Every Good Path

I attended a workshop by Chris Schlect in which he present results of a recent survey of longtime teachers and administrators in the ACCS. As we homeschool, I'm not in the classical school movement directly. It was fascinating to hear the inside scoop on where educators see the movement as succeeding, making progress, or struggling. There were 114 respondents, all of which have been involved in the movement at least 5 years. 43 different schools were represented.

No real suprises were presented. Most interesting to me were the issues of Latin and teaching at the Rhetoric level (a.k.a. High School). Conclusion on Latin was that students knew it well enough to "cipher" or translate original classic texts, but not like a true second language. As homeschoolers, we've never studied Latin. This helped confirm that we really aren't missing much, compared to the Classical Schools. It would be great to have a "classical" mindset that would come from immersion in Latin/Greek studies, but if most of the best schools/teachers/student had not attained it, I don't expect we will. I'll leave the translation to the experts and focus on other areas.

For the high school teaching issues, opinions varied but consensus was a general uneasiness at the results. Many schools seem strong and confident at the Grammar (Elementary) and Logic (Middle School) levels, but that confidence doesn't hold for the final years of schooling. One idea was to move to a more elective approach, narrowing the subjects depending on a student's calling.

George Grant is a classical educator who has great success teaching at the Rhetoric level. He's a brilliant man able to combine knowledge in areas of history, aesthetics, literature, culture, and church history into a coherent 4 year series of lectures. These are the Gileskirk lectures. I've heard most of the 4th year of these and they are very impressive. Dr. Grant also spoke at the conference on how he integrates these various areas so that his Rhetoric level students get the big picture. He said that the typical student is overwhelmed by his approach during the 1st year (9th grade). About 2/3 of the way through their sophomore year "the lights come on" and the student begins to really "get it". This would be about age 16 for most students.

Combining Mr. Schlect's findings about the struggles of Rhetoric teachers, with Dr. Grant's observation, with my earlier article on Puritan education, I reach the following insight. What if education for students age 16+ is more appropriately considered "college"? This would more accurately match the historical norm where a student's "secondary" schooling was considered college. Early schooling is the grammar/logic stage of preparation. Grammar is for childhood. Logic is for the short transition between childhood and adulthood. Rhetoric is for students beginning their adult lives. This would be more like today's "college" where a student begins to work on their specific calling. A good student and teacher in a discipleship/mentoring relationship could complete "college" in a couple years so that by age 18 or 19, the student is fully equipped to begin work in their calling.

This fits our experience as homeschoolers, fits the historical norm, and I believe has support from evidence presented at the ACCS conference. No one at the conference proposed such a framework, but as a homeschooler able to think outside the K-12 box, it jumped out at me.

Nathan Wilson spoke on "Story and Rhetoric".  Rhetoric is the final stage of classical education, in which the student learns to present their knowledge and wisdom persuasively and beautifully.  The talk focused on the idea of "proof".  Nathan presented "proof" not as mathematical certainty but as "that which obligates belief".  You may prove your point even if folks don't agree.  The listener is moved to a response by your presentation even if that may not be wholesale agreement - they may feel guilty and stone you to death to silence you.  That they take an action shows they are moved by your argument.

The nature of persuasion - use beauty and style to complement your reasoning.  It's OK to appeal to the credibility of authorities that hold the position ("ethos" type of proof) or to the listener's emotions ("pathos").  Logos (logic), Ethos, and Pathos are the three types of proof Cicero and the ancients held to.

Remember that "mathematical certainty" applies only to mathematics.  All other areas of reasoning involve some measure of faith, even faith that our senses are not deceiving us, etc.  Descartes insisted on mathematical certainty and ended up rejecting much of reality.  The biblical definitions of knowledge exceed mathematical proof.  One example is Solomon's musings in Ecclesiastes.  Another is Jesus' answering His critics in ways that appear to dodge the question.  His answer actually cuts directly to the root of the matter, but our insistence on "proof as pure logic" prevents us from hearing His truth.

Logic is not the "cornerstone" of persuasion.  It's more like a wall - necessary but not the only essential quality.  Rhetoric is about everything.  You are in God's story, look around and learn to read it.

