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Kept and Keeping

~ Rest in Grace, Labor in Love

Kept and Keeping

Tag Archives: Classical Homeschool

Reflections on The Iliad, Part 4: Glory, Honor, Immortality, and the Folly of the Gospel

12 Monday Aug 2024

Posted by Lauren Scott in Books, Guest Posts, Home and Family, Home Education

≈ Leave a comment

Tags

Books, Christian Classical Education, Christian Classical Homeschool, Classical Education, Classical Homeschool, Home Education, Homer, homeschooling, reading the classics, The Iliad

This post contains affiliate links. If you make a purchase through one of these links, I may make a commission at no additional cost to you. Thank you for supporting my blog!

This is a guest post from my good friend, Tabitha Alloway. We both have high schoolers this year, and they’re both going to read some Homer. While I’ve read The Iliad and The Odyssey recently so that I can be in conversation with my son about what he is reading, Tabitha has gone a step further and actually written out her thoughts, which I have found both interesting and helpful! I hope you will, too. Check out Part 1, Part 2, and Part 3 if you haven’t already. Here’s Tabitha with Part 4:

iliad greek epic glory homer homeschool

“The Greeks seek after wisdom: But we preach Christ crucified… unto the Greeks foolishness” (see 1
Corinthians 1:17-31
).

The Greeks had no shortage of bizarre and outlandish tales about their gods.
But Christ astonished them.

He died for mankind.
Their gods could not die—and certainly wouldn’t for anything so insignificant as a mortal.

He forgave man’s sins.
Their gods were quick to mete out justice and retribution, but slower to show mercy. Forgiveness was not a well-developed concept in Greek culture.

He conquered death.
A general resurrection of the dead? This was an outrageous thought—something beyond the Greeks’
wildest dreams. It just couldn’t be.

It was the teaching of the resurrection that divided the Greeks who heard Paul preach at Mars Hill. Some mocked. Others were willing to hear him again. A few believed.

To most, the gospel appeared weak and foolish. Their heroes smashed their enemies—they didn’t die for them! The Greeks could not understand a God who would suffer for mortals, just as the Jews, who were looking for a mighty conqueror to save them, did not recognize their humble Messiah who came to serve, rather than be served. And perhaps more than anything, the Greeks couldn’t fathom eternal life in immortal bodies—something they could only envy the gods for possessing. Or else, like Plato, found ridiculous and even undesirable.

Early Church Father Justin Martyr appealed to the Greeks’ understanding of the gods’ immortality to
explain the resurrection: “And when we say also that…Jesus Christ, our Teacher, was crucified and
died, and rose again, and ascended into heaven, we propound nothing different from what you believe
regarding those whom you esteem sons of Jupiter [Zeus]” (1 Apol. 21).

The gospel was the power of God to salvation for everyone who believed, and God added both Jew and
Greek to his church, washing away strife, envy, wrath, and hatred through the Lamb who conquered sin, death, and the grave.

Christ is not only the Lamb of God. He is also the Lion of the Tribe of Judah. He did not suffer for suffering’s own sake; he did it for the joy set before him. He came to rescue a people for himself. He earned a name above every name. Glory. Honor.

In contrast to the Greeks, many today may be more comfortable with a God who is kind, forgiving, suffers without returning insult for insult, and mingles with the lowly, yet struggle with aspects of his justice that might not have been so difficult for the Greeks to understand.

A Servant who girds himself to wash his disciples’ feet is a comforting picture. Is he equally accepted as a King who will return to require worship—and destroy those who do not give it (Psalm 2)? A Lord who will rule with a rod of iron and smash his enemies to pieces (Revelation 2:27, 19:11-16)? A Lawgiver who will break the teeth of the wicked (Psalm 3:7/58:6-8)? An Avenger who “reserveth wrath for his enemies”
(Nahum 1:2) and is “angry with the wicked every day” (Psalm 7:11)? A God who tramples the wicked in fury until their blood is splattered all over his garments, and feeds their carcasses to the animals (see Isaiah 63:1-10, Revelation 19:11-18)?

“Kiss the son [signifying worship], lest he be angry, and ye perish from the way, when his wrath is kindled but a little. Blessed are all they that put their trust in him” (Psalm 2:12).

This picture of God may be a far less comfortable one for modern sensibilities, but it puts the cross into perspective. It tells us just how offensive we are to a righteous Sovereign.

Mercy only means something in the presence of true justice.

Christ came to reconcile us to God and deliver us from his anger. But the day of mercy will not last forever. When the door of the ark closes, only those found in Christ will be able to safely ride out the flood of
God’s wrath. Unlike the Greeks and their petty gods, God’s wrath is holy and justified.

The cross was not the end, but a means to an end: to redeem a people for God’s own glory and possession.
Both divine justice and mercy were displayed at the cross. God has linked our good and his glory together.

The God of the Bible is not about foregoing glory. We may be less comfortable with the concept of seeking personal glory (while in the pursuit of God’s glory) than the biblical writers are.

But Paul puts the idea of seeking glory, honor, and immortality for oneself in a good light (the full
context of Romans 1-5, of course, is an argument against trusting in works for salvation, and the need
to find it—this glory, honor, and immortality—by faith in the finished work of Christ). He motivates believers with the promise of glory, praise, and reward awaiting them, and warns them not to look for this from man on earth. (See John 5:44, Matthew 25:21, 23, 1 Corinthians 4:5, 2 Corinthians 10:17-18, Romans 2:6-7, 29, 8:16-17, 30, 2 Thessalonians 1:11-12, Galatians 1:10, Matthew 6:1-6 Colossians 3:23-24, James 1:12, Matthew 5:11-12, Ephesians 6:8, Hebrews 11:6, Revelation 22:12, 1 Corinthians 3:8-15, etc, etc.)

The question is not whether it is a moral thing to seek glory, honor, and immortality for oneself. That is
a given in Scripture. It is moral for God to seek his own glory, and it is moral for us to seek both his and our own (these are tied together for the Christian). But how and where are we looking to find it? Vainglory is empty, vapid, invaluable. It is the kind of glory most men seek, and it falls far short of the glory awaiting the believer.

C. S. Lewis wrote in The Weight of Glory,

“When I began to look into this matter I was shocked to find such different Christians…taking heavenly
glory quite frankly in the sense of fame or good report. But not fame conferred by our fellow creatures
—fame with God or (I might say) ‘appreciation’ by God. And then, when I had thought it over, I saw that this view was scriptural; nothing can eliminate from the parable the divine accolade, ‘Well done, thou good and faithful servant’.”

Striving for reward is a concept that would have been very familiar to the Greeks. In fact, Paul uses the
picture of running for a prize or competing in athletic games to illustrate the Christian life (1 Corinthians 9:24-27, Hebrews 12:1-3, Philippians 3:13-14, 2 Timothy 4:7-8). Earning prizes and glory is something his Gentile audience would have easily understood.

