THE CLASSICAL VOLUME 2, NUMBER 3 | FALL 2016 BRINGING LIFE TO THE CLASSROOM TM

Differ$2.95 ence

COMMON CORE’S FIVE-WAY POWER PLAY p. 10 • Fact and Fiction about the CC • Cracking the CC Mission • CC and Your Child’s Love of Learning

ALSO... The Amanda Watson Story p. 28 The Fair Market Value of Classical Ed p. 24 Goals for the First 100 Days of School p. 7

ClassicalDifference.com The CLASSICAL The slightest knowledge READER of a great book is better 2 than the greatest A Comprehensive Reading Guide for knowledge of a slight K–12 Students book. —Aquinas Leslie Rayner and Dr. Christopher Perrin

n this information age, it’s sometimes hard to know how to choose from the sea of options and resources that present themselves at every turn. When you are choosing what books your Ichildren will read, the stakes are especially high. That is why we have put years of research into The Classical Reader, collecting and analyzing the K–12 reading recommendations of classical educators from around the country, seeking those readings that have been important and pleasurable to generations of students. This pithy book includes recommendations for reading at each grade level, noting each selection’s level of difficulty and genre. The Classical Reader provides a way to keep a record of what your student has read and will also help you to plan future reading. This book is a valuable resource for every school and family for everything from book reports to reading for pleasure. The Classical Reader is a veritable cave of dragon loot, an embarrassment of riches that will provide years of instruction and delight and help to instill a lifelong love of reading.

A sortable online version of The Classical Reader is available at ClassicalReader.com

ClassicalAcademicPress.com Classical Subjects Creatively Taught 2 The Classical Difference THE CLASSICAL BRINGING LIFE TO THE CLASSROOM Providence Classical Christian School, Kirkland, WA Difference Table of Contents

ON THE COVER: Common Core’s Five-Way Power Play...... 10 Goals for the First 100 Days of School...... 7 The Fair Market Value of Classical Education ������24 Letters The Amanda Watson Story...... 28 We welcome letters from our readers! Visit ClassicalDifference.com/letters. INSIDE: The Unfortunate “Liberal Arts Education” ������������ 4 What's Online? Set Apart...... 6 • About Classical Christian Education Letters & Notes...... 9 • Latest News • Videos and Blogs Mock Trial...... 18 Parents Speak...... 22 Carpe Diem Down the Hallway...... 26 (LATIN EVEN MOM & DAD KNOW) School Snapshots...... 32 Help your child seize the day! Support them by learning ACCS Member Schools...... 34 more about classical Christian education. Find more, read more, and know more by visiting our website. The Carpool Lane...... 36 Times & Seasons...... 37 ClassicalDifference.com Parting Shot...... 39 NOTE: All citations, where necessary, are at ClassicalDifference.com/fall-2016-links disco. scio. vivo.

THE CLASSICAL DIFFERENCE: Vol. 2, No. 3, Fall 2016. EDITOR IN CHIEF: David Goodwin. MANAGING EDITOR: Stormy Goodwin. DESIGN: Han- nah Grieser, Valerie Bost. COVER PHOTO: Val MacMahon. CIRCULATION: Beverlee Atwood. CONTRIBUTORS: Christopher Perrin, Amy Burgess, Sandy Watson, Jeanette Faulkner, Will Frazier. ILLUSTRATIONS: Hannah Grieser. COPY EDITORS: Deb Blakey, Susan Herrick. INFORMATION: The Classical Difference is a publication of the Association of Classical and Christian Schools (ACCS). Views expressed in The Classical Difference do not necessarily represent the views of the association or our members. Our goal is to inform and expand the community of supporters of classical Christian education. The Classical Difference is published four times a year and is mailed, at the request of member schools, to parents who have enrolled in ACCS member schools. If you do not wish to receive this publication, please contact our offices at the email address below. If you wish this publication to be mailed to a friend or relative, please contact us. Gift subscriptions are available. ADVERTISING: [email protected]. SUBMISSIONS: The Classical Difference welcomes your submissions. If you have a quote, story, article, photo, letter or other submission, visit www.ClassicalDifference.com/submissions or www.ClassicalDifference.com/letters. Submissions may or may not be published or compensated. Compensation is dependent upon length and placement. CONTACT: [email protected]. COPYRIGHT: ©2016 by the Association of Classical and Christian Schools (ACCS). All rights reserved. A publication of the ACCS. WEBSITE: www.ClassicalDifference.com. ■ WELCOME TO THE CLASSICAL DIFFERENCE

The Unfortunate “Liberal Arts Education” What’s in a word?

pursued business. When I found “clas- sical Christian education” (CCE), the sound of its close relative, “liberal arts education,” made me assume that it must be as impractical as you can get. Even today, though I have learned what the words really mean, I struggle with the term because I know that newcomers have to shovel past the name itself. If we were to analyze the phrase “lib- eral arts education,” “liberal” is the word furthest from the mark. Today, it refers to left-leaning progressives, socialists, and those who think “protest” is a profession. Wherever you stand politically, none

Dominion Christian School, Oakton, VA of these are related to the original term. Originally, “liberal” referred to the educa- tion of free-thinking people. This was op- posed to “slavery.” Servants, slaves, mer- chants, soldiers, and guildsmen practiced the “servile [service] arts.” You didn’t want any of these guys to think for themselves. That kind of thing was just asking for a re- volt. Back then, those who were educated “liberally” were leaders and thinkers who needed to be wise, and needed to per- suade others to follow them. Enter the Protestant Reformation. If every man is liberated in Christ, we have a new responsibility. When America was “There was a boy called Eustace Clar- “liberal” as opposed to conservative, founded, our Protestant fathers realized ence Scrubb, and he almost deserved it.” “arts” as a euphemism for joblessness, that farmers, brewers, cobblers, and —C.S. Lewis, and “education”—a hoop-jumping, bankers also moonlighted as the king. So, The Voyage of the Dawn Treader time-passing exercise everyone needed to have that consumes the first liberal (think-for-them- Dig up a treasure, and you quarter of your life. I Farmers, brewers, selves) minds. In those even knew better, but it cobblers, and days, it simply wouldn’t have to clean off some mud. didn’t help with my first do to have a population The first words I heard when I impression. bankers also of sheep in a democra- asked, “What is classical Chris- My loves in high moonlighted cy. Come to think of it, tian education?” were, “It’s school were history as the king. it doesn’t work very well and chemistry. I chose now, either. like a liberal arts education.” chemistry in college be- “Art” is the most My mind locked immediate- cause it seemed more practical. When it deeply corrupted word of the three. ly on an unfortunate image: turned out not to be practical enough, I “Starving artists,” “art for art’s sake,” and

4 The Classical Difference WELCOME TO THE CLASSICAL DIFFERENCE ■

“modern art museums” come to mind. virtue. There were plenty of skills to be Christian universities, which have long Savor the impractical! Two hundred years learned in school, but those skills became hired professors educated in progressive ago, art was simply anything created by knowledge that was put to use in the exer- systems, have liberal arts programs that a human for a purpose—very useful and cise of the mind. It was an active process fail to represent the classical understand- beautiful stuff. Those who created paint- that involved Socratic discussions, deeply ing of liberal arts. ings, sculptures, and litho- important literature, trained Unfortunately we can’t choose our graphs were artisans who logic, debates, philosophy— names. And, unfortunately for Eustace decorated things. Other arti- “Education” most of all, it was formative and the liberal arts education, you just sans made carriages, barrels, as a word in the souls of the students. have to make the best of it. So now that or bound books. Engineer- was simply But the Eustace Scrubb you’ve bought the field and dug past the ing, medicine, computer pro- problem gets worse. Because mud that is the “liberal arts” name, I think gramming, and high finance hijacked. nearly all collegiate educa- you’ll look into the box, as I did, and find are some of today’s “arts.” But tion was liberal arts edu- something well worth pursuing. the specific category of “liberal arts,” then cation until a century ago, the “Liberal — David Goodwin and now, speaks of the set of tools used by Arts” name has been infected by the pro- free men to lead and live wisely. gressive takeover of higher education. “Education” as a word was simply hi- How do we know ultimate or tran- My sons ought to study mathe- jacked. What we call education today is scendent things? Nowadays, it’s through matics and philosophy, geography, really just data and skill transfer. Solve reason only, with no place for moral dis- science … and commerce in order this equation, factor that polynomial, cussions which must, in the end, involve to give their children a right to study name the U.S. presidents, read and re- divine revelation. What is an author painting, poetry, music, architecture, port on this, do that worksheet .... saying? Enter “higher criticism” and “de- statuary, tapestry and porcelain. Education was once much bigger. It constructionism.” Is it true? Who knows, —John Adams involved the cultivation of wisdom and since truth is a personal thing. Even most

Vol. 2, No. 3 | Fall 2016 5 ■ SET APART

Through the Looking Glass

■ LOW LIFE FOURTH GRADER, REPORT- ING HIS OBSERVATION OF THE CLASS FISH TANK: “The goldfish is bigger, but the bottom feeder is the one in charge.” Bacon Is My Beatrice TEACHER: “Son, it’s like that even outside the Teaching the Divine Comedy to his students at Petra fish tank.” Academy in Bozeman, MT, Sam Koenen was trying to convey —Anonymous how the pilgrim Dante sees Beatrice sacramentally. Strug- gling for a way to explain to them how sacramentalism works, he drew on the Jim Gaffigan routine about bacon (“the most beautiful thing on earth”). This: ■ WHAT NEXT!? An 8th grade class discus- The pig is an amazing animal. You feed it an apple, it makes sion about authority led to the bacon. The pig is turning an apple, essentially garbage, into ba- topic of asking “why?” when con. That’s magic …! bad things happen. The teacher suggested that in- ■ “NOT ANOTHER SELFIE!” One of the stead of asking God or students said, “Mr. other authority figures Koenen, it sounds like “why?” we should ask bacon is your Beatrice.” “what next?”. “Well, yeah,” the teacher said. Later, the teacher gave them instruc- So they made him a bumper tions for a large project. sticker. And they made one for CHEERFUL STUDENT: “What next?” the author of How Dante Can TEACHER: “Thank you!” Save Your Life. It will be on the STUDENT: “Now can I ask the au- bumper of a certain 2007 Hon- thority figure why?” da Accord before sunrise Mon- —The Ambrose School, Meridian, ID day. Thanks, y’all!

“Bacon Is My Beatrice,” by Rod Dreher, April 9, 2016. Submissions To submit a story or quote, go to —Angie Brennan ClassicalDifference.com/submissions. Rockbridge Academy, Published submissions in the “Set Apart” Annapolis, MD section are worth $25 in lunch money.

