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When Will I Ever Use This?

10/4/2021

Higher level math tutors are accustomed to hearing this question/complaint on a regular basis. It may come when a student encounters something in his own studies which he fails to understand.   Alternatively, the question may arise, not out of confusion, but out of sheer curiosity. After all, the student thinks, I’ve never seen either of my parents using trigonometry in day to day life.
            When will I use this? The same question is asked another way each time an adult sarcastically praises these courses as they wade through schedule after schedule of IRS forms. Surely, time would be better spent on practical things! Budgeting, taxes, retirement planning, and the list could go on and on. And on first blush, this seems rational enough. Running a household budget and managing finances are all things a person should learn how to do and they will all but certainly come in handy.
            So why hasn’t Algebra been replaced with Consumer Mathematics? After one learns the four basic operations, why not offer students a Dave Ramsay course and be done with the matter? Is it because there is a chance the next great architect is sitting in the classroom? Engineer? Some teachers will offer this as an answer. And indeed, these math courses will hold a practical benefit for those pursuing those careers.
            In the end, however, math occupies a more dignified place than utility. Humans are prone to spending exorbitant amounts of time on what Plato called “the realm of becoming.” Meanwhile, precious little time is spent on “the realm of Being”. The former is the realm in which things come and go. The latter is where ideas permanently exist. Our occupation is all too often on the changeable world all around. Our attention and focus is on how to manipulate it to best serve our interests. For example, family conversations about how to spend advances on tax refunds illustrate care and concern for current circumstances. In order to do this, practical math is used. Debt is weighed against income and investments for the future are considered. What good is Euclidian Geometry at this point?
            The answer to that and similar questions is that math turns our minds and souls toward that which “is”. It directs us toward those things which are permanent and abiding. At the top of this list, is Truth itself. Seeing how this works is easy enough. In simple arithmetic, we find absolutes. 2+2 is and always will be 4. As math progresses, the student delves more and more deeply into fixed laws. There can be no question but that the awareness of such laws, the understanding of non-perishable, unchanging ideas, turns the mind toward changeless realms and a mastermind Creator. One area in which this is seen is the Golden Ratio. As a student explores the natural world, the most beautiful buildings, and even the Milky Way, they discover the imprint of this ratio everywhere. It remains a clear sign of divine order-something which points beyond itself.
            Ultimately, math prepares the student for philosophy and theology. Whether either is ever pursued in earnest, the possibility is still there and the groundwork for understanding a God who is changeless and beautiful is laid. In a classical Christian school, our primary endeavor must be to cultivate students in virtue. Turning their minds toward Truth, Beauty, and other permanent ideas ( and as a result, Christ), allows an academy to utilize yet one more tool at our disposal in raising godly young men and women. Put simply, math (and especially those higher maths which may seem useless) turns us toward the Author of its laws. That is the reason why all students should learn it. As Plato reasoned, “It’s hard to trust that in these studies a certain instrument of everone’s soul-one that is destroyed and blinded by other practices-is purified and rekindled, an instrument more important to save than ten thousand eyes. For with it alone is truth seen.” (Republic VII: 527e)

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Beginning With the End in Mind

10/9/2019

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Beginning With the End in Mind (or How I spent my Summer)

