Roman Roads Press

Roman Roads Press Roman Roads Press is a publisher of classical Christian curriculum, with an emphasis on video curricu Our mission is to help families "inherit the humanities."
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Roman Roads Press is a publisher of classical Christian curriculum.

Women of the West: True Femininity in C. S. Lewis’s That Hideous StrengthBy Christiana Hale, author of Deeper Heaven: A ...
09/03/2024

Women of the West: True Femininity in C. S. Lewis’s That Hideous Strength
By Christiana Hale, author of Deeper Heaven: A Reader's Guide to Lewis's Ransom Trilogy

Perhaps one of the most striking things about That Hideous Strength in comparison with the other two books of C. S. Lewis’s Ransom Trilogy is the large number of female characters. There are none in the first book (excepting poor Harry’s mother) and only the Green Lady in the second. But we have a long list of female characters who appear in the final installment. Jane Studdock, Mrs. Dimble, Camilla Denniston, Ivy Maggs, Grace Ironwood, Fairy Hardcastle-this list is just a few of the more prominent female characters we encounter. Why is this? Is there any significance to the sudden increase in number of women to grace the pages of Lewis’s novels?

One simple reason is that true femininity and true masculinity have both been major themes throughout the entire Trilogy and they both come into greater focus in this final installment. In Out of the Silent Planet, masculinity formed the background and atmosphere of the entire book. Mars, the god of war and quintessential male, gives the first book its setting and donegality. In Perelandra, we see how the influence of Venus shapes the story. Venus, the goddess of beauty and pleasure, is the epitome of all true womanhood, glorious sweetness and wild fruitfulness. In these two books, we have been presented with striking pictures of true masculinity and femininity, deftly woven into the very fabric of the stories. Now, in the last book, we see how Mark and Jane Studdock are meant to be human versions and embodiments of these very characteristics. Belbury is at war with humanity, with everything that makes men true men and women true women. Is it any wonder that Lewis, in bringing this quarrel to earth, adds a number of women to the cast of characters?

The other way of looking at this theme goes back to Jane’s struggle. She struggles with accepting the biblical picture of femininity and everything that goes along with it. “Submission” and “obedience” in particular are abhorrent words to her, as they are to many women today. In her struggle, she is confronted with a number of examples of godly womanhood as well as examples of where the type of “independence” that she longs for ultimately leads. Lewis has been accused by many modern critics and readers of having misogynistic and sexist tendencies. One need only look more closely at the female characters that he writes in his fiction to clear these charges. But Lewis does not let his characters, male or female, get away with sin. He recognizes that there are certain sins that the different genders are more tempted towards. In an age where saying something like “men and women are different” is considered hate-speech, is it any wonder that someone like Lewis should be called names?

Lewis writes female characters as real people, with real strengths and weaknesses, with sins and successes, with glories and vices. He is adept at picturing what true, free, Christian women should look like, women who believe what the Bible says-about themselves, about the world, and about their place in the world. Mrs. Dimble is one such woman. Jane, in the beginning of the book, likes Mrs. Dimble but considers her with a sort of patronizing superiority. She has such “old-fashioned” notions about things (femininity and marriage in particular). And yet there is something comforting and solid and real about Mrs. Dimble that cannot help but draw Jane in. Mrs. Dimble is sharp, intuitive, and perceptive and she guesses at what plagues Jane before she herself knows it. As with many of the other women in the story, there is more to Mrs. Dimble than meets the eye.

When Jane first meets Camilla Denniston she is struck with an “almost passionate admiration which women, more often than is supposed, feel for other women whose beauty is not of their own type. It would be so nice, Jane thought, to be like that-so straight, so forthright, so valiant, so fit to be mounted on a horse, and so divinely tall.” This first impression is striking. Camilla, who we later find has a loving and strong relationship with her husband Arthur, is described in almost Martial terminology. Yet there is nothing more feminine. The softness of Venus is not the same thing as moral or spiritual weakness and physical limitations do not result in lesser worth. Women are, generally, physically weaker than men. This is part of their glory-the glory of being created for fruitfulness, for motherhood, for glory and beauty and an inner strength that surpasses musculature. This does not mean that physical strength cannot be a feminine characteristic, only that it will look different in a woman. Camilla is valiant and forthright, fit to be mounted on a horse. And yet she is very clearly feminine and, perhaps more surprisingly, she has a submissive and obedient attitude towards her husband.

