FAQ
- Why Latin?
- What is your statement of faith?
- What is your philosophy?
- What is your mission statement?
- How did SCCA get started?
- What is your student to teacher ratio?
- What grades do you offer?
- What is Classical Education?
- What is the Trivium?
- Is the Trivium Biblical?
- What do you mean by a Christian worldview?
- Do you teach math and science?
The study of Latin is an integral part of a classical education. From antiquity through the nineteenth century, Western educators understood its power to sharpen one's grasp of language and to teach clear thinking and speaking. Today, moreover, Latin is of inestimable value in conveying an appreciation for Western culture and history. In sum, Latin contributes beautifully to accomplishing all of the goals of the Trivium.
The study of Latin greatly enhances the young child's grasp of the English language. Since most English words are derived from Latin, an understanding of these roots increases the range and depth of a student's vocabulary. Mastering the subtleties and nuances of Latin grammar also aids in the comprehension of complex English sentences. Latin study, therefore, contributes enormously to the grammar stage of classical education.
Latin is a complex but very systematic language. Reading it requires more than just memorization. It entails the comparison and analysis of subtle forms and differences. It involves the practical application of rules and principles. We see, therefore, that it teaches logical thinking.
The study of Latin also involves the study of Latin authors. Experiencing these authors means encountering the greatest writers and thinkers of two thousand years of Western culture. In teaching Latin, we are exposing our students to the best of the rhetorical tradition. What better way to learn the art of skillful communication than from the masters of our own intellectual history?
Finally, we note that Latin is the linguistic soul of our culture. Most of the languages of Western Europe evolved, to some extent, from Latin. Over fifty percent of our own English vocabulary is derived from Latin. Into the eighteenth century, moreover, the literature, the theology, the history, the science, and the philosophy of the West were composed in this language. Knowing Latin enables the student to understand and appreciate this heritage.
What is your statement of faith?
Stratford Classical Christian Academy is committed to
the absolute authority of Scripture. We believe that the Old and New Testaments
are the infallible Word of God, containing God's will for faith and life,
belief and practice. We affirm the historic Christian doctrines of the
Protestant Reformation and have adopted as our Doctrinal Standards the
Westminster Confession of Faith and the Larger and Shorter Catechisms.
"The Westminster Standards . . . are the richest
and most precise and best guarded statement ever penned of all that enters
into evangelical religion, and of all that must be safeguarded if evangelical
religion is to persist in the world." - B. B. Warfield
"As far as I am able to judge, the Christian world,
since the days of the Apostles, had never a synod of more excellent divines
than this (the Westminster Assembly)." - Richard Baxter
SCCA will use the Christ-centered and classical trivium¹
philosophy of education and teaching methodology. This approach to education
is inherently different from that offered in schools established, controlled,
and/or developed by those who hold to non-Biblical, humanistic philosophies.
At all its levels, programs, and teachings, SCCA seeks
to:
A. Teach all subjects as parts of an integrated whole
with the Scriptures at the center (2 Timothy 3: 16-17).
B. Provide a clear model of Biblical Christian life through its staff
and Board (Matthew 22:37-40).
C. Encourage every child in the development and maintaining of his or
her relationship with God the Father through Jesus Christ (Matthew 28:18-20).
D. Emphasize grammar, logic, and rhetoric in all subjects as pertains
to the stage of education of the students.
E. Encourage every student to develop a love for learning and to achieve
his or her academic potential.
F. Provide an orderly and disciplined atmosphere conducive to the attaining
of these goals.
SCCA attempts to operate as an extension of the family
under the belief that the education, training, and discipline of young
people is the responsibility of parents rather than the responsibility
of the state or the Church (Deuteronomy 6).
The board and staff seek to serve parents who desire that
their children be educated according to the doctrines and principles that
identify SCCA as a classical and Christian School. SCCA in no way seeks
to replace parents or to usurp parent's God given responsibility for the
education and training of their children.
What is your mission statement?
