Teaching the Classics - Principled Academy

When we first started homeschooling with Biblical Classical Education, I didn’t know much about any kind of classical education. I did my best to learn from the initial lesson plans, guides, and overviews published by The Foundation for American Christian Education. Still, I felt kind of lost when teaching the classics. This article’s purpose is to help Biblical Classical homeschooling parents understand the why and how of teaching the classics.

Restoration Era on the History of Liberty Timeline

Providential History

Why Teach the Classics

Classics range from ancient Greek and Roman literature to more recent English and American literature. They are books of the “highest rank.” In a Biblical Classical Education, we teach the classics to study the pagan and Christian idea of man and government in literature. In other words, the goal is to teach Christian history through literature by contrasting worldviews. For instance, ancient cultures assumed the pagan idea that men were unequal, and women were thought of in debasing terms. However, the Christian worldview said otherwise. Learning with this lens helps us focus on God’s hand in history, and His powerful work in the formation of America. We highlight God’s sovereignty—moving the gospel westward, resulting in the fullest expression of liberty as seen in America.

Some forms of classical education elevate the ideas taught by the Greek philosophers. Universally, among the various forms of classical education, students learn the context of ancient cultures. However, Biblical Classical Education also instructs in more than that. There’s a Biblical Classical Approach to Greek mythology, teaching about philosophies of government, and how ideas of consequences on cultures. Let’s consider a couple of thoughts regarding Plato’s Republic.

Teaching on Plato’s Republic

In Biblical Classical Education, we teach about some of the philosophies Socrates, Plato, and Aristotle had. Their philosophies on government, economics, and society offer great opportunities for discussion. We make note that the Greek philosophers conjured up some good ideas. However, we need to help our students see that those ideas failed because they weren’t carried out in biblical ways.

Furthermore, we can address the limitations of non-believers as image-bearers of God. When teaching music to our students, we can explain that Socrates was able to identify issues with disorganized music because he was an image-bearer. And we can point out to our students how orderly music teaches us about God’s attributes.

Addressing the two examples above helps students see the relevance of studying some of the Greek philosopher’s writings: 1. Things go better for all when government/civics are handled in biblical ways; 2. Didactic discussions about the limitations of non-believers as image-bearers of God, and how we can see their limited application taking place today.

Aside from classic Greek ideas on government, reading classic literature about Greek and Roman culture is encouraged by FACE.

Greek and Roman Classics in a Biblical Classical Education

The Noah Plan® Curriculum Literature Guide is an excellent resource that offers concepts to teach the classics. Bear in mind that not all classics are ancient Greek or Roman literature. Some of them are about those eras. The Noah Plan® recommends the following classic literature books for junior high for the following categories:

The Age of Myths

A Wonder Book by Nathaniel Hawthorne—selections for discussion

Pagan Epic

Thy Odyssey by Homer—the Robert Fitzgerald translation.
The Children’s Homer: The Adventures of Odysseus and the Tale of Troy—retold by by Padraic Colum.

For a Background in Greek and Roman History

Lives of Noble Grecians and Romans—by Plutarch

For an Introduction to Archeology:

Homer’s Troy—by Heinrich Schliemann
The Walls of Windy Troy—a biography of Heinrich Schliemann by Marjorie Braymer

The Noah Plan® Curriculum Literature Guide gives more information on teaching the Pagan Epic, the Age of Myths, and Homer and the Greeks (with a focus on ancient Greek government). Additionally, it gives an explanation of each of the pagan divinities—which is helpful when contrasting these false gods with the One True God.

These are the readings recommended for junior high. And while the high school literature program doesn’t include this time period in the school year, the Noah Plan® overviews for 9th-11th grades do.

For Apprehensive Parents

For parents who prefer not to read some of the classics due to the nature of some content, they might find the information in the Noah Plan® Curriculum Literature Guide sufficient. Homeschooling affords parents the ability to discern what’s best for their individual families.

Ancient Classics for High School

Page 19 of the Noah Plan® offers an Index of Reading with Reason Themes and Cultural Analysis Selections, for grades 9th-11th. This includes Leading Ideas, selected books, and corresponding suggestions for film, music, and theater.

In another blog post, I’ll share reflections on our homeschool experience with a couple of the classics recommended for high school. For now, let’s take a look at a couple of the suggested books—Quo Vadis? and Pillar of Iron— and why they’re recommended:

Quo Vadis?

Quo Vadis? has significance in relation to history under Nero’s rule.

The themes in Quo Vadis? are:

Salvation of the early church and its struggles within God’s plan.
A comparison and contrast of the Christian faith and love vs. paganism’s emptiness in the ancient Roman life.
A slow, progressive conversion experience for Marcus Vinicius’ as he goes from being a proud Roman soldier to a devoted follower of Christ. His faith gradually developed.
Martyrs live a meaningful life and their sacrifices inspire other believers.
The question “Quo Vadis?” means “Where are you going?” The title is a great reflection and reason question itself. Where are we going as individuals? Are we walking with the Lord? Are we following Him? How are our lives in comparison to living a secular life?

Another classic that compares pagan ideas with biblical ideas and the lives of the early church is Pillar of Iron.

Pillar of Iron

The story line for Pillar of Iron is about Cicero’s search for truth, which is a noble thing to seek.

Pillar of Iron’s themes are:

Searching for the “Unknown God” and the coming Messiah.
The story line is kind of like a bridge between the pagan world and Christian hope.
What integrity and virtue look like in and despite a corrupt world.

The above stories help contrast pagan forms of government with the sacrifices the early Church made to follow Christ—His form of government (i.e. internal with an outward expression of faith). Stories helps us contrast three nations God used in the New Testament times.

Of note, the Noah Plan® Literature Guide doesn’t elaborate on information or insights to teach on the recommended books for 9th-12th. As mentioned earlier, Leading Ideas are offered and helpful. However, parents need to know how literature is taught with the Biblical Classical Approach.

Three Nations

In the New Testament, we read about three nations that God uses for the preparation of Christianity: Greece, Rome, and Israel. The pagan ideas of the Greeks and Romans are sifting-sands in contrast to the solid rock foundation on which Christianity—rests Christ, our solid Rock. This is explained in the Noah Plan® Curriculum Literature Guide

Conclusion

Teaching with classics on the Age of Myths and the Greek form of government has value. It helps students learn about the the pagan idea that men are unequal in contrast to the biblical idea that God created all men equal. Additionally, students learn about how God advanced the gospel westward—resulting in the Christian idea of man and government as the foundation for America.

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1: The Noah Plan®is a registered trademark of the Foundation for American Christian Education.