A few weeks ago, my husband and I were discussing Aristotle’s idea of arrogance in his Nicomachean Ethics and Mr. Toad from Wind in the Willows. Funny how those two books made it into the same sentence. But what else can you expect from two alums of a classical Christian education? Our parents homeschooled us with a very classical, literature-based approach. And we met and fell in love at Thomas Aquinas College, one of the nation’s top schools offering a liberal arts program full of the Great Books. The birth of our first daughter has led us to enjoy a return to the delightful world of children’s classics, like Wind in the Willows. There is no limit to the creativity of the classically educated mind. In this case, we entertained the possibility that Mr. Toad stood as an excellent example of Aristotle’s point that arrogance is more easily forgiven than smallness of soul.
Mr. Toad by EH Shepard (1931) from “Wind in the Willows”
You may remember that Mr. Toad is a generous and sociable animal, but rather boastful. Still, one cannot help liking him. The thing is, arrogance, according to Aristotle, is the the opposing extreme to pusillanimity (smallness of soul), with the ideal magnanimity (greatness of soul) lying in the middle of the spectrum. Arrogance has a quality of magnanimity which will lead a person to live a greater life than his small-souled neighbor. Mr. Toad, we posited, is more likely to produce great works and perform great deeds than the fainthearted king of the weasels. (Kenneth Grahame even demonstrates this in the battle for Toad Hall, but rather than spoil the scene, I will leave it for the reader to discover). My husband and I delved deep into our classical libraries to find this example, and created our own scenes and arguments to determine the truth of Aristotle’s argument. And, oh my, were we enjoying ourselves! By the way, we agreed, Aristotle is right: to live well, we should err on the side of arrogance, rather than shrink into our shells.
Real, Creative Learning
I admit that my anecdote may be difficult to identify with for many of our readers. While each of you probably has your own unique subject you enjoy geeking out over, comparing and contrasting the concepts in Nichomachean Ethics vs Wind in the Willows may not be the most common experience! Still, I share this story to illustrate the reality that classical Christian education cultivates creativity and requires real originality. We might say that classical education fills time with real learning, not mere busy-ness. It is concerned with real things and real people. In a classical curriculum, the student develops a capacity for rich thought and complex synthesis.
As a young child, this ability of thought supports imaginative play, problem-solving, and storytelling. In older students, it is recognized as the beloved “critical thinking” loudly lauded by college admissions boards. And as an adult, this lifelong approach to education produces the well-rounded, inquisitive, critical thinking so highly sought for by hiring managers across every career field.
Participating in the Classical Conversation
Yes, the classical student is an active agent in his own learning. He must discover the truth for himself. Real, creative learning involves the student in his own education.
However, it is important to note that we think for ourselves, and not by ourselves. A classical student is not alone in her search for knowledge and the formation of her soul. Rather, she is part of a rich tradition of classical authors. The student participates in a conversation between the greatest thinkers of all time. She is allowed to question Aristotle, Euclid, and Plato. He is asked to argue with Locke, Kant, and Nietzsche. She is required to explain, in her own words, what St. Athanasius means by his statement, “God became man so that man might become god” (On the Incarnation).
This is a glimpse of classical education at its apex of high school and college. However, unless earlier years gradually train them, students cannot participate in the great conversation. The kind of learning that takes place at schools like Christ the Savior Academy dignifies each child’s education by recognizing him as more than a copy machine. He does not memorize facts to regurgitate in an end-of-the-semester-exam. Rather, the memorization, the reading, the learning that takes place from PreK through 8th grade is carefully selected in order to stock the pantry of his soul.
Tips from Classical Education for Encouraging Your Child’s Creativity
Remember, learning is not restricted to the classroom! It is not only CSA who will stock those pantries. The best education a child can experience is when the school, the home, and the church reinforce each other. If a child attends a classical school, but then indulges in unlimited screen time, video games, social media, and is free from responsibility at home, a love of learning will not develop. It is the same as coming to an elaborate banquet already stuffed on Cheetos and Dr. Pepper. The food, no matter how exquisite and nourishing, will hold no appeal or enjoyment.
Classical education is a return to an ancient philosophy of learning. However, as an educational option, this return has only been around since the 1980s. So, most parents (and even classical teachers) did not receive a classical education for themselves. Don’t worry! There are practical, easy ways to encourage our children’s creativity and love of learning. Here are three I shamelessly take directly from the principles of classical education. It only takes a few minutes a day to implement the suggestions!
“Mrs. Cassatt Reading to Her Grandchildren” by Mary Cassatt (1880)
1) Read Beautiful Books!
“…whatever is true, whatever is noble, whatever is right, whatever is pure, whatever is lovely, whatever is admirable—if anything is excellent or praiseworthy—think about such things” (Philippians 4:8). Reading good books with your child will engage his or her imagination and provide the best content for his or her creative endeavors. This can be as simple as looking at beautiful picture books or taking a few minutes to read a chapter out loud.
Each class at Christ the Savior Academy works through a set list of living books. So, CSA has practically done the work for you. Simply join your child in what he or she is already reading in school. During school breaks and certainly throughout the summer, visit your local library! A library card is the child’s treasure map. I recommend St. George and the Dragon retold by Margaret Hodges (a wonderful picture book), The Wind in the Willows by Kenneth Grahame (the perfect read-aloud), or A Wrinkle in Time by Madeleine L’Engle (an excellent novel for your 8 year old or older to read to himself).
2) Memorize and Recite Poetry
Poetry exercises your child’s memory in a purposeful way. He will learn about great deeds, understand imagery, and expand his vocabulary. These all become tools in the child’s utility belt for creativity. Poetry can be intimidating to approach for the first time, but you can begin slowly and become familiar. Again, the work has been done for you. Each class at CSA also works through a codified set of scripture and poetry in preparation for each month’s all school assembly. Join your child in memorizing their monthly piece. Or consider planning a family recitation time that allows each child to demonstrate the poem or scripture their class recited at assembly.
My favorite collection to read and recite with children is The Harp and Laurel Wreath: Poetry and Dictation for the Classical Curriculum edited by Laura Berquist. For a younger student, start with Robert Louis Stevenson’s “The Swing” or “Bed in Summer”. The older elementary student may enjoy “The Charge of the Light Brigade” by Tennyson or “The Village Blacksmith” by Longfellow.
3) Ask Questions
Lack of practice in simple conversations prevents children from participating in “the great conversation.” So, after reading or reciting, engage your child in discussion. With your prompting, she will consider the story or the poem and draw out the important elements. As time goes on, her answers to your questions will become more analytical and creative. Eventually, he or she will start the conversation on his or her own! It only takes a moment, and one or two follow up questions will suffice to stimulate your child’s mind. Here are a few suggested questions (note how these open ended questions cannot be answered with a simple “yes” or “no”): “What do you notice?”, “What does this remind you of?”, “What do you wonder about this?”.
These tips bring moments of creative learning into your every day. The best part? These small forays into classical education will nourish your heart and mind alongside your child’s. Learning never has to end!
Well, now I must be off––Mr. Toad is about to take back Toad Hall with the Rat, the Mole, and Mr. Badger. The page will not read itself! Good luck and good reading to all!
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