In Grace Ironwood we have another example of a strong woman who has, perhaps, suffered more than we know. She is unmarried and, though there is no reason to suspect that she has romantic feeling towards Ransom, yet she gives him the respect and obedience that she would, in some ways, give to a husband. An interesting thing to note is the similarity in name between Grace Ironwood and Fairy Hardcastle. Both first names are feminine and fluid while their surnames contain something firm and unyielding (“iron” and “hard”) followed by an object (“wood” and “castle”). While not knowing how Lewis intended this similarity to be taken, he could not have been unaware of it. Lewis was a great lover of names and words and I don’t think this similarity could be an accident. Fairy Hardcastle and Grace Ironwood present two contrasting pictures of womanhood. Just as Belbury and St. Anne’s show us two completely different approaches to reality, humanity, and the physical realm, Grace and the Fairy show us how those two worldviews treat women. It can be so easy to see the word “submission” as destructive to women. To think that by emphasizing the differences between the genders we are somehow ranking them in order of importance. But differentiation does not imply superiority or inferiority. To say that this is not that is not the same thing as saying that this is somehow better than that.

Fairy Hardcastle is independent, masculine, brittle, and violent. She is coarse, rough, and unfeeling. The irony is that though she thinks she is in control and that she has the respect of the men around her, she is in fact just a tool in their hands. She is reprimanded when she acts outside her orders. She is kept on a leash, degraded and disrespected, seen only as a handy person to have around to get things done. She is, in reality, despised by even her associates. They don’t like the way she behaves or approve of her sadistic hobbies. Mark is at first impressed with her “devil-may-care” attitude. But it is soon obvious that she is just as much enslaved to the men of Belbury as Mark himself has become. It is not difficult to see how Fairy Hardcastle’s desires could have started out as very similar to Jane’s-to be her own person, to not have to submit to any man or obey any rule but her own. She wanted to be her own woman just as the people of Belbury want to be their own humanity. And, as with Belbury itself, the end result is that her womanly identity is stripped from her. None of the men around her see her as a woman at all. Having rejected her womanly calling, she is only a shell of a woman, a tool, used and discarded and uncared for by the men who really pull the strings.

There is very little that Grace Ironwood shares in common with Fairy Hardcastle. Perhaps the only characteristic is a stern exterior and a core of steel, though the Fairy is not consistent in her serious demeanor, often treating important matters flippantly. But Grace Ironwood has a calm serenity, a patience and inner strength without brittleness, that Hardcastle lacks entirely. Grace is loyal and devoted to Ransom. She respects him and submits to his wishes in the matters of the Company at St. Anne’s. As a result of this, she is respected and given a position of relative importance, being the first one to speak to Jane before she can be admitted to the Director. Grace is not soft where the Fairy is hard or suppressed where the Fairy is free. She is no such opposite and the comparison is much more nuanced. Grace is hard in a different way—in a feminine way. Grace is free, not to be a man, but to be a woman. She is free to be what she is. Fairy Hardcastle thinks she is free to be like a man and in the end all she can really be is a sad, broken, confused woman who has lost all of her humanity. In the end, she despises and rejects both true masculinity and true femininity.

When Jane meets Ransom for the first time, Lewis pulls out all of the stops on Solar imagery-he even uses the word “solar” itself to describe Ransom, in case we might have missed it. But why does he do this? Especially considering that this is a primarily Jovial book and that Ransom is taking up a distinctly Jovial role, why implement all of the Solar language when Jane first sees Ransom? The reason becomes clear when we consider that it is from Jane’s perspective that this language is used and so it is shaped by Jane’s character and struggles. Sol is the “all-worshipped male”-and Jane is struck, primarily, by all of the masculine glory that she had rejected by her wholesale rejection and disdain for everything masculine. She is reminded of the “imagined Arthur of her youth,” in a time before she became disillusioned. She is so overwhelmed, that she nearly (against her better judgment) surrenders. But she must learn to surrender and submit to her own husband. Just as, Ransom says, we all must submit to something infinitely more masculine than we can imagine. “The male you could have escaped, for it exists only on the biological level. But the masculine none of us can escape. What is above and beyond all things is so masculine that we are all feminine is relation to it.”4 Every Christian, man or woman, is part of the Church, the bride of Christ. And every wife submitting to her own husband in obedience to God is a tiny microcosm of this greater, mysterious relationship.

