Caedmon College Class: John Calvin's Institutes of the Christian Religion

Cor meum tibi offero domine prompte et sincere

"MY HEART I OFFER TO YOU LORD
PROMPTLY AND SINCERELY!”

The background of the man behind the books helped to set the stage for this class. Being a young man, the 26 yr. old Calvin first published his Institutes in 1536. The completed books, five times larger, were published in 1559. The Prefatory Address of the first book was written for King Francis 1 of France - as he addresses him "most glorious King" Calvin writes, " My purpose was solely to transmit certain rudiments by which those who are touched with any zeal for religion might be shaped to true godliness, and I undertook this labor especially for our French countrymen, very many of whom I know to be hungering and thirsting for Christ; but I saw very few who had been duly imbued with even a slight knowledge of him. The book itself witnesses that this was my intention, adapted as it is to a simple and, you may say, elementary form of teaching."

This basic instruction for Christianity is not simply raw theology, as some would think. It is written almost as a devotional guide. The biblical teaching is applicable to life and cuts to the heart. Readers are drawn into the persuasive character of Calvin's writing. He brings out the Bible's clear teaching and allows the mysteries of God to stand. Behind the explanations we see a humble man who was truly sincere about his faith and desired others to know the God who is Creator and has revealed Himself in His son.

When I first thought of studying John Calvin's Institutes I expected his writing to be way over my head. Surprisingly most of it is not. The fact that we are discussing what we read is an added bonus. We have talked about the knowledge of God and answered questions like: What feelings prompt us to see that true wisdom rests in God alone? What is innate in all of us? What is the straightedge to which we must be shaped? May God be known without piety? What does Calvin mean by piety? Can you describe the knowledge of God to which we are called?

Another sample of our class centered on how Calvin sees the close bond between the Holy Spirit and the Word of God, as seen in this quote - "Therefore the Spirit, promised to us, has not the task of inventing new and unheard of revelations or of forging a new kind of doctrine, to lead us away from the received doctrine of the gospel, but of sealing our minds with that very doctrine which is commanded by the gospel" Other topics so far have included: the Trinity, creation, and man's sin.

Calvin's Institutes are widely revered by many because of their straight forward teaching with nearly 7,000 Bible references. John Calvin set out to help his fellow countrymen and in the process has touched countless others across the globe. We are privileged to have a group of students interested in taking up these discussions at Caedmon College.

College Classes Extraordinaire!

We've been taking classes at Caedmon College this fall. There have been 4 classes offered:

1) John Calvin: Institutes of the Christian Religion, 2) Defending the Lion: Christian Apologetics and Worldview, 3) Latin I, 4)Introduction to Rhetoric

It's amazing how the classes have gone together well. What we're learning in Calvin's Institutes is helpful for Apologetics. What we're learning in Rhetoric is beneficial for Apologetics. The Latin phrases and roots are useful for all the classes. Keeping up with the homework is a challenge, but well worth the time.

The instructors have been excellent! There are more classes planned for the winter & spring terms too. Maybe in years down the road Caedmon will be a thriving college with many eager students. Right now there are about 11 eager students who are enthused to be able to take these classes and participate in the lively discussion.

We'll be writing on here some of the things we've been learning. Deo volente!

More Austen...

Excerpt of letter from Persuasion:

I can listen no longer in silence. I must speak to you by such means as are within my reach. You pierce my soul. I am half agony, half hope. Tell me not that I am too late, that such precious feelings are gone for ever. I offer myself to you...I have loved none but you.

Doesn't that make you want to sigh? This is the highlight of the story. Of course much has happened up to this point--now the guy takes a step of faith to communicate with the girl he loves. She could snub him; she could laugh at him; or she just might be swept off her feet by his soul-bearing words. He's not sure, but he goes ahead and initiates hoping she will respond positively.

This takes a lot of guts for a guy to take that risk, but if he doesn't he will never know what she's thinking. God has made the man to initiate and the woman is to respond. It shouldn't be the other way around. Gals have to be patient for a guy to pursue her, and guys need to take up the call to take the lead and not be afraid of rejection. Miss Right, be in prayer for Mr. Right, wherever he may be, that when the time comes he will be strong and courageous to pursue you with his God-given responsibility.

My Mommy had surgery

And she did awesome! :)

Mom had surgery this past week to remove a tumor, and by God's grace everything went well. We are very thankful to now have her home and she is resting comfortably. Thanks to all who were praying for her!

The Blessing of Grandchildren

Ezekiel William Sumpter

Born: June 25

The Lord bless you out of Zion, and may you see the good of Jerusalem

all the days of your life. Yes, may you see your children's children.

