A poem a day keeps the doctor away! All triteness aside, it may well be true that this variation on the old adage instructs well concerning our need for daily literary consumption of poetic language.
Our 3rd grade class currently engages in this practice, immersed in a unit featuring Knock at a Star, an anthology of poems for children. The eager squeak of opening desks gives proof of their delight for the daily readings!
As our Petra mission states,
“Recognizing our need for God’s grace, Petra Academy strives to awaken love and wonder in our students by teaching them to observe with humility, think with reason, and articulate with charity for the flourishing of humanity and the renown of Jesus the Christ.
We realize that this articulation includes not just the more-often valued prose writings, but poetic expression as well.
How does this happen? Since children learn so well through imitation, from the earliest years at Petra, we read poetry. Beginning with nursery rhymes, fingerplays, chants, and songs in the pres-school and kindergarten years, progressing to classic poems for reading or memorizing in the 1st through 6th grades, then delving into the epic classics in the upper grades, we seek to provide children with a rich diet of poetic language that they may delight their ears and strengthen their hearts for meanings given symbolically, metaphorically, and rhythmically through words.
Ultimately, by training children to enjoy and write poetry – thus developing the capacity for poetic language – we go far to awaken love and wonder for God’s creation, our fellow man, and yes, for God’s word, the Bible. One of my favorites, Psalm 19, states:
The heavens declare the glory of God; the skies proclaim the work of his hands.
Day after day they pour forth speech/ night after night they display knowledge.
There is no speech or language where their voice is not heard.
Their voice goes out into all the earth, their words to the ends of the world.”
This psalm proclaims God’s creation, the “work of his hands” as being rooted in speech and words, and it is written, not surprisingly, as a poem.
So, there is a place for adding to this great symphony of poetic expression. Why not share a poem a day? You can start and return often to Psalms, and go on to many lovely anthologies and classics available at our public library or school library. Read with expression, read with delight, and read for the sake of truth and beauty. It just may be the start of a wonderful new state of spirit and health for you and your family.
Here are some poems to delight the poetic palate written by members of our third grade class. Bon appetit!
“Seasons” by Maggie Koenen
When it is winter foxes dive for food in the snow,
When it is winter bears go into caves and sleep,
When it is winter snowmen appear and snow blows.
When it is spring apple blossoms glow in the morning light,
When it is spring green grass grows,
When it is spring baby animals are born.
When it is summer animals like to take a dive,
When it is summer you don’t need to wear shoes on soft green grass,
When it is summer birds gather at the feeder.
When it is summer it is the perfect season for climbing trees.
When it is fall leaves drift to the ground,
When it is fall everything turns red, brown, orange, pink, and yellow,
When it is fall the earth is beautiful.
“A Playdate” by Isabella Evans
I’m excited when it’s the day
And nervous at the same time,
But when he or she comes we
Do what we do.
“Poem to Make you Smile” by Elijah Glover
I like teddy bears
Ones from the gift shop
There are fuzzy black or brown
Big or small
Simple ones and complex ones
Happy dappy teddy bears.
“First Day” by Kendall Cote
Sometimes on the first day of school
I am really shy
Maybe too much–
I don’t even want to say “Hi”
I feel so lost
I don’t know what to say
But then I say at least “Hey”.
“My Mom” by Ezra Penland
My mom is one who work and helps
At night she cleans dishes and gets laundry
At morning she get the clothes for school
She drives, she cooks,
She’s how our family hooks.
“Keeva and Deer” by Aiden O’Dwyer
Deer come to our yard every night.
They eat grass, until Keeva comes.
“Bark!” she says,
And the deer run away, saying,
“Panic and run! Panic and run!”
I want to believe it’s happening – for real, this time.
None of this “get your hopes up, only to be crushed by another 6-8 inches of snow” stuff.
Spring. I want spring. And I want spring to stick around.
“April is the cruelest month,” wrote T.S. Eliot, “breeding lilacs out of the dead land, mixing memory and desire, stirring dull roots with spring rain.”