So there are aspects of our God that the Greeks probably could have understood, to some degree, even better than we might today. And yet, he was still so different from their own gods, from anything they had conceived in their own minds.

They may have been able to appreciate God’s demand for worship and his promise of personal glory and reward for his followers. But the idea of taking up one’s cross and being willing to relinquish temporal life to save one’s eternal soul (Matthew 16:24-25) might have been less tasteful.

They might have been able to identify with Christ as a conquering King and hero. But His life as a suffering Servant to mortals would have been more difficult to understand.

They may have been able to recognize a God of justice. But a God of mercy and forgiveness who reached out in love to those who were his enemies would have been harder to comprehend.

“Among the gods there is none like unto thee, O Lord, neither are there any works like unto thy works… thou art God alone” (Psalm 86:8, 10).

The Greeks valued glory, honor, wisdom, and longingly wished for immortality, a resurrection of the body. Those among them who believed found all these things in Christ—and more. They were freed from wrath, pride, envy, and the sins that so easily beset men. Finding peace with God, they experienced it with their fellow man and strife was “able to die”—a thing Achilles fruitlessly sighed for. They became heirs of a lively hope, an inheritance incorruptible and undefiled. They enjoyed the hospitality and fellowship of the house of God.

While the gospel appeared foolish to the rest of their countrymen, to those who believed, Christ was
made the wisdom and power of God… a power not even their greatest heroes could boast.

More in this series:

Reflections on The Iliad, Part 1: “Rage”

Reflections on The Iliad, Part 2: Humanity and Hospitality

Reflections on The Iliad, Part 3: Some Thoughts on Greek Thought

Other posts with Tabitha:
No Story is the Same, No Pain Ever Wasted
Introducing the Living Books Consortium

Reflections on The Iliad, Part 3: Some Thoughts on Greek Thought

09 Friday Aug 2024

Posted by Lauren Scott in Books, Guest Posts, Home and Family, Home Education

≈ 2 Comments

Tags

Books, Christian Classical Education, Christian Classical Homeschool, Classical Education, Classical Homeschool, Home Education, Homer, homeschooling, reading the classics, The Iliad

This post contains affiliate links. If you make a purchase through one of these links, I may make a commission at no additional cost to you. Thank you for supporting my blog!

This is a guest post from my good friend, Tabitha Alloway. We both have high schoolers this year, and they’re both going to read some Homer. While I’ve read The Iliad and The Odyssey recently so that I can be in conversation with my son about what he is reading, Tabitha has gone a step further and actually written out her thoughts, which I have found both interesting and helpful! I hope you will, too. Check out Part 1 and Part 2 if you haven’t already. Here’s Tabitha with Part 3:

Unless both of your parents were gods, you could expect a rather bleak and meaningless existence
after death.

The Underworld, ruled by the god Hades, was split into three parts: Tartarus (where the evil went), Asphodel meadows (essentially purgatory for all the souls of those who were not particularly good, evil, or noteworthy—this is where Achilles descends to), and the Elysium fields (for good men and great warriors/leaders). The Greeks had a sturdy sense of their own mortality. As Achilles acknowledges, “The grave…hugs the
strongest man alive.”

Radcliffe Edmonds III writes,

“The Homeric epics present a mixed picture of what happens to an individual after death… [The] bleak
vision of death and afterlife is fundamental to the Homeric idea of the hero’s choice – only in life is
there any meaningful existence, so the hero is the one who, like Achilles, chooses to do glorious deeds.
Since death is inevitable, Sarpedon points out, the hero should not try to avoid it but go out into the front of battle and win honor and glory. Such glory is the only thing that really is imperishable, the only meaningful form of immortality, since the persistence of the soul after death is so unappealing.
“As powerful as this grim vision of the afterlife is in the Homeric epics, commentators since antiquity have noticed that this uniformly dreary life for the senseless, strengthless dead is not the only vision of
afterlife presented in the Homeric poems.”
(A Lively Afterlife and Beyond: The Soul in Plato, Homer, and the Orphica)

There are times in Homer’s works in which the dead experience feelings and emotions and have memories of their former lives. Sometimes they even interfere in the world of human affairs.

But for the most part, Homer presents an existence in the House of Hades as empty, mindless, meaningless. When Odysseus speaks to the spirit of dead Achilles in The Odyssey, Achilles moans,

“By god, I’d rather slave on earth for another man—
some dirt-poor tenant farmer who scrapes to keep alive
than rule down here over all the breathless dead.”

There was little hope of joy in the afterlife. No general resurrection of the dead. This was reserved for only a small handful of privileged individuals—perhaps a mortal whose parentage included at least one god or goddess and who had done great deeds (such as Hercules, who was promoted to immortality). Or a man or woman who was very great and good might possibly be reincarnated up to three times, after which the soul could travel to the Blessed Isles and enjoy a happy existence.

The desire for a happier ending in the afterlife led some Greeks to turn to Middle Eastern mystery
religions. The Eleusis mysteries promised that those who lived a virtuous life and performed certain
religious rituals would experience a blessed afterlife. The Orphic cult assured followers that through special rites and initiation into secret knowledge they could escape the fate of most men and find the path to a better place in the afterlife. Members were buried with esoteric inscriptions on thin gold sheets that would guide the deceased through the Underworld.

Greek culture focused on glory. Eternity would probably be bleak, but if you could win a name for yourself, you would at least be remembered and praised after your death. Feats of courage and strength were applauded; cowardice and weakness, despised. This created a highly competitive culture that, arguably, was responsible for much of the country’s rise in the world.

Leaving behind great deeds was a way of becoming immortal, in a sense: the Greeks could not be reunited with their bodies, but they could be memorialized.

Avoiding bodily decay after death was a big deal: if a warrior did not receive a proper burial, his spirit was doomed to forever wander along the riverbank Styx. It could not properly rest in the house of the dead. This is why Achilles is desperate to recover the body of his friend Patroclus and see it gets an honorable burial—and to desecrate the body of Hector, his enemy.

While the Greeks valued life—the physical body and the material world—Plato would later (about 300 years after Homer’s time) present a different conception of life and death, meaning and purpose. He saw the body as something to one day happily put off, so that one’s soul might be set free from a prison that prevents a person from reaching true knowledge, True Being—the Beatific Vision. The physical and material were inferior to the spiritual and mystical. The body was a tomb to be cast off in order that one might become “other-worldly.” Plato spurned the idea of resurrection—for anyone. The Gnostics drew from his teachings.

