Employee Applications Now Available

Applications for employment are now available. We are seeking to fill the following positions:

Part-time Headmaster
Part-time Latin Teacher
Part-time Secretary
Kindergarten Teacher
First/Second Grade Teacher (classes will be combined)
Third/Fourth Grade Teacher (classes will be combined)
Possibly a Fifth/Sixth Grade Teacher (classes will be combined)

If you are interested in applying for any of these positions, please contact us via email (pinnacleclassical@gmail.com) or phone (501-240-9080) and we will mail an application packet to you.

Year-End Giving Opportunity

As we approach the end of 2009, we are reminded of God's abundant provision for PCA, and we are grateful for the task He has set before us. As you consider your year-end giving opportunities, we ask you to remember PCA. If you are interested in helping PCA move forward through financial support, please contact us. Donations must be received or postmarked by December 31st to qualify as a 2009 tax-deductible donation.

Pinnacle Classical Academy
P.O. Box 251732
Little Rock, AR 72225-1732
501-240-9080
pinnacleclassical@gmail.com

We are excited about the plans God has for PCA in 2010, and we are so thankful for your continued support.

Informational Meeting

If you were not able to attend PCA's first informational meeting, we have posted the audio from that event in three parts below. Be sure to check out John Hodges's remarks on the relevance of classical Christian education today.

Note: The volume during Marcus's remarks is low initially, but it improves about one-third of the way through the talk.

Introduction of John Hodges- Holley Peters



Classical Christian Education- John Hodges



Classical Christian Education in Little Rock- Marcus Moody

Three Views of the Trivium

Classical education is a conscious return to the ancient goal of education: teaching children to think and learn for themselves by imparting to them the tools of learning. It is an approach to education that is rooted in the ancient medieval concept of the Trivium. The Trivium is comprised of three basic tools of learning: Grammar (the tool of knowledge), Logic (the tool of reasoning), and Rhetoric (the tool of communication and expression). The Trivium can be viewed as 1) an approach to subjects, 2) an approach to students, and 3) a set of subjects. See the chart below for a brief explanation of the Trivium according to each of these views.

Trivium Category	An Approach to Subjects	An Approach to Students	A Set of Subjects
Grammar	Mastery of fundamental facts and rules.	Elementary Age: Concrete thinkers; Information sponges; Memorization comes naturally.	Formal study of word usage & language structure. Studied in English & Latin.
Logic	Training in comprehension and sound reasoning skills.	Middle School Age: Beginning to think abstractly; Growth of analytical thinking abilities.	The study of the science of sound reasoning and argumentation.
Rhetoric	Development of communication, expression and application skills.	High School Age: Abstract thinkers; Interest in self-expression; communication and creativity.	The study of the effective use of language in speech and writing.

PCA Hosts Its First Public Meeting

On Tuesday, October 27th, Pinnacle Classical Academy hosted its first public informational meeting in the fellowship hall of Covenant Presbyterian Church. We entered the evening with nervous anticipation, wondering who would come and what kinds of reactions we would have towards starting a new private school in Little Rock. We left the evening with excitement and enthusiasm over what God is doing through the birth of Pinnacle Classical Academy. The Lord blessed us with a great crowd of interested, like-minded individuals who are bearing the responsibility to train their children to love the Lord their God will all their heart, soul, mind, and strength.

We are thankful for the many generous women who provided delicious desserts for the evening! We were also blessed by our keynote speaker, Mr. John Hodges - founding board member of Westminster Academy in Memphis, TN. Mr. Hodges clearly expressed the need for change in modern education, and he explained how classical, Christian education trains a soul to love that which is worth loving and to become eternal students of the person of God - not just intelligent individuals suited for a temporal vocation here on Earth.

PCA's Chairman of the Board of Directors, Dr. Marcus Moody, shared how he and his wife, along with board members David and Mary Peery, arrived at the decision to begin founding Pinnacle Classical Academy. He also shared the many ways that the Board has already seen God opening doors for PCA and blessing its efforts. His talk was a great reminder of the providence and sovereignty of God.

Overall, PCA's first public meeting was a wonderful night, full of excitement and anticipation. If you were unable to attend the meeting but are interested in PCA and in classical, Christian education, we will soon be posting the audio recording from Tuesday night's events. Check back soon to listen to Mr. Hodges' and Dr. Moody's talks.

