line approach to logic both challenged and formed Lewis’ intellect and character. His tutor’s zeal for passing on genuine learning was infectious, and happily for all of us, Lewis caught the “disease.”
Lewis’ experience with The Great Knock was not at all like the typical classroom experience. That may seem obvious, but sadly, many online “classical” schools today appropriate the modern approaches which Lewis despised, rather than modeling themselves after The Great Knock and the real classical tradition. Here are some differences:
1. A genuine classical education includes the development of virtue along with the teaching of logic in all subjects, so students should be tutored in small groups by trustworthy teachers. This is particularly true in humanities courses. Classes which engage students in the classics of literature and history must engage students in small groups if the students are to be taught how (rather than what) to think, or the “conversation” about the texts cannot be had. This conversation involves a personal connection with students so they learn how to think for themselves and learn how to develop values based on the text. It’s just a simple fact: if your student is in a course with more than 13-15 students, that conversation cannot occur with any consistency or accountability, either for the student or teacher.
2. A classical education teaches students to appreciate and enjoy truth and beauty, not to be entertained by cutsie projects. This concept that students must be “entertained” originated in the very same modern school system which most homeschooling and classical parents say they are rejecting. Yet, many are taken in by the “feel-good” approach which the public school system has incorporated now for over a half century. That’s the contradiction of modern education: its philosophies claim to be catering to the individual needs and feelings of the student while in actuality, they deny the student access to timeless truths in the name of “feel-good” assignments. Students find real self-esteem in success and knowledge. This leads me to my next point:
3. While modern educators assert that they are trying to “relate” to the students’ interests, the larger classes, cookie-cutter demands, and busywork which many so-called classical schools implement go exactly AGAINST this goal. A classical educator helps the student find genuine joy by passing on the torch of learning, not by providing worksheets and cut and dried answers, or even the now ubiquitous “group projects.”
Classical homeschooling became popular several decades ago because parents wanted their children educated individually, mentored by adults they trusted–either the parents themselves or people they trusted to teach subject areas in which they were not competent. In other words, the vision was for the students, their children, to be tutored, mentored, guided. The advent of online schools has been both a blessing and curse to those with the homeschooling vision because while it gives parents the ability to get help in areas they are weak in, it also presents the danger of falling prey to “trusting the experts.” Many online schools present themselves as classical while actually adhering to the more modern approach to education.
What do I mean by “classical cliches” in my title, then? Many are now homeschooling for reasons which are different from those which homeschoolers who began this movement had. Those reasons are varied, and all are logical. Some homeschool to keep their children safe from school violence; some to give their children “the basics” in education which they might not get at the local public school; some in order that they do not need to vaccinate their children (such as in California). All of these families have the right and responsibility to do as they think is best for their progeny.
What is NOT right is the redefining of what a classical education is which many schools are propogating. There is no shame in education which is not classical. What is shameful is when educators and schools claim that classes which have actually adopted the modern pedagogy are actually classical, for it belies and denigrates the definition of what a classical education is. It is the responsibility of “educators” to honestly and properly define what their classes are, so that parents can make informed choices. The parents have to trust the educators, and there’s no getting around that.
Most of us were not classically trained. We want the best for our children, adjusted to our personal circumstances (geographical, financial) and our children’s personal inclinations. We tend to trust those who claim they represent the classical movement, and that is natural, especially if these educators and schools claim to hold our values.
However, the internet and the ensuing new “explosion” of internet schools have allowed people who are not experts to make many claims that they might not previously have been able to legitimize, so if we want to sign our students up for “classical” courses, it’s a good idea to give extra thought as to what that really means. Thinking about C. S. Lewis and The Great Knock gives us a concrete example of the classical model, which truly is in opposition to most of the educational philosophies which have developed over the last century. If students who are forming their character and habits are to be treated with dignity, individually, the true classical approach is the best possible approach. (Photo of The Great Knock here.)
May we all choose what is best for our own particular children/students, as we navigate this difficult marketplace, so full of complicated choices!
Parents want to give their children the best education they can and there are two extremes often applied regarding what this means. On the creative, experiential end of the spectrum are parents who focus exclusively on enriching and inspiring their children; on the other end are those who believe that learning must be strictly formulaic. Which is correct?
Students need to be constantly inspired and challenged to investigate the world for themselves, or at best, they will learn to hate school while simply “storing up” information. On the other hand, if children are not given the framework on which to “hang” knowledge, they are not learning at all, but are simply wallowing in a well of self-deception and narcissism.
A classical education is not about learning ancient terminology: it’s about learning to think for yourself, as the classical authors did.
A classical education is not about learning certain facts: it’s about developing a worldview which honors truth and beauty and engenders a love of knowledge.
A classical education is not about competing in the marketplace: it’s about believing that if students are passionate about learning they will be passionate about life and therefore, their vocations will become self-evident.
A classical education is not about believing in “experts” who claim to have grabbed the brass ring, and all you need to do is jump on their merry-go-round and — Voila! your student will be classically educated. Rather, it’s about developing a disciplined, virtuous mind and life. A person’s true vocation and joy in life will be evident if he or she follows this authentic classical path.
True classical scholarship is rare: most of us will never attain it, and that includes the many poseurs in the classical market who purport to have it and attempt to sell it to us. But given a genuine classical philosophy and pedagogy, all students can discover their God-given potential, find their place in the world, and live rich, joyous and successful lives.