True immortality for the Greeks meant the body must be resurrected and eternally united with the soul. All the immortal gods engaged in physical activities—eating, drinking, sleeping, having marital relations. Unless you were of the Platonian persuasion, it was a state much to be desired, but one which few, even among their best, could ever hope to attain.

The light of the Christian resurrection would one day pierce the darkness of this fear of death—and divide the Greeks at Mars Hill…

Lauren’s Note:

In reading The Republic, it’s so interesting to me that Plato didn’t want people to read/listen to Homer (though he acknowledges that Homer was pretty much the source of philosophical education for the Greeks in his day). Plato wanted gods that were far better examples than they were in Homer’s telling. He idealized and wanted a truly just and honorable God, and the truly just man according to Plato would be just even when not recognized as such, even when treated as though he were unjust, even to the point of …wait for it… crucifixion! What Plato longed for in a God, in a just man…he didn’t find it in Homer. But he was on to something.

Plato also didn’t like poetry. 😆 He was a “give it to me straight” kind of guy.

More in the series:

Reflections on The Iliad, Part 1: “Rage”

Reflections on The Iliad, Part 2: Humanity and Hospitality

Reflections on The Iliad, Part 4: Glory, Honor, Immortality, and the Folly of the Gospel

Other posts with Tabitha:
No Story is the Same, No Pain Ever Wasted
Introducing the Living Books Consortium

Reflections on The Iliad, Part 2: Humanity and Hospitality

07 Wednesday Aug 2024

Posted by Lauren Scott in Books, Guest Posts, Home and Family, Home Education

≈ 2 Comments

Tags

Books, Christian Classical Education, Christian Classical Homeschool, Classical Education, Classical Homeschool, Home Education, Homer, homeschooling, reading the classics, The Iliad

This post contains affiliate links. If you make a purchase through one of these links, I may make a commission at no additional cost to you. Thank you for supporting my blog!

This is a guest post from my good friend, Tabitha Alloway. We both have high schoolers this year, and they’re both going to read some Homer. While I’ve read The Iliad and The Odyssey recently so that I can be in conversation with my son about what he is reading, Tabitha has gone a step further and actually written out her thoughts, which I have found both interesting and helpful! I hope you will, too. Read Part 1 if you haven’t already. Here’s Tabitha with Part 2:

The characters of The Iliad are often arrogant, petty, and easily angered—much like their gods. The Greek
deities bicker and quarrel throughout the story, employ deception, fight one another, and alternately wreck havoc on the defenders and attackers of Troy, their only guide their own whims, unconstrained by moral considerations. Capricious and fickle, they often behave like spoiled children.

Achilles is described throughout the epic as “god-like.” But perhaps their gods were more “man-like” than anything: except for their immortality and power, the deities resembled man all too much in their thoughts and vices.

The concept of forgiveness and mercy was not really an intrinsic part of Greek culture. David J. Leigh writes,

“A study of the earliest Greek literature and philosophy indicates that the Greeks developed a strong
sense of justice and law as related to both gods and humans, but did not develop a concept of forgiveness and mercy. The closest they came to the latter concept was the practice of legal leniency and the notion of ‘pity’… Neither the gods nor human beings in early Greece were seen as ‘forgiving’ people their injustices or offenses… Because the Greeks lacked a divine or messianic example of unconditional forgiveness, they did not feel a religious compulsion to forgive other persons… At most, these hints of the rising importance of pity in the Greek world might suggest some readiness for the reception of the Christian teachings on the divine forgiveness of sins and the human need to forgive one another.” (Forgiveness, Pity, and Ultimacy in Ancient
Greek Culture
)

Over time, “emergence of something beyond strict justice” did make its way into Greek thinking. And even Homer shows the characters acting, at times, with a compassion borne of pity. Homer presents these as admirable virtues, as part of what makes us truly human. He occasionally gives us a glimpse of man at his worst. And yet, woven throughout the tragedy, acts of kindness, mercy, justice, courage, friendship, loyalty, and honor are displayed.

Even by Achilles.

After killing Hector, Achilles drags the body behind his chariot, dishonoring him in one of the worst ways a man could be dishonored in the ancient world: he intends to let his corpse rot without burial.

But King Priam, Hector’s father, sneaks into the Greek camp and approaches Achilles, begging him to have pity on a grieving old man who has lost his sons. He reminds him how Achilles’s father would grieve were he to lose him. He asks to be given the body of Hector that he might bury it honorably.

It is human feeling that suddenly causes a change of heart in Achilles. Achilles the beast becomes a man again. He weeps for his own father, knowing he (Achilles) will soon die. Pity, compassion, even
gentleness overtake him.

He grants Priam his wish, even offering him food and a place to spend the night.

Another shocking turn takes place in the poem when Diomedes and Glaucus meet on the battlefield. Both men are seething with hate and ready to kill when Diomedes calls out to Glaucus, asking who he is. Glaucus proceeds to give him his family lineage. Suddenly, Diomedes plunges his spear into the ground and joyfully tells Glaucus they cannot be enemies.

“…Splendid—you are my friend,
my guest from the days of our grandfathers long ago!
Noble Oeneus hosted your brave Bellerophon once,
he held him there in his halls, twenty whole days,
and they gave each other handsome gifts of friendship.”

The two soldiers immediately make a pact of friendship, based on the fact that the ancestor of one had entertained the ancestor of the other. In one moment, hate melts into love and goodwill.

This seems strange—until one understands the significance of hospitality in the ancient Greek culture. Hospitality, or philoxenia (“loving the stranger”), was considered a sacred duty. Turning a stranger away
was an ill-advised act, for it might be a god in disguise, testing the host to see if he would practice proper hospitality. (There’s a rather interesting Christian corollary in Hebrews 13:2: “Be not forgetful to entertain strangers: for thereby some have entertained angels unawares.”)

It didn’t matter who came to your door—they must be fed, entertained, and given a parting gift. This
important ritual usually signified friendship for life. This is why, even generations removed from the
original act of hospitality, Diomedes and Glaucus instantly reconcile.

And this is the reason Paris’s treachery was so heinous to the Greeks. When Paris visited King
Menelaus’s home, he took advantage of his host’s hospitality to woo Menelaus’s wife, Helen, away.
By this act, he violated a sacred code of Greek ethics—xenia (“guest-friendship” or “ritualized friendship”), returning evil for hospitality.

Philonexia/philoxenia and philoxenos (Strong’s Greek #5381 and #5382) are found a total of five times
in the New Testament: in Hebrews 13:2 (as mentioned above), Romans 12:13 (when Paul admonishes the believers of Rome to be “given to hospitality”), 1 Timothy 3:2/Titus 1:8 (a requirement for an elder
is that he be a “lover of hospitality” and “given” to it), and 1 Peter 4:9 (“Use hospitality one to another
without grudging”).

