A dinosaur who reads Homer

I think I am teaching myself to be a dinosaur... that is, extinct. I read Virgil and Homer for pleasure, I teach Latin and Classical civilization courses, and I am presently embarking on a whirlwind tour of hell, courtesy of Dante.

C.S. Lewis, in his inaugural speech as Chair of Medieval and Renaissance Literature at Cambridge university, called himself a "dinosaur". What he meant by that was he considered himself to be a rare breed of man, the classically educated man, the man of letters, a true product of Western civilization as it once was. I am not a dinosaur in that sense, nor will I ever be. I am a product of "New Western civilization" whether I like it or not. I did not grow up with tales of heroes and monsters, but rather with Sesame Street, Mr. Rogers, and Loony Tunes. In the late 1950s, C.S. Lewis already considered the world a totally different place than the world he grew up in. Nevertheless, I persist in my attempts to "repair the ruins" of a long, lost culture and civilization. But I wonder if I am like a Roman studying Cicero or Ovid while barbarians are at the gate. Am I training myself for a civilization that no longer exists or can no longer exist? There are no time machines.

Although my goals as an educator and as a student of literature, history, and philosophy are no longer considered relevant in a world steeped in ignorance, self-centredness, and apathy, my only hope is the fact that I am a Christian. Christianity is the one and only perfectly universal truth in the universe. I am not talking about "cultural or social Christianity" but Christianity itself.  Christianity is trans-temporal, trans-cultural, trans-denominational, trans-everything. Cultural or social Christianity, which can be quite a different thing, has been imported, sometimes imposed (intentionally or unintentionally) on cultures by varying military, colonial, political, and missionary efforts throughout history. When I distinguish "Christianity" as unique, I am referring to when the Gospel of Jesus Christ truly takes hold of someone, powerfully and transformatively. A Christian is someone who has become catholic in the universal sense... a follower of Christ, the God-Man---not just Christian ideas---but the person of Christ. We become part of the everlasting, eternal, and living body of Christ.

So, I may be training myself to be dinosaur-like in terms of literature and philosophy and education. As a teacher, I may become extinct... replaced by a website or a podcast or nothing at all. Although the sun is setting on Western civilization, I will not despair. Christ is my only hope. He should always be my ultimate and only hope. Perhaps the demise of Old Western civilization is, in part, a result of misplaced hope. As beautiful and true and powerful as Homer or Virgil or Dante might be, it can never save a person, much less a civilization. If we did recover the "Lost Tools of Learning" as Dorothy Sayers calls it, we will only produce "clever devils", as Lewis puts it.

Why we educate...

"They [universities] are not intended to teach the knowledge required to fit men for some special mode of gaining a livelihood. Their object is not to make skilful lawyers or physicians, but capable and cultivated human beings… Education makes a man a more intelligent shoemaker, but not by teaching him how to make shoes."

– John Stuart Mills discussing the purpose of universities when becoming the rector of St. Andrews University in 1867

(Quote liftted from New Saint Andrews College)

So political...

I recently gave my Classical civilization students a test on Greek philosophy; one of the questions asked, “What does Aristotle mean by the statement, ‘Man by nature is a political animal’”? Answers varied from humans are “aggressive,” “animalistic,” and “survival of the fittest,” to humans are “conniving” and “deceptive”… Thanks to Darwin, democracy, and Spirit of the West, words like “animal” and “political” have far-reaching connotations these days!

What Aristotle really meant is that humans are communal in nature; we are inter-dependent. Personal isolation, according to Aristotle, cannot lead to happiness or fulfilment. This social dimension to our existence necessitates an ordered and governed society. For Aristotle, “good government” should make possible and enable its citizens to pursue lives well-lived, both as individuals and as a collective society.

Now, everything is so political.