6 The Classical Difference SET APART ■

Century Watch DIY Parenting This year in history: 1516 Goals for the First 100 Days of School Haw River Christian Academy, Pittsboro, NC

Ad Fontes Academy, Centreville, VA IT ALWAYS SOUNDS YOUR TUITION DOLLARS BETTER IN LATIN. CAN BE AMPLIFIED BY “Novum Instrumentum Omne” or “The Entire THESE 5 SIMPLE STEPS. New Testament” is the name Deciderius Erasmus gives to the first published Greek New Testament, printed in 1516. Within the first three And according to Erasmus, the best way to ensure accurate months of school, there’s understanding is to go back to the source. Ad fontes. It’s a good chance you’ll be Students an important component of classical thought. Ad Fontes called on to bring treats, whose families Academy in Centreville, VA, gets an honorable mention provided the right here for naming their school after it. (And for again proving monitor recess, help in the that Latin just sounds good.) pickup line, or man con- kind of support were Erasmus, a Roman Catholic, spent countless hours as- cessions at the big game. almost always at sembling the new translation. The Vulgate, translated from But just what kind of support can the top of the Greek to Latin, was the official Bible of the Roman Catholic parents provide that makes the big- Church. Pieces of original Greek manuscripts were scattered gest difference? After serving thou- class. throughout the Eastern and Western world, each with vary- sands of parents and students in my ca- ing degrees of accuracy and wear. Erasmus contributed to the reer as a headmaster, and visiting dozens of Reformation by finding and researching Greek manuscripts classical Christian schools, here are my observations.

[Continues on page 8 ...] [Continues on page 8 ...]

Vol. 2, No. 3 | Fall 2016 7 ■ SET APART

[... “Century Watch,” continued from page 7] [... “DIY Parenting,” continued from page 7] https://commons.wikimedia.org/w/index.php?curid=2322 Portraits Humanists, of Public Domain By Hans Holbein the Younger (1497/1498–1543) Those students whose families provided the right kind of support were almost always at the top of the class in char- acter, responsibility, and often academics. So, I challenge parents to support their student at school in these five sim- ple ways:

1 Find a good church where the whole family worships together and attend every week. Deep teaching, sincere Christ-focused worship (as op- posed to simply entertaining), and participation in Sunday school, catechism, or other family-oriented Bible training helps greatly. It’s best if the whole family worships during the service together. (Of course, nursery aged children may be an exception.) Over time, even though you may not think so, the rhythm of regular, weekly church attendance tells your chil- dren “Christ is important to us, just like He is at your school.” Remember, Christ’s bride is the church, not the school. If your church has membership, JOIN! If you don’t think your church is deepening you spiritually, look around and find from around the world and assembling a complete and accu- one that does. rate Greek New Testament. Everything you do affects how your kids view the world. In the dedication to Pope Leo X, Erasmus writes: Church hopping says “church is just a Sunday theater expe- rience, not a community.” You may not notice the difference I perceived that that teaching which is our salvation was to be in the short term. But over 10 years, I saw this make all the had in a much purer and more lively form if sought at the foun- difference in the success of our graduates. Your tuition dol- tain-head and drawn from the actual sources than from pools lars will be amplified by this simple contribution. and runnels. And so I have revised the whole New Testament (as they call it) against the standard of the Greek original … 2 Eat dinner together every night. Establish small, simple traditions: for example, a bell to ring Scholars no longer had to rely on only those fragments everyone to the table and a job rotation setting the table. Set- of text they could access, and hope they were reliable. Lu- ting the table with all of the utensils may seem unnecessary ther would use the second edition of Erasmus’s translation, on pizza night, but the habit forms a love of family in its own published in 1519, to write the German Bible. That was ille- small way. Find a liturgy (a regular habit) in your prayer for gal (translating the Bible, that is) and it was one of the first the meal. For example, in our house I always say the prayer, things Luther did when he was excommunicated. The third but the kids each get a turn to thank God for at least one thing. edition, published in 1522, would be used by Tyndale for the It’s easy to let busyness disrupt normalcy in our homes. first English New Testament, which later became the Geneva The correlation between intentional stability in the practic- Bible and the King James. es at home and steady kids is clear. If your schedule is too Erasmus was a classicist. Because he valued going directly hectic with all the sports, music lessons, etc.—simplify. to the source, he played a vital role in giving us what we now know as Scripture, and was not content with using only the 3 Model a love of great things. manuscripts at his disposal. Parents who enroll their students in a classical school but At its root, the idea of ad fontes means we, like Erasmus, shrug and say, “That stuff is too complicated for me; I’m a value the privilege of investigating ideas on our own. It regular Joe,” send a mixed message. Be honest. If you don’t means we read the Bible and the commentary, the manu- love Shakespeare, Dickens, or Milton, tell your kids you are script along with the textbook, the original book before the working toward loving it. And show that you are. movie. Our kids might struggle with the work of parsing Some tips: Have a family reading time where everyone through original sources, especially in Latin or Greek, but sits in the family room and reads their book. (Any book, it a privilege this important should never be laid aside. The doesn’t have to be a classic.) Simple. If someone wants to ideas in many of these texts often cannot be translated by comment now and again, great. But silently reading togeth- our modern language, and it’s difficult to imagine a world er models a love of the right things. If Dad only reads the where those ideas are lost. [Continues on page 21...]

8 The Classical Difference LETTERS & NOTES ■

Letters & Notes Don’t Miss Out...... on next year’s conference! 2016 Repairing the Ruins Conference Visit 2017.RepairingTheRuins.com. Teachers, administrators, parents, and students joined us for teaching, learning, and fellowship June 22-25 in Atlanta, Georgia. Amazing speakers, uplifting entertainment, and the energy of shared ideas combined to make this year’s event even more beneficial for those who carry these lessons home to our students. This year’s conference welcomed almost 1300 attendees and registration had to be closed before many people could register. The more we come together, the more ef- fective we will be. ■ WORDS “Be a hunter, a harpooner of words, but bring them back alive …” —N.D. WILSON, bestselling author and Fellow of Literature at New Saint Andrews College

■ WORSHIP Music teachers at the Music Practicum pre-conference The Gettys and band entertain and uplift with their “Facing a Task Unfinished” tour. We, who rejoice to know Thee, ■ renew before Thy throne MUSIC the solemn pledge we owe Thee— Who knows what will hap- to go and make Thee known. pen in music class this year?

■ CHURCH HISTORY ■ STUDENT VIEW “In the Roman Catholic Church, they begin “I was thoroughly inspired with bread and wine and, during the mass, it is mystical- by the presentations and I hope to ly transformed into the body and blood of Christ. In my attend next year’s conference in Baptist church, we also begin with bread and wine, but the Pittsburgh!” bread stays bread, and the wine is mystically transformed … —LEAH MARCH, Class of 2016, into grape juice!” The Ambrose School, Meridian, ID —DR. LOUIS MARKOS, Robert H. Ray Chair in Human- ities and professor of English, Houston Baptist University

children is now upheld Whitefield helps fallen serviceman’s family by an entire community of like-minded people Tun Tavern is a ministry dedicated to Marine Corp as the Lord uses this body to heal their hearts. missions. They know the need is great, and the best missionaries are If you would like to help Kelli and her children, soldiers and officers—those on the front lines, in more ways than one. Tristan, Kenna, Kate, and Donovan, financially with Shawn Campbell was part of Tun Tavern. On January 14, 2016, during day-to-day costs and tuition for the coming years, a routine night training mission in his CH 53 Marine helicopter along you can send your tax-deductible contribution to: with 11 other Marines, two aircraft collided and went missing just off Tun Tavern Fellowship: www.tuntavernfellowship.org > The Deuter- the north shore of Oahu. The search and investigation continue today. onomy 10:18 Fund Kelli Campbell and her four children left Hawaii and their classical In the memo line you may write: In memory of Shawn Campbell Christian homeschooling co-op to be near family. When they heard the —CHRISTY KAISER (on behalf of the Campbell family) news, Whitefield Academy in Kansas City, MO, contacted them, - offer ing free tuition for the remainder of the year and opening their uniform Deuteronomy 10:18: “The Lord defends the cause of the fatherless closet to the kids. Kelli and Shawn’s dream of classically educating their and the widow...”

Vol. 2, No. 3 | Fall 2016 9 THE COMMON CORE’S FIVE-WAY POWER PLAY

10 The Classical Difference THE COMMON BIG CHANGES CORE’S AFOOT Common Core, AdvancED Accreditation, The College Board, FIVE-WAY Textbook Publishers, and the U.S. More Info Department of Education

For more on the Common Core, visit ClassicalDifference. POWER com/commoncore. COMMON CORE CAME OUT WITH A BANG—over 40 states adopted it. What few realize is that the Common Core’s impact is not limited to educational standards. The PLAY real story is in the widening net the Common Core is casting. ADVANCED ACCREDITATION— enforcement of state standards. One clas- CONSOLIDATED POWER IN sical Christian educator who underwent AMERICAN SCHOOLS AdvancED accreditation put it this way: At the same time Common Core was “AdvancED desires to standardize teach- rewriting standards, the most signifi- ing and learning and is a natural partner cant K–12 accrediting change in over with other standardization efforts like 50 years emerged. Accreditors visit state the controversial Common Core Curric- and private K–12 schools to verify that ulum. By definition, classical Christian they meet certain standards and then education rejects the progressive model typically grant recognition so students of education used in the vast majority of can transfer between schools, play in public and private schools today.” state athletic leagues, apply for grants from some organizations, and meet pub- IMPOSING COMMON CORE lic graduation requirements. In 2006, THROUGH THE SAT & STRINGS- AdvancED, a private accrediting body ATTACHED FEDERAL GRANTS for K–12, was formed by merging most In 2016, the nation’s oldest and most of the nation’s K–12 regional accredit- accepted college entrance exam, the ing organizations to form one massive SAT, was redesigned from the ground accrediting powerhouse, officially recog- up with the Common Core in mind. nized in over 37 states and through reci- The College Board (publisher of the procity agreements in all 50 states. SAT) is now headed by David Coleman, While private, AdvancED carries the the former pioneer of the Common power of law in most states because state Core. Finally, the federal government, statutes specifically refer to the region- which spends $154 billion on education al accreditors that AdvancED acquired. through local district and state grants, AdvancED includes Common Core in now makes it clear that the money will its standards—if not officially, through follow the Common Core. This align- the accreditation instruments and the ment of accreditation, common core