  At CHA, and indeed in Classical Education generally, it is often said that we seek the True, the Good, and the Beautiful. These sometimes seem like nebulous terms, but there are moments when a glimpse can be seen of that which we seek. For Aristotle, the “telos” or “end” was that for the sake of which something is done. This summer a group of CHA graduates met to reread and discuss Plato’s Republic, a book which is read by CHA high school freshmen. It is a difficult book, full of challenging questions and sometimes disquieting proposals; however, the questions it raises are timeless and often fully appreciated only after years of consideration. After four years of Great Books classes, seven CHA graduates (classes of 2017 and 2019) recognized the pivotal position this text holds in the program and in the Western Tradition and desired to read it again with their four years of Great Books experience behind them. During the discussions that ensued, “that for the sake of which” began to emerge.
                The graduates had vague recollections of reading the Republic, and fond memories of fruitful discussions under the skilled tutelage of Mr. Jenkins in ninth grade, at a time when they were first being introduced to the greatest thinkers of Western Civilization. This time they recalled and further reflected upon key episodes, such as the divided line and the allegory of the cave; they considered the proposal that justice in a city and in a man requires the rule of reason over spiritedness and passion and that proper balance results in a just city and a just soul. Ultimately, they proposed that the perfectly just city and soul can only be realized in heaven. They also “entertained without accepting” (the mark of an educated person, according to Aristotle) Plato’s more challenging proposals such as the comingling of men and women in training for guardianship; the dissolution of the family; the noble lie, in which children are told that their souls are made of a particular metal which corresponds to their role in the city; and the elevation of the philosopher to king. These proposals were first considered in order to be understood and then challenged based on consideration of other authors such as St. Augustine, John Locke, Rene Descartes, and Holy Scripture. In the end each participant was able to fully contemplate what is Just and how it relates to what is Good.
                The ability and humility before a great text that the graduates exhibited does not emerge in a vacuum. Before reading the Great Books, many good books must be read, and literature is at the heart of the CHA program. While learning history, CHA students encounter good literature, stories which exercise the imagination and give life to the story of Western Civilization…in other words, their story. Main idea sentences, challenging though they may be, give rise to the ability to determine an author’s message. Presentations in front of the class, with all of the nerves which accompany them, prepare the student to express his or her thoughts articulately to others. The study of rhetoric solidifies this skill. Every essay written, for all of the blood, sweat, and even tears, sharpens the students’ skills of understanding an author and assimilating his views into the student’s own. In short, the CHA liberal arts program, every piece of it, prepares the student for the kind of humbling and challenging reading the graduates not only are able to tackle but choose to tackle because they know that it is Good.
                It’s hard to homeschool, and even harder to homeschool classically. For parents there is blood, sweat, and tears as well. Along the way, however, there is wonder and joy as we encounter the education most of us never had. And the telos, that for the sake of which, is humble, articulate, godly adult children who seek for themselves the True, the Good, and the Beautiful. Seven such young adults who stayed the course have shown what is possible when the classical, liberal arts program is embraced. They engaged together in dialectic, or reasoned discussion, the heart of the Great Books program. And together we had a glimpse of “the idea of the good…the cause of all that is right and fair in everything” (The Republic of Plato Book 7 517a). And this glimpse is available to anyone who chooses to seek it.

- Amy Bittner, Senior Seminar Tutor and former Great Books Tutor

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Great Books Education

7/10/2019

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Sometimes words or phrases are repeated so often that they lose their meaning. In other cases, we may falsely assume we know what is meant by a given expression because we’ve heard it so often, yet never actually understood it. Perhaps, one of these descriptions is true of you when you hear the words “Great Books Education”.   Precisely, what does that mean? A great books educations is one in which the student is steeped in the ideas and ideals that have shaped Western Civilization.

By the time most students reach 9th grade, when the Great Books begin being read, they are well into the Logic stage of learning and headed toward the Rhetoric stage. They have learned, or are in process of learning, how to properly argue and are ready for the material which of perennial importance.   Those materials are made up of the best and most important pieces of literature written during the last 2, 800 years. In these works, the student is exposed to virtue, piety, faith, democracy, tyranny, freedom, war and peace, truth, love, happiness, desire, and a host of other topics of ongoing significance. The Great Books education seeks to teach the student what was thought at various times and diverse places about any of these important ideas.

But more than just reading and listening, the Great Books education gives the student the opportunity to formally engage the writings of each author. After effort is made by the students and tutor to determine what a writer has to say, the Great Books class has the task and privilege of discerning the importance of that author’s contribution to our present time. Not whether or not there are worthwhile thoughts present (that is almost always the case!). Instead, the focus is on seeing how things we take for granted came into existence. For instance, the Republic of Plato has an extended section on the importance of arithmetic. Many students have asked over the years, “when will I ever use Algebra”? The savvy parent or tutor will have some ready examples of when it’s practiced and may well be able to build a justification for the central role of math in most curricula. But in all actuality, math gained its place not by usefulness (though it certainly is), but because of its effect on the mind and soul. As we learn and contemplate the fixed, eternal laws of math, our souls and minds are drawn upward toward those lofty heights where He Who Is, reigns. While many modern schools teach math for its usefulness they have forgotten why it is such an honored field: it actually draws us closer to God. Plato recognized that 2,400 years ago. Our students are given the chance in great books to read, discuss, and then write about this great idea and see the origins of math’s centrality.

