A Brief History of Classicus

 

Classicus is a middle and highschool curriculum designed for the purpose of supporting families and communities to homeschool students at the most critical years of their mental and moral development. This curriculum guide is the product of 20+ years of homeschool education trial and error. It was designed by a homeschool graduate who often struggled to balance a rigorous classical homeschool education with regular Biblical study and competition in speech and debate. This guide was prompted at the request of several local homeschool communities who desired to ground their students solidly in their Christian faith as the cornerstone of their education. Therefore, Classicus was created under the guidance and mentorship of a community of homeschool parents who saw the need for a more intentional approach to their students’ education. Biblical study, classical education and competitive speech and debate should not be compartmentalized; they work most powerfully and concisely when united together. 

 

Goal and Purpose of Classicus

 

Our primary goal is to meld a Biblical worldview with the classical model of education, while teaching students to take that knowledge, and offer it to a culture in desperate need of truth; a truth that can only be found through an understanding of our Creator. The main goal of the Classicus curriculum is the “study of God”- Theology. This is the cornerstone of education and the purpose of our existence. 

 

The secondary purpose of Classicus is to teach students about the inherent logic of the universe: from the ordered laws of science to the well-reasoned rules of critical thought. We desire for each student to seek knowledge which is founded in thinking critically and logically, a classical skill that dates back to the days of Socrates. Logic is a fundamental life skill. It is the framework of all further education and a necessary aspect of life. In the 20th century, our culture has been led away from teaching students to think critically, which has created a cultural crisis of young people being unable to discern the truth. By focusing first and foremost on the Bible, the source of all wisdom, and secondly on the skill of logical thinking and asking critical questions, students will come to know and understand truth in a confused culture. Like the call of their shepherd, they will know its voice, even if over the cries of many competing claims. 

 

Finally, the ultimate goal of gaining knowledge and wisdom is to share it with others. Lights are not meant to be covered. This light is both the Bible– “a lamp unto my feet”–  and it is the platonic light of wisdom, acquired by logic and experience. Christians believe that what Plato sought in his famous analogy of the cave can be found in the pages of Scripture, so that the prophecy of Isaiah could be fulfilled: “the people living in darkness have seen a great light.” This realization is the source of the Biblical mandate for the Church to share that light with the world and to “make disciples of all nations.” From an early age, we desire to instill confidence in our young students to fulfill this mandate. This confidence comes from knowing Scripture and hearing the wisdom of the Holy Spirit, as well as habitual practice in sharing that wisdom rhetorically with others. Because a large part of our curriculum is centered around regular rhetorical practice, Classicus strongly encourages speech & debate on a competitive level. It will become second nature for our students to speak boldly for Christ and to share the gospel relationally with others.  In short, our mission is to be “founded in Theology, supported by logic, leading to confidence in rhetoric.” 

 

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What is Classical Education?

 

The word “Classicus” is the Latin root for the modern word “Classical.” Daniel J. Boorstin wrote in his book, The Discoverers, “In eighteenth-century England the word “classical”, which originally meant simply “first class” or of the highest quality, came to mean specifically a product of ancient Greece or Rome. The Roman column became a symbol of architectural elegance, and “classical” antiquity would be a continent-wide standard of beauty.” (pgs. 583-584)

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Cambridge’s definitions of classical adds three more useful tidbits:

1. “[B]ased on methods formed over a long period of time, and considered to be of lasting value.”

2. “Belonging to or relating to the ancient culture of Rome and Greece. 

3. “Used to describe something that is attractive because it has a simple, traditional style.” 

