Paul Drake

The Sacred Synthesis: How the Church Transformed the Inherited Thought of Greece and Rome to Create Classical Christian Education

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In this seminar, we will survey the ways that the great ancient and medieval Christians transformed pre-Christian thought by sifting, synthesizing, and transforming it in light of the lordship of Christ the Logos and his gospel of redemption. We will consider a few of the great synthesizers: Augustine, Basil, Gregory the Great, and Aquinas as representative examples. We will note the ways in which Greek and Roman thought was rejected and the ways in which much of its thought and yearning was fulfilled in the Incarnation and founding of the church. We will note in particular the ways in which Christian education embodies this transformative synthesis.

Dr. Chris Perrin

Christopher Perrin, MDiv, PhD, is the CEO with Classical Academic Press, and a national leader, author, and speaker for the renewal of classical education. He serves as a consultant to classical Christian schools, classical charter schools, and schools converting to the classical model. He is the director of the Alcuin Fellowship, former co-chair of the Society for Classical Learning, an adjunct professor with the honor's program at Messiah College, and previously served for ten years as a classical school headmaster.

Paul Drake

Piling It On: Why Classical Schools Have Too Many Periods and Teach Too Many Subjects

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Slowly, we have been renewing the classical curriculum and recognizing that a culture of Christian love is the soil in which the liberal arts curriculum take root and flourish. As this renewal continues, we must look at the way we order and arrange the arts and subjects we teach. Is the eight-period day the best way to arrange study and learning? Is teaching 10 to 12 subjects properly ordering education to the nature of the student and the goals we seek? C. S. Lewis clearly thinks not when he advises that we should “teach far fewer subjects and teach them far better.” In this session, we shall explore the “wide curriculum” and propose some healthy alternatives to it. We will also examine several schools that are already adopting such alternatives and the fruit they are enjoying.

Christopher Perrin

Christopher is the CEO and Publisher at Classical Academic Press, and a national leader, author and speaker for the renewal of classical education. He serves as a consultant to classical Christian schools, classical charter schools, schools converting to the classical model and homeschool co-ops. He is the Director of the Alcuin Fellowship, former Vice-Chair of the Society for Classical Learning and previously served as a classical school head for 10 years.

Paul Drake

When Classical Meets Contemporary: What Do We Keep, What Do We Kick Out and Why?

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We regard the classical tradition of education as tried and true, the well-worn path of wisdom that we are wise to follow. We also know that just because something is old doesn’t make it best; nor is something that is contemporary necessarily bad. The reverse is also true: Just because something is old doesn’t make it bad; nor is something that is contemporary necessarily good. What then makes something good? The classical tradition has always extolled the true, the good and the beautiful, and has generally acknowledged them as transcending time. Are there any new insights into the good produced by our contemporary culture? Is there any recent research that validates and deepens our understanding of classical education? What trends, beliefs and practices produced by our current culture should be resisted? Are there some that can be embraced or co-opted? In this seminar, we will examine some major contemporary ideas that complement the ideals of classical education, as well as some that undermine them. We will examine trends in scientific research (cognitive science), technology, social interaction and assessment (testing and metrics). The seminar will conclude with some discussion about how we can wisely engage contemporary culture in our schools, allowing the ideals of the true, good and beautiful to help us assess, sift and create a rich school culture that is both classical and contemporary.

CHristopher Perrin

Dr. Christopher Perrin is an author, consultant and speaker, who specializes in classical education and is committed to the national renewal of the liberal arts tradition. He co-founded and serves full time as the CEO/Publisher at Classical Academic Press, a classical education curriculum, media and consulting company. Christopher serves as a consultant to charter, public, private and Christian schools across the country. He has served on the board of the Society for Classical Learning and is the Director of the Alcuin Fellowship of Classical Educators. He has published numerous articles and lectures that are widely used throughout the United States and the English-speaking world. Christopher received his bachelor’s degree in history from the University of South Carolina and his master’s degree in divinity and doctorate in apologetics from Westminster Theological Seminary. He was also a special student in literature at St. John’s College in Annapolis, Maryland. He has taught at Messiah College and Chesapeake Theological Seminary, and served as the founding Headmaster of a classical school in Harrisburg, Pennsylvania, for 10 years. He is the author of An Introduction to Classical Education: A Guide for Parents, The Greek Alphabet Code Cracker, Greek for Children, and co-author of the Latin for Children series published by Classical Academic Press.