Vol. 2, No. 3 | Fall 2016 11 COMMON CORE

standards, college entrance exams, and equally well-accepted Iowa Basics Test 2012. Since then, publishers like Mc- federal dollars will inevitably reshape now aligns to the Common Core. Terra Graw-Hill, Houghton Mifflin, and Scho- the face of American education. Nova, used by many Christian schools, is lastic News have begun development Conventional standardized tests used aligning to the Common Core. Because of texts that conform to the Common in K–12 are also feeling the pinch. The states are adopting the Common Core, Core. Indirect control of the textbooks storied Stanford Achievement Test, pub- they are adopting tests that test to the will make the Common Core’s influence lished since 1926, is being retired. The Common Core. This will shape the curric- spread to nearly every school in America. ulum of thousands of Christian schools. WHY SHOULD THIS CONCERN CHRISTIAN PARENTS? Common Core: The Common Core’s narrow, protect- [The Common Core ed control of K–12 educational stan- Facts & Fiction organization] will form dards in the U.S. is unprecedented. For the beliefs and attitudes the past 100 years, progressive educators In 2008, Janet Napolitano, sought the holy grail of power in Ameri- of tomorrow’s leaders, ca—universal control of education. John who later served in the and a nation of citizens. Dewey, Charles Potter, and a host of oth- Obama Administration and as er progressives made a play for universal the president of the University of California educational control and standards in the system, launched the Common Core initia- early twentieth century. Charles Potter’s tive. In its early years, Napolitano worked to THE TEXTBOOK COMMON statement in the 1930s reveals this pro- build a coalition of states to sign on to the CORE GOLDRUSH gressive intent: “What can theistic Sun- standards. The Obama Administration offi- With about 35 states implementing day School, meeting for an hour once a cially backed the standards in 2012. His “Race Common Core and about the same in week, do to stem the tide of a five-day to the Top” program earmarked $4.35 billion, AdvancED, we will see nearly the entire program of humanistic teaching?” in part, to promote Common Core. The U.S. textbook industry follow. Even Christian Lawrence Cremin, an historian at Co- Department of Education, which controls private schools that traditionally con- lumbia University, says it this way: billions more in educational funding, encour- form to state standards will be impacted ages states to adopt the Common Core. The by the textbooks. Several major textbook If education was to be the principal U.S. Department of Education runs programs publishers aligned to the Common Core engine of an intentionally progressive that influence 99,000 public schools and early. Pearson announced its support in society, then the politics of education 34,000 private schools, and the 56 million students who attend them. The Common Core covers reading and math, but not science or other subjects. How- ever, Next Generation Science Standards Cutting to the Core Common Core, and we are confident (NGSS) are a companion set of standards, pro- the Standards will make a profound vided by another organization, that dovetail WHAT THE PLAYERS ARE SAYING contribution to equity and excellence with the Common Core to provide standards and serve to level the playing field for in science and social studies. We believe these To understand the direction all students to have access to college will roll into the Common Core eventually. that Common Core will likely take, we and career readiness.” The primary sponsor of the organization can look at the careful language in —Paul W. Sechrist, Chair of the Board of that governs the Common Core is the Na- their mission. Trustees of the College Board (SAT) tional Governors Association—a non-govern- ment agency. The standards are copyrighted The standards were created to ensure We can see that, as noble as the in- and controlled by this group and another, that all students graduate from high clusion of all students and a level play- the Counsel of Chief State School Officers. school with the skills and knowledge ing field may be, the standards are not This non-government status is important be- necessary to succeed in college, career, about excellent education. The focus is cause a number of U.S. laws prohibit the fed- and life, regardless of where they live. on political ends. How do math or lan- eral government from directly implementing —From the Common Core guage standards ensure a “level playing standards in schools. field” or address “where they live”? They David Coleman, successor to Napolitano The College Board has played an can only achieve this goal if they are po- at the Common Core, became the shepherd active role in the development of the litical rather than educational in nature. [Continues on page 13 ...]

12 The The Classical Classical Difference Difference would have significance far beyond before in American education has one and textbook control. We encourage the control of schools.… It would hold organization had so wide an influence Christian parents to be vigilant. Now, the key to the achievement of the most and control over standards, federal more than ever, parents should think fundamental political aspirations—in funding, accreditation, and college en- twice before sending their students to effect, the key to the American Paideia. trance testing. They will form the beliefs public or charter (which are also influ- and attitudes of tomorrow’s leaders, and enced through the federal earmarked a nation of citizens. dollars) schools. Once a single set We believe that neutrality in educa- of standards—governed tional content has proven impossible. In the spring of 2016, we saw the Obama by a progressive Administration’s willingness to force and champion who was responsible for organization—becomes school districts across the U.S. to broad- the Common Core development between en non-discrimination requirements, 2009 and 2012. In May of 2012, Coleman widely accepted, originally meant to apply only to gen- took his Common Core experience with the future will lead der, to include LGBT protections. This him to become the president of the Col- to new standards, “force” was applied through billions of lege Board, the organization that admin- dollars in federal grants to state and lo- isters the SAT, AP, and other subject-level politically imposed. cal educational districts. tests. His role at the SAT drew concern. The U.S. Constitution impedes di- Coleman openly set out to reformulate the rect federal control over what is taught SAT away from its reasoning roots, toward The Common Core organization has in America’s schools. Architects of the measurements in line with the Common protected the standards using copyright Common Core, using a five-way power Core. This move had many concerned that law so that they may not be altered or play, have circumvented the law and po- the test would inevitably become politi- edited without permission. One un- sitioned the Common Core as the single cized. Stanley Kurtz of the National Review elected, unchecked organization will controlling force in American education put it this way: ”Once the AP U.S. history soon have the power to enforce stan- through money, testing, accreditation, test demands blame-America-first -an dards in K–12 education nationwide. swers, public and private schools alike will This will inevitably lead to more con- be forced to construct an American history troversial enforced standards in the fu- Learn more... curriculum that ‘teaches to the test.’ “ ture once the standards are embedded The Common Core is not a curriculum. in America’s educational fabric. Never ... about Paideia at about.ClassicalDif- Rather, it is a set of standards. “What should ference.com/the-paideia-factor. students know and what should they be able to do?” is the question answered by the standards. When teachers or parents re- fer to “the new Common Core curriculum,” Why textbooks fail ... they are not accurate. Many curriculum pro- viders are now producing textbooks that are ... IN HIS OWN WORDS aligned to Common Core standards. These By all means marry. If you get a good employ a variety of new and relatively un- tested methods. wife you will become happy, and if Forty-two states were initially members of you get a bad one you will become a the Common Core State Standards Initiative. At least four states have since withdrawn. philosopher. The supporters of Common Core in- —Socrates clude the Gates Foundation, the Carnegie Foundation, George Soros, and Rupert Murdock’s corporation. In the early years, ... BY THE BOOK Jeb Bush and Mike Huckabee signed on. Socrates was a Greek philos- Why do some conservatives support the opher who observed socie- standards? Early on, the idea of higher ed- ucational standards drew the support of a tal patterns. few conservatives. Over time, this support —The Textbook has eroded.

Vol. Vol.2, No. 2, 3No. | Fall3 | Fall 2016 2016 13 ■ CULTURE GRIP

THE COMMON CORE AND THE CLASSICAL TRADITION

The CC focus is almost entire- multiply. You have scholastic anesthesia. ly on efficiency—the sure sign Watch the teachers become technicians. of weakness. Watch the students go to sleep. In another vein, Chesterton said, When everything about a “When you break the big laws you do not people is for the time growing get freedom. You do not even get anar- weak and ineffective, it begins to chy. You get small laws.” We have broken talk about efficiency. So it is that one big law of education. The big law says when a man’s body is a wreck he “you shall cultivate and nourish a human begins, for the first time, to talk being on truth, goodness, and beauty.” about health. Vigorous organ- We have said “we shall train workers for isms talk not about their pro- the global economy” (career readiness)

Logos School, Moscow, ID cesses, but about their aims. and “we shall train them to get further —G.K. Chesterton training” (college readiness). What do we get? Many, many small laws that we call The extent of our Common “standards.” Clipboard ready? Core vision of educational health is “career and college readiness.” You have scholastic This, frankly, spells the end. With no robust vision for the end of anesthesia. Watch education, education ends. What the teachers become do we have in its place? Technical technicians. Watch the training. Technical training nev- LET ME OFFER FROM er was, and never will be, an education. students go to sleep. THE ONSET WHAT I I recall a friend of mine, a physician, standing up before a group of parents Whatever else CC is, it certainly is an think describes the entire joining together to start a classical school attempt to institute a national and con- exercise of the Common and saying, “I am very highly trained and sistent set of standards amounting to a very poorly educated.” national curriculum. It is all legal, despite Core (CC) in our national The Common Core program is like- the fact that various acts of Congress ex- schools: educational fatigue ly the largest “process program” in the pressly prohibit the enactment of a federal history of education. Are standards evil? curriculum (see in particular the Depart- and weakness. The entire No, they are not. Some standards are ment of Education Organization Act of proposal betrays our lack worth articulating to guide teachers who 1979). How is this possible? It is possible are masters of their art or discipline (best because it was the states (via the states’ of vision, health, and con- set by the master teachers themselves). Departments of Education) that adopted fidence to educate our chil- But without a vision for education, the standards. All this has been meticu- standards are all that’s left; they become lously documented and hotly contested, dren. Why do I think this? our focus, and thus they subdivide and with “Stop Common Core” organizations

14 The Classical Difference CULTURE GRIP ■

working in almost every state in the and know when to switch back to the • Implementation of CC will produce union. Only five states—Alaska, Virginia, big picture that inspires students with less of what it seeks. The great irony: Nebraska, Texas, Minnesota—have not beauty, purpose, and the point of it all. while this response to increase learning adopted CC; about 30 states have pending What’s lost, even if inadvertently? The and accountability seems rational and challenges to all or part of CC. love of math, history, literature, sci- understandable, I believe it will pro- As someone within the classical edu- ence—and the ability to encounter them duce precisely the opposite effect. Why? cation renewal, I can only add a few ob- and experience them as wonderful fac- Because teachers as dissectors and in- servations springing from my ongoing ets of truth, goodness, and beauty. study of the classical tradition. • Too much poor teaching drives the • Common Core is just the latest move push for CC. One legitimate cause for The classical conception by thoughtful, intelligent people who CC: pervasively bad teaching in too many holds true, and is a rock are not able or interested in education- schools (not all of them—some have man- that the tide and waves al solutions from the classical tradition. aged to be admirable in many ways). Our For the progressives who dominate the nation’s teachers, for example, are not gen- cannot diminish. educational conversation, any solutions erally trained to be well-rounded masters must be in the future not the past. of several disciplines, but specialists who spectors cannot inspire learning, and • Excessive analysis becomes an au- cannot integrate, say, biology with histo- without inspiration, students cease being topsy. It is possible to analyze some- ry or literature with music. Fragmented students. More and more students must thing … to death. Great teachers know themselves, they can offer only a frag- be compelled to academic work, because how much analysis a student can take, mented education to their students. they lack an internal drive to seek after truth, goodness, beauty, and knowledge. Again, why? Because the CC architects do not understand what education truly is. To them education is a science—the right The Classical Christian SAT Advantage application of a tested method to pro- WILL IT CONTINUE? duce predictable results. We don’t need a “master”—we just need someone who can About a quarter of ACCS graduates attend the Top Colleges in U.S. apply the tested techniques consistently News and World Report’s list. Our graduates are sought after, particularly at upon a group of humans. The CC organi- the finest Christian institutions. In part, this has been due to our “incredible” zation responds that they do not specify averages on the PSAT and SAT. The word “incredible” is used carefully here. HOW teachers teach just WHAT they are At first blush, the ACCS averages seem so good, they are statistically unlikely. to teach. But that is verbal gobbledygook. But they have been consistent over time. ACCS SAT averages in 2015 were The classical conception of education 85 points higher than independent schools. “Independent schools” are made holds true, and is a rock that the tide up of some of the finest private prep schools in the country. By comparison, and waves cannot diminish. Human be- these independent prep schools outscore public schools by about this same ings are above the animals as conscious margin—86 points. So, the ACCS is 171 points above public schools, and 85 beings capable of apprehending and points higher than independent schools. If you add in the writing component, knowing truth, goodness, and beauty the numbers are even more impressive for the ACCS. Put another way, if we as eternal realities. They are best taught believe the test score statistics, ACCS graduates are twice as advanced as those by wise, eloquent and virtuous teachers who attend schools that, according to the National Center for Educational Sta- who have themselves been cultivated by tistics, charge around $20,000 per year. Our average tuition is around $7500. a study of language, history, literature, Our college readiness index seems equally improbable: our students average mathematics, music, natural philosophy, 237 points above the benchmark. Independent schools? 99 points above the moral philosophy, and theology. benchmark. Religious schools? 46 points above the benchmark. Our students [Continues on page 16 ...] also disproportionately earn National Merit Scholar status. Dollar for dollar, it’s hard to beat the value of classical Christian education for college preparation. While the SAT has been radically changed from a test that measured a stu- dent’s reasoning ability to a test that measures their knowledge of Common Core Wait! There’s more ... standards, our students will likely continue to have an advantage. Reasoning and To see the full article, “The Common language skills will continue to help our students succeed on the tests and in col- Core and the Classical Tradition,” visit Classi- lege. For example, even though the ACT is more of a content (achievement) test, calDifference.com/commoncore. our students still score an average of 26.2 (vs. 21 nationally) on the test.