PCA will be hosting other opportunities to share its vision for classical, Christian education in Little Rock. We plan to host another public informational meeting early in 2010, and we will have other gatherings scheduled between now and then. Keep checking our blog for up-to-date information on these events. And, as always, please feel free to contact us if you would like to talk individually about classical, Christian education. We would love to meet you!

If you are a new reader of Pinnacle Classical Academy's blog -- welcome! We're glad that you are curious about classical, Christian education and what God is doing with PCA. If you've been visiting our blog for a while now, we thank you for your continued interest and support! We are excited to see you all at our public informational meeting and to share with you personally how God is blessing us through this adventure.

If you're wondering about some of the distinctives of classical, Christian education - but you are not quite ready to read a whole book about it - click on the links below. Perhaps these summary articles will whet your appetite, giving you a desire to dig deeper.

Jonathan Edwards Classical Academy opened this fall in Nashville, TN. Here is a link to their summary of CCE: http://www.jecanashville.org/index.php/about/what-is-classical-education

Our Savior Lutheran School in Houston, TX, has been around since 1946. Click here to read their explanation of CCE: http://www.oslschool.org/index.php?pgid=7&subid=31

"Good Search" for PCA

PCA thanks its blog visitors for their support and encouragement. Since the 1st of September we have had 113 new blog visitors - nearly as many new visitors as we had in the months of July and August combined! Your interest in the work God is doing through Pinnacle Classical Academy is incredibly encouraging to us, and we hope that you'll continue to dialogue with us about the mission of classical, Christian education and the vision of training wise and eloquent young men and women.

Many of you have asked about ways that you can help us in the task of building this school. One of our greatest areas of need is simply the financial funding to get an institution like this off the ground. We are completely trusting God to provide for our financial needs, and we recognize that he has given us some earthly resources to work with. One of these resources is called "Good Search." Good Search gives non-profit organizations (like us) a portion of the proceeds from internet searches (an $8 billion/yr. industry). Simply put, you can earn money for PCA by simply searching the internet, as well as shopping on the internet - it costs you absolutely nothing to help us in this way. To begin earning money for PCA, go to http://www.goodsearch.com/ and in the blank that says "Who do you Good Search for?" type Pinnacle Classical Academy. Then, every time you search the internet, or shop on the internet, go through the http://www.goodsearch.com/ home page and money will be automatically donated to our school. Go to their website to learn more about how this works, but it really is that easy. Even small organizations like ours can earn $2,000 (or more) a year just by using Good Search. Please feel free to spread the word to all of your friends and family. We would love to have as many people using this resource as possible!

Thank you again for your continued support - we are excited for the opportunity to serve the Little Rock community through the formation of a classical, Christian school!

Employee Highlight

In a previous blog, I referenced an organization called The Association of Classical & Christian Schools (ACCS). This group was founded during the early 1990s in response to the book Recovering the Lost Tools of Learning by Douglas Wilson. ACCS provides oversight to many classical, Christian schools throughout the country and has been a great resource for us as we have followed God's calling in founding Pinnacle Classical Academy.

With the growing number of classical schools, there have been several other organizations that have formed for the purpose of aiding schools in developing and strengthening their leadership and teachers. One such group is the Classical School Foundation (www.classicalschoolfoundation.org). It was very exciting to see last week on Classical School Foundation's website an article about our director of development, Holley Peters.

Check out the article on www.classicalschoolfoundation.org/graduate_profiles.php#peters

to read how Holley's life has been impacted by classical education. Congratulations Holley!

Location Search

Please pray with us and for us as we begin to search for an appropriate school location. We are excited to begin this search, though we know that it may be a long process. We are fully trusting God to provide for us, as He does in every way. Also, if you know of any leads on facilities available for lease, please feel free to send us an email.

Save the Date

Mark your calendars...

Pinnacle Classical Academy's

Fall Informational Meeting

When: Tuesday, October 27th at 7:30 pm

Where: Fellowship Hall of Covenant Presbyterian Church

Guest Speaker: John Hodges, a founding board member of Westminster Academy, a classical, Christian school in Memphis, Tennessee

PCA's board members will also be sharing more details about plans for the school.