Both the Greeks, and later the Christians, would highly value the practice of hospitality, but there are some key differences:

The Greeks practiced hospitality out of duty, fearing retribution of the gods.
The Christian practices hospitality out of love, for God’s glory and Christ’s reward.

The Greeks expected the good they did to be returned to them by their guest (if opportunity arose).
The Christian only looks to God for reward, not expecting man to pay him in kind.

The Greeks were not allowed to turn a stranger away.
Christians are actually commanded to turn some men away, and to withhold fellowship from others.
“If there come any unto you, and bring not this doctrine, receive him not into your house, neither bid
him God speed: For he that biddeth him God speed is partaker of his evil deeds” (2 John 1:10-11).
“I wrote unto you in an epistle not to company with fornicators… But now I have written unto you not
to keep company, if any man that is called a brother be a fornicator, or covetous, or an idolater, or a railer, or a drunkard, or an extortioner; with such an one no not to eat” (1 Corinthians 5:9, 11).

Peace was made between two soldiers because of an old act of hospitality. Sharing one’s home and table in the ancient world was a symbol of friendship and goodwill. This also carried great significance for new Jewish converts, who, prior to Christianity, physically separated themselves from the Gentiles.

“Ye know how that it is an unlawful thing for a man that is a Jew to keep company, or come unto one of
another nation,” said Peter to the Gentile Cornelius as he stood in his home. He continued, “But God hath shewed me that I should not call any man common or unclean” (Acts 10:28).

The gospel shattered the barrier walls between Jew and Gentile. Both were invited to the future marriage supper of the Lamb—and both could now practice hospitality with one another. Homes and hearts opened. Tables accepted guests previously shunned. When Peter cowardly went back on this and stopped eating with the Gentiles, Paul rebuked him to his face (see Galatians 2:11-13).

Dining together and practicing hospitality were important rituals in the ancient world. At least eighteen scenes of hospitality are said to be found in Homer’s works. To share a table was to share more than food. It was an acknowledgment of shared humanity. This kindness marked good men—virtuous men.
Paris is thus a true villain, lacking the humane instinct to gratefully return the good he has received. His
treachery brings strife and death to both Greeks and Trojans.

Lauren’s Note:

It is striking when reading Plato’s Republic, that in all of his discussion of justice and virtue, love is not really a part of the discussion. This is why Faith, Hope, and Love are called the “Christian virtues”. While the concepts existed, they were not held up as ideals by the Greeks in the way that Christians exalted them.

For a great podcast listen on the topic of Christian hospitality, check out: Cultivating Biblical Hospitality in Your Home and Life over at Thankful Homemaker. You can also get a hold of Rosaria Butterfield’s excellent book, The Gospel Comes with a Housekey.

Coming soon:

Reflections on The Iliad, Part 1: “Rage”

Reflections on The Iliad, Part 3: Some Thoughts on Greek Thought

Reflections on The Iliad, Part 4: Glory, Honor, Immortality, and the Folly of the Gospel

Other posts with Tabitha:
No Story is the Same, No Pain Ever Wasted
Introducing the Living Books Consortium

Reflections on The Iliad, Part 1: “Rage”

03 Saturday Aug 2024

Posted by Lauren Scott in Books, Home Education

≈ 3 Comments

Tags

Books, Christian Classical Education, Christian Classical Homeschool, Classical Education, Classical Homeschool, Home Education, Homer, homeschooling, reading the classics, The Iliad

This post contains affiliate links. If you make a purchase through one of these links, I may make a commission at no additional cost to you. Thank you for supporting my blog!

This is a guest post from my good friend, Tabitha Alloway. We both have high schoolers this year, and they’re both going to read some Homer. While I’ve read The Iliad and The Odyssey recently so that I can be in conversation with my son about what he is reading, Tabitha has gone a step further and actually written out her thoughts, which I have found both interesting and helpful! I hope you will, too. Here’s Tabitha with Part 1:

“Rage—”

The opening word of The Iliad captures the whole tenor of this Homeric epic: wrath, hatred, strife,
envy, pride, the clash of wills—of both gods and mortals. Rage drives the heroes to great acts of
courage… and rage brings ruin and death.

Beginning with a description of the anger of Achilles, Homer introduces us in the opening lines of the poem to the quintessential Greek hero: a mortal man born of the gods, fated to suffer tragedy, who will accomplish supernatural feats.

When his pride is wounded over an insult by King Agamemnon, Achilles swears he will no longer help the Greek army—already nine years into the siege of Troy—till tragedy befalls them. No generous offer of gifts, restitution of wrongs, or desire to reconcile on the part of Agamemnon can move him.

When a party of men conveys Agamemnon’s offer of peace and begs him to let his “heart-devouring
anger go,” he explodes,

“… Die and be damned for all I care!…
His gifts, I loathe his gifts…
I wouldn’t give you a splinter for that man.”

Odysseus, one of the three men sent with the message, rebukes,

“Achilles—
he’s made his own proud spirit so wild in his chest,
so savage, not a thought for his comrades’ love…
You—the gods have planted a cruel, relentless fury in your chest!…”

Odysseus returns to King Agamemnon with these words: “The man has no intention of quenching his
rage.”

Later, Apollo himself expresses disgust over Achilles’s anger:

“That man without a shred of decency in his heart…
his temper can never bend and change—like some lion
going his own barbaric way, giving in to his power,
his brute force and wild pride, as down he swoops
on the flocks of men to seize his savage feast.
Achilles has lost all pity!…”

This stubborn pride costs Achilles his dearest friend, Patroclus:

With Achilles out of the fight, the tide of war turns in favor of the Trojans. After seeing the devastation inflicted by their enemies, Patroclus implores Achilles to let him join the battle if he will not do so himself. Consenting, Achilles sends Patroclus out with his own suit of armor.

Patroclus achieves a victory on the battlefield, but is killed when he pursues the Trojans back to their
city. The news devastates Achilles. In his grief, he cries out,

“If only strife could die from the lives of gods and men and anger that drives the sanest man to flare in outrage—
bitter gall, sweeter than dripping streams of honey,
that swarms in people’s chests and blinds like smoke—”

He resolves to beat down “the fury mounting inside” him, “down by force.” At last he is able to set aside
his personal grievances in order to avenge his friend’s death. A formal display of reconciliation between
Agamemnon and Achilles reveals that neither party takes full responsibility for their acts. Both blame
their bad behavior on the gods. Nonetheless, Achilles is back in the fight.

But rather than overcoming his fury, he merely finds a new target for it—the Trojans, and Hector in
particular.

Now his bloody rampage begins. He slaughters mercilessly, with cruelty and joy. He mocks and taunts, hates—and loves hating. “God-like Achilles” descends to the lows of a murderous animal, with so much hostility in his heart he cares not if he dies.