It has certainly at times felt that way – dead, dull – but I saw green grass today, and the memory and desire of past spring and summers came to mind and heart. It’s coming; it just takes a while.
My impatience is not unique to me, nor to the situation of waiting for the seasons to change. As parents, we all can be impatient with our kids – waiting for them to “get it,” wanting them to grow. But think of from where they’ve come, even just this year. Today, I marvel at our 1st graders, now reading; at our 4th graders, now working new maths; at our 9th graders, now well-versed in the various types of energy; at our 12th graders, just weeks away from presenting the fruits of their year-long thesis research and writing.
Today, I remember Pre-Kers once having to learn the basics of being in school, now walking in lines and holding doors for each other with the best of them; I recall seeing 6th graders start the year as our oldest grammar students, now almost ready to become our youngest upper students; and I notice how our 11th graders have studied the greatest of works by Dante and others, and are beginning to think not just about next year as seniors, but beyond next year as graduates.
Spring’s rain stirs dull roots – cleansing them, giving them something to channel, providing what’s needed to grow. The rain can be cold, is always wet, and often interrupts what we think God’s sovereign weather patterns should be. But there is always purpose in it – even when it’s late (or what we consider late) – at least that’s what the Scriptures tell us (Leviticus 26:4, Deuteronomy 14:11, Deuteronomy 28:13, Job 5:10). And growth (eventually) comes with it.
Spring. I want spring, even if it takes more rain and snow to get there.
May April not be so cruel after all.
“O Father, you are sovereign in all the worlds you made
Your mighty word was spoken and light and life obeyed
Your voice commands the seasons and bounds the ocean’s shore
Sets stars within their courses and stills the tempests’ roar”
When I was a young Captain stationed at RAF Lakenheath in England in 2003, I remember having a conversation with my squadron commander about our lack of work-life balance. “Why do we have to go out and waste so much time and fuel practicing Basic Fighter Maneuvers (close-in dogfighting) when everyone is already working 60-80 hour weeks? If I ever end up in a close-in dogfight with the enemy, something has gone horribly wrong for the Air Force!”
What should have been obvious that I didn’t understand at the time was that BFM is a fundamental building block of all combat aviation. It was there not just so we would win a dogfight; it was an exercise that developed certain cognitive pathways in our brains. We were being taught how to observe rapidly changing sensory inputs, categorize them appropriately, and respond correctly at both a conscious and subconscious level – all while experiencing the most physiological stress the airplane could dish out.
As I think about the futures of my kids, they’re getting old enough that I’m starting to worry about their work-life balance. Do I have enough time with them at home? Are we giving them all the athletic opportunities we should? Are they doing too much homework? Will they get into the colleges we want them to?
To help answer these questions, I decided to observe Mr. Koenen’s 11th grade Humanities class last week. I was quite frankly dumbfounded by the transcendent level of all-around excellence I witnessed from start to finish. First, it was the light-hearted teenage banter, not about who did what to who or what so-and-so was wearing but about…Dante…and Beatrice…and bacon and the meaning of Mr. Koenen’s bumper sticker (and all this before Mr. Koenen even entered the room).
Next, I was personally edified by the diagram Mr. Koenen put up on the white board illustrating why I do the things I do and how it relates to the reading the students had been assigned in Dante’s Purgatorio:
Our senses perceive an object, our imagination projects what it might be like to relate to that object, desire is born and grows into love. But love in this world is broken and so I must use reason and will to shepherd my desires and loves and…”
“Mr. Koenen, stop,” I thought. “My mind can’t keep up with all of the different areas of my life this touches and informs. I’ve got to sit a minute and reflect and let my brain catch up!”
But it didn’t stop. At this point, a student in the class put his hand up and said, “Mr. Koenen, how is it possible to be a celibate gay Christian?” Without missing a beat, he somehow tied the writings of someone 700 years removed from our culture of shameless TV and Disney boycotts to his diagram of our loves on the board. He then proceeded to walk methodically, humbly, and charitably through the traditional Christian view of same-sex attraction.