Christianity and the Classics

For a few years I have been teaching a course that examines Classical civilization, from the Mycenaeans to the Romans. The course explores the Greco-Roman world from a number of interconnected perspectives: Mythology, Literature, Philosophy, Religion, Art, Architecture, Archaeology, History, and Geography. I am by trade, a teacher of English literature; taking on a course like “Classical civilization” has required me to do a considerable amount of research. I am still learning new things, even after four years of studying the subject for instructional purposes. They say that a student can learn more by teaching; so, as a teacher of Classical civilization, I have indeed learned a great deal. The most surprising thing I have learned is that studying Greco-Roman world has given fresh insight to my understanding of New Testament Christianity. Tertullian once postulated, “What has Jerusalem to do with Athens?” In other words, what does Christianity have to do with Classical thinking? The rhetorical answer is "nothing". But such an austere view ignores the big picture: Jesus came to the Greco-Roman world, the New Testament is written in the language of the Greco-Roman world, the Apostle Paul ministered to the Greco-Roman world, and the church sprung up in the Greco-Roman world. These are significant factors to consider. In his book, 5 Cities that Ruled the World, Douglas Wilson suggests that---by God’s design---“a certain amount of cross-pollination” occurred between Hebrew thinking and Classical thinking in the forming of Christianity in the first century (81). He qualifies this notion, of course, stating that New Testament Christianity is no syncretism between the God of Abraham and the gods of the Greeks… Citing Romans 11, however, he compares the Kingdom to an olive tree: God grafted Greek gentiles into the Hebraic trunk; the result is a “new kind of olive” (80). The more I study the Classics, the more I realise how much Greco-Roman flavouring has been added to the hearty stew of Christianity. Whatever ingredients God uses for His recipe does not diminish the fact that He is still the chef par excellence!

Reference
Wilson, Douglas. 5 Cities That Ruled the World Nashville: Thomas Nelson, 2009.

The Great Conversation blogspot

I have launched a "commonplace blog" for one of the courses I teach. The blog is called The Great Conversation. The course I teach is Classical Civilization, a senior course focusing on the literature, philosophy, culture and history of the Greco-Roman world.

A commonplace blog and a Well Educated Mind

My students are collecting from their readings any interesting, pithy, thought-provoking quotations/excerpts and posting them to the blog. Some posts are simple quotations; some posts will include commentary, analysis and reflection. My hope is that my students will do more than "read" the assigned texts; my hope is that they will take in, interact with and learn from the texts we are studying.

The idea to create a "commonplace blog" came from reading The Well Educated Mind by Susan Wise Bauer (2003). In the book, Bauer writes about commonplace books, books where readers would gather and collect quotations from what they were reading. It serves as a record of some one's intellectual journey through collected passages from his readings. Below is an explanation of the origin and methods of keeping commonplace books:

“Time was when readers kept commonplace books. Whenever they came across a pithy passage, they copied it into a notebook under an appropriate heading, adding observations made in the course of daily life. Erasmus instructed them how to do it… The practice spread everywhere in early modern England, among ordinary readers as well as famous writers like Francis Bacon, Ben Jonson, John Milton, and John Locke. It involved a special way of taking in the printed word. Unlike modern readers, who follow the flow of a narrative from beginning to end, early modern Englishmen read in fits and starts and jumped from book to book. They broke texts into fragments and assembled them into new patterns by transcribing them in different sections of their notebooks. Then they reread the copies and rearranged the patterns while adding more excerpts. Reading and writing were therefore inseparable activities. They belonged to a continuous effort to make sense of things, for the world was full of signs: you could read your way through it; and by keeping an account of your readings, you made a book of your own, one stamped with your personality. . . . The era of the commonplace book reached its peak in the late Renaissance, although commonplacing as a practice probably began in the twelfth century and remained widespread among the Victorians. It disappeared long before the advent of the sound bite.”

—Robert Darnton, “Extraordinary Commonplaces,”
The New York Review of Books, December 21, 2000

The Great Conversation

My plan is for the creation of a class set of collected quotations and commentary, posted in the blogsphere. Students will listen in and contribute to the Great Conversation---that is, three millenia of writing, discussion and thinking about the ideas and values that have shaped Classical and Western civilizations. Collectively, we can chart our intellectual growth and changing perspectives as a class.

Why Blog?