Achilles was born of a goddess and a mortal. Knowing her son was fated for an untimely death, his mother attempted to avert the inevitable by holding him by his heel and dipping him into the River Styx when he was an infant. He was made invulnerable everywhere the water touched him. His heel, which was not submerged, became his one point of weakness. It is Paris who later brings down the mighty warrior—with a poisoned arrow to his heel.

But Achilles’s true heel, his vulnerability, is his inability to control his spirit and check his wrath. “He that hath no rule over his own spirit is like a city that is broken down, and without walls,” wrote the wise man (Proverbs 25:28).

The conquer and sack of Troy after the death of Achilles mirrors the defeat in his own heart, the
pillaging of his soul.

The great hero is a conquered man, driven by his feelings and passions rather than guided by reason
and wisdom. He has no walls of self-control, no defenses against his own pride that poisons him long
before Paris’s arrow flies to its mark. His spirit ravaged by rage, he falls. His “cruel, relentless fury”
nearly burns to ashes his very humanity, just as the Greek fires will later blacken the streets of Troy.

And yet, for a moment in the saga, before he reaches his end, his fury relents–and Achilles finds room in his proud, bitter heart for mercy…

More in this series:

Reflections on The Iliad, Part 2: Humanity and Hospitality

Reflections on The Iliad, Part 3: Some Thoughts on Greek Thought

Reflections on The Iliad, Part 4: Glory, Honor, Immortality, and the Folly of the Gospel

Other posts from Tabitha:
No Story is the Same, No Pain Ever Wasted
Introducing the Living Books Consortium

7th and 5th Grade Homeschool Plans for 2022/2023–What We Actually Did!

25 Sunday Jun 2023

Posted by Lauren Scott in Home Education

≈ Leave a comment

Tags

5th grade, 7th grade, Books, Charlotte Mason Homeschool, Classical Homeschool, Home Education, Homeschool Planning, Homeschool plans, homeschooling

This post contains affiliate links. If you make a purchase through one of these links, I may make a commission at no additional cost to you.

My oldest is now a teenager and has just finished the 7th grade. My baby is 11 and has wrapped up 5th grade. It’s amazing how the time flies. Here are the plans I had for my boys for this school year and how we did implementing them.

Math

This year my 7th grader (a good but not-very-mathy student) worked independently through Saxon Math 8/7 with PreAlgebra. He will be heading into Algebra 1 next year in 8th grade.

My very-mathy 5th grader worked through Saxon Math 7/6. He will be doing the 8/7 with PreAlgebra book next year in 6th grade.

We have used the same independent-work routine for a couple years now: They each do the facts practice, read the lesson, do the practice problems, and then do either the even or odd numbers from the problem set. Each boy then corrects his own daily work using the solutions manual, identifying any mistakes made (as either arithmetic errors, understanding errors, copying errors, or neatness errors), and showing those corrections to me before recording how he did and moving on with his day. When it comes to tests, I do the grading, so my boys know that it’s in their best interest to be honest with how they handle their daily work. This has not been a problem. We’ve all learned over the years that mistakes on daily work are just part of the learning process. The opportunity to show mastery, especially in the Saxon program, comes on the tests.

Writing / Language Arts

My boys aren’t crazy about writing assignments, but they do like to write. I try to keep a balance between assigned writing (because it builds character to submit to something someone else has chosen for you) and having time in the schedule for them to work on their quarterly neighborhood newspaper, the historical fiction novel or a script my oldest has started, or one of my youngest’s silly stories. Our goal is that they write every day (ideally at least one page front and back), that I read and constructively correct their writing, and that they learn from correcting their mistakes and from my coaching to be better writers.

This past year, this has generally looked like one day of copywork, a day or two of free writing (usually one on the computer), at least one day of written narration, an occasional book report when finishing a school book, and some poetry writing days and studied dictation thrown in the mix. Toward the end of the year, I have given my boys some writing prompts to get them thinking more deeply about what they have read this year. This is sort of like a Charlotte Mason end-of-term exam (a practice I am trying to get better at actually doing). When I tried this a time or two in our first semester, my boys struggled and pushed back a bit–especially the 13 year-old since he’s reading heftier books. Now, at the end of the year, they are both willing to do the work of thinking and writing, and I’m especially enjoying the depth I’ve seen from said 13 year-old. That’s the kind of growth we’re looking for!

My oldest also did a lengthy report on soundtrack composer John Williams for our local Discovery Fair event. He won first place for his age group and best in show. His younger brother did a report on the infamous Karl Marx–he at first suggested this topic as a joke, but I told him it would probably make for a great project. And it did. He won second place behind his brother.

7th grade project john williams
5th grade project karl marx

I had planned for my 7th grader to finish up Grammar of Poetry (which we began in 6th grade), and then work through Nancy Wilson’s Our Mother Tongue. But the poetry thing fizzled out in the fall and we were so busy in the spring that I didn’t even try to make OMT happen. He enjoys writing poetry already. And we get so much grammar from our Visual Latin lessons and practical English grammar from me correcting his writing that he’ll probably do fine if he never works through a grammar program. I will keep Our Mother Tongue waiting in the wings if it looks like he’d benefit from it, but I may just pull a little from it here and there so we get some practice diagraming sentences and call that good.

Reading (and History and Literature and Science and…)

We cover most school subjects through reading living books. In years past, instead of reading from multiple subjects in one day, my kids have mostly just sat down with one book on a given day, immersing themselves in it. This year I did a bit more of a schedule, often with two readings per day. For the fall, I attempted to schedule reading certain types of books a certain number of times per week. But I didn’t divide things out thoroughly and the reading was more for time than a set number of pages. By the end of the semester, both of my sons had read almost 33% less than I had intended for them, so the read-for-time honors system wasn’t working that well.

Granted, we also were preparing for a backpacking trip across the Grand Canyon, went on said trip in September…

Our first day descending into the Canyon from the North Rim. Our destination, the South Rim, is visible on the horizon line, with a mountain jutting up above it in the distance.

…and then needed to catch up on the rest of life once we got home, so some of the reading deficit came from full days on which my boys asked if they could read for less time and I granted it. They just got accustomed to those “less time” days and didn’t revert back to normal on their own.

So, for the spring semester I scheduled out their readings by page numbers–a set amount of reading for a set amount of time. And, guess what! It has worked really well. And I think I have grown in my ability to manage details in a lot of areas for having done the work to manage their reading on a more detailed level.

Book List for 7th Grade

Our goals for 7th grade reading: Enjoying Regional and State History; Revisiting Fairy Tales; Filling Science Gaps; and Beginning Studies of Government and Economics. I also had my 13 year-old read a few great books, tracing the idea of knights and chivalry up to the cowboy days. The following books are organized by general subject matter.