For the entire hour that I sat in the corner listening (on a chair that was carried in from another room by a student who noticed I needed a place to sit), the students were engaged and articulate. They were thoughtful and amazed at the symbolism of Dante’s story. They asked difficult questions about relationships, human nature, and community. It was absolutely breath-taking.
As my mind drifted back to my tuition bill and all of my questions about my fears for my own kids, two things struck me: first, is a Petra education difficult? Undoubtedly, but if someone is to be a culture-making Christian leader in postmodern America – whether it be as an inventor, an artist, a homemaker, a programmer, a CEO, an entrepreneur or an electrician – they will have to wrestle with difficult ideologies and resource constraints every year of their lives.
Second, are the repetitive, mundane building blocks of classical education executed perfectly all the time? Probably not, but the Petra community is one in which we can ask each other the questions like the ones I’m asking above. We can share these fears with each other and constructively help each other find answers to those fears so both we and our kids can all grow in grace and cultural impact.
Like BFM produces quick-thinking combat aviators, Petra Academy’s cultivation alongside loving families is producing bold thinkers in an era and in a culture that needs them like never before. Observing the class of 2019, I witnessed spiritual warriors who will walk into the world, see what needs to be done, and do it with a spirit of humility and winsomeness unlike few others. Petra might not be doing everything right all of the time, but if whatever they’re doing produces what I saw in the classroom last week, I want my kids here.
Jim Stumbo is a 1995 graduate of the United States Air Force Academy, a retired Lieutenant Colonel, and a financial planner with Edward Jones. He and his wife, Jen, have three students (8th, 6th, and 1st grades) at Petra, with a fourth beginning in Kindergarten next year. This is the family’s third year at Petra Academy.
Interested in observing a class at Petra? Contact our office at 582-8165 for options.
“He who aims at nothing will hit it every time.”
Let’s talk end results. Many discussions in much of modern education begin and end with test scores and college/job readiness as markers of success; on the the other hand, classical education invokes virtue and an arrival at a particular moral end as its measures of accomplishment.
The difference between these two visions of education is stark and, while there are exceptions, can generally be illustrated by the following two videos (each just three minutes long):
Consider the metaphors in the videos: in the first, the staircase is sterile and decontextualized, whereas in the second, the tree is alive and part of a forest; in the first, the mechanical arm moves students disconnectedly through their development, whereas in the second, parents carefully plant and water the seeds of their child’s education; in the first, education is portrayed as something gained to conquer the world, whereas in the second, the tree thrives and generously gives life to those around it.
There are plenty more elements we could unpack – the factory versus garden setting; the individualistic approach versus a more communal one; the end goal (or “telos”) of job security versus discipleship – but the point is clear: these are two very different approaches to educating children.
At Petra, our vision is to prepare students to live purposeful, godly lives. To these ends, we have recently created a draft of our “Petra portrait,” an aspirational list of characteristics that we desire a Petra student to possess upon graduating. They are:
Virtue and mature character – Through the grace of Christ, the prayerful study of Scripture and of the great books of western civilization teaches our students to love the right things in the right way – the classical, Christian definition of virtue. Rightly ordered loves enable our graduates to live always in the presence of God, to honor Him, to serve their neighbor, and to labor for the growth and glory of His Kingdom.
Solid faith and sound reason – Our graduates have a unified Christian worldview, with Scripture as the measure of Truth. Their faith in the revealed Word of God corrects and guides their thinking and reasoning, enabling them to wisely sort through complex issues and to discern the consequences of ideas.
Masterful eloquence – Language is foundational to all knowledge. Without a strong command of language, we cannot think, know, act, or even love rightly. As the people of the Incarnate Word, Christians must be masters of language. Our graduates learn to eloquently employ vocabulary, grammar, usage, style, and persuasion through the study of English, Latin, Spanish, and rhetoric.
Vision and skills of a competent and passionate culture-maker – The goal of Christian education is not to make myopic, narrow-field specialists, but to create well-rounded culture-makers with a broad field of competence. Our graduates develop this competence through their study of humanities, math, logic, science, drama, music, fine arts, physical education, and athletics. Our graduates are therefore equipped to image God and Christ in whatever vocation God gives them.