Many of the men in our church have embarked on a study of marriage. The goal is to eventually determine a framework for the biblical process whereby the unmarried become married. Various terms for this are courtship, betrothal, or engagement. We are studying the Scripture with a desire to limit extra-biblical influences. All of us have opinions and cultural backgrounds. We aren't necessarily rejecting these, but trying to find the scriptural principles. We hope to apply these in wisdom so that each of our children begin their married lives with the Lord's richest blessing.

Here are my summary notes on purpose. Several of us searched the scripture independently, then we discussed our findings on a Sunday afternoon. Here's the summary of what I took away from our meeting.

Purpose for Marriage

God initially created Adam/Man as a single person. The Man was single – he was alone. Man was good, but his aloneness was not good. God then intentionally took the Woman out of the Man. Marriage is the action by which two alone people join together in a holy companionship that is so complete and so deep that the two become a single flesh.

The separation of the woman from man and their rejoining in marriage is not an after thought by God. It is His intentional action to show His glory in a unique way. The mystery of marriage whereby two become one gives insight into the nature of Christ’s relationship to His church. It may also reveal some of the mystery of the Trinity, where 3 distinct Persons are so profoundly united that Theirs is a single Essence and Nature. It allows for the deepest possible human love in a companionship where man and woman are thrilled with one another.

As two become one flesh, fruitfulness is the natural result. Children come into the family, surrounded by the love present in the thrilling companionship of father and mother. Together the family subdues and rules the earth. The man provides for and protects his wife and family. The woman is his helper, bearing children, tending the home. In a home of purpose, work, love, and joy, children thrive and mature to follow their parent’s calling, expand the work of God, and surpass the parent’s righteousness.

Scriptures on the purpose of marriage, supporting this summary:

· Companionship, helper for man Gen 2:18-23, Mal 2:14-16
· Male/Female distinct, yet united portray God’s image (Gen 1:26-28)
(Gen 2: 22-24) Women from man (distinct), so must re-unite w/ Man as one flesh for completion, fruitfulness
· Fruitfulness, godly offspring taking dominion Gen 1:26-28,Lev 21:13-15, Jer 29:6, Mal 2:14-16
· Happiness of bride Deu 24:5, Song of Solomon
· Happiness of husband Prov 5:18, Song of Solomon 4:9-10
· Husband’s crown, Lord’s favor; Husband receives God’s blessing in his wife
Prov 12:4, Prov 18:22
· Prophetic message to God’s people Hosea 1:2
· To meet need of a non-eunuch Matt 19:3-12, even one w/ impeccable self-control?
· To avoid sexual immorality 1 Cor 7:2-9
· To satisfy a man’s longing for a beautiful woman - Deut 21:10-14
· Authority, legal protection for wife. Numbers 30
· Place of rest (comfort, stability, protection) for the wife - Ruth 1:8-9
· Displays Christ/Church relationship Rev 19:6-9

Remarriage purpose
· To “establish a name” for a deceased husband Deu 25:5-7, Ruth 4:10, Matt 22:24-33, Luke 20:28-34
· David/Abigail – reason unclear, merely David taking opportunity to marry a godly woman? David feels responsible for her after she’s widowed? 1Sam 25:32-42
· Resolve woman’s sensual desires - marry; bear children; keep house 1 Tim 5:11-14

As this site attests, I am interested in education in general and greatly interested in time-proven "classic" methods that have endured through the ages. I would have enjoyed the ACCS conference for this reason alone. But the reason I leapt for the mouse and the online registration form way back in April was to hear Ken Myers, Douglas Wilson, and George Grant a mere 10 minutes from my home. A lifetime opportunity not to be missed!

And these gentlemen did not disappoint. Having listened to and read from each of them for years, I knew what to expect. It's always wonderful to attend in person - an immersion experience that cannot be had simply listening to CD's while waiting in traffic.

I'll start with Ken Myers. Ken spoke 4 times and participated in a panel. 10 minutes into his opening lecture, I was already satisfied I had my money's worth. The other 4 hours and 50 minutes were completely astounding. I've listened to Ken for years through my Mars Hill Audio subscription - a series of 6 interviews with professors, pastors, artists that Ken publishes every 2 months. So I knew much of his perspective. But it was overwhelming to hear him for a solid hour as he eloquently wove together insights and analysis of history, culture, art, the church - all presented brilliantly.