 

The most essential difference between a classical education and a traditional education is that a classical education teaches students how to think, not just what to think. By teaching students how to think, they will be able to continue learning the rest of their lives instead of merely learning what is necessary in that moment. Contrary to the predominant view of our time, it isn’t merely about memorizing a slate of facts in time for an exam; it is about discussing timeless virtues in relation to historical events. It is about learning to study, annotate, discern knowledge, memorize, and speak. The truly educated person is not one who knows for a short time and then forgets, but is able to distill and then teach what he has learned to others. Ever since the influential twelve-volume textbook Institutio Oratoria was written by Quintillian in the first century AD, the defining feature of a classical education has been the mastery of rhetoric. Rhetoric is the summit of classical education, its necessary endpoint if ordered correctly. Through the Five Canons of Rhetoric presented by Cicero, which were expounded upon by Quintilian 150 years later, rhetoric became the final task of an educated human… After all, speech is one of the starkest contrasts between man and beast, and certainly, between educated and uneducated.

 

“My aim, then, is the education of the perfect orator… [I]t is surely the orator who will have the greatest mastery of all such departments of knowledge and the greatest power to express it in words.” 

– Quintilian, Institutio Oratoria, Book 1, Chapter 1

 

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Trivium

Classical education is made up of a trivium of Grammar, Logic and Rhetoric. The GRAMMAR stage is primarily focused on repetition and memorization. It is something that students do easily at a young age: taking in information and storing it, as a battery does with charge or a sponge does with water. It is an essential building block for further learning. Afterall, logic uses known facts to extrapolate out to other truths. Before logic can be learned, basic truths must be known and put to memory. 

 

The second part of the trivium is LOGIC. Logic is “a particular way of thinking, especially one that is reasonable and based on good judgment.” (Cambridge Dictionary) It is the ability to come to solid and confident conclusions by asking good questions: how, what and why? The study of logic is fundamental to being a life-long learner; it is the universal scaffolding of all correct thinking. 

The third part of the trivium is RHETORIC. Rhetoric, by definition, is “the art or study of using language effectively and persuasively.” (American Heritage Dictionary, 5th edition) It is the practice of taking the knowledge that you have memorized, the truth you have meticulously reasoned to, and putting it into the everyday practice of communication. As stated, the classical man or woman is one who has mastered the art of speech, a skill unique to humans and to being made in the Imago Dei. The idea is not to merely gain knowledge for one's own sake, but to use that knowledge in service of others. Rhetoric, when reinforced with logic and grammar, is one of the most powerful tools that a human has; like the rudder of a ship, it steers entire civilizations to destruction or to prosperity. 

 

All three parts of the trivium work together to provide a God-designed method for learning. We are uniquely created by God with the ability to retain information, think and dissect that information, and speak about it; to be creative, logical, well-reasoned beings. 

 

How it works in Community

 

Freedom

Classicus is specifically designed to provide local control and freedom to families and communities, while providing a solid structure and guide. We realize that every family and every community is different. The curriculum is designed to provide a daily at-home guide and weekly class structure as a model for families and community. It can be tailored or altered to fit the needs of the family and the classroom. The general suggestion is that at-home study be four days per week and meeting in community be one day per week. The curriculum is intentionally set up to provide flexibility with ages, class sizes and community structure. 

 

Layout

Educational freedom is key. The families and the community may use our curriculum and decide how they want to structure their community and educate their children. Nevertheless, we offer a basic layout. Classicus is divided into three levels from middle to high school. Medius, which means “middle” in Latin, is for ages 12-14, i.e. middle school. Summus means “highest or uppermost” in Latin. Summus I and II are for high school students. Summus I is designed for ages 14-16 (9th-10th grade) and Summus II is designed for ages 16-18 (11th-12th grade). In addition to the 3 levels of study there are two patterns, “A” and “B”. The two patterns allow flexibility for the community to separate or combine classes based on class size and dynamics or simply to provide a one room 

schoolhouse approach for families. For instance, students in grade 7 and 8 may both be doing Medius A. The following year, the class would switch to Medius B. Students who were in 6th grade would move up to this class, Medius B, and students in 7th grade would remain here for their 8th grade class. Students who were in 8th grade could move up to the Summus I level. This way, if classes are too small to divide by grade, communities can decide to combine two grades at a time. We find it easier on families if more of their students can be doing the same areas of study at the same time. It also provides for better discussion at home and more versatility in class. There are six total levels of study to accommodate grades 7-12. Here is the layout at a glance:

