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Classical Education


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Classical Education


In the 1940s, the British author, Dorothy Sayers, wrote an essay entitled The Lost Tools of Learning. In this work, she calls for a return to the application of the seven liberal arts of ancient education, the first three being the Trivium. The Trivium consists of grammar, logic, and rhetoric. Specifically, Sayers matches grammar with what she calls the “Poll Parrot” stage, logic with “Pert,” and rhetoric with “Poetic.” CCA began its commitment to this method of instruction in 2003.

Additional insight into the classical curriculum is provided by the following excerpt from Doug Wilson’s book, Recovering the Lost Tools of Learning:

       "The structure of our curriculum is traditional with a strong emphasis on ‘the basics.’ We understand the basics to be subjects such as mathematics, history, and language studies. Not only are these subjects covered, they are covered in a particular way. For example, in history class the students will not only read their text, they will also read from primary sources. Grammar, logic, and rhetoric will be emphasized in all subjects. By grammar, we mean the fundamental rules of each subject (again, we do not limit grammar to language studies), as well as the basic data that exhibit those rules. In English, a singular noun does not take a plural verb. In logic, ‘A’ does not equal ‘A.’ In history, time is linear, not cyclic. Each subject has its own grammar which we require the students to learn. This enables the student to learn the subject from the inside out.

       The logic of each subject refers to the ordered relationship of that subject’s particulars (grammar). What is the relationship between the Reformation and the colonization of America? What is the relationship between the subject and the object of a sentence? As the students learn the underlying rules of principles of a subject (grammar) along with the particulars of that subject related to on another (logic), they are learning to think. They are not simply memorizing fragmented pieces of knowledge.

       The last emphasis is rhetoric. We want our students to be able to express clearly everything they learn. An essay in history must be written as clearly as if it were an English paper. An oral presentation in science should be as coherent as possible. It is not enough that the history or science be correct. It must be expressed well."

 
(Sayers, Dorothy, The Lost Tools of Learning, Compiled by Tom Garfield at Logus School)
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Goals


Goals


Christ-Centered Goals

In all of its levels, programs, and teaching, CCA seeks to:

 

Classical Goals

In all of its levels, programs, and teaching, CCA seeks to:

  • Emphasize grammar (the fundamentals of each subject), logic (the ordered relationship of particulars in each subject), and rhetoric (how the grammar and logic of each subject may be clearly expressed).
  • Encourage every student to develop a love for learning and live up to his academic potential.
  • Provide an orderly atmosphere conducive to the attainment of the above goals.
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Latin


Latin


CCA introduces Latin to students starting in the 3rd grade and continues through the 8th grade. Studying Latin helps students to build mental discipline and to better understand, articulate, and compose in English. It is the basic stepping stone in building an expansive vocabulary by understanding where and how words are derived. Latin also gives students the ability to break down words to figure out their meaning.