G. K. Chesterton was said never to have produced a masterpiece. The reason is not because he never wrote a great book, but because he wrote so many. But if we had to pick one of Chesterton’s books as his best, it might be Orthodoxy—his case for Christianity. Chesterton became famous in 1904, when he responded to the provocations […]
A common question asked of classical Christian educators is why we should read the pagans. If you had to buy one book to help you answer this question, this is it. Markos, one of the most exciting Christian writers today, explains how Homer, Hesiod, the Greek dramatists, and Virgil foreshadowed the Christian revelation. Markos joins […]
Reason #7: Religion Saint Augustine in his Confessions tells us that after many years of wandering in the desert of indecision, it was Cicero who led him to Christ. Cicero’s Hortensius set him on the path to Christian conversion by implanting in him a longing for the immortality of wisdom. The text of Hortensius did […]
There were strange signs and ominous portents. Forget about the world burning up in a fit of global warming, or being destroyed by spreading popular revolutions or earthquakes, or being engulfed by tsunamis. No. We are faced with a far more anomalous and alarming phenomenon: atheists saying good things about the Bible. I recently saw a debate […]
When we were deciding which version of the Bible to use at Highlands Latin School, there were a number of things we took into consideration that led to our choosing the King James Bible. There are undoubtedly different criteria one could apply to decide what Bible to use, depending on the context. A person might […]
We are often asked, at our school and at Memoria Press, why we use the King James Bible in our program. There are many reasons, but one occurred to me a couple of years ago as I was teaching a young adult Sunday school class on the New Testament book of Mark, which begins with […]
This is the third and final in a series of articles describing Memoria Press’ history scope and sequence. My initial purpose for these articles was to give the reasoning behind our classical studies choices, and in particular to explain the sequence shown on our curriculum map on pages 20-21: 3rd grade Greek myths, 4th Rome, […]
For most classical educators, teaching history chronologically means covering the eras of history in three cycles, each cycle in increasing depth, and each cycle corresponding to one stage of the trivium. Here is a typical sequence of historical eras covered chronologically within each four year cycle: Old Testament and Egypt Greece and Rome Middle Ages, […]
By Peter Kreeft Of all the questions the human mind can ask, three are of ultimate importance: What can I know? What should I do? What may I hope? The three questions correspond to the three “theological virtues” of faith, charity, and hope. Faith in God’s word is the Christian answer to “What can I […]