His first message was "Defining Christian Cultural Involvement". This was a definitive analysis of "what's wrong with the world". These days most folks, Christian or not, have an intuitive sense that things, at least in the US and Europe, are in decline. No one seems quite able to put a finger on the fundamental issue - is it economic? too much crime? sleazy politicians? bad schools? Lots of finger pointing these days, but I don't think hardly anyone really understands what's going on. Ken doesn't have all the answers, but his analysis helps me see what a culture is and why our seems increasingly "disordered" to most folks. I've ordered copies of Ken's talks and plan to make them available to several friends - if you're interested please contact me. I can't capture his whole analysis here but will list a few of the insights that struck me.

Many of today's evangelical churches in the US see the problem and want to transform the culture by full participation in it. They wish to "engage the culture" while being ambiguous in defining the term "engagement". The culture is disordered but churches want to fully participate in it. They may not understand that culture is disordered. The church's recent cultural activities have led not to widespread cultural transformation, but to the church's "cultural captivity", as most churches have ignored the significance of cultural forms and plunged head-long into whatever is in vogue. But the church has always been a people for the Lord, having our own distinct, godly culture and bringing others into it by baptism and discipleship.

Understanding what cultures are and how they work should inform the church's participation. Ken lists:
6 things that define culture as an "ecosystem"
1) artifacts - literary forms, novels, etc.; anything material - car, buildings, etc
2) institutions - examples: The New York Times, schools, sports leagues, government
3) practices - holidays, proms, weddings, vacations, funerals, half-time shows
4) beliefs - *this is what many evangelicals consider to be the sum total of culture - important but only a part*
5) moods, styles, 'ethos' - Texan Confidence, Yankee Ingenuity, Rugged Individualism, "Fast Paced" vs. "Strolling"
6) meta-beliefs - intuitive sense of purpose; "gut instinct"; "a posture toward creation"

Dominant patterns define the culture but there are deviations. A particular belief or practice can have a "poetic resonance" with these 6 elements. Practices/belief lacking resonance with the elements is "counter cultural".

Form and content are symbiotic - they sustain each other. Can't separate content from forms and structures. Church tries to fit its message in context of structures that are incompatible with this type of message. This is how cultures work - we must understand ours to engage it faithfully.

James Davidson Hunter - "True character requires moral communities that enforce limits and establish boundaries" .."but modern culture desires liberty over limits - we want what we can't possibly have in the way we want it"

Significance of "culture" in light of the work of the church:
Romans 1 - God's character evident from material creation- form/message linkage
Daniel Bell defines Modern culture as "open to newness" - a meta-belief that disagrees with biblical Christianity

Post-Modern? Ken says we're really hyper-modern - "plowing on" through mistakes Modernity has made.

Role of Christian Education
- orientation of the soul; not just information transfer but consciousness reoriented
- not a "worldview" only; reality is less "Powerpoint" and more like "counterpoint"
- goal is "reordered affections", not just "edited ideas"
Psalm 1 is a good example - trees and righteousness mysteriously linked somehow

Proper engagement - through a well ordered life, we can recognize disorder and seek to transform it.

Well this is a pitiful attempt to reduce a masterful oration to a few key points - I hope it gives you a taste for it. I'm looking forward to the CD arriving so I can hear it again 2 or 3 times. Ken's lectures should really be delivered in 1 minute segments, followed by 20 minutes of silence to allow reflection. So his 4 hours of speaking would have lasted over a week. That'd be just fine with me....

I just published another website this week. EveryGoodPath will stay as is for general homeschool and family ideas. The new site is specifically to help choose and find the best books possible. Over 700 books are included now - there are about 400 more my daughter Grace and I are working to categorize. Stop by when you get a chance...

http://www.everygoodbook.com/

Here's the basic idea from the site's front page:

Typically, a college interview pertains to the prospective student answering questions of the college staff or faculty.  The student is eager to be accepted and wishes to excel in the interview.  However, a more important interview would actually be a series of interviews between the student's parents and each professor that will teach the student.  If the college is effective, as professors teach the student, "the student becomes like the teacher".  So parents should want to know what type of person their child will become, should the education be successful.  Of course, if the education is not successful, the student doesn't become like the professor and the parents have wasted precious time and money. 