Rejection of the biblical definition of femininity is a rejection of the way that God has created the world and women in particular. This rejection does not lead to freedom, happiness, equality, or respect but is in fact the way of death and destruction. What most modern feminists call “equality” is in fact just “sameness” which is, simply put, impossible. In trying to make women like men, they only succeed in making women ugly and distorted. Fairy Hardcastle may not be representative of every woman who is trying to do this, but she is a picture of where this way of thinking ultimately leads. Women are not called to be men. Women are called to be true women of God, strong, fearless, valiant. Women who are strong enough to submit without fear, to obey our God without hesitation, and to stand firm on the Word of God and everything it has to say about women and true femininity. Women of the west who are unashamed of what God has created them to be.

Learn more about the Ransom Trilogy at http://DeeperHeaven.com

Web version with footnotes:
https://romanroadspress.com/2018/03/women-of-the-west/

𝗢𝗹𝗱 𝗪𝗲𝘀𝘁𝗲𝗿𝗻 𝗖𝘂𝗹𝘁𝘂𝗿𝗲 𝗶𝗻 𝘁𝗵𝗲 𝟭𝟴𝘁𝗵 𝘆𝗲𝗮𝗿 𝗼𝗳 𝗵𝗼𝗺𝗲𝘀𝗰𝗵𝗼𝗼𝗹𝗶𝗻𝗴 (𝗮 𝗿𝗲𝘃𝗶𝗲𝘄)My family is in the process of wrapping up our 18th year...
09/03/2024

𝗢𝗹𝗱 𝗪𝗲𝘀𝘁𝗲𝗿𝗻 𝗖𝘂𝗹𝘁𝘂𝗿𝗲 𝗶𝗻 𝘁𝗵𝗲 𝟭𝟴𝘁𝗵 𝘆𝗲𝗮𝗿 𝗼𝗳 𝗵𝗼𝗺𝗲𝘀𝗰𝗵𝗼𝗼𝗹𝗶𝗻𝗴 (𝗮 𝗿𝗲𝘃𝗶𝗲𝘄)

My family is in the process of wrapping up our 18th year of homeschooling. I was blessed to stumble upon the Old Western Culture series this year. I had heard the name Wes Callihan before, but for the past few years, I was surprisingly content with my repertoire of homeschooling materials.

However, my mildly autistic 15 year old son presented me with a new challenge: how to get through the huge amounts of readings and discussions of the Great Books in high school (a journey that thrilled my older kids, avid readers, competent writers, and all-around academically-oriented people) without losing my technologically-savvy, anxiety-prone, bright but easily overwhelmed, son.

Elijah warmed to Mr. Callihan’s presentation of The Greeks from the first lecture. He willing watched the entire first set on The Epics, even though he had just completed his study of those books with another curriculum. Drama and Lyric was his favorite, as he loves to see how the traditions established in Greek theatre continue to play themselves out in modern productions.

My older son was home from his very prestigious, classically-oriented college, and remarked, while listening in on The Philosophers lectures, how he loved Mr. Callihan’s presentation on Plato. This son reads philosophy for fun. He is completing a philosophy major. He is dismayed by his fellow students’ lack of exposure to any philosophical teachings in high school. He cites his readings of Plato and Aristotle, Democracy in America by Tocqueville, and the Holy Bible as the most important studies of his high school education.

It is because of the dedication and talent of people like Wes Callihan that parents like me can provide our children with an education that extends far beyond their high school graduation exams – it is one that reaches into the depths of their souls. Roman Roads Press's Old Western Culture curriculum is going to help me guide my challenged younger son through the next few years of The Great Books and prepare him for further study in whatever field his heart desires. He may not choose to study philosophy in depth, but he will be a well-educated citizen. Thank you for these materials.

Sincerely,
Sabrina M. Pelczynski-Kunda

Old Western Culture: Inherit the Humanities.
http://OldWesternCulture.com

Do you follow us on X (Twitter)? Today's Thread: Tim Griffith of New Saint Andrews College on the mass extinction—not of...
09/03/2024

Do you follow us on X (Twitter)?

Today's Thread: Tim Griffith of New Saint Andrews College on the mass extinction—not of species, but of words and their meanings, that nobody is talking about.