Blogging adds a public and communal aspect to the commonplace book; students can read and comment on each other's thoughts, positions and opinions. Students are exposed to varying perspectives on the same texts they have also read. Blogging also adds a "published" aspect to writing. Students need to organize their thoughts in a way that can be understood. They are writing for an audience. They must adhere to the conventions of grammar, spelling and vocabulary. This is not always done perfectly... but the students are no longer writing for a mark. They are writing to communicate to other people, in their class and in cyberspace.

At L'Abri: Francis Schaeffer on Education

I recently read an article taken from a speech by Francis Schaeffer where he addresses education. As I read the article, I began to realize how much I have allowed secular humanism to creep through the backdoor of policy and curriculum into my teaching-practice as an educator. The heart of the matter is understanding reality, the reality of our students and the reality of the world our students need to learn about. The clarity with which we understand reality is determined by our worldview. One of the fundamental messages from the works of Schaeffer is that worldview matters. Nowhere is the clash between worldviews more evident than in education.

Christian Education recognizes fallen humanity

The secular approach to education begins with an unreal notion of the human condition of its students. This is why so many teachers at all levels of education are bewildered by student apathy, disrespect, slothfulness and dishonesty. Policy and program is mandated to remove consequence, to encourage egalitarian (and anti-authority) levelings and to molly-coddle students’ emotional whims and self-indulgent habits. I am beginning to sound like a curmudgeon, but I don’t think I am exaggerating. Anecdotal evidence corroborates my assessment. In an article by Margaret Wente from The Globe and Mail (April 18, 2009), she cites a number of professors, principals and teachers with similar observations. She writes “The teacher’s job is no longer to educate them up to a certain standard but to ‘meet their needs.’” At the heart of human sin is self-centredness. Educational policy-makers and curriculum-writers placate this human tendency of our fallen nature to be heliocentric.

The Bible is clear that pride is self-destructive, yet modern education is designed to inflate student ego and self-esteem. Wente laments, “no one has ever given them an accurate assessment of their skills.” She writes, “the biggest problem is the mismatch between students’ abilities and their aspirations.”

Christian Education should be a superior education

In Schaeffer’s speech, he articulates some of the distinct qualities of good education, particularly Christian education. Whether you homeschool or send your children to Christian schools, Schaeffer’s comments apply. He states that Christian education should be more than reactionary to the “materialist view… that rules out a Creator”. Many Christian parents withdraw their children from public education in order to shelter them or protect them from humanistic and secular indoctrination. These are good reasons to seek education for your children elsewhere, but the alternative needs to be more than an intransigent rejection of public education. Schaeffer writes, “[Christian education] should be a superior education, if you are going to really protect the Christian school. It should certainly teach the students how to read and write and how to do mathematics better than most public schools enjoy today.” The end result of Christian education should be truly intelligent, well-trained and intellectually challenged graduates. Why? For the glory of the Creator. The Head Master of Bradford Academy, a classical Christian school in North Carolina, writes “We believe the glory of God encompasses all of life and how we live it. We want our students to live and think about life in such a way that God is glorified in all things.” (Johnston)

Christian Education should address all human knowledge

Schaeffer continues, “Christian education should produce students more educated in the totality of knowledge, culture and life, than non-Christian education rooted in a false view of truth. The Christian education should end with a better educated boy and girl and man and woman, than the false could ever produce.” For Schaeffer, Christian education means that students learn to appreciate and learn about “the full scope of human learning.” This includes the arts and humanities, which has recently fallen out of favour in modern approaches to education, including Christian education. Art, music and literature doesn’t seem to have a place in Christian learning. But Schaeffer forces argues the opposite. “If the Judeo-Christian position is the truth of all reality, and-it is, then all the disciplines, and very much including a knowledge of, and I would repeat, an appreciation of, the humanities and the arts are a part of Christian education. Some Christians seem absolutely blind at this point.”

Teaching about the Christian faith should not be compartmentalized from all other aspects of student learning. I have learned this from Schaeffer as well. The Lordship of Christ covers all areas of life.

Total Truth and the Educated Person

Schaeffer gives an imperative for educators to expose our students to “the framework or total truth, rooted in the Creator's existence and in the Bible's teaching, so that in each step of the formal learning process the student will understand what is true and what is false and why it is true or false.” Education in this country will never improve until it reconciles itself to the reality of the Creator.