Devotional/Theological: Regular independent Bible reading, family Bible time, and began attending our church’s weekly men’s bible study with his papa. Plus:

Pilgrim’s Progress by John Bunyan

Insights into Bible Themes and Customs by G. Christian Weiss

7th grade homeschool plans devotional bible books

Biographies and Autobiographies to accompany Devotional Studies:

Grace Abounding to the Chief of Sinners by John Bunyan (find my review here)

John Bunyan by Kevin Belmonte

Robert Chapman, Apostle of Love by Robert L. Peterson

The Autobiography of George Muller (Chapman and Muller were contemporaries)

Arkansas and Regional History and Historical Fiction:

An Arkansas History for Young People (my son’s first experience with a traditional history text book–he’s not a huge fan, LOL. Even so, he simply read and narrated it, skipping the busy work)

Cotton in my Sack by Lois Lenski

Bass Reeves by Gary Paulsen

“The Big Bear of Arkansas,” a short story by Thomas Bangs Thorpe (also added Thorpe’s “A Piano in Arkansas”), both found in the book Humor of the Old Southwest, which I found at my local library. We also enjoyed listening to the Bear Grease podcasts on “The Big Bear” and on “The Arkansaw Image”.

Rifles for Watie by Harold Keith

It Happened in Texas by James A. Crutchfield to cover some history from my beloved home state (picked this one up at Palo Duro Canyon State Park–warning, there are some disturbing stories, especially the chapter titled “Mass Murder”).

Following the themes of Knights to Cowboys:

7th grade homeschool plans books knights cowboys

Sir Gawain and the Green Knight (this, in addition to poems covered at co-op, makes up his study of poetry for the year)

Don Quixote by Miguel Cervantes (yes, the whole thing–he thought it was hilarious)

True Grit by Arkansan Charles Portis

Government/Economics:

Whatever Happened to Penny Candy? (reviewed in this post)

Whatever Happened to Justice? by Richard J. Maybury

Tales:

7th grade homeschool plans tales books

D’Aulaire’s Book of Norse Myths

Uncle Remus by Joel Chandler Harris (the tales, not all of the poems; contains some language)

Grimm’s Fairy Tales (selections; I reviewed the book in this post)

Science:

7th grade science homeschool apologia

Exploring Creation with Human Anatomy by Apologia

Logic/Other:

7th grade homeschool how to read a book

How to Read a Book by Mortimer Adler (Part 1, first 55 pages–this book will be spread over the next few years)

Free Reads: Life of Fred: Fractions, Viking Quest series by Lois Walfrid Johnson (Christian historical fiction), The Land by Mildred D. Taylor, Let the Circle be Unbroken by Mildred D. Taylor, and Re-reads: The Ikabog by J. K. Rolling, The Hobbit by J. R. R. Tolkein, and various other titles I can’t remember or keep track of.

Book List for 5th Grade

My 11 year-old had a slight focus on Scottish history and literature this year. He’s not as fast a reader as his brother, so a lot of his reading time was simply getting in some of the great classic children’s books.

Devotional: This year he has simply done his own Bible reading and participated in family Bible time.

History/Biography/Historical Fiction:

5th grade homeschool plans history books

Scotland’s Story by H. E. Marshall

Amos Fortune, Free Man by Elizabeth Yates

Star of Light by Patricia St. John

The Hawk that Dare Not Hunt by Day by Scott O’Dell (historical fiction story around William Tyndale)

Literature:

5th grade homeschool plans literature books

Kidnapped! by Robert Louis Stevenson

Treasure Island by Robert Louis Stevenson

Robinson Crusoe by Daniel Defoe

Heidi by Johanna Spyri

Captains Courageous by Rudyard Kipling

Journey to the Center of the Earth by Jules Verne

Black Beauty by Anna Sewell

The Dragon and the Raven by G. A. Henty

For the Temple by G. A. Henty

Geography:

5th grade homeschool plans maps mean adventure geography

Maps Mean Adventure by Christie McFall

Logic:

5th grade homeschool logic thinking toolbox

The Thinking Toolbox by Nathaniel and Hans Bluedorn

Science:

5th grade homeschool science plans

A Drop of Water by Walter Wick

Apologia Flying Creatures of the 5th Day

Archimedes and the Door of Science by Jeanne Bendick

Galen and the Gateway to Medicine by Jeanne Bendick

Along Came Galileo by Jeanne Bendick

The Ocean of Truth by Joyce McPherson (a Christian biography of Isaac Newton)

This boy read several of the same free reads as his brother, as well as numerous others I didn’t keep track of!

Beyond Independent Learning

As for things we studied together as a family, you can read about my Morning Time plans for this year here. In addition to those plans, we also enjoyed exploring topics on YouTube from time to time, kept a family read aloud going in the evenings, and participated in various other activities (such as choir, piano, backpacking, gardening, and pick-up games of frisbee and baseball).

This year, the boys also took up playing recorder, did lots of creative work in the garden, fixed bikes, built steps, dug holes, sewed costumes, learned calligraphy, wrote messages with Anglo-Saxon/Middle Earth runes, and cooked things like acorn pancakes (and regular pancakes, too). These are the kinds of things I don’t plan–other than to leave space for them and make sure the kids are well-supplied.

There you have it. 7th and 5th grades in the books. Over half of my oldest son’s homeschool years are behind us now, and the same will be true of my youngest by the end of next year. That’s pretty crazy to think about, but it’s also pretty exciting to watch my boys grow and take on each next thing. Onward and upward!

Want to know more about how and why we homeschool? Here’s our why. And here’s our how (on an over-arching philosophical level).

Last Day of Compass Classroom Homeschool Curriculum Spring Sale! Plus, a code for 25% off!

19 Wednesday Apr 2023

Posted by Lauren Scott in Home Education

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Tags

Christian Classical Education, Christian Classical Homeschool, Classical Education, Classical Homeschool, Curriculum Sales, Home Education, Homeschool Curriculum, homeschooling

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Hello friends! I’m just popping on here today to remind you of the BIG SALE that’s wrapping up today at Compass Classroom! See my previous post for more details on their excellent video-based curriculum that we have enjoyed. Click HERE to go directly to the sale!

If you are catching this a day (or more) too late for the spring sale, I can still get you 25% off with a discount code at my new Compass Classroom landing page, where you can find some of my favorite curriculum items from their store. This code is good on your next purchase (but not valid during the spring sale), so take some time to figure out what you need and then load up your cart to make that discount stretch as far as you can!

BIG Spring Sales on Classical [and more] Homeschool Curriculum!