Vol. 2, No. 3 | Fall 2016 15 ■ CULTURE GRIP

Teaching is an art and relationship (of will become like their teacher. Is CC it has for 2000 years. love and kindness) in which teachers the roar of a tide coming in or going impart themselves to their students, so out? I am not sure, but classical educa- CHRISTOPHER A. PERRIN, PhD, president that after being fully trained, students tion will remain steadfast and intact, as of Classical Academic Press

to support excellence in collegiate education. While we an- ticipate that ACCS students will continue to do very well on the SAT, we’re excited to see the development of an alter- native to the Common Core test, and it is already available. We’re also encouraging our members to take the ACT as an alternative to the SAT. While both are achievement tests (they test knowledge more than reasoning), the ACT has not fully aligned to the Common Core. 3 ACCS member schools annually confirm that they do not accept government funds in such a way that their edu- cational independence is compromised. This helps protect our schools from “strings attached” Common Core require- ments by the federal government. 4 Teachers in classical Christian schools are insulated from the Common Core. Education colleges, which are involved in licensing nearly all public and many Christian school teachers, are beginning to train to the Common Core. Member schools Cary Christian School, Cary, NC Cary, Christian School, Cary within the ACCS are independent of these licensing require- ments. As an alternative, we The Good News... have a teacher certification program for accredited ACCS graduates YOUR SCHOOL AND THE COMMON CORE member schools. are twice as 5 Textbooks in classical advanced as IF YOU RECEIVE THIS MAGAZINE, Christian schools are gen- erally original works from those who attend you’re probably already enrolled in an the past, or they are writ- schools that ACCS (Association of Classical Christian ten by classical Christian publishers. In either case, charge around Schools) member school. The ACCS, the Common Core, direct- $20,000 per year. the accrediting body for classical Chris- ly or indirectly, has no im- pact on these books. In fact, most of our textbook authors tian schools, is joining with other orga- purposely reject the Common Core. nizations to provide an alternative to WHAT DOES THIS MEAN FOR STUDENTS AT the Common Core: ACCS CLASSICAL CHRISTIAN SCHOOLS? We reject the Common Core because it distracts from true 1 ACCS accreditation does not require conformance to education. Without too much detail, it emphasizes modern, state standards, and therefore the Common Core. We de- data-driven learning work rather than well-rounded studies liberately avoid “regional accreditation” reciprocity agree- to promote logic, analysis, depth, and wisdom—classical lit- ments that would require our schools to compromise their erature, history, philosophy and theology are silenced. Thus, independence by conforming to state graduation standards. the Common Core standards drive priorities and content Our schools will remain free to practice classical Christian that are incompatible with Christianity and with classical ed- education independent of the Common Core. ucation as a whole. (See “Common Core and the Classical 2 The ACCS recently joined forces with the Classical Tradition” by Dr. Chris Perrin in this issue.) For these reasons, Learning Test (CLT), an alternative to the SAT that is rapidly ACCS member schools are among the most independent gaining acceptance as a wide range of educators join forces schools in the nation.

16 The The Classical Classical Difference Difference ACCORDING TO U.S. NEWS & WORLD REPORT,* “AS MANY AS 1 IN 3 FIRST-YEAR STUDENTS WON’T MAKE IT BACK FOR SOPHOMORE YEAR.” DON’T BE A STATISTIC. NSA CAN HELP! AT NSA.EDU/ACCS-THRIVE, YOU’LL FIND OUR FREE E-BOOK WITH THE TIPS YOU NEED TO SURVIVE THRIVE THROUGH ALL FOUR& YEARS OF COLLEGE.

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*http://colleges.usnews.rankingsandreviews.com/best-colleges/rank- ings/regional-universities-south/freshmen-least-most-likely-returnVol. 2, No. 3 | Fall 2016 17 MOCK TRIAL Real Judges, Real Courtrooms, Real Life

18 The Classical Difference “I’LL TAKE THAT UNDER In a courtroom in Texas, the witness on At these competitions, you can see ADVISEMENT,” a magistrate the stand sobbed loudly, his head in his high school students doing things you judge from the State of Colora- hands, his shoulders shaking. His pet, didn’t know humans could do, says Pixel Poo Poo, had been killed when Chris Schlect, head of the mock trial do responded after a quick ob- an angry neighbor shot a drone out of program at Logos School in Moscow, jection by a tall, sharply dressed the sky and it crashed onto the dog. The Idaho. Schlect has coached more teams student-attorney from Duch- attorney directing the questions at the to nationals than any other coach. He esne Girls School, the reigning witness gently asked, “Do you need a became the coach when he was a teacher national champion. Another minute, Mr. Barkley?” at Logos, but even when Duchesne witness continued, The audience snickered. You can see high he left Logos to become a The judge stifled a laugh. Fellow of History at New angry and desperate. “I know This witness was good. school students Saint Andrews College, that rancher killed my sheep!” Really good. doing things he could not leave coach- Spectators wondered if she would In Tennessee, home­ you didn’t know ing mock trial behind. break out of her accent as the cross ex- schooled teenagers wear-­ Logos has qualified for amining attorney pressed. “Yes or no, ing suits sat nervously be- humans could do. the national competition Ms. Zaballa? Did you see the defendant hind the counsel table at 14 times, ranking as high anywhere near your sheep?” The Am- the front of the courtroom awaiting the as 5th in the nation. This year they placed brose School’s attorney held her gaze verdict. When the judge announced their 7th, just behind their sister classical until a quiet ‘no’ reluctantly came. He victory, they jumped from their seats and Christian school, The Ambrose School turned to the jury. “No further ques- hugged each other in relief and elation— in Meridian, ID, who placed 6th. tions.” At the U.S. Mock Trial Nation- it was a well argued case, and the victory Mock trial is an extra-curricular ac- als, the best team from each state was deserved. tivity that classical students are particu- competes for the national title. In the sometimes bizarre world of larly well-suited to, says Schlect, because high school mock trial competitions, 9th–12th grade students take on the roles of witnesses and attorneys in ficti- tious court cases. They spend countless Courting Victory hours over the course of several months preparing their roles. Witnesses memo- Although there are certainly many more, rize witness statements (or affidavits)— here are just of few placements we know of they must “become” their character if from classical schools around the country they are to withstand the grueling cross this past year. examination from an opposing team’s • 6TH IN NATION attorneys. Teen attorneys write com- The Ambrose School, Meridian, ID pelling, persuasive opening and closing • 7TH IN NATION statements, prepare their own witnesses Logos School, Moscow, ID for direct examination, and craft strate- • 3RD IN STATE gic questions for the cross examination Covenant Classical School (Inaugural of their opponent’s witnesses. Team), Fort Worth, TX At regional competitions each winter, • 5TH IN STATE in more than 40 states and U.S. territo- Providence Classical School, Spring, TX ries, teenagers wearing power suits and • 6TH IN STATE brandishing exhibits take sides and ar- Agathos Classical School (Inaugural gue their cases in front of a judge and Team), Columbia, TN jury of volunteer real attorneys. The jury • 1ST IN REGION rates the individual students on their Live Oak Classical School, Waco, TX performances, and ultimately awards each round to one team. The winners of the local competitions go on to compete FOR INFORMATION ABOUT in their state’s competition, and the state HOW TO START A MOCK TRI- winners battle it out at the national com- AL TEAM, SEE CLASSICALDIF- FERENCE.COM/MOCKTRIAL. Logos School, Moscow, ID Moscow, School, Logos petition each May.

Vol. 2, No. 3 | Fall 2016 19 they have been trained to think logically, to You analyze arguments and build them Mock trial. It’s all about the things make eloquent, persuasive arguments, and yourself. Then you have to present it all we want for our kids—intelligence, grit, to work hard. It is a practice in excellence. winsomely in a way that makes sense to wisdom, leadership, community—and “The ability to parse and to break down a jury member.” at a level almost impossible to reach in something as complicated as a mock trial Being part of a mock trial team re- any other school activity. problem, and to identify it’s most mean- quires hard work and long hours. “It ingful, significant, and relevant aspects, means an entire season of sleep depriva- by AMY BURGESS is an incredible life skill,” Schlect says. tion, of sweat, of getting ruthlessly crit- “And I think classical schools inculcate icized by the coaches and knowing that that throughout their entire program.” that’s just how it is,” says Chris Schlect. More Online Maggie Church was part of the 2005– But the intensity of the criticism is bal- 2008 mock trial teams at Logos, and in anced by equal intensity of laughter and Visit ClassicalDifference.com 2008 she received an award at the national camaraderie, for he continues, “You can’t /mocktrial for links: tournament for the best all-around mock take yourself too seriously in mock trial.” • Mock Trial: Designed for Classical trial participant. Church teaches at Lo- For Maggie Church, mock trial has cre- Christian Education gos now and helps coach their mock trial ated some of her strongest, most lasting • Homeschools and Classical teams. She says mock trial encompasses friendships. “When you are working side Schools Dominate National all of the trivium, fitting perfectly in the by side for six months, through edits, re- Mock Trial Competition rhetoric stage of a classical education. visions, early mornings, late nights, stress, • 2016 National Mock Trial “My education taught me how to learn, laughter, and all the craziness, you real- Championship and that really is the most helpful when ly have a deep bond,” Church says. “My • National High School Mock attacking a 90-page case in six weeks at mock trial teammates saw me at my worst Trial Championship the national level,” says Church. “You and my best. You have to be there for each • Underdog Warriors Head to memorize the building blocks of law, other at counsel table—you have to trust State Mock Trial rules of evidence, and the case materials. them and rely on them for everything.”