"Is life dull? How can it be dull? No, a true education, a Christian education, is more than the negative, though that is there. It is giving the tools in the opening the doors to all human knowledge, in the Christian framework so they will know what is truth and what is untruth, so they can keep learning as long as they live, and they can enjoy, they can really enjoy, the whole wrestling through field after field of knowledge. That is what an educated person is."

Francis A. Schaeffer

Sources:

Johnston, Jeffrey S. “For What Purpose?” Nuntias Vol. 4 Issue 1, Mebane: Bradford Academy, Winter 2009. http://bradfordacademy.org/about/newsletters.html

Schaeffer, Francis. “On Education” Excerpt from “Priorities 1982”, two speeches given at the L'Abri Mini-Seminars in 1982. http://www.gbt.org/text/f.html

Wente, Margaret. “We pretend to teach ‘em, they pretend to learn” April 18, 2009. Toronto: The Globe and Mail. http://www.theglobeandmail.com/servlet/story/RTGAM.20090417.wcowent18/BNStory/specialComment/home

A kid's odyssey: Homer's The Odyssey for young readers

For two years, I have been teaching Homer’s The Odyssey to Grade 12 Classical Civilization students. My students (those who actually read the epic poem…), are absolutely thrilled by the story. I am thrilled myself. It is a great story. I am planning on teaching it again in the Fall.

Recently, my second son, Nate (7 yrs) also discovered the excitement and thrill of the Odyssey… dangerous voyages, meddling gods and goddesses, escaping an inhospitable Cyclops, outwitting bewitching nymphs, battling self-serving and usurping nobles…

He isn’t reading Homer (per se)… Rather, he is reading a 6-part series of chapter books retelling the famous story. The series, called Tales from The Odyssey, is written by Mary Pope Osborne (the author of the bestselling Magic Tree House series). She retains the bulk of the narrative, including the sordid moments (albeit appropriately diluted for young readers). She also uses the Greek names of gods and goddesses, heroes and monsters and she provides a pronunciation guide at the back of each book.

My son couldn’t put them down. He devoured the books as fast and as ravenously as the six-headed Scylla or the one-eyed Polyphemus devour Odysseus’s men.

Great stories truly stand the test of time. For almost three thousand years, people have been delighted by the adventures of Odysseus and his fated voyage. Thanks to Mary Pope Osborne, the next generation is able to whet their appetite for great---and ancient---storytelling. If you know any Grade 2 students who would love to go on a romping ride of a read, look up Osborne’s Tales for the Odyssey.

NB: For big people interested in The Odyssey, I highly recommend the recent award-winning translation by Robert Fagles. For a great audio version, Ian McKellen, who played Gandalf in Peter Jackson’s recent film adaptation of Lord of the Rings, reads Fagles translation (unabridged) on CD.

Why Study Latin...?

Besides being a teacher of English literature and Classical Civilization, I teach Latin to a small---yet keen---group of students. I recently came across a great little article about why we should teach/study Latin. The article is posted on the webpage for the Bradford Academy, a Classical Christian school my brother is starting in North Carolina. Here is the article:

Richard A. LaFleur, in the essay, "The Practical Benefits of Studying Latin" writes: One of the most PRACTICAL benefits of studying Latin for high-schoolers is boosting verbal skills and scores on tests like the SAT; students with two or more years of Latin typically score 140-160 points higher on the SAT than their Latin-less peers. Numerous studies have demonstrated a significant positive correlation between studying Latin and improved scores on a variety of tests and even with college GPA and performance in college English classes.

On purely utilitarian motives we ought to be inclined to study Latin. The following is a table (from http://www.bolchazy.com/) illustrating the advantage Latin students have over their peers on the SAT:

1998-2005 Taken from Table 6 in College-Bound Seniors. A Profile of SAT Program Test Takers.

Our goal is to teach students how to learn and to think. Historically, what one subject characterized elementary education prior to the last century? If you read any educational history you’ll recognize the term “Latin Grammar School.” Before we ask why we should teach Latin, perhaps we should ask why was LATIN part of the education of every literate English speaking person up until the 20th century. Why were elementary schools called Latin Schools? Did they know something we don’t?