The mission of Stratford Classical Christian Academy is
to assist parents in training their children by using a classical methodology
and proven curriculum to (a) develop godly character, (b) give a knowledge
of our Christian and Reformed heritage and Christ's work in history, (c)
provide the tools to acquire, process, express, and defend knowledge from
a Biblical worldview, to the end that students will glorify God by excelling
in every duty and calling God has for them throughout their lives.
The mission of Stratford Classical Christian Academy is
to equip covenant children with the tools of learning by following the
three-fold approach known as the Trivium (grammar, logic, rhetoric). In
all school endeavors, SCCA upholds the standards of the Westminster Confession
of Faith and strives for holiness by upholding high standards of honor
for God, His commandments, and the authorities He has placed over us.
Like many other Christians in our community, members
of Stratford Orthodox Presbyterian
Church desire to educate their children in accordance with a Christian
understanding of the world. Furthermore, they desire to educate them in
the most effective manner possible, so that their children will grow to
be well equipped to fulfill their duties to Jesus Christ. Such duties
will include their responsibilities as Church members, as citizens in
the community, as spouses and parents, and as workers in their vocations.
In seeking first the kingdom of God and His righteousness, Stratford
Orthodox Presbyterian Church began planning to establish the Stratford
Classical Christian Academy (SCCA) in the summer of 2000. The school was
founded by Rev. Martin Dawson, and a school
board was appointed to begin researching the best methods of education
available. Early in this process, the SCCA board decided that the classical
method of education, rooted in a Biblical worldview, was a superior foundation
on which to build the school.
Over the course of the next year (2001) the school board began to consult
with several other Classical Christian schools such as Tall Oaks Classical
Christian School in Delaware, and to develop bylaws and a comprehensive
business plan. The goal was to create a school that would be built on
a solid foundation theologically, philosphically, and financially. It
was determined in the Spring of 2002 that SCCA would seek to open its
doors in the Fall of 2003. The Lord has blessed the labors of those involved
in SCCA, and with His blessing we opened our doors in the Fall of 2003.
The Academy's long term vision is to graduate students who have received
a superior education, and who endeavor in their callings after graduation
to bring honor to the name of their Lord and Savior, Jesus Christ.
Stratford Classical Christian Academy plans to assist parents in training
their children in the historic Christian faith, and in a manner consistent
with the Classical method of education. It plans to begin with a few grades,
kindergarten through third grade, and then to add grades as it becomes
more self-sufficient.
Stratford Classical Christian Academy is committed to the absolute authority
of Scripture. We believe that the infallible Word of God is found in the
Scriptures of the Old and New Testaments. We affirm the historic Christian
doctrines of the Protestant Reformation, and we have adopted as our Doctrinal
Standards the Westminster Confession of Faith and the Larger and Shorter
Catechisms.
The classical method of education is based upon the Trivium, consisting
of "grammar, dialectic, and rhetoric". These three stages of
the classical method correspond to the Trivium of "knowledge, understanding,
and wisdom" found in the Book of Proverbs.
SCCA is a parochial school, meaning that it is a ministry of the Church.
While many private Christian day schools have done a fine job of providing
a Christ honoring education, we believe that there are distinct advantages
to having the school under the oversight of a solid Church. Such oversight
ensures the doctrinal integrity of the whole enterprise.
SCCA is operated by a Board of Directors
which is appointed and overseen by the Session of Stratford Orthodox Presbyterian
Church. SCCA has a Headmaster who governs and is responsible for the day
to day operation of the school.
The curriculum for the early grades includes the following subjects:
Bible, mathematics, grammar, phonics, history, science, art, linguistics,
literature, Latin and physical education. The curriculum is provided by
various Classical Christian school sources, such as Veritas Press.
In addition, SCCA is assisting home schooling parents who desire to implement
the classical method at home. This is done through a la carte classes,
curriculum assistance, and classroom observation.
SCCA will seek accreditation from the Association of Classical and Christian
Schools (ACCS).
What is your student to teacher ratio?
Currently the average student to teacher ratio is 11:1.