Inaugural Mock Trial Team, Agathos Classical School, Columbia, TN

As anyone who’s been involved with mock trial will tell you, greatly improved my public speaking. Mock trial has pro- it is addictive. vided me with incredible friends and experiences that are —Minnesota State Bar Association among the best that I have ever had. I would not give up mock trial season for anything. … You need to think on your feet… . [In college] I’ll be sur- — Colin Post, Providence Classical, Houston, TX rounded by people who don’t have the same assumptions I do about the world, and I’ll have to think then and there what words will come out of my mouth that will be helpful Auditioning for a spot on the mock trial team is undoubt- to this person. edly one of the best decisions I’ve made. [Mock trial] has im- —Victor Fontenot, Covenant Classical School, Fort Worth, TX proved my public speaking, sharpened my critical thinking skills, and allowed me to compete with some of the smartest Through mock trial, I have advanced in my knowledge people I know. of courtroom skills, etiquette, and procedures. I have also — Mary Liz Overcash, Providence Classical, Houston, TX

20 The Classical Difference [... “DIY Parenting,” continued from page 8] Veritas School, Richmond, VA news on his iPad, his kids will absorb that value. On the musical side, with an Amazon Echo and Prime, stations that play great top-100 classical, jazz, blues, and oth- er genres are one voice command away. Ease makes it happen. Other technol- ogies are probably equally good at this. Long-term exposure to great music over 10 years will change who your kids be- come because it will cultivate what they love. One family I know cultivated this love in their two sons. The oldest son, now at West Point, still admits, “Bach is my music.”

4 Invest in your marriage. I’ve seen some single parent situa- tions produce some of our best grad- uates. But, I have to be honest: Sound marriages generally correlate with sound children. When students go through tough times in 7th–10th grade, mom and dad, united and steady, pro- vide the keel and anchor for the storms. Dad: Be the spiritual leader. Drive the family to get ready for church, lead the prayers, read scripture at the table. Get together with other dads for book clubs, or Bible studies. And, love your wife. God honors generationally, so your love for Him will be reflected in your kids. Mom: Establish a household that reflects the order, goodness, gentleness, and beauty of God.

5 Love the way Christ loves. Remember, our Father encourag- es and chastens those whom He loves. Parents should, too. not be contributing to that decision. The most successful grad- Demanding parents, balanced with grace, turn out the best uates we’ve had would say, “My parents never really gave me a kids. It’s hard these days. Every model we have says, choice.” They would go on to say, “The classical Chris- “Turn them loose and encourage them.” “Chasten tian education I received fundamentally changed them” is not popular. The best families I en- Prepare who I am.” (See our Alumni Profile on page 24.) counter demand much of their kids, and they Of course, each of these has probably been love them greatly. the child for in a sermon you’ve heard. But my back- I saw close relationships between fathers, the path, not the ground is in the business world, often analyz- sons, daughters, and mothers that were inti- ing the correlations that make a product or mate and very loving. But, if that was matched path for the service successful. Amplify your investment with parents who let their kids make important child. in classical Christian education. After 11 years decisions—too important for their age—then the of working with families and graduating many students never reached their potential. students, I believe these five principles are among For example, if parents want to consider other educa- the most important for nurturing students who love and tional options, that is within God’s calling. But students should worship the Lord.

Vol. 2, No. 3 | Fall 2016 21 ■ PARENTS SPEAK

Good at finding Poll: Music Lessons the perfect gift? The results are in! Do you require your kids to The rest of us need your help. take music lessons? 100% of respon- dents said “Yes.” Apparently, if you can’t say something nice about music, don’t say anything at all. Still not sure? These thoughts from our survey participants might change your mind.

■ … Math is the language of the universe and music is how that language is spoken …

■ Music should be considered essential for brain devel- opment, lays neural groundwork for mathematical skills, and is a universal language … Teacher (noun): a person who helps you solve problems you would never have without them. ■ Playing an instrument is like having a super power. It —imfunny.net allows something deep inside of you to speak to some- thing deep inside of others without uttering a word. TEACHER GIFTS ON ETSY: ■ … By God’s grace, we’ve given our children an inesti- ■ “Being a teacher is easy. It’s like riding a bike. Except mable gift … their whole framework is reinforced with a the bike is on fire. You’re on fire. Everything is on fire.” sense of beauty and order that harmoniously embodies —Mug, www.etsy.com/shop/TheHoldFastery the classical Christian vision …

■ “I’m a teacher. To save time, let’s just assume I’m ■ … So that later, when they wish they could play, they can! never wrong.” —T-shirt, www.etsy.com/shop/SilkRoadTees

■ “Yes Maddie, I know your lawyer parents could sue me for unlawful restraint, but you still need to go to your seat.” —Pin, www.etsy.com/shop/SmirkingGoddess

What are the BEST GIFTS for classical Christian teachers? Weigh in: Submit your suggestions at ClassicalDifference.com/poll. RESULTS WILL BE PUBLISHED IN THE NEXT ISSUE—JUST IN TIME FOR BLACK FRIDAY!

22 The Classical Difference

PARENTS SPEAK ■

I Wish I Had More Time to Read … Veritas School, Richmond, VA

… LOUISA MAY ALCOTT Beth ceased to fear him from that moment, and sat there talking to him as I Heard cozily as if she had known him all her life, for love casts out fear, and gratitude can conquer pride. When she went home, he walked with her to her own gate, shook hands cordially, and touched his hat as he marched back again, looking It in the very stately and erect, like a handsome, soldierly old gentleman, as he was. —Little Women Pickup Line … A. A. MILNE “Sometimes,” said Pooh, “the smallest things take up the most room in your heart.” “How do you get your kids to do Piglet noticed that even though he had a Very Small Heart, it could hold a their homework?” one mom asked another as rather large amount of Gratitude. they waited for their kids to arrive at the car —Winnie the Pooh next to mine. “I keep all their uniform socks in the freezer. … G. K. CHESTERTON When their homework’s done, they can get out [Modernity may say] “Salvation, like other good things, must not come from a pair to thaw. It works! Plus, it offers valuable outside.” … But if our subject of study is mediæval and not modern … we must incentive to get homework done the night be- put ourselves in the posture of men who thought that almost every good thing fore and not wait until morning.” came from outside … I do not, in my private capacity, believe that a baby gets Of course, my first thought was one of sur- his best physical food by sucking his thumb; nor that a man gets his best moral prise. I said to myself, “But what if you don’t food by sucking his soul, and denying its dependence on God or other good have freezer space because of all the prepared things. I would maintain that thanks are the highest form of thought; and that meals you purchase so you can help your kids gratitude is happiness doubled by wonder. with their homework instead of cooking?” —A Short History of England The homework topic is hotter than August in Idaho, where Chris Browne, upper school dean … CICERO for The Ambrose School, believes one helpful Being and appearing grateful is not only the greatest of virtues, but the par- resource is Ending the Homework Hassle by ent of all others. John Rosemond. —M. TVLLI CICERONIS PRO CN. PLANCIO ORATIO Another general parenting resource is the Ambleside blog: www.ClassicalDifference … JOHN MILTON .com > Blogs. The debt immense of endless gratitude,/ So burdensome, still paying, still to owe,/ DO YOU HAVE HELPFUL ADVICE Forgetful what from Him I still re- FOR GETTING THROUGH THE ceived;/ And understood not that HOMEWORK HOURS? a grateful mind/By owing owes not, but still pays, at once/ Let us know at ClassicalDifference.com Indebted and discharged/— /submissions. We’d like to share your ideas what burden then? in the next issue. —Paradise Lost

NOTE: Most parents we surveyed have already tried junk food deprivation, screen time restrictions, and speaking more loudly than usual.

Vol. 2, No. 3 | Fall 2016 23 ■ ALUMNI PROFILE

What is the fair market value of classical Christian education? Will Frazier is still finding out

we can easily look back and see why and how it was valued. With education, the variables are equally as endless, the conclusions even more elusive, and the criteria as unique as the results are intangible. This colli- sion of ideas about the telos of education results in as many ways to value and measure its success/failure as there are curriculums for how to do it. Westminster Academy’s stated pur- pose is to train young minds to love that which is worth loving. Well, let’s say you’ve somehow discovered a way to test the degree to which one does, as a result of a Westminster education, love that which is worth loving. How does this translate to “value?” The value proposi- tion for many schools is great test scores and admissions to top colleges, which will ultimately position the individual for the best possible job, money, success, etc. This is measurable. And this is not Westminster’s value proposition. As I reflect back on my Westminster education, I frankly find nothing con- clusive. Are there practical benefits that I see every day—in my job and in my rela- tionships—on which I could build a case for Westminster’s value? Is there value in the facts I learned or even the very way I think? Absolutely there are. But ultimately, I sit today at 27, 11 years Fair market value, as defined and began working in finance. I’ve spent removed from Westminster with very few by the IRS, is the “price at which an asset the better part of my first two years in criteria on which to build a case for its would change hands between a willing the throes of capital markets trying to success or failure. As I review all the slips buyer and a willing seller when the for- discover and build a case for a compa- and falls, mistakes and failures since West- mer is not under any compulsion to buy ny’s “fair market value.” Although in minster, the one thing I’ve just recently and the latter is not under any compul- this case the variables are seemingly as come to realize is that I was in no way a sion to sell, both parties having reason- endless as the conclusions are elusive, completed product after graduation. able knowledge of relevant facts.” the criteria are universal and the results In my youthful foolishness I thought After graduating from Wheaton Col- are measurable; if I am right, and I buy commencement was the “end” of my lege with a degree in English and philos- a share below its fair market value, then Westminster education. Sure, it meant I ophy, I took the next, most logical step, we profit. Also, no matter the outcome, wouldn’t write any more papers for Mrs.

24 The Classical Difference ALUMNI PROFILE ■

Perry or wait in fearful agony as Mrs. Westminster would rather pro- Behnke used a quart of red ink on my duce the kinds of students who calculus test. There would be no more quietly and humbly pursue conjugations for Dr. Johnson, or history God than students with im- essays for Mr. Read, and thankfully no pressive resumes. Only when more swift and discreet moves past Coach I draw my final breath can the Smith so as not to expose my white socks “value” of my Westminster ed- and receive yet another dress code viola- ucation be assessed. tion. Yes, these things would be no more, Westminster is not produc- but this was not the end. I was rather clue- ing sanctified kids by the 12th less about the fact that I was, and likely grade, but begins the process still am, very near the beginning. of reorienting young minds Many people often ask me if I was and hearts, through the rec- “prepared” for college and the “real onciling work of Christ on the cross, For assessing Westminster’s success in world” after Westminster, and it may towards that which is worth loving and my life, it’s not what I’ve learned, or who make the administration shudder to hear for which they were created—worship I’ve become, but who I am becoming, me say absolutely not! What I was after to the glory of God. Westminster did and for better or for worse, you can’t put Westminster was set on a trajectory for not teach me to harness my intellectual a price tag on that. The dividends West- a lifelong pursuit of that which is worth capabilities for self-gain, but to return minster is paying in my life are in a com- loving in a world that places a great deal their efforts back to the one from whom pletely different currency than the U.S. of worth and love on that which is not. they came. dollars my parents forked over to get me Would I end up loving much of the Neither was I taught to master the there, and the ultimate value is not some- wrong thing along the way? Yes, I have, world, or to get the heavens into my thing received on paper or spoken from and I still do. I wasn’t “prepared” for the head, but, as Chesterton says, to simply the mouths of men, but only in hearing obstacles I’ve faced and yet to face. I get my head into the heavens. I learned the words from Him who alone is valu- would say, rather, that I was “equipped.” to pair my childish sense of wonder able and can give value—“Well done my Lest we get lost in a semantic game, I’ll with an acutely critical thought process, good and faithful servant.” The IRS has a resort to a travel analogy for how I was whereby we at once enjoy the world as if definition of value, as does the world; the equipped rather than prepared. Many it were wildly unfathomable and yet pur- question is, what do you value? schools and educational philosophies to- sue an understanding of it as if it were day take their best stab at “preparing” kids imminently discoverable. WILL FRAZIER is a graduate of Westminster for life’s journey by giving It is as if God’s creation Academy, Memphis, TN, class of 2004. them a map, teaching them When I is a massive connect-the- all about it, quizzing them dots puzzle. As we labor on it, and practically re- wander off the to connect them all, we quiring they memorize the map, as I have find moments of conclu- whole thing. This is neither sion. In these moments the classical nor the Chris- and will likely we get to peer into the tian way. Rather, Westmin- continue to grand and unending nar- ster gave me a compass and do, I am not rative, not because we taught me how to use it. So comprehend the universe when I wander off the map, lost forever. or the nature of God, but as I have and will like- because we see how truly ly continue to do, I am not lost forever. incomprehensible it is! We are left in Westminster, for me, wasn’t about learn- awe and wonder when we step back, re- EDITORS NOTE: We find it evident that Mr. ing a map to find the most efficient routes view our discovery, and find we’ve con- Frazier benefited, as all children do, from another, and become a master of how to succeed nected but a handful of dots in this in- often unappreciated value found in classical Chris- by the world’s standards, but about learn- finite chain. Yet we press forward with tian education: it orients students to a way of think- ing to find your way “home” no matter all the joy of the most unassuming child ing about the world so that they may ask the right where you end up, learning how to think and all the acuity of the most critical questions. From his excellent assessment above, it’s rightly no matter the context. scholar, knowing that the more dots we clear he’s thinking on and about things that most This is frankly why the concept of connect, the more we realize how grand 27-year-olds simply don’t. Thank you, Westminster “value” is almost counterintuitive here. this puzzle is. Academy in Memphis, Tennessee, for this article.