Here's a wise and ancient perspective on higher education from St. Augustine, a man whose brilliance is generally uncontested.  He realized his education did nothing to change his character and behavior, as he had his "back to God's light".  Make sure your professors are facing fully into the light, or their great learning and eloquence will only lead you astray.

From Confessions book 4, chapter 16: 
And what did it profit me that I, the base slave of vile affections, read unaided, and understood, all the books that I could get of the so-called liberal arts? And I took delight in them, but knew not whence came whatever in them was true and certain. For my back then was to the light, and my face towards the things enlightened; whence my face, with which I discerned the things enlightened, was not itself enlightened. Whatever was written either on rhetoric or logic, geometry, music, or arithmetic, did I, without any great difficulty, and without the teaching of any man, understand, as Thou knowest, O Lord my God, because both quickness of comprehension and acuteness of perception are Thy gifts. Yet did I not thereupon sacrifice to Thee. So, then, it served not to my use, but rather to my destruction, since I went about to get so good a portion of my substance into my own power; and I kept not my strength for Thee, but went away from Thee into a far country, to waste it upon harlotries. For what did good abilities profit me, if I did not employ them to good uses?

2Corinthians 4:6 For God, who said, "Light shall shine out of darkness," is the One who has shone in our hearts to give the light of the knowledge of the glory of God in the face of Christ.

2Timothy 1:9-10 [God] has saved us, and called us with a holy calling, not according to our works, but according to His own purpose and grace which was granted us in Christ Jesus from all eternity, but now has been revealed by the appearing of our Savior Christ Jesus, who abolished death, and brought life and immortality to light through the gospel,

Has God's light shined in your heart? Jonathan Edwards gives the best description I've seen of the effects of that light. Test your heart and see if you are in the faith. I lived many years acknowledging that Jesus was Lord and agreeing with church creeds, but this sense of pleasure and delight in the excellency of God did not occur until much later. This is the heart-sense we need to unveil before our children. And we must pray for God's light, it is a gift we cannot strive toward.

from A Divine and Supernatural Light by Jonathan Edwards

[The] spiritual and divine light ... may be thus described: A true sense of the divine excellency of the things revealed in the word of God, and a conviction of the truth and reality of them thence arising. This spiritual light primarily consists in the former of these, viz. a real sense and apprehension of the divine excellency of things revealed in the word of God. A spiritual and saving conviction of the truth and reality of these things, arises from such a sight of their divine excellency and glory; so that this conviction of their truth is an effect and natural consequence of this sight of their divine glory. There is therefore in the spiritual light,

1. A true sense of the divine and superlative excellency of the things of religion; a real sense of the excellency of God and Jesus Christ, and of the work of redemption, and the ways and works of God revealed in the gospel. There is a divine and superlative glory in these things; an excellency that is of a vastly higher kind, and more sublime nature, than in other things; a glory greatly distinguishing them from all that is earthly and temporal. He that is spiritually enlightened truly apprehends and sees it, or has a sense of it. He does not merely rationally believe that God is glorious, but he has a sense of the gloriousness of God in his heart. There is not only a rational belief that God is holy, and that holiness is a good thing, but there is a sense of the loveliness of God’s holiness. There is not only a speculatively judging that God is gracious, but a sense how amiable God is on account of the beauty of this divine attribute.

There is a twofold knowledge of good of which God has made the mind of man capable. The first, that which is merely notional; as when a person only speculatively judges that any thing is, which, by the agreement of mankind, is called good or excellent, viz. that which is most to general advantage, and between which and a reward there is a suitableness,—and the like. And the other thing is, that which consists in the sense of the heart; as when the heart is sensible of pleasure and delight in the presence of the idea of it. In the former is exercised merely the speculative faculty, or the understanding, in distinction from the will or the disposition of the soul. In the latter, the will, or inclination, or heart are mainly concerned.