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Medius    Pattern A                       12-14 years (7th-8th grade)

Medius    Pattern B                       12-14 years (7th-8th grade)

Summus I Pattern A                      14-16 years (9th-10th grade)

Summus I Pattern B                       14-16 years (9th-10th grade)

Summus II Pattern A                      16-18 years (11th-12th grade)

Summus II Pattern B                      16-18 years (11th-12th grade)

                                                  

Total:                                            6 YEARS 

 

Components of the Guide

 

Much thought and parental influence went into the structure of the guide. We put time and effort into learning what would assist both parents and students in their homeschool journey, and based on their feedback, have created several unique features. 

 

Accountability

The number one response we received was that the families wanted more accountability. Classical education can be a bit tricky to track, since it centers mainly on discussion and asking and answering questions, rather than a mathematical grade calculation (which incentivizes temporary learning, not long-term skills). But, that doesn't mean that we can’t and shouldn’t track the progress of our students. Parents overwhelmingly have asked for help with making sure their kids are on task with the work and they want to visually see their progress. Accountability is provided in several ways: 1) Students are given sections to fill out their answers to thought questions, research questions and dinner discussions with parents. 2) Every week includes boxes that can be checked off once completed. This provides at-a-glance accountability. 3) In several classes, such as 

Science, Latin and some years of Logic and History, there are tests within the books or that are provided in the leader guides that leaders can administer in class, so testing isn’t an additional step for parents at home. 4) The very nature of in-class discussion and delivery of essays and speeches to the class provides an incentive for students to prepare. Rhetorical assessments are provided in the leader guides for optional use.

 

Connection

The second reality that we discovered over many years was that we often started with momentum, but did not always finish as strongly as we had envisioned. One way to mitigate this is for parents to stay connected throughout the week. The guide offers weekly Dinner Discussion questions in several of the subjects, providing an opening for parents to learn about what the student is learning, offer their thoughts, and then inquire on their student’s progress. Parents need not be involved in the everyday aspect of their middle and high school students' journey, but these discussions will allow them to stay connected to what their student is doing at home and discussing in class. Dinner Discussions provide not only an opportunity for constructive dialogue at dinner, but they also help the conversations in class be more fruitful. Communities also have the option of the class leader providing bi-semester progress reports and weekly class recaps.

 

Organization

The guide is designed as an all-in-one resource for tracking weekly assignments in all of the subjects. This is designed to be easy organization for the students and parents, as well as for class discussion. The guide is intended to be kept as a sample portfolio of students’ work, with grade tracking all in one place. It is a good practice to keep a portfolio in the event the ever-changing homeschool laws require a parent to produce a sampling of their students' work, or if it is needed someday for college entrance. If parents are unsure if their student will need a transcript or if they choose to save transcript-writing until the senior year, they will have it readily available for easy transfer into a transcript. For the community portion, the consumable guide helps students to remember and bring their responses and to follow along in class. Thus, the guide provides organization for the student, parent and class leader. Parents may store just one binder each year as a portfolio of student work, complete with grade tracking. 
 

Competition

One of the principal reasons we designed this curriculum was to streamline speech and debate competition with the rigor of classical education. The guide consolidates projects to align with participation in speech and debate competition. There is NO FLUFF! For students that choose not to compete, our student guide is designed to equip them with many of the same skills as competition. For competitors, Classicus seamlessly integrates classical education with speech and debate so that students don’t feel as if they are doing school twice. We believe that competition is one of the most valuable high school activities for strengthening the faith of students and sharpening skills in logic and rhetoric, ultimately leading to spreading of the gospel through speaking boldly for Christ. 

 

Conclusion

 

Classicus is a vision from the Lord to promote and encourage homeschool families, not only in continuing to educate their teens at home through high school, but to establish strong communities that are centered on the foundational truths of the Bible.

We have a sincere desire to see young people discipled by their parents,

peers and community to become true ambassadors for Christ! 

 

"Therefore, we are ambassadors for Christ, as though God were 

making an appeal through us;"  –2 Corinthians 5:20