Literacy through broad and deep reading – Educated people are well-read and able to discuss competently and compellingly the central works of literature, history, theology, philosophy, science, and art. Our graduates are well-versed in the important literature and ideas of Christian theology and western civilization.
Aesthetic wisdom – Educated people have good taste. They are sensitive to beauty without being cultural snobs; they protect and preserve beauty without becoming antiquarian. They understand that Truth, Beauty, and Goodness are interrelated and interdependent. Our students develop aesthetic wisdom as they experience, analyze, and imitate great masterpieces of visual, verbal, and auditory art.”
Will these attributes prepare our students for college, the military, or their first real job? By and large, they have so far, but that’s not the point. Our students will know how to live well because:
– they’ve not only studied but been asked to emulate the character of great leaders
– they’ll know how to think because they have been taught how to do so logically, not just emotionally
– they’ll know how to speak because they have rehearsed the purpose and skills of rhetoric
– they’ll know how to contribute to culture rather than just be a consumer of it
– they’ll know the big ideas of the past and be able to recognize what they sound like in today’s world
– and they’ll have the wisdom to make choices – true choices, good choices, beautiful choices – because they’ve been called and equipped to do so in their interactions with others.
By pursuing virtue (rather than only college/job readiness), our students will be ready for whatever comes next, living (by God’s grace) virtuous lives to boot.
This coming weekend, our Secondary students will present a stage adaptation of another literary classic, Little Women. I was a young boy about ten years of age when I first heard of Louisa May Alcott’s book, and in my uncultured and youthful arrogance, I soundly dismissed this American classic as a “girl’s book,” preferring instead the adventure tales of far off places found in The Swiss Family Robinson, Robinson Crusoe, and Treasure Island. Why pay any heed to (let alone actually enjoy) a book about girls on the cusp of adulthood?
Isn’t it ironic then that, as an adult, I rediscovered this classic when my wife read it and fell in love with its simplicity of a story about growing up? Indeed, it’s “…not exactly the adventures of Odysseus, but…never anything less than exciting,” as the narrator puts it. And while I never actually experienced the adventure of being captured by pirates or marooned on a desert island and relying on my wits to survive, I have experienced the adventure and excitement of growing into an adult.
How can a story about growing up be exciting or adventurous? The answer lies in the fact that growing up is an adventure! Think about the first time you thought you fell in love – with the overwhelming emotions that accompanied telling him or her how you felt. I distinctly remember the fluttering feeling of my heart in my throat right before I confessed how I felt about a girl the first time. I imagine it was a feeling similar to walking the plank and knowing that once you stepped off, there was no going back.
Or what about the responsibility of your first job? Remember the elation of being told you were doing it right? (Or, in my case, the crushing feeling of finding that you could have done better and your employer was disappointed in your performance.) Perhaps your first time away from home was an exciting or terrifying experience. Whatever, these “firsts” are sprinkled throughout our childhood and become defining moments in our lives that shape our character.
Louisa May Alcott’s story is about these very things: love and heartbreak, loss, freedom, and chasing dreams. It is in this way very much an adventure worth reading, for adventurous stories show us characters with strengths and weaknesses who face tests and character-defining moments. Hers is a story of more relatable and realistic adventure than I ever read about at ten years old.
I still love overtly adventurous stories of heroes testing their mettle against overwhelming odds or the mercilessness of nature, but it’s unlikely that I will be in a situation like that. The adventure of growing up however, never truly goes away; the heart-pounding, character-defining firsts just become more and more spread out as we age, but their significance becomes deeper and more influential on others around us. For instance, I vividly remember the emotion of my wedding day, as well as the birth of my son as being “firsts” in the continuing adventure of life.
Being a part of Petra has been yet another first facet of my adventure, which for me was when I directed Great Expectations five years ago on our stage. It was my first true production, complete with all the trimmings of a real theatrical performance. What makes that experience stand out in my mind as special was I got to be a part of the first Petra production for many of this year’s seniors; in fact, it was because of our shared experience of adventure that I chose this particular story.
