Originally published in Classis Volume XXIII, No. 3 By Amber Burgin Latin is a subject that frequently makes parents cringe, students tremble, and principals desperate to find a teacher. So, when one starts talking about integrating Latin, people will often give me a...
Karen T. Moore
Karen T. Moore has served as the Classical Languages Chair at Grace Academy of Georgetown, TX, since 2002. During her years at Grace Academy she has taught Latin, Greek, Ancient Humanities, and assisted with curriculum development. Karen is also the author of several Latin books including the Libellus de Historia series, the Latin Alive series (Classical Academic Press) and Hancus ille Vaccanis (Logos Press). Most recently, she has developed an online course in Classical Art & Archaeology with ClassicalU, which discusses the material in this article among other works of art. Karen is also an adjunct professor in Classics with Houston Christian University and a board member with the ACCS Institute for Classical Languages. Karen holds a B.A. in Classics from the University of Texas at Austin and an MSc with Distinction in Classical Art & Archaeology from the University of Edinburgh, Scotland. Karen and her husband Bryan are the proud parents of three Grace Academy Alumni. When not reading Latin literature, Karen can be found working in her garden, hiking with her family, or leading her students in adventures across Italy.
The Riot of Fashionable Virtues and a Thing Called Truth
Originally published in Classis,Volume XXXI, No. 2 The use of Fashions in thought is to distract the attention of men from their real dangers. We direct the fashionable outcry of each generation against those vices of which it is least in danger and fix its approval...
Rehabilitating Beauty: How C. S. Lewis Fought the Cult of the Ugly in his Fiction
Originally published in Classis Volume XXVIII, No. I The founding mission and vision of most, if not all, classical Christian schools includes a commitment to Goodness, Truth, and Beauty—not the man-made, relativistic goodness, truth, and beauty taught in most public...
Classical Education and Human Happiness
Originally published in Classis Volume XX, no. 3 By Trenton D. Leach Aristotle stands in between two giants of history: his teacher, Plato, and his student, Alexander the Great. As both a student of a great teacher and a teacher of a great leader, Aristotle’s insights...
How Do Books Work in Our Classrooms?
Imagine three schools serving different neighborhoods in the same community. Each school has a competent teacher taking 10th graders through Shakespeare’s Merchant of Venice. Upon closer inspection, we will see that the students in these classrooms, though working...
The Practical and Particular Nature of the “Canon” Question
Discussions about what “canon” of books a school should read often focus on theoretical topics such as the purpose of reading, the criteria that define a “great book,” and how we should think about whether the standards for a book’s canonicity are universal or...
The Art of Discussion Leading, Part II: Best Aids to Discussion Leading
Let us now tackle how best to create a great discussion. How can a discussion leader build an environment where participation is encouraged and the three main obstacles to student participation are overcome? Leaders can adopt certain behaviors that will go a long way...
The Art of Discussion Leading, Part I: Benefits and Obstacles
Classroom teaching falls into two categories: active and passive. Both are necessary, but research and experience suggest that active teaching is more effective and provides important benefits. For high school and college classes, the two approaches to teaching are...
Dr. Louise Cowan: a True Teacher
Originally published in Classis 2011 Volume XVIII, No. 1 By Ben House Only twelve percent of adult Americans read poetry, according to a recent statistic.1 Several of my students, my eleven-year-old son, and I fit into an even smaller minority: the number of Americans...
How ‘Bout Them Apples
Originally published in Classis Volume XVI, no. 3 By Eric Indgjerd In an address titled, “The Greatest Single Defect of My Own Latin Education,” Dorothy Sayers confessed the lamentable fact that, although she had started upon Latin at the ripe young age of seven—her...