Next Time~ Part 2
Curriculum Gimmicks vs. The Great Knock: Formulas vs. Structure and How C. S. Lewis Answers the Dilemma
I continue to discuss what it means to be truly classical, and this includes what it is NOT. Since we are adding Latin to our Integritas Academy courses next year using a program which is genuinely classical, I’ve been meditating upon why and how many Latin programs out there are not “classical” in methodology. What I mean is defined by what I’ve previously discussed in articles on this blog: a classical education is about how to think, not what to think, and too many schools in this rather new “classical” movement have lost track of that, in their attempts to sell their wares to a broad market and give parents a simplistic explanation of what it means to be classically educated.
First, as the motto of Integritas Academy states, students must write in order to learn to think. Many recent Latin programs which are so called “classical” are so dumbed down as to be a misrepresentation of what it means to learn Latin. A classical program must include serious writing which involves translation, not just of vocabulary, but of entire paragraphs, and later, literary works, and this kind of work must be given often, in order to move students into understanding how to read and understand classical literature.
Second, if a program is so simplistic (dumbed down) that it does not even get through the first declension, and at least most of the second declension in the first year, it defeats the purpose of presenting the student with a global understanding of the language, and therefore, any understanding of its literature or culture.
Third, students must learn thoroughly, but it is true that they must not be overwhelmed with a barrage of information which “attacks” them so that they have trouble sorting it all out. There is a balance: a program should incrementally introduce the components of Latin, yet it needs to present these components in a timely manner wherein the students understand the language conceptually; they must be able to see the forest for the trees, so pacing is everything.
Finally, students must understand early on that, unlike English, Latin is an inflected language (thus, “declensions”). For those who do not know what this means, it’s fairly simple: the meaning of English language sentences is determined by the order of the words in the sentence, so it is not “inflected.” In Latin, it doesn’t matter if the words are in a particular order or not, because designated endings with meanings which assign their syntax in the sentence are added on to the ends of the words, and determine their context; the ending syllable of the word changes, and this determines its grammar. For students to grasp what “declensions” (endings) are, they must be presented within the “big picture” – the concept that there are declensions, and what they consist of, categorically, – within the first year of their study of the language. Unfortunately, many popular Latin curricula do not accomplish this because they are so dumbed down.
Mastering Latin is an “extreme” exercise in logic. Students learn how to apply the various word endings in their exercises and writing, and in so doing, develop logical processes which are not gained in other ways. If a Latin curriculum does not get students to gain this skill in the first year of study, it is a pretty much a waste of the student’s time and effort. While Latin is, as many say in criticism of it, a “dead language,” it is important to know it, not just for understanding past literature and history, but because you learn how to think with the kind of flexibility which learning the various declensions demands. In fact, if you take a Latin program which doesn’t help you to understand the deeper logical aspects of learning this inflected language, it may even be harmful, because you are under the impression that learning a language is only a matter of memorization. Of course, nothing could be further from the truth, and Latin itself is a prima facie example of this, with the richness of the works which lie waiting for the student who masters the language.
So, let’s say a student completes two “years” of a particular Latin program, but the curriculum doesn’t get past the first declension, or maybe, the second. What that really means is that the parents (who, like most of us, have probably not had Latin) have been deceived into thinking that their child has now had a grounding in classical Latin, when, in fact, nothing of the sort has occurred. The student walks away with some Latin vocabulary roots, which he or she may or may not remember, but this is not the same as having gained a classical understanding. The student is not able to translate or grasp the meanings of any important classical works, and has no sense of what it means to “manipulate” an inflected language. Probably, the student would have been better served learning Spanish, French, or German, because at least these languages can be used pragmatically in the modern world, and also have referents in literature.
I am not saying that no students in the current classical school revival go on to master Latin: some do, but – not most. I am saying that there is a plethora of programs out there which simplify and slow down the process of learning Latin to the point where, unless a student perseveres and goes on to more sophisticated programs, he or she will not have gained a genuine grasp of the language, or its logic, and will not have been able to access the important classical works and thoughts of the classics.
Another benefit of actually mastering Latin is that students often do not need much instruction in English grammar (if any). The reason is simple: Latin teaches the English constructs, and more. While it might seem at first that taking the time to learn Latin well is a burden, this study time is counteracted by the fact the students grasp grammar to such a degree that English grammar exercises are either unnecessary or easily and
quickly understood. Also, one other aspect of classical learning that is often overlooked is that of the translating, back and forth, of Latin to English. It’s important to get a curriculum which does this consistently and thoroughly, in order to get the mind’s muscles practicing the back and forth “conversions” that must occur in order to truly learn and write a language.
My hope is that more and more people who seek a classical education will discover the benefits of taking a legitimate Latin course as part of their fully classical experience. Latin in the Christian Curriculum is such a program. Ever since my own five children were lucky enough to have been taught with this curriculum, I have wanted to be involved in promulgating it. It is already used in prestigious brick-and-mortar schools, such as Valley Christian in Silicon Valley, a school I am personally familiar with, since I grew up in that area. I support this curriculum because it is authentically classical, in all of the ways I have delineated above, while also teaching students in a step-by-step manner, using the mastery approach. You can find a review of the program by the homeschool curriculum maven, Cathy Duffy at this link: https://cathyduffyreviews.com/homeschool-reviews-core-curricula/foreign-language/latin/latin-in-the-christian-trivium.
Discussing the pedagogy of learning Latin is just one aspect of what it means to have a classical education, but it’s a pretty important component. Most of us are products of an educational system which has not taught us classically, but we are seeking ways in which we can expand our understanding of what it means to have a legitimate classical education, and to make sure we make it possible for our own children to do so. If you are interested in having your student take Latin, I hope you will investigate either the program I support, or some other program which is comprehensive in scope.