In a way, Little Women is my homage to the many firsts that I’ve shared with our seniors over the past five and half years, and the many more that lie ahead in their paths. So, in the words of our narrator, Josephine March, “Thank you my friends, for sharing your lives…,” and allow me to dedicate Little Women to my first students.
Purchase your tickets for one of four performances of Little Women: Thursday, Friday, and Saturday evenings (March 1-3) at 7 p.m., or on Saturday, March 2, at 2 p.m.
As we prepare for the start of our re-enrollment period on February 15, we invite you and your family to consider anew your Petra expedition as a journey of pilgrimage.
In certain ways, this excursion will call you and yours to abandon the safety of the familiar, to leave the comfort of what you know in order to seek God’s presence in places you didn’t know existed. But as with any pilgrimage, this is a communal journey. We will travel this road together, fellow pilgrims on the same path.
In our 20+ years as a school, we have walked this land many times before, and using our experience and judgment, we’ve chosen our course through a time-tested curriculum that will be our companion along the way. Our route will follow some of the well-traveled paths, as well as some lesser known trails. At a few points we will settle down for a while to talk with the locals and get to know them and the way they see the world.
It is crucial that you remember the point of this pilgrimage is not an efficient rushing to the end, but to cultivate an attentive awareness that will transform us as we journey. Both ways of traveling will reach the journey’s end, but those who travel the second way will arrive with deeper knowledge, greater wisdom, and truer virtue.
In addition to a good map, we need to have a clear goal. Since we are a school, your students will certainly need to learn the facts and information of the books we read to complete various assignments, projects, papers, final exams, etc. But this is not the main goal. The best journeys are not the ones where we collect stamps in our passports, buy some souvenirs, and fill our Instagram feed with travel photos. Merely accumulating facts and passing tests is not the same as actually learning humanities, math, science, language, art, music; remaining unchanged by one’s study is not education, and change takes work.
The central goal of our course – of our pilgrimage – is to become obedient, faithful humans, who know Christ and imitate and enjoy him forever. It is entirely possible to graduate and fail to accomplish this ultimate goal, for the end of this journey is not a place but a person. What we seek is to know Christ and all his ways, to gain more intimate fellowship with our Lord, who walks with us through every part of the journey.
But we aren’t trailblazers or explorers. Rather, we are walking a well-worn path of pilgrimage and discipleship, a path traveled and worn smooth by many men and women who lived, prospered, and died long before we were born. They wrote most of the books we’ll read. They are not only our teachers, but our grandfathers and grandmothers, our uncles, our aunts, our siblings. They are our people, and as we travel, we will read of their own journeys along this same path. Their words will give us courage and hope in difficult times, and our voice will rise with theirs to give thanks at the journey’s end.
We invite you to join us not just for another year, but for classical Christian education’s long haul. Indeed, the journey is challenging, but the destination is second to none in terms of preparing students to live purposeful, godly lives.
Our Secondary students enjoyed Petra’s first ever Poetry Slam, an element of the House artistic competition. Students spent several weeks looking at the Fruit of the Spirit as described in Galatians 5:22 and were challenged to write a poem that reflected one or all of the virtues listed. Nineteen students took up the challenge and then presented before the student body, with two of our Humanities teachers scoring their efforts both in writing and presentation. Below are our 4th and 5th place poems.
Once in a land that was far, far away,
there happened a story, that is still told today.
It warns you of sin and toils of vice
and tell you how to do things that are nice.
Sounds cheesy, I know, but don’t let your eyes roll,
for there is much danger in no self-control.
There lived a man in the city of Sol,
whose unfortunate name was Abaddon Joel.
His parents didn’t love him from the day he was born,
so he was often left alone and forlorn.
No one was there to teach him good things,
like how to tie shoes, or how a bee stings.
But one thing that was never taught to Joel
was how to practice self-control.
Being alone to himself all day long,
he wasn’t like other boys, fast and strong.
He was more of the squishy sort, and by no means an athlete,
but rather enjoyed eating many a sweet.
His face would be stuffed to the brim with taffy,
after a few years, he became quite a fatty.