Separate, Sanitized or Something Else Entirely

A recent topic of discussion at a Bible study I attend was how we, as Christians, can influence culture. One approach is that Christians must separate themselves from secular culture so as to remain pure and distinct (an Amish community might be the starkest example of this). Another approach emphasizes embracing cultural trends but then insisting on a sanitized Christian version (the Christian music industry comes to mind).

The case was made effectively in our discussion, however, that as Christians we should do away with the distinction between Christian and non-Christian culture and instead simply make or be culture, part of it in all of its messiness. This, of course, does not mean that we in any way diminish our Christianity. Rather we unleash it into the free market of ideas where it can be seen for what it is: powerful, even unto salvation! Christ likened it to a lamp that, once lit, no one hides under a bowl. Think then of our contribution to culture being like the illumination from that torch. Though in the darkness, it is quite distinct. It not only reveals; it also transforms! (see also John 1:5b)

When I think of Pinnacle Classical Academy, my hope is not a walled off commune. Nor is it a premier academic institution with only a thin layer of Christian veneer painted over. No, my hope is a place where truth like a fire will be kindled in the hearts and minds of all the students. We must get back to the essence of education that our children might be fully equipped with facts, able to discern, and winsome, persuasive communicators. This is not indoctrination. It is training fit for free men and women made in the image of God with a mandate to be light wherever they are in whatever they are called. (Phil. 2:15)

School Status

Pinnacle Classical Academy is pleased to announce that it is now a legal entity under Arkansas law, having officially formed as a non-profit organization. This means that the school is now presumptively granted tax-exempt status and that it can receive donations that are tax deductible for those making such donations. This is a big step forward, and we are indebted to those who have helped us along in this process (more on this later).

The school must still pass muster with the IRS for the final letter of determination, but we are confident moving forward in this next step. It appears to me that God is continuing to open doors for classical education in Little Rock, and we give praise and thanks and honor to Him in this as in all things. To God be the glory!

Why the Liberal Arts?

Perhaps the most distinctive quality of the classical model of education is its reliance upon the classical liberal arts as the most effective system for training lifelong learners. Today, people usually think of the term "liberal arts" simply in relation to colleges - meaning that a particular institution focuses on undergraduate studies which require a certain amount of proficiency in all of the basic disciplines of learning (math, science, english, etc.), rather than being a vocational, technical, or strictly graduate school. While this understanding of the liberal arts is not false, it does, however, remove a great deal of depth and richness from the classical understanding and implementation of the liberal arts.

Recently, I have been reading a book entitled Wisdom and Eloquence (Robert Littlejohn and Charles Evans). In its second chapter, Littlejohn and Evans provide an introduction to a discussion of the liberal arts which I have found particularly enlightening and useful. I thought I might pass a section of this - though lengthy - on to you all.


The liberal arts, as identified for our purposes, were first canonized in medieval times and numbered seven: Grammar, Dialectic, Rhetoric, Arithmetic, Geometry, Astronomy, and Music. However, they had their origin in classical antiquity as a system of educating those who would be political and cultural leaders in society. The expression "liberal" derives from the Latin liber meaning "free," the nomenclature applied to men who were neither slaves nor laborers, each of whom benefited from their own unique systems of vocational training. The evolution of the liberal arts and their application in various cultures had very specific ends in mind. They were preparatory to higher learning and were intended to produce individuals who were skilled, lifelong, independent learners having no further need of tutelage and who, through their continued self-directed learning, would become wise and eloquent servants in their societies.

Irrespective of the cultural setting, the crux of the educational paradigm was always the same - i.e., beginning with the end in view and approaching that end incrementally with each art building upon the other and all leading to the apprehension of the "true sciences": philosophy and theology. The medieval scholar's interest was theology, and the classical Greek's was philosophy and what we call mythology, but both were ultimately concerned with cosmic questions of origins and meaning. In today's academic culture, these "sciences" are far less comprehensive and constitute just two of many specialties or "major" areas of study, but in ancient and medieval times they constituted the hallmark of a thoroughly educated person. Such a person was ready to bring the wisdom and eloquence gained through his regimen of study to the pursuit and practice of any specialty such as medicine, politics, or law and to contrubute to his contemporary culture in meaningful ways.