Paul Drake

Teaching Is…an Art

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In 1950, Gilbert Highet wrote a book called The Art of Teaching. Highet was a well-regarded teacher of classics at Columbia University (a colleague with Jacques Barzun) and he knew very well that the teaching profession was rapidly be transformed into a science by his fellows at the nearby Columbia Teacher’s College. Highet was not at all convinced that teaching was or could be a science. He writes: It seems to me various dangerous to apply the aims and methods of science to human beings as individuals, although a statistical principle can often be used to explain their behavior in large groups and a scientific diagnosis of their physical structure is always valuable. But a “scientific” relationship between human beings is bound to be inadequate and perhaps distorted. Of course it is necessary for any teacher to be orderly in planning his work and precise in his dealing with facts. But that does not make his teaching “scientific.” Teaching involves emotions, which cannot be systematically appraised and employed, and human values, which cannot be systematically appraised and employed, and … which are outside the grasp of science. In this seminar, we will consider Highet’s contention that teaching is an art and contrast it to the scientific, technical approach of so much of modern education. We will consider several reasons why teaching is indeed an art, and explore those ways that science can inform teaching, without swallowing it whole.

Christopher Perrin

Dr. Christopher Perrin is an author, consultant, and speaker who is passionately commi ed to the renewal of the liberal arts tradition. He co-founded and serves full time as the CEO/publisher at Classical Academic Press, a classical education curriculum, media, and consulting company. Christopher serves as a consultant to charter, public, private, and Christian schools across the country. He is the former vice president of The Society for Classical Learning and the director of the Alcuin Fellowship of classical educators. He has published numerous articles and lectures that are widely used throughout the United States and the English-speaking world. Christopher received his BA in history from the University of South Carolina and his MDiv and PhD in apologetics from Westminster Theological Seminary. He was also a special student in literature at St. John’s College in Annapolis. He has taught at Messiah College and Chesapeake Theological Seminary, and served as the founding headmaster of a classical school in Harrisburg, PA, for ten years. He is the author of the books An Introduction to Classical Education: A Guide for Parents (Classical Academic Press, 2004), The Greek Alphabet Code Cracker (Classical Academic Press, 2008), Greek for Children (Classical Academic Press, 2010), and co-author of the “Latin for Children” series published by Classical Academic Press.

Paul Drake

Why a School without Schole (Leisure) is No School at All

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Our word “school” comes from the Greek word scholé which means leisure, refreshing conversation and activity–or restful learning. Ironically modern, American education is virtually anything but restful and so in a profound sense many American schools have ceased to be schools at all. In this seminar, we will trace the tradition of scholé and explore how critical it is that we recover restful learning and return scholé to our schools. We will also spend time discussing the practical ways that restful learning can be implemented in our schools and homeschools, from establishing restful (liturgical) routines and rhythms to selecting books and pedagogy that enhance contemplation and rest rather than cheat them.

Christopher Perrin

Christopher Perrin is the publisher of Classical Academic Press, a consultant to classical, Christian schools and the Director of the Alcuin Fellowship. Chris has taught at Messiah College and Chesapeake Theological Seminary and served as Headmaster of Covenant Christian Academy in Harrisburg, PA from its founding in 1997 until 2007. He received his B.A. in history from the University of South Carolina, his M.Div. from Westminster Theological Seminary in California and his Ph.D. in Apologetics from Westminster Theological Seminary in Philadelphia. Chris is the author of several books on classical, Christian education. Chris and his wife Christine live in Camp Hill, PA with their three children.