Vol. 2, No. 3 | Fall 2016 25 ■ DOWN THE HALLWAY

Winners of the 2016 Blakey Prize in Fine Art

1st

The ACCS offers this contest an- nually. They welcome entries from all ACCS-accredited schools. Check with your school to find out more.

Drawing Finalist Floral Study Kialynn Palpant The Oaks (Spokane, WA) Painting: First Prize Composition in Light Heather Thompson Evangel Classical Christian School (Alabaster, AL) Painting Finalist 14” x 18”, oil on panel Summer Lemonade Emma Feeney “I composed my piece as part of a seven-month master study in Flemish oil paint- Rockbridge Academy ing. Painting this still life of a cow and deer skull using Flemish technique involved (Millersville, MD) three distinct layers. By using repeated layers of paint and a series of thin oil glaz- es, Flemish painting aims at a high degree of detail and realism while maintaining smoothness and subtlety. I have endeavored to capture the elegant structure of God’s design within these creatures.”

26 The Classical Difference DOWN THE HALLWAY ■

Fill our frames We like to fill our hallway with stu- dent art, poetry, essays, short stories and other good works. Send your submissions to Clas- sicalDifference.com/submissions. Published student works earn a $10 Amazon gift card for purchasing classic books. Or crayons.

2nd 1st 2nd

Painting: Second Prize Drawing: First Prize Drawing: Second Prize A Walk in Fredericksburg To Have and To Hold Joy Samantha Wilmot Emily Jordan Lia VanderPloeg Annapolis Christian Academy Westminster Academy (Memphis, TN) Cedar Tree Classical School (Corpus Christi, TX) 20” x 14”, graphite on paper (Vancouver, WA) 22” x 18”, watercolor on paper 14” x 11”, graphite on paper “This piece is a graphite representa- “Walking around Fredericksburg, I tion of a photograph that I took of my “This piece is drawn with graphite pen- came across this staircase and was imme- grandparents. First and foremost, it was cil. It, and all my portraits, are inspired by diately drawn to the charm. My painting inspired by the subjects themselves, who Michelangelo’s sculptures, but more specif- technique was influenced heavily by John have consistently demonstrated through ically, their faces. Through art and art his- Singer Sargent’s vibrant colors and the their lives and character what it means to tory classes, I’ve been drawn to the amaz- blurring of hard and soft edges he used of- live and grow in love and virtue with the ing accuracy of proportion and expression ten in his watercolor paintings. The wall, Lord and with one another. The concept in his sculptures. Because his sculptures too, has an assortment of bright color, but employed within my reference photo- have no color—only value—they remind- underneath lies a unifying blue-brown graph was drawn from the work of the ed me of graphite sketches. This particular tone that lends coherence to the painting, Italian photographer, Gianfranco Meloni, piece incorporates variety in value, unusu- modeled after Sargent’s technique when whose unique and moving portraiture is al facial expression and angle, just as seen painting non-human subjects.” well suited to my own artistic style.” in Michelangelo’s sculptures.”

Vol. 2, No. 3 | Fall 2016 27 LIFELONG LEARNING amanda watson’s story 28 The Classical Difference

Amanda Watson Article.indd 28 8/2/2016 1:05:39 PM our daughter has a tumor at the base of her brain and will require surgery in the morning.”

“YWhen we made the decision acts that day were only a brief glimpse and Hur sat him on a rock and support- for our children to attend a classical of what was to come as we experienced ed his arms. This powerful story was Christian school, we understood that in new ways the body of Christ in ac- used as a beautiful image of what Grace the rigor of this education would raise tion. Our family felt such an incredible Academy would do for our family. Our the bar for their education and challenge peace while Amanda was in surgery school family would support us during them, both academically and spiritually. that we can only attribute to the ex- our battle. We never expected a night like the one traordinary power of prayer. on February 27, 2013. While we were at the hospital those THE LONG ROAD To say our world turned upside-down nine days, a member of the school ad- with one, short sentence is an under- ministration and a board member both Amanda’s diagnosis with a grade three statement. Amanda, our nine-year-old referenced the story of Moses holding brain tumor quickly catapulted us into daughter, had begun having difficulty up his arms while the Israelites were in the public eye. At that time, Aman- using her left leg 14 days earlier. Initially, battle. When he became weary, Aaron da was in the third grade and our son, we thought little of it. But Brandon, was in the fifth in two short weeks, her grade at Grace Academy symptoms progressed so of Georgetown. I work in rapidly that we took her administration at Grace to Dell Children’s Hos- and my husband, Thom- pital in Austin about 30 as, is a paramedic. miles south of our home- The summer before, town. We went in on our family had started Wednesday. On Friday, down the path of a new Amanda had brain sur- commitment to our gery to remove a portion faith. We were living life of the tumor from her with an excitement to brain stem. see what God was going The morning Amanda to call us to next. We had brain surgery, I re- were planning a fami- ceived a text from our ly foreign mission trip director of student af- that very summer, but fairs at Grace Academy instead it turned out that showing us a picture of our mission field would the teachers, adminis- be our own communi- trators, and even stu- ty, and our story would dents gathering to pray spread farther than we for our family. That day, ever imagined. two girls from the log- Together, we drew ic school put up sticky strength from Scrip- notes all over campus tures our children had with messages like “We been memorizing since love Amanda” or “Pray kindergarten. Thom- for Amanda” written on as and I didn’t need to them. Those two small spoon-feed our children

Vol. 2,Vol. No. Vol.2, 2No. 2,| Summer3No. | Fall3 | Fall 2016 2016 29

Amanda Watson Article.indd 29 8/2/2016 1:05:42 PM Scriptures and truths from Throughout the 17 months following God’s word—they already Amanda’s diagnosis—the most challeng- had that understanding, and ing and painful experience of our lives— much more. Their knowl- we relied on God’s strength to carry us edge, based on the Chris- through. The wonderful memories we tian worldview learned at carry of those months will stay with us church, home, and school, all our lives. provided them with the unique understanding that THE VIEW FROM all things are from God and BEHIND AND BEFORE He uses them for His good (Romans 8:28). The one constant we clung to The day that Amanda left this earth to was our faith in God’s sovereignty in all live in eternity with our Heavenly Fa- things, even in the number of days our ther, God blessed us with a gift for us to daughter had on this earth. We would cherish until we join Him in glory. That rest in that. morning my husband and I, along with

Out of the blue, our ten-year-old daughter told us she was dying. Amanda wasn’t scared, but instead her voice was full of awe, wonder, and amazement.

30 The Classical Difference

Amanda Watson Article.indd 30 8/2/2016 1:05:46 PM Scriptures and truths from Throughout the 17 months following my mom and dad, were asked by someone con- God’s word—they already Amanda’s diagnosis—the most challeng- with her. Our son, Bran- sidering classical educa- had that understanding, and ing and painful experience of our lives— don, was on his way home tion if the rigor is really much more. Their knowl- we relied on God’s strength to carry us with Thomas’ parents. worth it, I can answer edge, based on the Chris- through. The wonderful memories we Out of the blue, our ten- with a strong, passion- tian worldview learned at carry of those months will stay with us year-old daughter told us ate, “Yes!” You see, when church, home, and school, all our lives. she was dying. Amanda it comes to my children, provided them with the wasn’t scared but instead I desire nothing short of unique understanding that THE VIEW FROM her voice was full of awe, the best education possi- all things are from God and BEHIND AND BEFORE wonder, and amazement. ble, but also I want them He uses them for His good (Romans As she lay in bed, she gave to know how to articu- 8:28). The one constant we clung to The day that Amanda left this earth to us instructions—what to late, defend, and share was our faith in God’s sovereignty in all live in eternity with our Heavenly Fa- do on her birthday and their faith in a winsome things, even in the number of days our ther, God blessed us with a gift for us to Christmas each year, to manner and with a bold daughter had on this earth. We would cherish until we join Him in glory. That tell her cousins about assurance. The past nine rest in that. morning my husband and I, along with her as they grow up, not years at Grace Academy to forget or quit talking have molded our entire about her, and many more family and helped lay a directions. It was a steady foundation in our chil- stream of instructions dren that enabled them until she paused and said, to weather one of life’s Out of the blue, our “It’s getting whiter.” She most painful storms. began to describe what Only our God could ten-year-old daughter she was seeing. “I can see allow us to walk daily in the pearly gates,” she said the combination of two next. She looked up at my extremes—extreme pain told us she was dying. dad and said, “Don’t cry, and extreme joy. It is Papa. It’s not good-bye, through Him that we are Amanda wasn’t scared, but see ya later, alligator.” able to proclaim, “To live All during this time, is Christ, to die is gain” but instead her voice she told us over and over (Philippians 1:21). that we shouldn’t be sad Don’t ever ques- was full of awe, wonder, but that we should be tion whether a classical singing and rejoicing be- Christian education is cause that is what they worth it, but instead re- and amazement. were doing there. She alize that as we commit then said, “The gates, they’re opening! closed, and her breathing slowed, the to this education and to lifelong learn- It’s beautiful. It’s just like you said, Dad.” last thing she mentioned seeing was a ing, the fruits from our dedication and At that point she said, “They’re green.” big white book. perseverance will reap eternal benefits I asked, “What’s green?” She told us That day, Amanda peacefully went to be we will not fully see on this earth. Al- there were grapes everywhere and that with the Lord, surrounded by family. As most daily I am reminded of Amanda’s they were green and tasted so sweet. She the weeks, months, and years have passed, incredibly strong faith when she com- said, “That’s what it means, that’s what we are still surrounded by love and en- forted us only hours before her death. it means: ‘I am the vine and you are the couragement from our community. She confidently told us that our parting branches!’ ” She saw a big table set with As I look at our son, who is now is not goodbye, it’s simply “see ya later, food on it. I asked her, “Like a feast?” 14, and how he not only handled that alligator.” So while we still live here on and she said, “Yeah, like a feast.” She painful time but also how his faith and earth by faith, our sweet Amanda lives again added, “And they’re rejoicing!” knowledge of our omniscient God sus- by sight. She then said she was seeing a book, tained him, I realize that the education that it was a Bible, and to read it every and teachers at Grace Academy were SANDY WATSON lives in Texas. She and her day. It was at this point she was be- incredibly influential in making him husband, Thomas, are the proud parents of two ginning to drift asleep and as her eyes the young man he is today. So, when children, Brandon and Amanda.