Despite what may seem a peculiar collection of disciplines and perhaps even stranger nomenclature, the seven liberal arts focused on mastery of two broadly defined areas of learning: language and mathematics. Grammar, Dialectic, and Rhetoric were the "language arts," which built in the young scholar the skills and understanding of the meaning, structure, and effective use of language. [. . .].

Of the "mathematical arts" we readily recognize two as belonging to such a group: arithmetic and geometry. However, at first blush the inclusion of astronomy and music seems incongruous to the modern educator. But the ancient and medieval scholar recognized the interrelatedness of the four, understanding the arithmetic order and rhythm not only of spatial arragenment (geometry) with its implications for the visual arts, architecture, and what we would call the science of natural history, but of the heavens (astronomy) and sound (music). They understood the interrelation of each of the four and the interrelation of these to the order and rhythm of the "language arts" as well. [. . .].


What intrigues and inspires me most about the study of the classical liberal arts is this: If the ancient pagans passionately pursued the knowledge and mastery of each of these subject areas, recognizing the beauty in which they fit together, ascending into knowledge of the purest science of philosophy/mythology (which is concerned with life's "big" questions like "who am I?" "what's my purpose?" "how did I get here?"), how much more should we, as Christians who claim to personally know the creator of the Universe and the author of all Truth, engage in the study and mastery of these liberal arts? We, after all, are supposed to know and believe that creator God has given them to us as a means of better understanding Himself and the Universe which He created by the power of His word (insert discussion of the incredible power of language here...). Shame on us for being lazy in our pursuit of wisdom and eloquence, so that, in many ways, we have become ineffective servants to our society. May God give us grace to know Him more and to pursue Him more passionately so that we might bring Him glory.

The Name of the School Is...

When we embarked on this idea of founding a classical school in Little Rock, we realized that we would need to come up with a name. After considering several suggestions, we narrowed the choices to two names: Providence Classical Academy or Pinnacle Classical Academy.

Unanimously, our founding board has decided to name the school Pinnacle Classical Academy. “Pinnacle” captures not only the name of a landmark in the Little Rock area (Pinnacle Mountain), but it also describes what we desire for our future students – for them to reach their full potential academically as they seek a close and authentic walk with God.

The Christian Classical Education Movement

The Association of Classical & Christian Schools (ACCS) recently recognized Chuck Colson, the founder of the ministry Prison Fellowship, for his years of leadership in promoting Christian classical education. Here was a quote from him I recently found regarding this topic:

So from my perspective, the modern secular university has abandoned both the pursuit of classical learning and the development of character. That’s why they’re particularly dangerous places today, and it’s why Christian students must be well grounded before they go there. And this is also why I so strongly support the Christian classical education movement that is beginning to spread across the country. It combines, you see, the two historic goals of a liberal education: the cultivation of knowledge and the cultivation of character. It shows us the continuum in the intellectual history of the West that goes back to the Greco-Roman era and, therefore, enables us to better understand our own postmodern era. If we cut ourselves off from the past, we can’t understand the present. And it’s particularly critical, in my mind, for Christians to understand the philosophical and cultural currents that have shaped our society.

According to the ACCS website, there were ten Christian classical schools in 1994, and now there are 220 schools which serve about 33,000 students in the U.S. (Note: These numbers only include schools that are members of ACCS.) These statistics indeed show that the Christian classical education movement is growing at a tremendous rate.

Prayer Requests

Many people have commented that they are praying regularly for the school. This in itself is a great answer to prayer. We greatly appreciate all of the support! We thought it would be helpful to periodically post specific prayer requests, since people are asking. Here are a few:



First and foremost, it is our continual prayer that our endeavors will bring God glory. We pray that the school will develop if it is God's plan. We pray for wisdom and guidance. We pray for unity and clarity. We pray that God will shut the door if this is not what He desires.



More specifically, please pray for the school's informational meeting which will be held this fall. Pray for the details of the meeting, the speaker, and the guests which will attend. More information about the meeting will be posted in coming weeks.



Please pray for our non-profit status. We praise God that He provided a law firm to help us pro-bono, and we pray that we will be able to work through the paperwork and move forward in a timely fashion.



Please pray for the board as they continue to develop and clarify the school's mission, vision, goals, and statement of faith.