Paul Drake

G.K. Chesterson, The Educator of C.S. Lewis

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Christopher Perrin

Christopher A. Perrin is the publisher with Classical Academic Press, a consultant to classical, Christian schools and the Director of the Alcuin Fellowship with the Institute for Classical Schools. Chris has taught at Messiah College and Chesapeake Theological Seminary and served as headmaster of Covenant Christian Academy in Harrisburg, PA from its founding in 1997 until 2007. He received his B.A. in history from the University of South Carolina, his M.Div. from Westminster Theological Seminary in California and his Ph.D. in Apologetics from Westminster Theological Seminary in Philadelphia. He was also a special student in literature at St. Johns College in Annapolis. Chris is the author of the books An Introduction to Classical Education: A Guide for Parents, The Greek Alphabet Code Cracker, Greek for Children, and co-author of the Latin for Children series published by Classical Academic Press. Chris and his wife Christine live in Camp Hill, PA with their three children.

Paul Drake

The Recovery of Memory: Before We Forget That We Have Forgotten

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It used to be that students were capable of memorizing large amounts of important literature, Scripture, speeches and important information. If humans have not changed, and are still just as capable of memory, what has changed? Our educational culture, expectations and pedagogy. In this seminar, we will explore the way memory was used, developed and employed in the classical tradition of education. Participants may be surprised to discover that memory was not merely employed to store information–but also to nourish and cultivate the soul.

Christopher Perrin

Christopher A. Perrin is the publisher with Classical Academic Press, a consultant to classical, Christian schools and the Director of the Alcuin Fellowship with the Institute for Classical Schools. Chris has taught at Messiah College and Chesapeake Theological Seminary and served as headmaster of Covenant Christian Academy in Harrisburg, PA from its founding in 1997 until 2007. He received his B.A. in history from the University of South Carolina, his M.Div. from Westminster Theological Seminary in California and his Ph.D. in Apologetics from Westminster Theological Seminary in Philadelphia. He was also a special student in literature at St. Johns College in Annapolis. Chris is the author of the books An Introduction to Classical Education: A Guide for Parents, The Greek Alphabet Code Cracker, Greek for Children, and co-author of the Latin for Children series published by Classical Academic Press. Chris and his wife Christine live in Camp Hill, PA with their three children.

Paul Drake

Introduction to the Trivium

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It was a return to teaching the Trivium arts (grammar, logic and rhetoric) that started the renewal of classical education nearly 30 years ago. In fact much of the renewal of classical education can be characterized as “Trivium-Based Education.” This seminar is designed
for those new to classical education who need to understand the origin, development and modern recovery of the Trivium arts. In this seminar we will discuss the important of the arts as verbal arts that impart the mastery of language, and explore the place of these arts in the broader context of classical education that includes the Quadrivium, but also musical and gymnastic education. Finally, we will discuss the various ways the Trivium is being adopted and deployed in classical schools around the U.S.

Christopher Perrin

Christopher A. Perrin is the publisher with Classical Academic Press, a consultant to classical, Christian schools and the Director of the Alcuin Fellowship with the Institute for Classical Schools. Chris has taught at Messiah College and Chesapeake Theological Seminary and served as headmaster of Covenant Christian Academy in Harrisburg, PA from its founding in 1997 until 2007. He received his B.A. in history from the University of South Carolina, his M.Div. from Westminster Theological Seminary in California and his Ph.D. in Apologetics from Westminster Theological Seminary in Philadelphia. He was also a special student in literature at St. Johns College in Annapolis. Chris is the author of the books An Introduction to Classical Education: A Guide for Parents, The Greek Alphabet Code Cracker, Greek for Children, and co-author of the Latin for Children series published by Classical Academic Press. Chris and his wife Christine live in Camp Hill, PA with their three children.

Paul Drake

Eight Essential Pedagogical Principles

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In this seminar I will highlight eight important pedagogical principles that come down to us from the classical tradition, with a goal of showing how a deep understanding of principles will naturally lead to effective practices. The eight principles highlighted will be: festinal lente (make haste slowly), multum non multa (much not many), repetitio mater memoriae (repetition is the mother of memory), cultivation of wonder and affection, virtue education, songs, jingles and chants, embodied learning, contempation and socratic discussion.