🧵 For every classical educator and parent (especially those wondering "why Latin?").
https://x.com/RomanRoadsPress/status/1830774433734369554

“The great thing, if one can, is to stop regarding all the unpleasant things as interruptions of one’s ‘own’, or ‘real’ ...
09/01/2024

“The great thing, if one can, is to stop regarding all the unpleasant things as interruptions of one’s ‘own’, or ‘real’ life. The truth is of course that what one calls the interruptions are precisely one’s real life – the life God is sending one day by day: what one calls one’s ‘real life’ is a phantom of one’s own imagination.” —C.S. Lewis

From a 1943 letter from C.S. Lewis, included in Yours, Jack: Spiritual Direction from C.S. Lewis

𝐀 𝐪𝐮𝐢𝐜𝐤 𝐠𝐮𝐢𝐝𝐞 𝐭𝐨 𝐫𝐞𝐚𝐝𝐢𝐧𝐠 𝐩𝐨𝐞𝐭𝐫𝐲:𝟭𝘀𝘁: 𝗔𝗹𝗹𝗼𝘄 𝘁𝗵𝗲 𝗻𝗮𝘁𝘂𝗿𝗮𝗹 𝘀𝘁𝗿𝗲𝘀𝘀𝗲𝘀 𝗼𝗳 𝘁𝗵𝗲 𝘄𝗼𝗿𝗱𝘀 𝘁𝗼 𝗱𝗶𝗰𝘁𝗮𝘁𝗲 𝘁𝗵𝗲 𝗳𝗹𝗼𝘄 𝗼𝗳 𝘁𝗵𝗲 𝘀𝗲𝗻𝘁𝗲𝗻𝗰𝗲.Differe...
08/31/2024

𝐀 𝐪𝐮𝐢𝐜𝐤 𝐠𝐮𝐢𝐝𝐞 𝐭𝐨 𝐫𝐞𝐚𝐝𝐢𝐧𝐠 𝐩𝐨𝐞𝐭𝐫𝐲:

𝟭𝘀𝘁: 𝗔𝗹𝗹𝗼𝘄 𝘁𝗵𝗲 𝗻𝗮𝘁𝘂𝗿𝗮𝗹 𝘀𝘁𝗿𝗲𝘀𝘀𝗲𝘀 𝗼𝗳 𝘁𝗵𝗲 𝘄𝗼𝗿𝗱𝘀 𝘁𝗼 𝗱𝗶𝗰𝘁𝗮𝘁𝗲 𝘁𝗵𝗲 𝗳𝗹𝗼𝘄 𝗼𝗳 𝘁𝗵𝗲 𝘀𝗲𝗻𝘁𝗲𝗻𝗰𝗲.
Different words have different stress lengths, depending on the placement of the vowels and the number of consonants. For example the words “to” and “flinch” are both one syllable words, but you can tell one takes less time to say than the other. Furthermore, a short word like “to” naturally leads you into the next word (ending with a vowel as it does), whereas you want to land on “flinch” a little, taking just a moment before moving on. Read the following naturally, while paying attention to the space you give between the words: “to flinch means to make a quick movement in reaction to something.” Notice the lack of space following the three instances of “to”, and the space following the harder sounds of “flinch” “make” “quick” and “movement”. This is how the English language works, and you shouldn’t fight it when reading, especially when reading poetry.

𝟮𝗻𝗱: 𝗥𝗲𝗮𝗱 𝗮𝗰𝗰𝗼𝗿𝗱𝗶𝗻𝗴 𝘁𝗼 𝘁𝗵𝗲 𝗽𝘂𝗻𝗰𝘁𝘂𝗮𝘁𝗶𝗼𝗻, 𝗻𝗼𝘁 𝘁𝗵𝗲 𝗹𝗶𝗻𝗲 𝗯𝗿𝗲𝗮𝗸.
The line breaks because the number of syllables allotted that line have been used up, not because a breath is required. Pay attention to the natural breaks in the syntax: the commas, the semi-colons, the periods. Also, like I mentioned above, pay attention to the flow of the words themselves, and let the natural stresses dictate your annunciation and your rests.