Thank you!

Subscribe!

This post is primarily to test and see if I have properly configured the site so that you can subscribe via e-mail to receive new posts and comments. There's a box in the right column where you simply enter the e-mail address to which you want the site updates delivered. It's a great way to keep up with developments at the school, especially if you are not constantly online. Give me a few days to work out the kinks!

Why Latin- Part II

As already mentioned, I consider one of the strengths of a classical education to be its emphasis on teaching students how to think. Utilization of the classical languages, namely Latin and Greek, is an important part of this, as I shall attempt to demonstrate.

Imagine 'The Declaration of Independence' without words like liberty and justice. Though we cannot touch or hold these ideas with our hands, few would argue that they are less than foundational to our entire society. Mature, fully formed language is the tool we need to conceptualize and communicate these important abstract concepts. Indeed, the more precision a language has, the better it serves in such circumstances. It helps to organize our thinking if the language itself is organized. Misunderstanding is also reduced because the language, properly used, eliminates ambiguity. If a student is interested in both wisdom and eloquence, then they must be a master of language because it is the very currency of both.

Toward such ends, Latin and Greek are the languages of Western society largely because they are not only both organized and precise but also because it was in these languages that men first expressed many of the ideas that we hold most dear. Though we do not speak them directly anymore, we must recognize them as our 'linguistic forefathers.' The basic organization of thought in English comes from these languages as does the overwhelming majority of our vocabulary. Having studied Latin for four years in High School myself, I can attest that I never really learned English until I learned Latin.

As public discourse continues to decline (consider Orwell's 'Newspeak' from 1984), we must restore training in the classic languages. To fail to do so is ultimately another step towards giving up our ability to reason and think altogether. Can theological truth be presented with terms such as "pwned" or "ROFL?" Could the U.S. Constitution be written with the same? What better way to strengthen our thinking and communication than to hone our language abilities? What better way to improve our ability to use English than to know and study it at its taproot?

A New Addition to Our Team

The Founding Board of Little Rock's Classical School is pleased to announce the hiring of Holley Peters as Director of Development. During the upcoming school year, Holley will be working in a variety of areas including admissions, curriculum, and communication.

After graduating from Westminster Academy, a Christ-centered, classical school in Memphis, TN, Holley attended Bryan College where she majored in English Literature. Since graduating, she has worked as a high school English and worldview teacher. We are thrilled that Holley will be joining our team. Holley has a heart for and strong knowledge of classical education. She will begin work September 1st.

A Step Closer to a Name

The two top choices for the school's name are:

Providence Classical Academy

Pinnacle Classical Academy

Any ideas, suggestions, or thoughts? We would love your input.

July Update

There have been several exciting developments in the last few weeks. Here is an update...

• A local law firm has offered pro bono services to help us establish non-profit status. Praise God for this answer to prayer!
• After many weeks of discussion, brainstorming, and prayer, the school's mission statement has been written: To glorify God through the Christ-centered, classical training of children (Proverbs 22:6). From there, we are currently writing the school's goals and statement of faith.

Why Latin?

When I was a freshman in college, my roommate shared with a group on our dorm hall that she had taken four years of Latin in high school. I remember someone teasing her about taking a dead language. For me, the only languages offered in my high school were French and Spanish, so I too doubted the benefit of studying a language no one speaks anymore.

As a student in pharmacy school, I definitely appreciated the benefits that a knowledge of Latin would have offered me in learning medical terminology, but otherwise I still did not consider its importance.

Fast forward almost fifteen years later when I found myself making curriculum choices for my then first grader. Since beginning the adventure of homeschooling for our family, I have attempted to teach my children classically. Because of that, I was again confronted with the idea of studying Latin.

First of all, I obviously was not a student of Latin, so how could I teach it to my child? Secondly, would it be worth it?