The board policy is that no class will exceed 19 students for 1 teacher. In the instance more than 19 students are enrolled in a class a waiting list will be initiated. A full time assistant will be required if the class size exceeds 19 students. In the case the class size warrants two classes a new full time teacher will be hired.
If you have further questions please contact the academy.
We offer kindergarten through 11th grade as of September 2010. We continue to add one grade per year through twelfth grade.
Classical education is a return to the roots of Christian learning. Throughout
the ages, Christian thinkers in the West have drawn upon a common store
of literature, theology, philosophy, science, and history. To impart this
wisdom, they have leaned upon educational techniques that were initiated
in antiquity and perfected throughout the Middle Ages and the Renaissance.
Today, classical education revisits both the techniques of antiquity and
that body of knowledge represented in the greatest art, science, literature,
and history of our culture.
In technique, the classical tradition employs methods intended to teach
clear, logical thinking, and elegant speech and writing. Grammar, logic,
and rhetoric are at the core of this effort. These three disciplines (called
the Trivium by medieval Christians) not only govern the study and use
of language, but even structure the study of history, science, and mathematics.
Beginning with grammar, students learn the basic facts and principles
of a given subject, whether in science, math, English, or Latin. In keeping
with the developmental needs of the child, this elementary phase is followed
by formal logic in the middle school years. Structured debate, comparison,
and analysis are encouraged across the disciplines. Finally, rhetoric
teaches the art of persuasive communication, but never in isolation from
real knowledge. Writing and speaking, therefore, form part of the learning
in every subject during the high school years.
In content, classical Christian education seeks to impart the knowledge
necessary for a broad and critical awareness of the world and human society.
Scripture, theology, history, literature, science, mathematics, English,
and the Latin language receive privileged attention. Beginning with the
reality of God and His self-revelation in Christ and the Bible, classical
educators seek to unite all knowledge into a coherent Christian worldview.
In teaching history, classical educators aim not merely for a chronology
of events, but for a critical engagement with the great minds and ideas
of the past, and for a deep exploration of our culture's crucial turning
points. In literature, students read the best books from throughout the
ages, testing them against the touchstone of the Bible. In science and
math, the goal is not only to master basic facts and principles, but also
to learn their significance and to understand the historical development
of mathematical and scientific thought. Through Latin, students are taught
to scrutinize language and to think and write with precision. Moreover,
Latin enables them to read the great books of Western civilization.
Classical education is a tradition with a long history. The earliest
Christians saw that the tools of Graeco-Roman education could easily be
adjusted for the service of the Church. Adapting the classical model to
the demands of a Biblical theology, they employed its emphasis upon language,
logic, science, and precision in the articulation of a compelling Christian
worldview.
In modern times, however, grammar and logic have been abandoned as either
boring or irrelevant. Disciplined and structured rhetoric, moreover, have
been passed over in favor of an excessive worship of freedom and of subjectivism.
The result of this defection, however, has not been individual discovery,
but rather, a loss of moral and aesthetic standards. Classical education
today is a rediscovery of these lost tools of learning.
Throughout western history, education has employed the
use of a three-fold methodology for teaching and learning. Remember, these
are not "subjects", but rather methods and tools for learning.
The first stage is entitled the Grammar stage. Here, from about ages 6-12
(the elementary school years) children are introduced to matters such
as math facts, historical timelines, people and places, scientific laws,
English grammar rules, and all sorts of other content. At this level of
child development, children naturally absorb vast amounts of material,
and they do so with great joy by singing, chanting, rhyming, and memorizing.
The middle school years are termed the Dialectic, or Logic
stage. At this level, children naturally begin to challenge the natural
order of things, asking, "Why?" or "Is that really true?"
Rather than frowning on this, a classical education nurtures this by teaching
formal and informal logic, as well as debate and discussion. If students
want to argue, they should be taught to argue properly and biblically.
As students become more self-focused and expressive, they
transition into the Rhetoric stage. This comprises the high school years.