30 The Classical Difference Vol. 2,Vol. No. 2, 2No. | Summer3 | Fall 2016 31

Amanda Watson Article.indd 30 8/2/2016 1:05:46 PM Amanda Watson Article.indd 31 8/2/2016 1:05:48 PM ■ AROUND THE COUNTRY

School Snapshots Veritas Christian School ■ Veritas Christian School LAWRENCE, KS G-r-o-w-i-n-g. In Mrs. Fischer’s class, first graders re- cite the words as they spell them in shaving cream. It certainly helps with spelling, and the room smells like Dad. But, cleanup is a chore. Good thing the students think that’s the best part.

■ Sandhills Classical Christian School SOUTHERN PINES AND PINEHEARST, NC Dr. Alan Marshall came down to earth to serve as the head of Sandhills Classical Christian School, literally. Af- ter years of flying high-altitude U-2 aircraft, Colonel Marshall became Mr. Marshall to more than 300 students at the school. Throughout the classical Christian movement, a wide array of leaders from many different industries have left their former ca- Sandhills Classical Christian School reers to support the potential of classical Christian education.

■ Tall Oaks Classical School NEW CASTLE, DE With around 200 students, Tall Oaks was hum- ming along as one of the model ACCS-accredited schools when Dr. Tim Dernlan, the school’s headmaster, was ap- proached by Red Lion Schools to take on a new challenge. The nearby established conventional Christian school with over 600 students sought a partnership with Tall Oaks. Now, both schools operate under Dr. Dernlan’s leadership. The schools remain academically distinct, but share athletics and other Red Lion Christian Academy/Tall Oaks Classical School extracurriculars. The arrangement has introduced many new Christian families to classical Christian education.

More Online ■ Evangel Classical Christian School ALABASTER, AL Read the speech on our website at ClassicalDifference.com/chrysostum. This year, Evangel had their first winning entries in the ACCS annual visual arts and rhetorical speech contests. Another first: The same student, Heather Thompson, won them both! Her piece entitled “Composition in Light” (see page 26) earned first place in the “Painting” category of the ACCS Blakey Prize in Fine Art. Her speech won the 2016 Chrysostom Oratory Contest and was presented at the ACCS Annual Conference this past June in Atlanta, Georgia.

32 The Classical Difference Our promise is not unlike that biblical cord of three strands. For nearly 140 years, Grove City College remains unsurpassed in the strength of its intellectual and spiritual community.

FAST FACTS § 2,500 students from 42 states across 50 majors § Beautiful residential campus one hour north of Pittsburgh § Male/Female ratio 50/50 § Student/Faculty ratio 15:1 § Average GPA 3.71 / SAT 1212 / ACT 27 § Scholarship, research and internship opportunities § 19 NCAA Division III sports; extensive intramural programs § Marching band, orchestra, touring choir, ensembles § 95% job placement or graduate school within six months

HOW WE RANK America’s Top Colleges – Forbes Best National Liberal Arts College – US News Best Undergraduate Engineering Programs – US News Top Value Private Liberal Arts – Consumer Digest Best 379 Colleges – Princeton Review Best Colleges for your Money – Money Magazine Smartest Liberal Arts Colleges in America – Business Insider 2015 Christian College of Distinction 2015 Pennsylvania College of Distinction

RICH ACADEMIC TRADITION. AMAZING VALUE. CHRIST-CENTERED LEARNING COMMUNITY.

Learn more and apply today. www.gcc.edu/apply

APPLY TODAY Vol. 2, No. 3 VIRTUAL | Fall TOUR 2016 33

GCC_ACCS 8.5x11.indd 1 12/22/15 12:29 PM ■ ACCS SCHOOLS

ACCS Member Schools

Acacia Academy Charis Classical Academy Covenant Classical Academy Grace Classical Academy Kokomo, IN Madison, WI Louisville, KY Laguna Niguel, CA Ad Fontes Academy Christ Church Academy Covenant Classical Christian School Grace Classical Academy Centreville, VA Lafayette, LA Columbia, SC Springfield, MO Agape Christi Academy Christ Classical School Covenant Classical School Grace Classical Christian Academy Eden Prairie, MN San Luis Obispo, CA Concord, NC Granbury, TX Agathos Classical School Christ Presbyterian School Covenant Classical School Grace Classical School Columbia, TN Baton Rouge, LA Fort Worth, TX Jacksonville, NC Aletheia Christian School of Peoria Christian Heritage School Covenant Classical School Great Books Honors College Peoria, IL Longview, TX Naperville, IL Montgomery, AL Alpha Omega Academy Christ’s Legacy Academy Covenant School Greenville Classical Academy Huntsville, TX Athens, TN Huntington, WV Simpsonville, SC American Christian School Clapham School Coventry Christian School Grove City Christian Academy Succasunna, NJ Wheaton, IL Pottstown, PA Grove City, PA Annapolis Christian Academy Classical Christian Academy Dominion Christian School Harvest Christian School Corpus Christi, TX Post Falls, ID Oakton, VA Petaluma, CA Appomattox Christian Academy Classical School of Wichita Dominion Classical Christian Academy Haw River Christian Academy Appomattox, VA Wichita, KS Dacula, GA Pittsboro, NC Aquidneck Island Christian Academy Clear Lake Classical Eastwood Christian School Heritage Oak School Middletown, RI Clear Lake, IA Montgomery, AL Tehachapi, CA Arma Dei Academy Colquitt Christian Academy Eukarya Christian Academy Heritage Preparatory School Highlands Ranch, CO Moultrie, GA Stephens City, VA Atlanta, GA Augustine Christian Academy Coram Deo Academy Evangel Classical Christian School Heritage School Tulsa, OK Flower Mound, TX Alabaster, AL Fredericksburg, TX Augustine Classical Academy Coram Deo Academy Evangel Classical School Hickory Christian Academy Mechanicville, NY Carmel, IN Marysville, WA Hickory, NC Augustine Classical Academy Coram Deo Academy Evangelical Christian Academy Highland Rim Academy Lakewood, CO Richland, WA Colorado Springs, CO Cookeville, TN Augustine School Coram Deo Preparatory Academy Faith Christian Academy Horizon Prep School Jackson, TN Houston, TX Kansas City, MO Rancho Santa Fe, CA Baldwin Christian School Cornerstone Academy Faith Christian School Hunter Country Day School Baldwin, WI Morristown, TN Roanoke, VA Manakin-Sabot, VA Bayshore Christian School Cornerstone Academy First Classical Academy Imago Dei Academy Fairhope, AL Snohomish, WA Katy, TX Alamogordo, NM Beacon Hill Classical Academy Cornerstone Christian Academy First Presbyterian Church School Immanuel Lutheran School Camarillo, CA Appomattox, VA Tacoma, WA Alexandria, VA Bethel American International School Cornerstone Christian Academy Franklin Classical School Coram Deo Classical Academy St. Paul, MN Abingdon, VA Franklin, TN Brownsville, TX Bloomfield Christian School Cornerstone Classical Christian Genesis Classical Academy Island Christian Academy Bloomfield Hills, MI Academy Winnebago,MN Langley, WA Bradford Academy Montgomery, AL Geneva Academy Jonathan Edwards Classical Academy Mebane, NC Cornerstone Classical Christian Monroe, LA Whites Creek, TN Brown County Christian Academy Academy Geneva Academy Kings Way Classical Academy Sardina, OH Hebron, KY Roseburg, OR Clackamas, OR Cahaya Bangsa Classical School Cornerstone Classical School Geneva Academy Legacy Academy Bandung, Jawa Barat, Indonesia Basalt, CO Lincoln, DE De Queen, AR Cair Paravel Latin School, Inc. Cornerstone Classical School Geneva Classical Academy Legacy Classical Christian Academy Topeka, KS Salina, KS Lakeland, FL Chesilhurst, NJ Calvary Christian Academy Covenant Academy Geneva School of Boerne Legacy Classical Christian Academy Silver City, NM Macon, GA Boerne, TX Haslet, TX Calvary Christian Academy Covenant Academy Gloria Deo Academy Libertas Academy San Jose, CA Cypress, TX Spring Branch, TX Tampa, FL Calvary Classical Academy Covenant Christian Academy Good Shepherd School Liberty Classical Academy St. Cloud, MN Harrisburg, PA Tyler, TX White Bear Lake, MN Calvary Classical School Covenant Christian Academy Grace Academy Lighthouse Christian Academy Hampton, VA West Peabody, MA Springfield, MA Stevensville, MD Candies Creek Academy Covenant Christian Academy Grace Academy of Georgetown Logos Christian Academy Charleston, TN Colleyville, TX Georgetown, TX Fallon, NV Cary Christian School Covenant Christian School Grace Academy of North Texas Logos Christian Academy Cary, NC Smyrna, GA Prosper, TX Casa Grande, AZ Cedar Tree Classical Christian School Covenant Christian School Grace Christian Academy Logos Online School Ridgefield, WA Panama City, FL Merrick, NY Moscow, ID

