Omnibus V: The Medieval World.
This series of books, edited by Gene Edward Veith, Douglas Wilson, and Tyler Fischer, consists of in-depth essays and suggested study assignments of literary classics from the ancient world to the modern age, histories both old and new, and theological studies. Divided into primary and secondary readings, the assigned books and readings include Bible studies, books in the great works of the Western canon of literary classics, and more contemporary authors, such as C.S. Lewis and R. C. Sproul. In other words, many of the books we all want to have read and should have read in high school, college, or in the years after graduating, are discussed in this series of works designed to guide students from grades seven through twelve. For those of us who have long since graduated, these books are still challenging and helpful guides to reading.
So far, five volumes of this series are now published. As it happened, I spent much of today working on my meager contributions to Volume VI, which is still in the editorial stages. Relieved at getting a large part of the work done, I was then thrilled to receive the heavy, large parcel in the mail from Veritas Press that contains Volume V. I had the honor of writing the chapter on C. S. Lewis' powerful, short book The Great Divorce, for that volume.
Omnibus V: The Medieval World
The riches of Medieval Christendom (along with some of the tarnished metals) are explored in this survey of Medieval literature.
Omnibus I: Biblical and Classical Civilizations.
This volume, designed for seventh graders, plunges young students into the world of the ancient Greeks, Romans, Hebrews, and early Christians.
Omnibus II: Church Fathers through the Reformation
In eighth grade, students will come to know the great men of God like Eusebius, Athanasius, Augustine, and others, all the way up to Luther and Calvin
Omnibus III: Reformation to the Present
Ninth graders will be able to study the theology, history, and literature of the Modern World.
Omnibus IV: The Ancient World
In tenth grade, students return to the Ancient World to delve once again in the great classics of antiquity, including the works of Homer, the Greek dramatists, and the Roman authors. I wrote the chapter on Edith Hamilton's Mythology for this volume.
This series of books are published and distributed by Veritas Press. Yes, they are high priced, but these books contain essential, Christian essays designed to teach students how to think and how to read.
9 comments:
Unfortunately, I can still remember some of the rubbish I learned in the 7th & 8th grades and I can assure you it had nothing to do with the ancient Greek, Hebrew & Roman cultures nor did it have anything remotely to do with Eusebius, Athanasius or Augustine. Praise God for the opportunity to provide our children with an opportunity to learn all of the academic disciplines through lens of Christianity in a context of discipleship. -- We have a running joke in our house. My daughter will ask me a question to which I don't know the answer at which point my older son will invariably pipe up (relishing the opportunity to correct his sister)...."Dad doesn't know that because he did not get a classical Christian education". That about says it all.
Thankfully, I have received a classical Christian education; however, it was not in public school or in college. I got it by teaching in a classical Christian school. I am still hopeless at Latin, although I now know a bit more about pronounciations. Many times I have read sections of classic books for the first time on the night before I was to teach the book.
I was wondering if CS Lewis' comments on the divergence of the good (within the Good) were something that you mentioned in the essay. Or is my memory deceiving me about that being the place he said that articulation and divergence (or diversity) could have occurred without evil at all?
That was me, BTW.
I'd also like to pick your brain on the central idea of your last comment. Is there such a thing as "teaching too soon, learning too late", or education-without-a-soul? If so, how to avoid? Thanks!
Matthew/Ester: I don't recall THE GREAT DIVORCE including the discussion of "the divergence of the good." Either I completely missed/forgot it or it is in a different book. Let me know where it shows up.
Concerning "teaching too soon/learning too late": I do think that many classics are readable by kids, but the true understanding won't come until later. (Hence the need for re-reading.) THE ILIAD can be taught and comes across as a great war story. But the heart of the story--Achilles grappling with his own mortality--does not sink in to the "immortal" ideas of youth.
In regard to "education without a soul," I think that is a spectre that haunts the classroom constantly. It would involve much discussion, but the idea that we have learned a book when we have read it and passed a test on it is the height of that heresy. (And I am giving such a test on PARADISE LOST today.)
Alas, we can't all be educators (nor should we be), but I am sure you are more than up to the task while learning a great deal in the process....The Great Divorce is one of my favorite Lewis books. I am particularly fond of the image of houses that do not keep out the rain, as well as the episode of the guy with the red lizard on his shoulder. I think I know that guy.....On the other hand, I am currently reading The Discarded Image and I barely understand ANY of it. It's hard to read a book that seems so alien to anything I can relate to or understand. I continue to try and back into my classical education. Slowly....very slowly.
Jason,
I had the same difficulty with The Discarded Image. Sometimes I read books, or portions of them, and conclude that "this is good because people I respect have said that it is good." Recognizing such is also a part of the process of acquiring and appreciating great works of literature and art.
Would you say that CCE does a good job of teaching and learning "on time"? That is, suitable for the soul? Where could it make changes?
Matthew,
Your questions call for long responses or long discussions we never seem to have time for. CCE does help promote learning on time. Especially if it is teaching kids how to learn, exposing them to great books and conversations, and developing love for learning, it is accomplishing much. The great writers change every five years or so; meaning, the same book, same words you read some years back take on newer and richer meanings as you read again and again. Beginning earlier is a great blessing. And much needs to be changed. CCE is the great conversation, not a monument.
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