05 Wednesday Apr 2023

Posted by Lauren Scott in Living Faith

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Tags

Books, Christian Classical Education, Christian Classical Homeschool, Classical Education, Classical Homeschool, Curriculum Sales, Elementary Music, Home Education, homeschooling, Music Education

This post contains affiliate links. If you make a purchase through one of these links, I may make a commission at no additional charge to you. Thank you for supporting my blog while you shop!

I don’t do many sales posts, but this is definitely a good time for one! Many of us homeschool moms are already making plans for next school year, and that means it’s curriculum shopping season!

Here are some great sales happening this month, from publishers and curriculum providers that I love. A lot of them are focused on Christian classical education, but you may find resources that fit your homeschool goals whether you consider yourself a classical homeschooler or not. Unsure about what that even means? Check out this post.

I’ll start with the most time-sensitive.

Logos Press: 10-40% off and Free Shipping over $250 This sale is now ended.

Logos Press publishes and carries a ton of Christian classical curriculum resources and books. They had this sale through March 31, and they’ve extended it! It looks to me like this sale may only last until Friday (tomorrow), so jump on this one quickly to get 10-40% off and free shipping on orders over $250.

They carry classic books with worldview guides built in, Latin curriculum, Life of Fred math books, Math Mammoth, and much more.

Roman Roads Press: 20-35% off ALL Curriculum and Books, April 1-10 This sale is now ended.

Roman Roads Press also provides fantastic material for Christian classical education at home (for middle grades to grown ups). I’m currently reading The Illiad (and soon The Odyssey) along with the Old Western Culture Parents’ Challenge. This is giving me a chance to enjoy Wes Calihan’s lectures and think about how we might use them in our homeschool. I’ve found them incredibly helpful so far in understanding Homer’s works from a literary and thoroughly Christian perspective. Heads up to conscientious parents: there is some nudity in the art featured in these videos. Just being honest, this is a big part of the consideration going on as far as what my husband and I choose to put in front of our sons. I otherwise love the content.

Roman Roads also offers courses on Poetry (which I have done with my boys), Latin, Logic (currently the lowest price I’ve seen for Introductory Logic!), History, Economics, Calculus (which I’m about to order, per my engineer-husband’s request), and more.

Compass Classroom: ALL Curriculum Discounted, Up to 50% Off, April 12-19! THIS SALE IS ON NOW!

Compass Classroom has so many quality video courses for about age ten and up. We have enjoyed WordUp! The Vocab Show, Visual Latin 1 and 2, and Jonathan Rogers’ Creative Writing–I took his Writing with Scout course on To Kill a Mockingbird a few years ago when he first offered it as a live course. It was fantastic, evaluating literature as both a reader and as a writer. I have Writing with Hobbits planned for my boys to go through soon–and I know they will love it!

This sale doesn’t start until April 12, which means you’ve got time to try out their Premium Membership for ONE MONTH FREE in order to get a fantastic opportunity to evaluate any of the courses you are thinking about purchasing during the sale! They have great sample lessons anyway, but this would allow you to look things over thoroughly–no credit card required to start your one month free trial!

Prodigies Music: April is Month of the Young Child, Get 50% Off Plus Membership, 33% Off Songbook Bundle, AND an Additional 5% Off Your Order with Code KEPT

music curriculum sale

Prodigies is a colorful and fun way to teach music to children from pre-K to age 12. My boys started doing Prodigies Music Lessons (videos with color-coded desk bells and sometimes a workbook) when they were 7 and 5, and now that they are 13 and 11, I can see how much they have benefited for the long-haul from this playful but theory-packed approach to music education. My boys are obsessed with playing piano, have recently picked up recorder and ukulele, and one day would love to learn bag pipes, too! They not only love music and are doing well in their piano lessons, but they are creative with it, too–something that was intentionally cultivated by the Prodigies Music Curriculum. We didn’t even do the program super religiously, but it has been a blessing to our family! They have several options for how deep you want to go with their curriculum and resources, so that you can choose a plan that suits your needs and your budget.

You can also try Prodigies out with a 7-day free trial on their website. You can also download the My First Songbook pdf for FREE. Feel confident enough in your own musical abilities to do a bit of this yourself? You could purchase the bells and use them with the First Songbook to get your little one started. Scroll down on this page to see what instruments and workbooks they have available in this same color-coded format that helps kids learn quickly! They even have Chromanotes Piano Stick-Ons so you can relate the Prodigies song books directly to your own piano or keyboard.

Don’t forget to use coupon code KEPT to get an additional 5% OFF your entire order–on top of sale prices!

Rainbow Resource Center: Everyday Low Prices and Free Shipping on $50+

If you can’t find what you’re looking for at the sales listed above, head on over to Rainbow Resource Center. They don’t run huge sales, but they are committed to carrying a plethora of homeschool curriculum to suit all different styles. They’ve been serving the homeschool community since 1989, and they have wonderful customer service!

Are you starting to plan and shop for next year? I’m just beginning to think about it beyond the flurry of big-picture ideas floating around in my head. I’ll have an eighth grader next year, so I’d better get on it!

How We Homeschool: Hello, Charlotte. Hello, Classical.

09 Wednesday Sep 2020

Posted by Lauren Scott in Home Education

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Charlotte Mason, Charlotte Mason Homeschool, Christian Homeschool, Classical Education, Classical Homeschool, homeschooling

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In my last post, I shared Why We Homeschool, and part of our WHY included the freedom to choose HOW.

I explained a bit of our story–how my husband was homeschooled and how I went to public school. And I shared our mission statement:

Since before they were born, my husband Nathaniel and I have purposed to bring our children up in the nurture and admonition of the Lord and to educate them at home by means of whole/living books, meaningful work and life experiences, and disciplined habits of wisdom and personal responsibility—for school and for life and ultimately for eternity.

In this post, I’ll give a little more of our story and begin to flesh out just how we have come to do what we do–and how we think about it, summarizing Charlotte Mason and classical philosophies as best I can.

A Little More of Our Story…

That mission statement above was written recently, but it pretty well describes what our aims have been from the beginning, owing much to what Nathaniel’s family passed down and to his experience with the literature-based Robinson Curriculum.

Our initial trajectory found further inspiration nearly six years ago when an older mom-friend at the local homeschool co-op first introduced me to the ideas of Charlotte Mason and Christian classical education (yes, both at the same time–it’s taken me years to sort them out! Ha!).

We were already legally homeschooling our five-year-old at this point–attempting to use my mother-in-law’s KONOS unit studies curriculum. Think: a text-only Pinterest board in a three-inch binder (though I’m sure it’s more up-to-date these days). I had already found that, rogue that I am, I took the subject matter we were supposed to cover in KONOS, ignored the binder and its overwhelming amount of options completely, and simply went to the library to check out as many quality books as I could find for us to read aloud on a given subject.

I’m not a crafty mom, nor do I like Pinterest.