After reading about the benefits of knowing the Latin language and studying it with my son for the past two years, I can say it has been worth it. Here are some reasons that classical languages (Latin and Greek) are beneficial:

• Increases English vocabulary. About half of the English language is derived from Latin, and another fifth from Greek. These words tend to be the difficult, multi-syllabic “SAT” words.
• Aids in the understanding of English grammar. Because of the structure of Latin where the endings of words define how the word is used in a sentence (i.e., an inflected language), it has been shown the Latin grammar teaches students more about English grammar than English does.
• Is the key to modern languages. Knowing Latin makes it easier to learn the vocabulary and grammar of Romance languages (e.g., French, Spanish, Italian, Romanian, Portuguese). Also, Latin and Greek help in learning other inflected languages, such as German and Russian.
• Is helpful in certain careers. As I found in pharmacy school, the knowledge of Latin (and Greek) is very beneficial in science-related fields, as well as the legal profession.

After his first day of a local science co-op this year, my son came home and told me that they would be studying about Habitats. He said that his teacher asked if anyone knew what the word habitat meant? My son responded, “Habitat sounds like the Latin word habito, which means I live in, so it must mean something about where we live.”

So, has it been worth it? Yes, absolutely!

Classical Education of our Founding Fathers

This past weekend my family had the pleasure of hearing a reading of the Declaration of Independence during a local Fourth of July celebration. That brought to mind an article I recently read about the education of our founding fathers. Here were some interesting facts:

• Thomas Jefferson was trained by a tutor at an early age in Latin, Greek and French, then later continued his studies at a classical academy and the College of William and Mary.
• Alexander Hamilton entered King’s College (now Columbia University) with the expectation that he have a mastery of Greek and Latin grammar and the ability to translate the first ten chapters of the Gospel of John from Greek into Latin.
• James Madison was expected to write Latin prose, translate Virgil and the Greek gospels, and have an adequate knowledge of Latin and Greek grammar when he applied to the College of New Jersey (now Princeton).
• Of the 55 delegates to the Constitutional Convention, 30 were college graduates (which was an astounding number for that time).

Although not everyone received formal education in those days, it was rare to find anyone who could not read or write. Of note, ministers of that time were the ones most likely to have a classical education; therefore, it was not uncommon to find that several of the founding fathers were taught by clergyman.

The founders were dedicated to learning and had a great respect for the work of the ancients. It was through these works that they studied governments that worked well, and from that, formed their ideas of how they wanted their new government to be structured.

I am inspired by the character and work of these founders, and feel God used their spiritual upbringing and classical education to shape them into the leaders they became. Wouldn’t I want the same for my own children?

Teaching Christ-centered subjects...what does that mean?

As we begin to write the mission statement for our school, it has definitely opened my mind to think through what being "Christ-centered" actually means. St. Augustine stated that we should seek to lead the citizens of earth toward citizenship in heaven, while instilling in them the desire to introduce the values of the heavenly kingdom into the kingdom they presently inhabit. So, does that mean we need to have a bible study within each subject taught? No, but we believe students should understand how Christ is the foundation of everything in our world. Recently, I was browsing another classical school's website and came across the following statement:

Students are taught how history displays God’s providence, how math manifests the order and symmetry of God’s creation, how language arts can provide them the tools necessary to extend Christ’s kingdom, how science testifies of God’s actions and methods, and how through the creative arts God has entrusted them with a finite ability to create. This integrated approach, in concert with scriptural training and regular worship, combines faith and reason to encourage students to develop a thorough and thoughtful Christian worldview.

In Romans 1:20, Paul states that since the creation of the world, God’s invisible attributes, His eternal power, and His divine nature have been clearly seen and can be understood through what He has made. Through the teaching of subjects at our school, my prayer is that the children will see a clearer image of God’s magnificence, as opposed to what they would otherwise see through an education where He is not presented as the center of all things.

Help Us Name Our School

We need your help naming our school The school is to be Christ-centered and classical in nature. As you think about those goals and the fact that it is located in Little Rock, Arkansas, please submit any great ideas. Just post a comment here or email us at lrclassical@gmail.com.

Where We Are

As you are visiting our blog, you will notice that the previous posts are more focused on casting the vision of our school. We also want to use the school's blog to offer updates on the details of the school as they come together. Here's what has happened in the last six weeks...

• Founding Board members spent a day visiting Westminster Academy, a classical school in Memphis, TN. The staff and board of Westminster have been extremely helpful in the initial stages of founding a school in Little Rock.


• All Board members read The Lost Tools of Learning by Dorothy Sayers as well as Recovering the Lost Tools of Learning by Douglas Wilson.