Public speaking, oratory skills, poetic expression, and apologetics are
the focus of instruction and learning.
These three stages or methods are known as the Trivium,
and lay at the heart of classical education. Dorothy Sayers calls this
"Teaching with the grain." It has been used successfully for
centuries. Why reinvent the wheel?
Yes we believe the Trivium is Biblical. We believe Christian education must be Biblical in both form and substance. That is a Biblical Method also known as pedagogy married with Biblical content produces a thorough robust and well equipped Christian who is ready to stand against every the assaults of the enemy in the day of battle.
A Christian education that focuses on content only is much better than no Christian content. However we believe for Christian education to be truly Christian must have a Biblical method and Biblical methodology. The Trivium is the Biblical methodology.
The article below is one we believe best articulates the basis for why the Trivium is Biblical.
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The Classis, Vol. 4, No. 1, January, 1997, Covenant Media Foundation, 800/553-3938
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The Trivium in Biblical Perspective
By Pastor Randy Booth
The fear of the Lord is the starting place (Prov. 1:7) and the ending place (Eccl. 12:12-13) of all legitimate learning. It is God’s creature functioning in context. Absent the recognition of God as Creator, Redeemer, and Sustainer of life, the learning of particular facts is vain and the assembling of those facts into a cohesive whole is impossible. It is somewhat like lifting sentences at random from a novel and trying to organize them into something that makes sense without acknowledging there ever was a novel or novel writer.
The unbeliever learns, but to what end? Perhaps he becomes proficient, or even excellent at performing particular tasks—he gets a good job—he makes a lot of money. Nevertheless, “what shall it profit a man if he gains the whole world and loses his own soul?” It does not matter how smooth and fast the train is if in the end the bridge is out. It was the rich man that found himself on the other side of the great chasm from Abraham, crying for a drop of water.
While the unbeliever swerves into the truth on a regular basis, without the fear of the Lord he has no means of discerning good from evil (Heb. 5:14). He is a creature, made in God’s image, living in God’s world. However, since he does not acknowledge any of this, the truths he does pick up fall short of accomplishing their intended purpose which is to glorify God.
The development of the trivium model of classical learning is, perhaps, an example of how unbelievers borrow truth from God’s world and yet fail to give God the credit. As believers we should adopt or reject the trivium model of learning not for pragmatic reasons but because it is either true or false. Our primary concern should be: is it biblical? The Scriptures are our only rule of faith and life, not the Romans or modern pedagogues. All truth claims must pass the biblical standard.
What is the “Trivium”?
I believe the trivium model of learning (as far as it goes), passes the biblical test. While the Romans did not start or end with the fear of God (though some in the medieval period perhaps did), nevertheless, they did get part of it right. The “trivium” has reference to educational method—how to educate. The model is comprised of three phases of learning: 1) grammar, 2) dialectic, and 3) rhetoric. These are but new labels for the biblical concepts of: 1) knowledge, 2) understanding, and 3) wisdom. All learning will involve these three steps: gathering particular information (grammar or knowledge phase), assembling that information into its proper relationships (dialectic or understanding phase), and then applying that understanding of the particulars to various situations in an effective way (rhetoric or wisdom phase). This is simply the way God made us and the world in which we live. The jigsaw puzzle illustrates the process—particular pieces must be arranged in the right relationship to one another before we can see the big picture.
These three areas of learning interact, each one with the other. Without knowledge there can be no understanding or wisdom. Knowledge and understanding are likewise necessary if there is to be wisdom. The wise man is able to acquire even more knowledge and understanding, thus becoming more wise—he has learned how to learn.
Child development is the maturing process—proceeding from the simple to the complex—knowledge, understanding and then wisdom. There are plenty of smart six-year-olds but not very many wise ones. Thus the trivium begins with young children focusing on learning the grammar of every subject—multiplication tables, parts of speech, spelling, books of the Bible, events in history, etc. At about age 12 or so, children ask more and more the “why” questions. This is where the trivuim focuses on dialectic or logic. The student begins to understand the place and importance of each subject of study. The final focus of the trivium is on rhetoric. The older students now learn how to articulate and apply the various fields of study to life.