Listen to Dorothy Sayers: I will say at once, quite firmly, that the best grounding for education is the Latin grammar. I say this, not because Latin is traditional and medieval, but simply because even a rudimentary knowledge of Latin cuts down the labor and pains of learning almost any other subject by at least 50%. It is the key to the vocabulary and structure of all the Romance languages and to the structure of all the Teutonic languages, as well as to the technical vocabulary of all the sciences to the literature of the entire Mediterranean civilization, together with all its historical documents.

Here are the benefits of LATIN in general:

• Latin opens up new worlds of literature. Latin was the lingua franca of literature in the western world for over 1600 years. Many great scholars, such as Augustine of Hippo and John Calvin, wrote in Latin, not to mention the great body of Enlightenment scientific works. Learning to read Latin opens up the original works to understanding and enjoyment.


• Learning Latin teaches language learning. Language acquisition is an art and skill that can be acquired. By teaching and learning Latin as a language, children learn the discipline and techniques necessary to acquire other languages in the future.

Here are the benefits of LATIN as we learn how to LEARN

• Latin builds vocabulary. Over 50 percent of English words (and 90% of words of multiple syllables) are derived from Latin and therefore knowing a few Latin word cuts down on the effort required to learn new vocabulary. For example, the word for SUN is SOL. Knowing that fact children can quickly see the connection in the words solar, solarium, and solstice. In addition, knowing Latin helps understand different shades of meaning and synonyms.


• Knowledge of Latin improves spelling. Because many English words still carry remnants of their Latin roots in their spelling, it helps that we know DOUBT came from DUBITO, or that DISCIPLINE came from DISCIPULA (student). In each case the silent letter that students may tend to drop in the English is pronounced in the Latin.


• Familiarity with Latin assists in the appreciation of good literature: Students will appreciate classic books in English because so many of the books of enduring value include Latin quotes, phrases, and classical allusions.


• Latin aids in cultural awareness. American ideas were not dreamed up out of nowhere in 1776. They have their roots in the medieval and classical world. Students that know the language of that world better appreciate our own heritage. Latin helps students appreciate and connect to our own history (and frankly, it ought to humble the American student as he sees the smallness of our own society compared to the grand scope of Western history). In addition, it helps students appreciate all those Latin mottos and slogans.


• Latin promotes the discipline of the mind: Learning Latin grammar takes a great deal of careful study and precision. This mental practice is profitable in every field.

So LATIN is one of the best ways to teach students how to think and learn. A classical education teaches Latin as the foundation for language learning itself, for development of thinking skills, and for connecting modern children to the scholars of the past. Latin is for all children and shows significant advantages to those that grapple with the subject.

Classics & the "Weak" Student

Classics & the "Weak" Student

Should we be teaching Shakespeare and other “classics” to Academically weak students? Literature that is well chosen should communicate the fundamentally human experience that exceeds a particular time period and goes beyond a specific culture—including the academic culture. If this is true of Shakespeare, then we must teach Shakespeare to high achievers as well as academically weak students. The approach may differ, but the content is the same—the human experience.

What makes a “classic” a “classic”? The answer, I believe, is three-fold. A classic is a work that was written in a particular time and place by a particular person but has risen beyond its cultural context to apply to humans in any time and place. A classic also needs to have influence on subsequent literature and cultures. Lastly, a classic is a work that reflects the beauty and excellence of human creative ability; in other words, it is well written. I think students need to be exposed to works other than “classics”, but I believe that the cornerstone of an English program needs to be classic literature.

Too many students are disinterested in literature because much of what they have encountered has been blasé or mediocre. As a teacher of Creative Writing, I believe it is essential that students distinguish “good” literature so they are able to write their own. Great Canadian writers Timothy Findley, Margaret Laurence, Robertson Davies, Carol Shields et al were all prolific readers and they all had countless “classics” under their belt. Without an excellent goal to aim for (or surpass) how can we expect our students to excel beyond mediocrity?