While carting books home from the library for our immediate needs, I began to explore Charlotte Mason via Ambleside Online and some of my friend’s Well Trained Mind materials (which are Classical, too).

Somewhere in that first year I also acquired Educating the WholeHearted Child, an excellent resource on Christian homeschooling, by Clay and Sally Clarkson–and I found Charlotte Mason quotes littered throughout.

Hmmm…Interesting. The wheels were spinning.

Half way into our second year, now invested in a couple of those Well Trained Mind materials and a practice called Morning Time (recommended by my friend and expanded upon by Pam Barnhill), I found myself tuning in to a new podcast called Scholé Sisters, “a casual conversation…” for “the classical homeschooling mama who seeks to learn and grow while she’s helping her children learn and grow.”

Inspired by the podcast to “find your sisters,” I invited the friend who had started this mess 😉 as well as a few others to form our own book club and read Susan Schaeffer Macaulay’s For the Children’s Sake–arguably the Charlotte Mason gateway drug.

At this point my research perhaps turned into somewhat of an addiction.

I began to see that Charlotte Mason’s ideas about books, habit training, and real-life learning lined up with so much of what we were already doing–and they challenged me to grow further out of my push-through-to-the-next-thing mindset that I’d acquired in my own school years.

I also began to explore classical education a bit, but never really hopped on the Trivium-as-stages Train. I was delighted to find in further listening and research that the “stages” application of Grammar, Logic, and Rhetoric was a gross oversimplification–classical education, as I had hoped, has far more to offer.

Since that first year where I didn’t-really-follow-KONOS, we haven’t used any sort of all-in-one curriculum (though I have borrowed a lot from Ambleside Online and we do use curriculum for math).  We appreciate the educational philosophy of Charlotte Mason and Christian classical education, and we choose materials eclectically guided by a lot of the principles from these philosophies.

So, what exactly are they?

Hello, Charlotte

Charlotte Mason, a British educator who lived at the turn of the 20th century, describes education as “an atmosphere, a discipline, and a life.” Atmosphere refers to the naturally occurring environment of the child—the home in which they live, the people they live with, the world outside their front door. This also includes the attitudes that they pick up from, say, their parents.

Discipline refers to the formation of habits, whether personal cleanliness, academic, or other habits of character. Again, who we are as parents teaches a lot!

Life might be a bit confusing. By life Mason means “living ideas,” or knowledge that is vital. This kind of knowledge is found by being in living touch with the world around us and especially by being presented with a rich curriculum that puts us in touch with the knowledge made available in books—and particularly books of literary quality rather than dry textbooks which can often strip knowledge of its delight. When Charlotte Mason mamas speak of living books, they’re in this realm of “education is a life.”

Our mission statement corresponds with this framework for education:
“…meaningful work and life experiences…” — a big part of atmosphere.
“…disciplined habits of wisdom and personal responsibility…” — discipline.
“…whole/living books…” — and there’s the life.

Now, that’s Charlotte Mason on a very general level. She also has a list of 20 principles and six volumes in which she develops her philosophy and method. Some of the key elements include training the habit of attention, growing in self-education, narrating back what one has heard or read after just one reading, spending time outside in nature, studying a wide range of beautiful things, and resisting the urge to over-teach so that the child does the work of thinking for him/herself. But that’s just scratching the surface.

When I list Charlotte Mason as part of how we homeschool, I mean that we are happily influenced by her ideas, but I do not mean that I follow her method anything near completely. Her principles resonate with me and challenge me to be a better mom, but I implement them very much in our own way. And that’s perhaps why I sometimes feel that we fit more easily within Classical education (a philosophical umbrella with arguably various methods up for grabs) than we do in a strictly Charlotte Mason approach (a philosophy with a prescribed method to go with it). But they really do meld together well in our home!

Hello, Classical

Christian classical education aims at wisdom and virtue and at cultivating an appreciation for what is true, good, and beautiful. It emphasizes an ancient and long-standing educational tradition that has been abandoned in the past 150 years or more, but it’s making a strong comeback today. Training in The Seven Liberal Arts of Grammar, Logic, Rhetoric (the arts of language); Arithmetic, Geometry, Astronomy, and Music (the mathematical arts) is a key part of the curriculum. But this isn’t the sum total of learning, either. Other elements in this tradition include training in piety, gymnastic, music (in more than a mathematical sense), common and fine arts, sciences and history and philosophy–with Christian theology as both the guide and the goal.

There is a learning curve here, especially since the words I just used to tell you what’s included in a classical education all have older definitions and understandings that are either completely abandoned or else eclipsed by the way we understand them today. There are helpful resources out there, though. Podcasts like the Scholé Sisters, Ask Andrew, and Cafe Schole have been helpful. As for reading, these articles at the Circe Institute can get you started, and the booklet Introduction to Classical Education is a helpful overview. But once you’re ready to dive into a thorough treatment of Christian classical education, be sure to grab The Liberal Arts Tradition (revised edition) by Kevin Clark and Ravi Scott Jain. This book ties all the pieces together with lots of historical references so that you come away with a better and deeper understanding of the whole paradigm and where it all comes from. There’s also a short glossary of key words and concepts at the back of the book that’s a very handy reference!

Charlotte Mason and classical both aim at a holistic education that respects the nature of the child as made in God’s image. As such, children ought to be nurtured and educated in body, mind, and soul–and primarily by those that love them most. Today’s secular school system doesn’t acknowledge the soul of the child, so it falls short even when it aims at a holistic education.

Some of what we do will sound flowery, but that’s because our focus isn’t just on academic skills—it’s on all of life enjoyed and lived to the glory of God—and this includes a lot of things that are both enriching in an enjoyable way and pay dividends academically, too. What we do is academically rigorous, but in a very different way.

We’ve found that both Charlotte Mason and Christian classical education each resonate with our priorities and direction, while also giving a greater depth and breadth to our efforts than we knew was possible.

Do you have to follow either of these philosophies or methods to homeschool you kids well and raise them in the ways of the Lord? No. The best way to do that is to be humbly and constantly immersing yourself and your children in God’s word, believing it and living by it together in your everyday, everywhere life. But both classical and Charlotte Mason philosophies can be extremely helpful to that end–not only for the way they give you many positive things to implement in your teaching, but also for the way they challenge you to peel back the layers of negative influence from our modern, materialistic education system.

Stay tuned for more in this series as I begin to post specifically about how we handle various subjects in our homeschool (without actually concerning ourselves much with “teaching all the subjects”).

In case you missed it, here’s the first post in the series: Why We Homeschool.

Next up: How We homeschool: Bible

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Lauren Scott

Lauren Scott

Christian. Wife. Mother. Homemaker. Home Educator. Blogger. Book Addict. Outdoorist.

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