Christopher Perrin

Christopher A. Perrin is the publisher with Classical Academic Press, a consultant to classical, Christian schools and the Director of the Alcuin Fellowship with the Institute for Classical Schools. Chris has taught at Messiah College and Chesapeake Theological Seminary and served as headmaster of Covenant Christian Academy in Harrisburg, PA from its founding in 1997 until 2007. He received his B.A. in history from the University of South Carolina, his M.Div. from Westminster Theological Seminary in California and his Ph.D. in Apologetics from Westminster Theological Seminary in Philadelphia. He was also a special student in literature at St. Johns College in Annapolis. Chris is the author of the books An Introduction to Classical Education: A Guide for Parents, The Greek Alphabet Code Cracker, Greek for Children, and co-author of the Latin for Children series published by Classical Academic Press. Chris and his wife Christine live in Camp Hill, PA with their three children.

Paul Drake

Learning to Love What Must Be Done

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I am sure that most of you, like me, have fought hard to overcome a perpetual desire to relax and procrastinate when important tasks loomed. Those of you who have never battled with procrastination – well, your problems are obviously of another sort.

In college, I recall several who transformed the practice of putting things off into art. Do you remember the guy in your dorm hall who wouldn’t begin his term paper till the night before it was due–and somehow still got an A? These types make it tempting for all of us.

The etymology of procrastination is worth examining: the word comes from the Latin pro (for- ward, on behalf of) and cras (tomorrow). Therefore, at its root, the word means pro-tomorrow. Remember the maxim of the slacker: Why do today what you can put off until tomorrow? In contrast, we find encouragement of a different sort from the German poet Goethe: Cease endlessly striving for what you would like to do and learn to love what must be done.

 I can sure do with a little more Goethe; and I am forced to reason that my children must need his advice, too. Many voices call for our attention- -and not all of them bad. Sure, there are the typical scoundrels calling for us: hours of mindless TV programs, online surfing and chit-chat and other forms of “entertainment” that do little to exalt our minds or souls (no wonder Christopher Wren called TV “chewing gum” for the eyes). There are some good TV programs available too–some unusually good programs on the History Channel (but also some weird ones). We must admit, too, that amidst the ocean of drivel on the internet there are some exceptionally good sites and resources. Rejecting good things for what is best can be sorely difficult– should the family stay home tonight or take off for a church service or activity? Finding a routine helps – for the routine answers the questions before they come up. Yes, we are going for a walk this afternoon – we always do. Yes, we will start homework after dinner – that is our routine. Crafting the routine, of course, is not necessarily easy. I know many families have great, thoughtful, tested, and re-tooled routines (could you send me a copy?). Some families with younger children (or maybe only one young child) are probably still working on crafting a family rhythm and pattern. Establishing a routine that works well is an ongoing enterprise that keeps answering the question of what must go, stay, or be added. Once we have created a workable routine, another challenge becomes clear. How do we maintain momentum, energy, stability, and peace? At least part of the answer comes from Goethe: We should love those things we must do. Once our daily tasks become beloved tasks, the routine becomes less routine. This, I believe, is something we can pass on to our children, like an attitude, for Goethe is encouraging a mindset not an activity. If they see some measure of joy as we cook, clean, mow, and repair, they are apt to find it easier to love (in a manner of speaking) clearing their plates, bathing, and doing homework. Strange as it is, they usually grow up to be like us.
 

Education, after all, is largely a matter of routine. Nothing is mastered without regular visitation, review, and study. And education never stops. If we can, we should cast the work our students do as a labor of love, a life-long love, and we should love what they do, too. Education will have its high moments, its epiphanies, breakthroughs, and moments of joy–much like a marriage. But the larger tranquility of a good education comes from the regular labor of worksheets, translations, and reading assignments, in the same way a good marriage grows on preparing a meal, raking the lawn, and taking a walk.

Once we have created a routine and learned to love it, we can also find yet even further comfort in knowing that a regular part of our routine must be to break from it. We call these breaks of routine by various names, such as “dinner out,” “weekends,” and “vacations.” These can be holy days in their own right, those special routines that are special largely because they are not daily, and because they are a ritual of celebration. And we celebrate with the most poignant joy when our work is done (the hay is in the barn, the homework is all done– let’s go to dinner). Put another way, when we work well, we rest well.