• The Board is currently working on the school's mission statement and goals, as well as by-laws.


• The Board is in the process of applying for 501(c)(3) status (non-profit tax deductible/charitable organization).


• The Board is meeting with many individuals throughout the community. We are amazed at the doors that God has opened and continues to open.

Continue to check in regularly as we post more exciting developments!

Reason Three for a Classical School

My final point regarding why a Christ-centered school benefits from employing the classical model centers around the very nature of knowledge itself. Namely, that all knowledge, indeed all history, math and science, ultimately everything happening everywhere in the entire Universe is centered in Jesus Christ. Consider Col. 1:16-18. "For by Him all things were created that are in heaven and that are on earth, visible and invisible, whether thrones or dominions or principalities or powers. All things were created through Him and for Him. And He is before all things, and in Him all things consist."

The Christian understands that there is a point to it all, that Truth is a person, and that at the center stage of all of the "space time continuum" is Golgotha and the crucifixion of Jesus. In Ephesians 1:10, Paul writes of God, "that in the dispensation of the fullness of the times He might gather together in one all things in Christ, both which are in heaven and which are on earth—in Him." (NKJV)

The classical school does not view its mission as simply the dissemination of disconnected and independent facts. Rather, it understands the centrality of synthesis and unification, not only within subject matters, but across them. Can it be that "if it is true for you it is true for you and if it is true for me it is true for me" if we hold diametrically opposed concepts regarding the same subject? This is one of the most basic tenets of the post-modernist (and incidentally one of the easiest to refute), and the classical method does not settle for this inconsistent relativism. It would have the student search for universal, unifying truth. Here is where, again, if an education is to be Christ-centered, being classical is of value, because the well-trained classical mind might say with C.S. Lewis- “I believe in Christianity as I believe that the sun has risen: not only because I see it, but because by it I see everything else.” If a mind is looking to put it all together, Christ is at the center. The classical method inherently looks for the center, and in that sense, I believe it is looking for Christ.

Reason Two for a Classical School

The second point in some way springs from the first. We live in a world where 'new' and 'diverse' are buzzwords, instantly equated with superiority. And surely there are some interesting good ideas out there that perhaps we've never heard before; but have not some great thinkers and ideas come before the present age? Solomon enjoins us that "there is nothing new under the sun," and I believe that a classical approach, with its classical emphasis, is the best approach to help us benefit from truly the best ideas, instead of just the latest.

Scripture similarly commands us to consider the past, thus again demonstrating how a school that would be Christ-centered might also benefit by being classical. Jeremiah 6:16: "Thus says the LORD:"Stand by the roads, and look, and ask for the ancient paths, where the good way is; and walk in it, and find rest for your souls. But they said, 'We will not walk in it.'" Has there ever been a generation more ignorant than ours of the truths and foundations upon which it was built? Has there ever been a people so in danger of forgetting the great things that once were common knowledge? Deut. 32:7 may apply: "Remember the days of old; consider the years of many generations; ask your father, and he will show you, your elders, and they will tell you." It has been said that those who fail to study history are doomed to repeat it.

The classical method calls us not only to the history of events but also to the history of ideas. And ideas have consequences. We must emphasize that ultimately we hold to the truth of the Bible as that ancient thing that must be remembered before all others. Even in light of this truth, though, there are concepts not specifically mentioned in the Bible that we would benefit from recalling.

Reason One for a Classical School

First, a classical approach is specifically designed to teach the student to think. No doubt every school in America would at least claim that they are teaching their students to think, but in a classical approach this is central (see the 'The Lost Tools of Learning' by Dorothy Sayers in a previous post).

One of the many benefits of being a Christian is that we understand God to be the author of all reason and understanding and to have endowed men and women with such faculties that he intends for them to employ. Deut. 32:29 says "O that they were wise, that they understood this, that they would consider their latter end!" (KJV). No doubt there are things beyond reason, but in a typical day, it would seem that the Lord calls upon us to think!

As an aside, this is one of the things I love about 'reformed' theology, in that those who adhere to it understand themselves as "reformed and always reforming." One obviously needs a mind to do this, and we are also called upon to love God with all of our mind (Matt. 22:37). So, a classical approach towards education, rather than just giving you a thought to hold between your ears, is specifically designed to train up, strengthen and hone one's mental faculties. And this can then be utilized to the glory of God. Perhaps the analogy of teaching a man to fish versus simply giving him a fish applies. We live in a changing world, and we need to be mentally fit to consider whatever new idea will be introduced tomorrow.