𝟯𝗿𝗱: 𝗥𝗲𝗮𝗱 𝘁𝗵𝗲 𝗽𝗼𝗲𝗺 𝗮𝗹𝗼𝘂𝗱 𝗮𝗻𝗱 𝘀𝗹𝗼𝘄𝗹𝘆.
Taste the words on your tongue. Let their sounds fill your eustachian tubes, bringing the words directly to your ears, as well as traveling around your cheeks and hitting them from the outside. This process will encourage and cultivate your ability to enter into the story, imaginatively accepting the imagery of the poem as the landscape you are inhabiting.

𝟰𝘁𝗵: 𝗿𝗲𝗮𝗱 𝗳𝗼𝗿 𝘁𝗵𝗲 𝗳𝘂𝗻 𝗼𝗳 𝗶𝘁.
If you have never read any poetry, start with poems that are fun and enjoyable. Like applesauce for toddlers. At the same time push yourself. Value mature poetic literacy. Submerse yourself in the greats. If we are to understand the world rightly, we must be poetically literate... for the world is a poem and God is the Poet. Learning to rightly read the best imitations (i.e. 𝑷𝒂𝒓𝒂𝒅𝒊𝒔𝒆 𝑳𝒐𝒔𝒕) can help us read the original as we should.

•••

Ready to read some of the greatest poetry ever written?
Jump into Dante's Divine Comedy: DantePoem.com

Coming 2025: A Reader's Guide to 𝑷𝒂𝒓𝒂𝒅𝒊𝒔𝒆 𝑳𝒐𝒔𝒕. Follow our page for updates.

Also available: Homer's Iliad and Odyssey: RomanRoadsPress.com/homer

There is a Nick of Time sale going on, but it's a coupon-based, Newsletter Exclusive!If you're on our mailing list, chec...
08/29/2024

There is a Nick of Time sale going on, but it's a coupon-based, Newsletter Exclusive!

If you're on our mailing list, check your email.
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If you can't make the live Zoom webinar, you can listen in via livestream here:
08/27/2024

If you can't make the live Zoom webinar, you can listen in via livestream here:

A comparison of Dante translations:
08/25/2024

A comparison of Dante translations:

A quick comparison of different translations of the opening tercet of Inferno 1 with the original Italian:

Dorothy Sayers:
Midway this way of life we’re bound upon,
I woke to find myself in a dark wood,
Where the right road was wholly lost and gone.

Clive James
At the mid-point of the path through life, I found
myself lost in a wood so dark, the way
ahead was blotted out. The keening sound
I still make shows how hard it is to say…

Robert Hollander
Midway in the journey of our life
I came to myself in a dark wood,
for the straight way was lost.

Robert Durling
In the middle of the journey of our life, I came to myself in a dark wood, for the straight way was lost.

Interlinear:
Nel mezzo del cammin di nostra vita
In the middle of the course of our life

mi ritrovai per una selva oscura
myself I found in a wood dark

ché la diritta via era smarrita.
for the right/straight way was lost.

Quick commentary:
Sayers captures Dante’s rhyme scheme. James, with his quatrains, gives himself room to communicate more of the meaning of the Italian. Hollander is more literal, a very close approximation of the Italian words, but with a poetic slant. Durling is the most literal, with an exact word-for-word replication in prose. However, Sayers has to modify normal English syntax, and add extra words to accomplish her goal, however admirable. This leads to communicating more than what Dante originally intended. James too, with his extra line, in unpacking the sense often adds more than what Dante put in, almost explaining too much, and not letting the original vision of the poet take precedence. Hollander’s translation, while quite literal, reads more like prose broken up into lines than poetry. And Durling’s is prose.

All are valid translations, of course. The point is, one translation cannot capture the whole of what Dante is doing in the Italian. The translator has to be selective about what aspects he/she wants to highlight and carry over into the English. For instance, what our translation attempts to walk a fine line between word-for-word literalness and accessibility for the first-time reader. I don't claim to have done this perfectly, but that was my goal. Here are the first three lines in our new blank verse translation:

In the middle of the course of our life,
I came to myself in a darkened wood,
because the right direction had been lost.

I decided against rhyming so as to allow the literal meaning of the Italian to take precedence. Furthermore, blank verse gives the translator more freedom to maintain a normal English syntax throughout, which greatly increases the reader's ability to understand what is going on. We kept a rigorously consistent pentameter throughout, but used straight iambs (ba DUM ba DUM ba DUM ba DUM ba DUM) only in Paradiso to communicate a growing wholeness in the characters (Beatrice and the Pilgrim specifically) the closer they get to the Triune God. He alone makes us whole, and the closer we get to Him the better we are able (by His grace) to imitate His holiness.