Thus there is a difference between having an opinion, that God is holy and gracious, and having a sense of the loveliness and beauty of that holiness and grace. There is a difference between having a rational judgment that honey is sweet, and having a sense of its sweetness. A man may have the former that knows not how honey tastes; but a man cannot have the latter unless he has an idea of the taste of honey in his mind. So there is a difference between believing that a person is beautiful, and having a sense of his beauty. The former may be obtained by hearsay, but the latter only by seeing the countenance. When the heart is sensible of the beauty and amiableness of a thing, it necessarily feels pleasure in the apprehension. It is implied in a person’s being heartily sensible of the loveliness of a thing, that the idea of it is pleasant to his soul; which is a far different thing from having a rational opinion that it is excellent.

We recently attended the 200 Year Plan conference held by Vision Forum. The conference CD's are now available in case you weren't able to attend.

This looks like a helpful chart of upcoming contests for essays.

Ongoing journal of thoughts and decisions "real time" as our 9th grade homeschool plan is developed and implemented

April 11, 2008 - Essays and Poetry
Following The Wealth of Nations, Grace read The Law.  This was during the Presidential primary campaign here in Texas so very relevant to all the promises being made by the statists running for office.  Here's one of the essays. 
She's now in the middle of Democracy in America and has written several essays on her weekly readings.  Here's the first essay.

Grace has posted a recent sonnet on her blog.  This was an assignment from her work in the poetry survey Roar on the Other Side.

April 9, 2008 - Consumer Math
Grace is at lesson 105 in Saxon Algebra 2.  We'll switch back to Abeka Consumer Math for 2 or 3 weeks.  This is simple math compared to the algebra she's been doing.  So she's covering 2 sections a day and working 25% of the exercises in the 2 sections.  Picking up Consumer Math at Unit 6 and expect to complete Units 6, 7, and 8 in about 3 weeks.

January 25, 2008 - Wealth of Nations; Time Travel
Having finished the Jonathan Edwards biography and assorted Edwards' writings near the holidays, we took a break until early January.  Grace is reading excerpts from Adam Smith's Wealth of Nations as further primary sources impacting America's founding and early governance.  The reading is rather technical so she's outlining it rather than doing a weekly essay.  For writing, last week she's worked through chapter 6 in Roar on the Other Side, a fine poetry study. 

I recently permitted her to read any of C.S. Lewis' books, having waited until she was ready as many deal with more mature subjects of sexuality, death, etc.  She quickly read Lewis' Space Trilogy, finishing Out of the Silent Planet and Perelandra in just a day each and taking about 3 days for That Hideous Strength.  I recall these books taking me a few weeks to read and I toiled at That Hideous Strength off and on for 6 months.  I still do not care for fiction - even "good" fiction.  I'll be interested to see how quickly she can read, understand, and enjoy his non-fiction works such as Surprised by Joy and Abolition of Man.  If she can read these in a day, I have work to do. These are far too weighty and enjoyable to be rushed through.  The proper pace is no more than 1 chapter in a sitting, not to exceed 3 chapters a day under any circumstance.

Anyhow, the space travel in the Space Trilogy generated dinner table discussions about physics in general and relativity in particular.  I then was immediately able to assign her to read George Gamow's The Great Physicists from Galileo to Einstein.  This book was already on our list and the space tie in made this the perfect time for it.  A great science and math lesson showing the impact of great ideas on our culture.  Once again, the perfect example of why homeschooling works so well.  Even in a private school, you cannot immediately switch lesson plans as the opportunity arises. 



Click to see prior entries:
November 20, 2007 - Latest Essay
November 7, 2007 - Symposium adjustment
October 8, 2007 - Sample Essay
September 19, 2007 - Booklist and Skill subjects
September 12, 2007 - Symposium progress report
September 11, 2007 - What to expect from a teenager
September 5, 2007 - Symposium 
August 29, 2007 - History planning

Here's one of Grace's essays from her reading of The Law by Frederic Bastiat.

Bastiat here exposes the motive of all promoters of the State. This motive too often lies hidden, undiscovered, perhaps, even by the promoter himself, but here it is revealed. The true purpose of the State is to mold and shape men into a machine, thereby exalting and promoting itself and its legislators. For to whose whims are we subject? The wielder of the law is all-powerful and resistance of a minority is futile. Man is viewed by the State as a raw material to shape something great. It divides humans into two catagories: one contains the human race in general, the other holds the legislator. A dictator supposes himself so superior to his fellow man that he never considers that he himself may need re-shaping, not his country. Never does he suspect that men may get along very well if left alone with their resources and their senses. He supposes that he must be like a god to them, teaching them, enslaving them, turning them into little mirror-images of himself, yet always weaker. Never does he wonder if they have an omnipitent God who cares for His creation.