So why bother?

When we begin to think about founding a classical school, as already stated, the glory of God needs to be foremost in our thoughts and designs. Indeed, ideally, the priority and design that God already has in His mind (and our discernment of the same) should preoccupy.

This begs the question, then, why is it that I believe that God is moving to form a classical Christ-centered school in Little Rock? Certainly there are many educational opportunities already available, all with their various strengths and weaknesses. My point here is certainly not to consider arguments for or against any of these other options, but only to discuss the inherent strengths in a classical Christ-centered education. Christ is pre-eminent in all things (the Scriptures teach us this), and so whether a school is classical or not is of little importance next to whether or not it is Christ-centered. However, there are aspects of the classical approach that I think are inherently complementary to a truly Christ-centered education. It is for these reasons, primarily, that I believe that God would have us move forward with this school. (please see subsequent posts)

The Lost Tools of Learning

Dorothy Sayers was a British writer during the early 1900’s, and a friend of C.S. Lewis and J.R.R. Tolkien. In 1947 she wrote an essay, The Lost Tools of Learning, describing what is now the foundation for the resurgence of classical education in the U.S. In the introduction of her essay, she makes the argument that the reason for the “great defect of our education today” is the emphasis on teaching students numerous subjects, instead of providing them with tools on how to learn. If a student memorizes and learns information for an exam, but is unable to transfer that knowledge to other facets of his life or even worse, cannot even remember what he learned after leaving school, the education system has failed.

Upon presenting the problems of the education system of her day, Sayer describes the medieval education system, which included the Trivium and Quadrivium. The Trivium consists of the three distinct learning stages: Grammar, Dialectic, and Rhetoric. These stages form the building blocks of learning, thus enabling the student to take what they have learned and to apply it to any new information presented to him. The Quadrivium follows the Trivium and is made up of specific subjects, including geometry, arithmetic, astronomy, and music. The focus of Sayers essay is the Trivium.

The first stage of the Trivium, Grammar or what Sayers terms as “poll-parrot,” is more than a reference to a subject within language arts. It addresses the foundation of subjects. Like a parrot that mimics what it hears, the Grammar stage is focused on memory. The ability to memorize comes easiest to children at a young age, which is why this is the first stage. For example, this is the ideal time to memorize math facts, history dates and major events and people, geography facts, and language basics.

The Grammar stage is then followed by the Dialectic, or “pert,” stage. This stage in a child’s development is when they start to become more argumentative or impertinent in nature. They are sorting out all the facts within their minds and beginning to construct rational arguments from the information they know. For example, “If A, then B.” This stage is also referred to as the “logic” stage.

After they sort through the logic of what they have learned, the child desires to express themselves in a thoughtful manner, which is the Rhetoric, or “poetic,” stage. Now the student will have an opportunity to utilize the skills he has obtained during the first two stages and to articulate and present logical arguments.

It may appear that classical education is not sufficient, because it does not offer the array of subjects that we see in our current education system. On the contrary, as Sayers concludes in her essay, the goal of classical education is beyond teaching a student how to do a specific task, but about providing students tools, so that they are able to learn anything on their own.

To read the entire Sayers essay, go to the following link:

http://www.gbt.org/text/sayers.html

Soli Deo Gloria

Soli Deo Gloria is the Latin phrase that means "Glory to God alone," and as we commence with efforts to found a Christ centered classical school in Little Rock, Arkansas, that is the chief guiding vision. Educating our children is noble and to be desired, but all must be for the glory of God. He is worthy of our praise, and the training up (Prov. 22:6) of children is meant as an offering acceptable and pleasing to Him, though we know that only the finished work of Christ can ultimately satisfy God the Father.

Remove not the old landmark; and enter not into the fields of the fatherless:
For their redeemer is mighty; he shall plead their cause with thee.
Prov. 23:10-11

Whenever this chronicle might be read, if it so pleases God to make anything of this notion of a school, let it be remembered and unaltered that it was and is done "Soli Deo Gloria!"