Much of the activity surrounding education is not actually education. “All men by nature desire to know.” – Aristotle “T...
08/25/2024

Much of the activity surrounding education is not actually education.

“All men by nature desire to know.” – Aristotle

“The deepest of all desires for knowledge is the desire to know what the world is for and what we are for.” – GK Chesterton

“That they may know the mystery of God, namely, Christ, in whom are hidden all the treasures of wisdom and knowledge.”
–St. Paul, Colossians

“Let every Student be plainly instructed, and earnestly pressed to consider well, the maine end of his life and studies is, to know God and Jesus Christ which is eternal life (John 17:3) and therefore to lay Christ in the bottome, as the only foundation of all sound knowledge and Learning. And seeing the Lord only giveth wisedome, Let every one seriously set himself by prayer in secret to seeke it of him (Prov. 2:3).”
– Harvard College, Rules and Precepts, 1646

Old Western Culture: The Philosophers guides students through the major works of Plato and Aristotle, two important intellectual fathers of Western thought.

OldWesternCulture.com

Late registration ends tonight at midnight at Kepler Education! At Kepler, you get the "precious advantage of a tutor" a...
08/23/2024

Late registration ends tonight at midnight at Kepler Education!

At Kepler, you get the "precious advantage of a tutor" as John Adams stated it to his son John Quincy in a letter.

The mission of Kepler Education is to democratize a personalized tutor-style relationship between teachers and families. Kepler is the only classical Christian platform where parents can choose teachers who are free to teach the curriculum and style they desire, thus allowing parents to directly choose the style that best fits their own family.

Aquire this "precious advantage" this school year:
https://preview.mailerlite.io/emails/webview/392719/130480930397619618

Read more about John Quincy's letter to his son here:
https://www.foucachon.com/home/2021/05/john-adams-tutor/

If you are a school or coop, receive group rates and support specifically for your group. Learn more:
08/22/2024

If you are a school or coop, receive group rates and support specifically for your group.

Learn more:

School, Co-ops, and Wholesale PurchasingRegister for a School, Co-op/group, or Wholesale AccountComplete the form below to set up a School/Group or Wholesale account. Group accounts recieve access to bulk pricing, additional group support, licensing options, and the ability to order via purchase ord...

Nearly all Roman Roads curriculum is offered in the context of a live class (classical recitation format) through Kepler...
08/19/2024

Nearly all Roman Roads curriculum is offered in the context of a live class (classical recitation format) through Kepler Education.

Kepler also offers late registration, so it's not too late to add a class.

Kepler is a "choose your teacher" platform. Unlike traditional schools (both brick-and-mortar and online), there is not a set curriculum set by Kepler. Rather, parents maintain their agency as the primary educator, and choose teachers directly. Teachers are not bound to a specific curriculum, so there is a LOT of choice.

Check it out yourself: https://kepler.education

Kepler offers Late Registration. If you need assistance scheduling your academic year, or would like to speak to an academic advisor for a free consultation, please visit us at https://kepler.education

As we launch into the new academic year, I wanted to take a moment to encourage our students and pray for us.

Let me begin with the encouragement. This is a 16-week (semester) or 32-week (full year) race for most of you. The first week will be exciting—new friends, new courses, new teachers, new experiences—and by the time you settle into the third or fourth week, soundly aware of what is going to be expected of you in each of your classes, reality will set in (i.e., This is work. It’s going to require something of me).

Courage, dear heart! You were made for this time. Education is your vocation, your calling at this stage of your life. When other students are asking, “why do we need to learn this anyway?,” I hope you will remember that your education is an ultimate possession! You’re not merely learning math facts or English grammar, or the parts of a cell! Your loves, your desires, your intellect, your self is being shaped to be the best version of you possible. You are gaining wisdom and your parents and teachers are preparing your soul to be virtuous.

Let me encourage you to take this year’s opportunities seriously; you’ll never get these days back. When you get to that long third quarter stretch, don’t give up! Lean in and press on—further up and further in. When you reach the finish line, I hope you’ll be humbly proud of your accomplishment—satisfied that you gave your best effort every week, everyday!