Flowing from this idea, a Great Books education acts as a protection against modern dogma. That is not to insinuate that there aren’t good modern ideas. It is, however, to point out that we tend to be creatures of our time. We are prone to seeing this or that idea a certain way and no other option is admissible. In the example above, math has come to take on a utilitarian function. Reading the Great Books reminds us that there is more than one way to view the study of arithmetic. Further, they remind us that our own narrow view, in one time and in one place, may, and often does, exclude a fuller and more beautiful view of the whole. Another example worthy of consideration is the unquestioned place we moderns give to technological development. Practices along the lines of cloning, embryonic stem cell research, or abortion are generally accepted in our culture. The very fact that we can do something means we should do something. A great book education gives the student pause to inquire about this idea’s appropriateness. Page after page reflects the lofty, God-given status of humanity. It would be difficult to imagine a graduate with a Great Books education supporting anything that trivializes the origins and beauty of human life. The Great Books student is equipped with the tools to counter can with should.

Lastly, the True, Good, and Beautiful are revealed to the reader of Great Books. We seek to have our entire being made alive and set free by truth. Our longing is that all idol forms and error will perish, that they will flee from the Truth’s glorious light. Pilate famously asked “quid est veritas?” “What is Truth”? The answer to this question is “the result of our mind being in accord with reality”. Simply, by reading the Great Books we allow the greatest minds in history to teach us how things are. Goodness is seen in each thing maximizing its God-given potential. Everything has an end or a purpose. The acorn develops into the mighty oak; the human becomes one who glorifies God and enjoys him and all his benefits. The Great Books are filled with characters, arguments, and stories which teach men their purpose. Despite Odysseus’ self-inflicted problems, he and Penelope stand, not only to couples but to all, as models of fidelity. Faithfulness is a key component to the good life-the life God intends for us.   Finally, Beauty inspires wonder. Therefore, it is the prerequisite for much, if not all, of learning. Examining, for instance, the poetry of the Great Books curriculum, beauty emerges from the harmony and proportion it exhibits. These attributes of beauty draw us further in to the message being communicated by luminaries like Homer, Virgil, and Dante.

There is yet much more to say about the Great Books education. For now, suffice it to say that this curriculum allows students to listen in on, and then participate in the Great Conversation. The wisdom of the ages then informs the mind which is at risk of falling prey to the errors of a given generation. Ultimately, this education leads to Christ-the source of Truth, Beauty, and Goodness.

--Bill Jenkins, Headmaster

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Our Roman Adventure...

6/5/2019

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Several weeks ago, I, and twenty other CHA parents and juniors/seniors, returned from Rome. One person called it “the greatest homeschool field trip ever”. Seemingly every day presented a fresh thing for admiring, a new wonder for gazing. Gasps, hand covering of the mouth, barely audible exclamations, and virtually every other method of expressing astonishment were the norm. Each corner turned, every sanctuary entered, presented wonders nearly unspeakable. At times, we asked our tour guide questions. But frequently, silence and awe were first reactions. Multiple attendees verbalized as their primary regret having to leave so soon.
In short, this was an unforgettable trip. To the Board of Directors for their great support, to families who participated in fundraisers throughout the year to make the trip more affordable, and to my wife Allison for retrieving important documents and generally being a steady force in planning, I give thanks. It doesn’t seem like enough in light of the trip’s magnitude. But you all are appreciated more than you could possibly know.
Some of you may ask, “why did we go on this trip”? After all, it was expensive. It was also something CHA had never done before. So, why? There are several reasons we visited Rome and plan to return in 2021 with our current freshmen and sophomores. First, Rome is the center of Western Christianity. Whether Roman Catholic, Protestant, or Evangelical, we have our roots in Rome. Our tour included more churches than I can count. I will say more about them below. Without doubt, visiting, praying in, and tracing the biblical story in art, was a spiritual experience. Spending time before the tombs of Peter and Paul, as well as the chains which held them in prison, was incredibly moving. Crawling up the Holy Steps which Constantine’s mother, S. Helena, brought to Rome from Jerusalem, all while staring at an inscription above which quoted Isaiah “He was wounded for our transgressions...” pierced to the very heart. Countless other things could be recounted. Suffice it to say someone called it something of a pilgrimage. I don’t think that person was wrong.
Our academy is also classical. As such we draw on the wisdom and history of ancient Greece and Rome in many respects. The time spent at the Roman Forum, Colosseum, the gate of Constantine, as well as the Pantheon, afforded us the opportunity to witness the ruins of a civilization to which our culture is indebted. Aside from grand ideals enshrined in our society, like democracy and freedom, our greatest architecture is a testament to Greco-Roman greatness. We also stood in the spot where Charlemagne was crowned emperor. Seeing the birthplace, or at the least place where many important ideas and philosophies were nurtured, served to make concrete much of what has been learned in the student’s time at Christiana.
There is art everywhere in Rome. We saw the anguish of Michaelangelo’s La Pieta, Bernini’s Ecstasy of St. Teresa, the Trevi Fountain, obelisk’s imported from Egypt, and so much more. One of the books which floats around Christiana is called Awakening Wonder. I’m quite confident that student and parent alike experienced this phenomenon. Being in Rome, surrounded by beauty, the soul’s yearning for the source of that beauty was indeed awakened. Perhaps, the words of one of our seniors best summarized this. Julia Lohrmann said, “Why can’t they make churches like this in America”? I have several theories. Whether they are correct or not, the question’s foundation is accurate. There are few places to go in the world where the art and architecture is so moving-and they are not in the United States.
Beyond all this, trips like this are the kind that can cement friendships for a lifetime. It is certainly my hope that the week spent together at places like the Sistine Chapel, Piazza Navona, the Catacombs, and, of course, in all of the authentic Italian restaurants talking over great food, is something all of our students will remember fondly for a lifetime.