First essay from Grace's reading of Democracy in America by Alexis DeTocqueville.  This is from her week's reading of Volume 1, this first half of part 1.

In the early years of America, the maiden country was vastly different from Europe. In America there were different ideals, resources, and outlooks that astounded and bewildered the Europeans. De Toqueville was sent as an ambassador to try and clear up some misunderstandings between countries and confirm rumors. 

He wrote in length about the lack of aristocracy, or poverty, for that matter. There were few of either class, because of the vast scope of opportunities in the new world. Land was free for the taking, jobs free for the founding, and Americans all were using these opportunities to their best advantage. The majority, then, lived comfortably, because nothing prevented or hindered them from pursuing comfort and success.

De Toqueville remarks that there is a normality and common standard in America unfamiliar to Europe. There is a common level of knowlege and success in the young country, and as it progresses, it progresses as a whole. Men rise or fall to the modern standard of living. De Toqueville calls it a strange phenomenon that one nation should be so equally strong. He speculates on every facet of American society, observing, and predicting what will come of this new, unfamiliar way of living. A new world has endless opportunities, but De Toqueville and all of Europe keep their eyes bent on America, wondering if the dreams of the young nation will be realized, or topple as an unsturdy wall under the pressure of construction.

The Association of Classical and Christian Schools is holding their 2008 Annual Conference in Austin this year.

While I am becoming less and less interested in the "school" model, I am interested in the classical methods. I discourage "school" when it is defined as a daily classroom environment with a single expert teaching 15 to 30 children. There are benefits from joining with others now and then to hear the wisdom of a single expert or visionary. However, the day-to-day educational model the scriptures teach are parents mentoring and discipling their own children. Of course, Jesus taught His disciples in more of a school model. He as the leader of 12 students who were not His own biological children. So again, I see the expert-led classroom model as biblical and practical for mature adults.

That said, I am excited about the ACCS conference and will be attending this year. I greatly anticipate the opportunity to hear Ken Myers in person, having listened to his perspective for years through my Mars Hill Audio subscription. He and the other great speakers will be an encouragement to any home-educating parents who attend. I hope to see you there!

Learner.org offers many online classes programs and lectures suitable for high-school homeschoolers. I've enjoyed The Art of the Western World. This is a PBS style documentary with vivid detail that is a joy to watch. The program is not produced from a biblical viewpoint so parents should watch it with their children and discuss the various interpretations offered by the program.

Another great help to parents is learner.org's The Mechanical Universe. This complete introduction to high-school and college physics will interest student and parent alike. It's not a rigorous classroom lecture, but another PBS style documentary. Just enough math is provided to motivate the student to dig deeper and interact with the concepts and equations found in traditional "textbook" physics. Study Notes and coordinated textbooks are available for purchase on the site. We haven't seen these personally.

Take advantage of these Arts and Science programs, as well as the dozens of others offered at learner.org.

G.K. Chesterton says it so well:
"Living in a world that worships swiftness and success no longer means living in a world of new things.  Rather it means living in a world of old things; of things that very swiftly grow old.  The actual sensation of novelty lasts for a much shorter time than it does in a world where there are fewer sensations."  Illustrated London News, August 3, 1935

Evidence of this in our day are the stuffed closets, attics, and garages - overflowing into rental storage units that pervade our cities.  All full of things that were once new and treasured, now broken and abandoned as our cast off surplus.  Too busy to enjoy a few simple necessities, we rush to acquire, clean, preserve, sort and store our vast hoards that we really don't treasure.  For if they were treasure, it would be enough.  We'd stop the rush to acquire, clean, sort, and store.  We would enjoy.  We live among old, broken things that smother our capacity to truly savor authentic, lasting treasure.

Mr. Chesterton said it well, but Christ says it even better:
"Lay up for yourselves treasures in heaven, where neither moth nor rust destroys, and where thieves do not break in or steal; for where your treasure is, there will your heart be also."
Matthew 6:20-21

Treasure the ancient truth of God, which is new every morning...