And nothing could be done for Abaddon Joel,
for alas, the man had no self-control.
Every day passed and he only swelled,
he could no longer fit the place that he dwelled.
Nor could he see his toes anymore
or walk up the stairs, much less to the store.
His stomach would rumble and tumble and roar,
but the idiot would only eat more and more.
Until his guts burst at the seams
as he persisted eating creams.
His insides then popped with a bang!
And as his intestines flew, the air rang
with the lesson that must stay in your soul,
for God’s sake, have a little self-control.
Otherwise if you do not,
and please don’t let this be an afterthought,
Control your will and avoid this sin,
and do a favor for that poor intestine.
Trembling hand holds steady flame —
The frozen flowers of haemetichue fall
Calmly, grey-haired savant ambles near,
Firmly grips shaking shoulder with a hand
While the other
Dusts the table top.
With a huff leans down and whispers
What this tongue can recite quite capably —
What my ear recognizes almost as a well-known
Tale known only well by two.
His voice sounds like a tuning radio —
And I tune him out. Amidst the
Vainly prescribed dull humming,
The blood-red tongue demands I pay it mind.
The steady flicker–that composed chide —
Is new to me, though I had long before
Taken to memory the script and
Listened to the words.
I hear the pepper-bearded man, but with
Renewed heart at last. Grasping
Steady flame with even hand,
I start my task anew.
Our Secondary students enjoyed Petra’s first ever Poetry Slam, an element of our House artistic competition. Students spent several weeks looking at the Fruit of the Spirit as described in Galatians 5:22 and were challenged to write a poem that reflected one or all of the virtues listed. Nineteen students took up the challenge and then presented before the student body, with two of our Humanities teachers scoring their efforts both in writing and presentation. Below are our 2nd and 3rd place poems.
Far back in the woods is a pond,
in a meadow of trees tall and old.
It ripples like glass and it shines as you pass,
it sparkles like gems set in gold.
In summer the meadow glows green,
with the songs of birds borne on the breeze.
The fish in the ponds swim so carelessly on,
and the warm sun shifts bright through the trees.
In fall the meadow is filled
with the colors of thousands of leaves.
Wind carries them down spiraling toward the ground,
drifting gently with grandeur and ease.
In winter the meadow is white,
with the ice glistening clear on the pond.
The barren trees shudder with snow that they bear,
that then tumbles on down through the fog.
In spring the great meadow revives,
as the life gently blooms ‘mongst the woods.
The blossoms fold gently from trees young and old
in this heaven of beautiful goods.
If ever you do find this place,
tucked far back in the woods and the hills,
come quickly and find me and show me the way,
to a home far from toils and ills.
He walked along and saw all he could see.
Within a hall of pictures, paintings, art.
They all held symbols of what he could be;
a man of God, or a man of his own heart.
One held an image of another man.
Whose vice was that he loved his looks too much.
To sit, to stare and watch, his only plan.
The viewer’s thought was how can art be such.
He walked along and saw another still.
Of man and wife whose house was filled with gold.
They would not stop and share a single bill.
The filled their days with all that could be sold.
The viewer’s heart was sad from what he saw.
Each man’s love was only for himself.
He thought that art should fill the eyes with awe.
So on he walked and muttered to himself.
Until he saw a painting of a girl.
She sat in rags covered with filth and mud.
Her hand stretched out beginning to uncurl.
A smile on her face began to bud.
Another man stood by and gave a gift.
He gave the little girl a little doll.
The critic’s prior thoughts began to shift.
His soul was not dejected after all.
He saw joy and love in many different forms.
But the last painting of the girl and toy.
Was a reflection of a truer form.
For all carry in their hearts love and joy.
So he took both and shared them all around.
But knew to question each of them in turn.
For it is our maker both be bound.
So ask if God is whom our hearts all yearn.
A distinctive of many classical schools is the incorporation of a House system, a program designed to develop community, camaraderie, and healthy competition within the student body. At Petra, that is the purpose of our eight houses: Avilion, Bedivere, Enid, Excalibur, Galahad, Gawain, Nimue, and Pendragon. These groups of students are integrated across the grades, incorporating 7th-12th grade students in each house, while also making each house co-ed. Students then have the opportunity to interact with other students that they don’t normally see during the day.