Psalm 128:5-6

My Response to: The Lost Tools of Learning

Dorothy Sayers has some thought-provoking statements in her article, “The Lost Tools of Learning.” On the one hand, she readily admits her inexperience in teaching, and on the other, she uses herself as a springboard for her thesis. Even though Sayers is untrained, she has experiences from her own learning in which to draw. She uses the tools that she has been taught in order to reason and formulate her thoughts into words that have something valuable to say. Today students are taught subjects, but the tools of how to think falls short; they lack the ability to put those thoughts on paper or to speak them adequately. Sayers states the fact that even many adults today have an inability to intelligently answer questions using appropriate arguments. Thankfully, she explains the tools that have been lost, so they may be found and used to help adults learn again, in order to guide future generations.

It has been said that the study of history gives us guidance for the present. Wisely, Sayers takes us back to a time when she feels they knew how to teach students more efficiently. She argues that the Middle Ages got it right as they applied a certain process of learning. Their method of education was named the Trivium and it was divided into three parts: Grammar, Dialectic, and Rhetoric. Sayers says that we need not do everything exactly as they did in the Middle Ages. Nevertheless, by using their ideas, as a foundation and with certain modifications, it can be just as beneficial, or an even better education for the present.

The Trivium begins with the Grammar stage. If Grammar is begun when the child is young, his mind is quick and can hold an abundant amount of information. The thought is—why not use this innate talent and apply it to his education? They can memorize Latin vocabulary at a rapid rate; Literature can be listened to and recited; History facts, such as important names and dates, are remembered; Geography maps are studied, memorizing capitals, and natural features; in Science the students learn and memorize important aspects of God’s creation like animals and stars; in Mathematics the facts tables are learned and easily recalled; in Theology the children soak up the Scriptures by memorizing verses, reciting the stories, the Lord’s Prayer or repeating the order of the Bible books. These are just some of the important things taught in the Grammar stage. The child at this point is called the “Poll-Parrot” which is appropriate due to their natural ability to imitate. The facts they are learning at this stage are laying the groundwork for the next stage.

There is not a precise time when the Dialetic, also called Logic, Stage begins for a student. Sayers says it is when he “shows himself disposed to pertness and interminable argument.” His thought development begins to show itself as he begins to use his words to express himself. In Language studies, vocabulary is increased, the history of language is studied and learning of proper speech applied; Reading and Writing is increased; as for Mathematics, Algebra and Geometry are introduced and applied; in History, the student is guided into more groundwork for Theological discussion and preparation for debate. Geography and Science also continue in like manner, picking up where the Grammar stage left off; using previously learned information or new, the student speaks or writes to show comprehension about the subject. At this stage a student is encouraged to go find out information; by gathering from suitable books and other resources, he decides what is useful for a particular subject. Like the “Poll Parrot” there is a suitable name for the student of this stage — it is “the Pert.” He likes to contradict, talk back, and trip up his parents or instructors, which keeps everyone on their toes.

The third stage, Rhetoric, begins when the student is looking for more knowledge to challenge himself. The many facts he has learned as a younger student now make sense to him and he can put this information in the right contexts. He is embarking on some exciting discoveries! The name given at this stage is “Poetic.” Since the student has been trained well enough, he can focus on particular areas of interest. At this time subjects noticeably begin to overlap and are not so easily distinguished. This raises uneasiness. Students are not sure how the diverse topics cohere and inter-relate. However, with a teacher’s guidance, along with creativity and independent thinking on the student’s part, the synthesis of knowledge begins to take shape.

Sayers promotes restoring a public presentation and defense of the Thesis at the culmination of this stage. This undoubtedly tests the spadework that has been accomplished with this student, hopefully making him confident by using the tools that he has been taught. At this point having gone through the Trivium, Sayers proposes, the student is so sufficiently prepared that he could go right into university classes with no problem, even if he is considered too young.

The Trivium, as Sayers so strongly believes, provides an excellent education, if carried out correctly. I agree with her, that this approach to learning gives the proper tools for studying, reasoning, writing, and influencing the society for righteousness. As a Christian parent, laboring to raise my children for the Lord, I need to make wise decisions for my children’s education, so that they, in whatever vocation they choose, can clearly communicate the Gospel message to the world. Christian day-schools and homeschools have plenty to gain by structuring their curriculum around the Trivium. With this in mind, Dorothy Sayers’ article gives convincing arguments for any parent or teacher to achieve that purpose. It makes great sense—may such tools be recovered and used!

An Encouragement to Spring

May the flowers bloom

May the rain drops cease

and May the sandals come out! :)