34 The Classical Difference ACCS SCHOOLS ■

Logos Reformed Evangelical Education Providence Classical Christian Academy St. Stephen’s Academy Trinity Classical School Surabaya, Indonesia Sioux Falls, SD Beaverton, OR Bellingham, WA Logos School Providence Classical Christian School St. Stephen’s Classical Christian Academy Trinity Classical School of Houston Moscow, ID Kirkland, WA Eldersburg, MD Houston, TX Mars Hill Academy Providence Classical Christian School Summit Christian Academy Trinity Preparatory School Mason, OH Oxford, GA Yorktown, VA Voorhees, NJ Martin Luther Grammar School Providence Classical School Summit Christian Academy TriValley Classical Christian School Sheridan, WY Spring, TX Livingston, MT Livermore, CA Midland Christian School Providence Classical School Summit Classical Christian School United Christian School Midland, MI Williamsburg, VA Fall City, WA Camp Verde, AZ Mineral Christian School Providence Classical School Tall Oaks Classical School Uvalde Classical Academy Mineral, VA Huntsville, AL Bear, DE Uvalde, TX Morning Star Academy Providence Preparatory School The Academy of Classical Veritas Academy Bettendorf, IA Temple, TX Christian Studies Texarkana, AR Morning Star Academy Quantam Change Academy Oklahoma City, OK Veritas Academy Jakarta Selatan, Dki Jakarta, Indonesia Tangerang, Indonesia The Ambrose School West Barnstable, MA Naperville Christian Academy Redeemer Christian School Meridian, ID Veritas Academy Naperville, IL Mesa, AZ The Bear Creek School Leola, PA New College Franklin Redeemer Classical Academy Redmond, WA Veritas Academy Franklin, TN Murfreesboro, TN The Cambridge School Savannah, GA New Covenant Christian Academy Redeemer Classical Christian School San Diego, CA Veritas Academy Hardin, KY Kingsville, MD The Cambridge School of Dallas North Branch, MN New Covenant Christian School Redeemer Classical School Dallas, TX Veritas Academy Abingdon, MD Harrisonburg, VA The Classical Academy of Franklin Cody, WY New Covenant School Regent Preparatory School of OK Franklin, TN Veritas Christian Academy Anderson, SC Tulsa, OK The Covenant School Fletcher, NC New Covenant Schools Regents Academy Dallas, TX Veritas Christian Academy Lynchburg, VA Nacogdoches, TX The Geneva School Chesapeake, VA New Providence Classical School Regents School of Austin Winter Park, FL Veritas Christian Academy of Houston Nassau, Bahamas Austin, TX The IMAGO School Bellaire, TX New Saint Andrews College Regents School of Charlottesville Maynard, MA Veritas Christian Community School Moscow, ID Charlottesville, VA The Oaks: A Classical Sierra Vista, AZ Oak Hill Christian School Regents School of Oxford Christian Academy Veritas Christian School Herndon, VA Oxford, MS Spokane, WA Lawrence, KS Oak Ridge Christian Academy Renaissance Classical Christian Academy The Paideia School of Tampa Bay Veritas Christian School, FBC Conroe, TX Fayetteville, NC Tampa, FL Dayton, TX Oakdale Academy River Hills Christian Academy The River Academy Veritas Classical Academy Waterford, MI Robstown, TX Wenatchee, WA Beaumont, TX Olive Branch Christian Academy Riverbend Academy The Saint Timothy School Veritas Classical Academy Corona, CA Ormond Beach, FL Dallas, TX Fullerton, CA Ozarks Christian Academy Riverwood Classical School The Stonehaven School Veritas School West Plains, MO Tuscaloosa, AL Marietta, GA Newberg, OR Paideia Academy Rockbridge Academy The Wilberforce School Veritas School Knoxville, TN Millersville, MD Princeton Junction, NJ Richmond, VA Paideia Classical Christian School Rocky Mountain Christian Academy Tidewater Classical Academy Victory Academy Ocala Oregon City, OR Niwot, CO Virginia Beach, VA Ocala, FL Paideia Classical School Samuel Fuller School Timber Ridge Academy Westminster Academy Friday Harbor, WA Middleborough, MA Jackson, WY Memphis, TN Petra Academy Sandhills Classical Christian School Trinitas Christian School Westminster Classical Christian Academy Bozeman, MT Southern Pines, NC Pensacola, FL Toronto, Ontario, Canada Petra Christian Academy Schaeffer Academy Trinitas Classical School Westminster School at Oak Mountain Boise, ID Rochester, MN Grand Rapids, MI Birmingham, AL Philadelphia Classical School School of the Ozarks Trinity Christian Academy Westside Christian Academy Philadelphia, PA Point Lookout, MO Lexington, KY Westlake, OH Pinnacle Classical Academy Seattle Classical Christian School Trinity Christian School Whitefield Academy Little Rock, AR Seattle, WA Montville, NJ Kansas City, MO Providence Academy Seoul International Christian Academy Trinity Christian School Whitefish Christian Academy Johnson City, TN Seoul, South Korea Opelika, AL Whitefish, MT Providence Academy Spearfish Classical Christian School Trinity Christian School Wickenburg Christian Academy Green Bay, WI Spearfish, SD Kailua, HI Wickenburg, AZ Providence Christian Academy Spokane Classical Christian School Trinity Classical Academy Wilson Hill Academy Schererville, IN Spokane, WA Valencia, CA Austin, TX Providence Christian School St. Abraham’s Classical Christian Academy Trinity Classical Academy Winter Park Christian School Dothan, AL Aptos, CA Omaha, NE Tabernash, CO Providence Classical Christian Academy St. Mark’s Classical Academy Trinity Classical School Woodstream Christian Academy St. Louis, MO Rydal, PA Clarkesville, GA Mitchellville, MD

Vol. 2, No. 3 | Fall 2016 35 ■ THE CARPOOL LANE

Late Again! Practical thoughts for the drive

The ramifications are will happen if you became a parent with We are immediately apparent. Buy multiple children to get to school each a few weeks fewer but tasteful items. If they day, and run out of time, and then have to into the new school match, you will always look good. You wear your pajamas all the way to school? year—commute number 19 spend less time shopping, sorting, match- Hypothetically speaking, of course. and Polo Shirt Friday number three— ing, deciding, deciding, and deciding. Someday, I might have time to im- and mingled with the upbeat ear- And, interestingly, people actually like part these deeper truths of wardrobe ly-morning song on the radio comes the and trust the stability and authenticity of simplicity, of the catharsis born from popular refrain, “Why do we have to wear the new you. They might not come to you clear-minded decision making. For we uniforms anyway?” for fashion advice, but for some of us, that should dress for the benefit of our com- Earlier in the summer, on a quieter and was never going to hap- munity, even as adults. sunnier drive, I heard a report. It said, pen anyway. Beauty on the outside and I remember distinctly, that our mod- How do I commu- Finally, a syndrome enhances beauty on the ern brains suffer from something called nicate these benefits to I can relate to. inside, even through “Decision Fatigue.” Basically, having too my young students who fibers woven together many decisions results in not having might care more about to cover our bodies. enough mental energy for the really im- their classmate’s iWatch than their cur- Someday, yes, but not this day … when portant things, like contemplation, rela- rent academic and future professional I’m busy trying to pass a Volt. tionships, and waking up in the morning. success? Who couldn’t care less that the Here’s what you can tell your kids as Finally, a syndrome I can relate to. classroom atmosphere is negatively af- you drop them off for day 947 of wearing And it gets better. What is the easiest fected when students compete for “Best the same thing to school. Uniforms save and most practical way to combat Deci- Dressed”? Who would rather pursue … mom time, money, and stress. You can sion Fatigue? The answer is unexpectedly well … anything than the deeper mean- join the ranks of the fashionistas when relevant—wear the same thing every day. ings of Dante? those three things are all on you. Oh, In fact, the report seemed to assert that if I think we can all imagine typical teen- and happy Polo Shirt Friday! you want to increase personal and pro- age responses to the idea of uniforms. fessional success, make this one change. “That infringes on my freedom of expres- While the referenced show’s transcript is currently And watch time inexplicably expand and sion.” Or, “My soul would wilt within me.” unavailable, try Googling “wear the same thing ev- that promotion drop into your lap. Well, if that’s all it takes, I wonder what eryday” and see the results!

36 The Classical Difference TIMES & SEASONS ■

Paideia and Your Sweater Vest

minating light on a very encouraging spect to yourself and those around you, fact—we are eternal and our eternal the more others will respect you. home is beautiful. Let’s not forget, a student is a disciple. “Huh?” you might ask. “An undisciplined student is an oxy- To clarify, when it comes to uni- moron.” (The Paideia of God, Douglas forms, first we have to consider a prin- Wilson) So, in general, is a well-dressed ciple that seems to be eroding quickly teenager. We cannot redeem the culture in our culture: Things like skillful mu- of education without outward signs of sicians, wise people, and nice clothes its redemption. Applying the real stan- actually exist. So do their counterparts. dards of truth, goodness, and beauty, in In all of life, we want to acknowledge all areas, is a good first step. So, bring on and choose what is best, most appropri- the sweater vest and pleated skirt, plaid ate, and most beautiful for any occasion. tie and shined up shoes. Good character Because here is the second eroding made, is good character worn. principle: Our actions matter. The effect If the topic doesn’t come up, of wearing flip flops and shabby jeans to maybe you should introduce it yourself. a funeral is real. The effect of speaking For further reading: Why uniforms? Practical reasons might disrespectfully about an elderly person satisfy the practically minded. But don’t is real. The very act of choosing to take The Paideia of God, Douglas Wilson, Chapter stop there. It’s all about Paideia—the the “high road” over another has an Four, “The Biblical Meaning of School Clothes” transfer of “affections,” not just in- effect, in and of itself. That’s why you formation and rules. Daily, mundane might notice this general principle at The Paideia Factor, about.classicaldifference. events in our lives can shed real, illu- work: The more your dress reflects re- com/the-paideia-factor/

Uniform Tips ■ REPAIRING HOLES In our family, holes most often occur in HINT: Buy a supply ■ TYING TIES pants and sweaters. of appropriately ClassicalDifference.com/uniforms for a PANTS: To avoid patching holes in the colored patches demonstration of the following: knees, buy pants with reinforced knees. They before school • Our recommended tie: The half windsor might be more expensive, but this can be worth it starts. • The full windsor in the long run. Or even in the first week. • The bow tie When holes do appear, have patches on hand. You can place a patch just about anywhere, even on the pock- et that got cut by scissors in art class. SWEATERS: Patches are handy for repairing holes in ■ IRONING PLEATS sweaters, even along seams. Make sure the To keep the pleats in longer, drip hole is closed as much as possible be- dry. You can also dry on low and remove the fore placing the patch, so that the skirt when it’s still damp. The more and higher the sticky surface from the patch heat in the dryer, the sooner the skirt will loose its pleats. doesn’t show through and at- Learn how to iron and care for pleats. tract lint or dirt. Visit ClassicalDifference.com/uniforms. I’ve repaired many sweat- NOTE: Unless er holes this way along you’re going for a For added help, you can keep seams, on elbows, and in style your school may or the pleats in place with bob- random spots. If you’re may not approve, patches by pins, paper clips, or hair careful, repairs are near- always go on the inside. slides while ironing. ly invisible.

Vol. 2, No. 3 | Fall 2016 37 38 The Classical Difference PARTING SHOT ■ Courtesy PRAiSE Photography of Saint Louis, MO Providence Classical Christian Academy, Getting familiar with another classic.

Point. Shoot. Capture a student moment and share it at ClassicalDifference.com/ submissions. Yours might just be the last face people see in our next issue.

I am reminded also that Christian Wisdom from the front education is intensely personal. Sticking this young man at a table with a book The best school in the world is a We’ve lived long enough to learn that might not accomplish anything, but bunch of people who love and seek the the past is not always suspect, while the modeling a love for books and nurturing truth in its many manifestations. At least present and future are not always our that love through guiding him toward a few of them should be alive. only hope. good books is powerful. Education is —ANDREW KERN, President, —THE ACADEMY OF CLASSICAL essentially relational. Circe Institute, Former headmaster/ CHRISTIAN STUDIES, Scholars Blog —DAVID BRYANT, teacher at multiple classical Christian Regents Academy Blog schools around the country

Vol. 2, No. 3 | Fall 2016 39 Classic Learning Test www.CLTexam.com A New Standard for College Entrance Exams

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