--Bill Jenkins, Headmaster

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Meeting Some Remarkable Guys! ...Kim Jernigan

11/8/2016

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I was recently asked an odd question concerning my homeschooling. That question caused me to really think. The question was ‘aren’t you looking forward to being done homeschooling so that you can read what you want and catch up on TV?’ Hmmmm…I have homeschooled for 20+ years and I must say that it has been the HARDEST job that I have ever done. Being responsible for teaching my kids to read, for mapping out their curriculum, for making sure they knew math and science…I could go on and on. It is not a task for the faint of heart. My book shelves are bulging with curriculum, some well-used and some never used as those books weren’t worth opening.

But there are a couple shelves containing books that are so worn that the bindings are nearly gone, the margins are no longer white because of the comments in the margins, and some of the pages are missing because they fell out. Those are the ‘great books’ that made it onto our co-op’s list of great reads throughout history. Aristotle, Homer and Plato made the list. Virgil, Shakespeare, Plutarch and Livy show up in 10th grade. Boethius, Dante and Twain entertain and challenge our 11th grade and finally in 12th grade, we have the likes of Pascal, Descartes, Swift and Paine. The friend who asked me this question about finally ‘reading what I want’ has heard me talk about these books. I can’t say I’ve read them through all the way…chapters, sections, and synopses here and there. I’ve talked with my children about these books and have learned a great deal through ‘chewing’ on the words of these authors of old. And then there is summer reading. My book list is long…it seems to grow exponentially and bookshelves overflow. Ayn Rand has been a favorite recently and Twain is a favorite ‘go to’ author. I currently am working through Federalist Papers and none of this writing is easy to read and process.

But as my friend realized, my days of homeschooling are just a few years from being over and then I can read what I want. However, I have been to the fountain. I have learned from the best. I have seen words woven together in such a way that I can’t leave them behind. I come to a fork in the road. I could return to mindless fiction for a steady diet of information or I can continue to meet with the great voices of history and delight in a hearty diet of great words!

You see, my children have been classically educated. This type of education is reaching the WHOLE person and in my situation, it has reached the WHOLE family. As my children have read and I have read, we have engaged in rich discussions, asking questions and pursuing truth. The structure of a classical education involves educating children appropriately according to their age and stage of development. But this education also involves integrating subjects and making connections. Our current government run education involves compartmentalizing everything. You take math, you take science, you look at a portion of history. But with a classical education, we want to work through history and understand how science was influencing a culture, why different people groups were fighting, how the church was being persecuted and changing. And, this is just the tip of the iceberg. We want our students to question, to debate, to draw conclusions and ultimately to find truth. There isn’t a different truth for each person that lives in the world. There is THE truth and we are on a path to discover that truth. From the moment a child enters Kindergarten until they take the stage for their Senior Thesis, we want them to grow in the truth and knowledge of Jesus Christ and to know how to think and affect the world around them.

So, back to the question at hand. What will be on my reading list in a couple years? I can’t say for sure, but I can say with certainty that I have met some pretty remarkable guys…Plato, Homer, Virgil, Twain, Dickens, Franklin…I think that I want to hear from them and chew on their words a bit longer. I’ve been classically trained myself over these last 10 years and I don’t want to stop.

Won’t you join me?

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When Will I Ever Use This?

Beginning With the End in Mind

Great Books Education

Our Roman Adventure...

Meeting Some Remarkable Guys! ...Kim Jernigan

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