Please allow me to also pray for us:

Gracious Father of lights in whom there is no uncertainty or shadow of turning, giver of only good gifts, please grant these students a clear vision and a sound heart for the work you’ve called them to this year. Grant all of us—students, parents, and teachers alike—grace to do our best work each day, to be faithful to you and to each other, and to always do those things which bring glory and honor to your holy name.

In the name of the Father, the Son, and the Holy Spirit. Amen!

In closing, I hope you choose to join a club, contribute to the student magazine (The Eccentric), or participate in one of the debates or public speaking opportunities that will be available this year. Some of the friendships you develop through these opportunities will stay with you for the rest of your lives.

Have a wonderful academic year!

Blessings,

Dr. Scott Postma

We're celebrating 15k subscribers on YouTube! Do you follow our YouTube channel? This is the easiest way to share sample...
08/16/2024

We're celebrating 15k subscribers on YouTube!

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What We Do: We publish Classical curriculum, from a Christian perspective, created for the homeschool. Our Vision: To make high quality classical Christian education accessible, affordable, and flexible for the Christian homeschooler. Our Mission: To partner with master-teachers of classical educati...

Video Courses and Classical Education: An Opportunity Homeschooling parent, are you ready to give a riveting lecture on ...
08/15/2024

Video Courses and Classical Education: An Opportunity

Homeschooling parent, are you ready to give a riveting lecture on the greatest literature that is known to man to your teen? NO??

Some would lead you to believe that because of this unfortunate deficiency, you, dear parent, are unqualified to teach your children.

But before I debunk this ludicrous idea, let me first point out that even if it were true, most "classical literature teachers" actually are in the same boat. Even the greatest teacher would feel inadequate the more they realized how much they could or should know and love these works.

And that is the perfect segue: the best thing a teacher (both homeschool parent or career classical teacher) can spend their time on is reading aloud with their students. Joshua Gibbs stated at a recent ACCS conference training seminar that he reads aloud in class 90% of what he assigns. This is the way!

Now, I understand that some introductions and context are necessary. That is where video courses provide an advantage to both the homeschooler and the classical teacher. And this is the core of what we mean when we say "flipped classroom" or "classical recitation." If you make the video lectures the (ideally sole) homework, then you open up class time for reading aloud, and discussing the text, and enjoying the story. If the student already knows the big picture, has had the lecture (by someone who's spent his lifetime knowing and loving that text, carefully captured on video), then the parent or teacher gets the dessert: the reading aloud as much as they can with their students. This applies especially to the epic poetry and stories.

Video courses are not a "crutch" or a shortcut, or an outsourcing of teaching. To the contrary, they allow the most important part of teaching a text to take front and center.

This classical approach may be counterintuitive even to modern classical teachers, but think about it for a second.

Modern approach: Assign books 1 and 2 of Homer's Iliad before class. Maybe you'll even have a quiz. Upon arriving in class, you give a lecture on the "An Introduction to Homer's Iliad" or something like that. They take notes. End of class, you tell them "read books 3 and 4 before next lecture." They leave. Maybe it was a great lecture, and they're eager to go home and read. Maybe. But even the eager student will pick up Homer alone.

Classical Recitation: Assign a 30 min lecture for home, an introduction to the Iliad, by, say... the riveting Wes Callihan known for conveying a love of the great books! And you add this: "Don't you dare crack open the text! That's what I get to do in class - it will be worth it. NO CHEATING!"

Class arrives, and every student has had their orientation. You open the text, and the reading is the center event, the performance of your career: "Sing, goddess, the ruinous wrath of Achilleus..."

This works. How do I know? Because when I was 14 years old, a teacher did just that for me, with Milton's Paradise Lost. And the following year, with Vergil's Aeneid. That teacher even placed his chair on his desk to read as Jupiter. It was epic.

Whether you use video courses or not, read aloud as much as you can. Video courses are a way to make room for that center performance.

That is why every Roman Roads Press curriculum, and Old Western Culture in particular, has a video course either at its center, or closely accompanying it.

If you have never experienced our video courses, try them out for free: romanroadspress.com/try-owc

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About Roman Roads Press

Roman Roads Press is a publisher of classical Christian curriculum with an emphasis on high school level and beyond. We communicate a love of learning and foster curiosity in students using video courses, beautifully crafted textbooks and books, and flipped-online classes taught by authors and teachers who are masters in their field.

Browse our curriculum: www.romanroadsmedia.com See our live classes through Kepler Education: www.kepler.education

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