The houses compete for the House Cup through a series of fun competitions that challenge their athletic, artistic, academic, and dramatic skills in traditional and non-traditional activities such as relay races, paper plane building contests, and medieval games of skill and chance. The benefit of students engaging in these light-hearted competitions is that it gives them an opportunity to encourage one another.
Most recently, our Secondary students enjoyed Petra’s first ever Poetry Slam, an element of the artistic competition. Students spent several weeks looking at the Fruit of the Spirit as described in Galatians 5:22-23 and were challenged to write a poem that reflected one or all of the virtues listed. Nineteen students took up the challenge and then presented before the student body, with two of our Humanities teachers scoring their efforts both in writing and presentation.
The winning poem was “Love” by 11th grader Maya Moody, a villanelle poem describing the work of the Holy Spirit in restoration. The particular style of poem that she wrote has a notoriously difficult structure to follow, which gave her just enough of an edge to win the competition (we’ll post the 2nd-5th place entries later this week):
In fullest love the godhead hovering
With brightness cov’ring nothingness in light.
The breath ignites the formless man to life.
The sovereign unseen hand uncovering
The promised sons amid the starry night
The Holy Ghost restoring men from strife.
To fall from high for man’s discovering
With white-hot feathers on incarnate light
The breath ignites the formless man to life.
With snap and crack the hearts of men recovering
The flames baptizing them in burning white
The Holy Ghost restoring men from strife.
When uncouth Hebrew mouths are uttering
In foreign tongues the power of his might
The breath ignites the formless man to life.
The spirit o’er his church is hovering
With beating wings to fan the faithful light
The Holy Ghost restoring men from strife
The breath ignites the formless man to life.
Newsflash: we live in uncivil times (and I’m not even talking about war or terrorism). Consider the opening monologue at last night’s Golden Globes, or how a mention of Star Wars: The Last Jedi in a crowd might actually require The Force to make it out alive.
We live in uncivil times, and our kids take note of our reasoning, perspective, and tone in navigating them. This is the opportunity we have to shape their virtues and help them find their voices by way of all that is true, good, and beautiful. And now, more than ever, classical Christian education offers help in the midst of the milieu.
On the Friday before Christmas Break, I gave a 30-minute address to our 7th-12th graders on “Magnanimity” as the solution to our problem of incivility.
And on January 20, we look forward to co-sponsoring with our friends at Americans for Prosperity Foundation and Bridge to Wellbeing, actor Fred Morsell’s one-man performance of “Presenting Frederick Douglass.” Morsell, as Douglass, shows how he learned to read and write, making it clear that learning these skills were his keys to becoming free. I hope you and your family will join us.
Anyone who says classical Christian education doesn’t prepare students for “the real world” isn’t being honest about what “the real world” requires. Consider these words from “The Future of Democracy,” as published by The National Endowment for the Humanities:
If this is the work of citizenship, what intellectual resources do we need to carry it out? To make judgments about the course of human events, and our government’s role in them, surely we need history, anthropology, cultural studies, economics, political science, sociology, and psychology, not to mention some of the tools of math (especially for the statistical reasoning necessary for probabilistic judgment) and science, because governmental policy does intersect with scientific questions. If we are to make judgments about the core principles or values that should orient our judgments about what will bring about our safety and happiness, surely we need philosophy, religion or the history of religion, and literature. Then, since the democratic citizen does not make his or her judgments alone, or proceed to execute them as a solitary Prince Valiant, we need the arts of conversation, eloquence, and prophetic speech. Preparing ourselves to exercise these arts surely takes us back again to literature, and also to the visual arts, art history, film, and even music. In other words, we need the liberal arts. They were called the free person’s arts for a reason.”
Barely a week into 2018 and almost halfway through the school year, let’s recommit ourselves to teaching and training our students all that God has provided for what “the real world” requires. As we work together on behalf of our kids, I believe they will not be found lacking.