Biblical Terminology
The Bible clearly distinguishes these three types of learning while also revealing their interdependency. Each aspect of learning comes as a gift from God. Moses commended Bezalel saying, “And He has filled him with the Spirit of God, in wisdom, in understanding and in knowledge and in all craftsmanship” (Ex. 35:34). Proverbs declares, “For the Lord gives wisdom; from His mouth come knowledge and understanding” (2:6) and “Wise men store up knowledge...” (10:14). Daniel describes God as the One who “gives wisdom to wise men, and knowledge to men of understanding” (2:21).
In Scripture, knowledge (grammar) seems to be focused on particular words, information or instructions that must be received or rejected by the hearer. A wise teacher instructs a willing learner who receives particular information from his instructor. Balaam spoke of, “The oracle of him who hears the words of God, and knows the knowledge of the Most High” (Num. 24:16). The Proverbs also make this connection evident: “Leave the presence of a fool, or you will not discern words of knowledge” (14:7); “the lips of the wise spread knowledge” (15:7): “the ear of the wise seeks knowledge” (18:15); “Cease listening, my son, to discipline, and you will stray from the words of knowledge” (19:27); “when the wise is instructed, he receives knowledge” (21:11); “Incline your ear and hear the words of the wise, and apply your mind to my knowledge” (22:12); in Ecclesiastes, “the Preacher taught the people knowledge” (12:9) and in Malachi, “for the lips of a priest should preserve knowledge, and men should seek instruction from his mouth” (2:7).
Understanding (dialectic) in Scripture is directed toward discerning good from evil, truth from falsehood. In other words, the one who has understanding has good judgment. He comprehends the right relationship of the particular pieces of knowledge to the whole. This is the syntax or logic of learning. King Solomon prayed, “So give Thy servant an understanding heart to judge Thy people to discern between good and evil” (1 Kings 3:9). Job observes, “And to depart from evil is understanding” (28:28). Genuine understanding is evidenced in obedience to the truth as we see in these passages from Psalms: “A good understanding have all those who do His Commandments” (111:10); “Give me understanding, that I may observe Thy law, and keep it with all my heart” (119:34); “Give me understanding, that I may learn Thy commandments” (119:73); “From Thy precepts I get understanding; therefore I hate every false way” (119:104). The Proverbs observe: “a man of understanding walks straight” (15:21) and “The rich man is wise in his own eyes, but the poor who has understanding sees through him” (28:11). God complains to Jeremiah, “For My people are foolish. They know Me not; they are stupid children, and they have no understanding. They are shrewd to do evil, but to do good they do not know” (4:22). Daniel and his companions were described as those who were “endowed with understanding, and discerning knowledge” (Dan. 1:4). The apostle John points us to the ultimate purpose of understanding when he writes, “And we know that the Son of God has come, and has given us understanding, in order that we might know Him who is true...” (1 John 5:20).
Wisdom (rhetoric) is the ability to arrange, articulate and apply knowledge and understanding in a variety of circumstances. “In addition to being a wise man, the Preacher also taught the people knowledge; and he pondered, searched out and arranged many proverbs” (Eccl. 12:9). “The tongue of the wise makes knowledge acceptable...” (Prov. 15:2). “The lips of the wise spread knowledge...” (Prov. 15:7). Israel recognized Solomon’s wisdom, “for they saw that the wisdom of God was in him to administer justice” (1 Kings 3:28). The Psalms declare: “The mouth of the righteous utters wisdom” (37:30); “My mouth will speak wisdom” (49:3). Again, the Proverbs support this aspect of learning: “The mouth of the righteous flows with wisdom” (10:31); “She opens her mouth in wisdom” (31:26). Wisdom is the practical application of knowledge and understanding as revealed in Ecclesiastes: “For wisdom is protection just as money is protection. But the advantage of knowledge is that wisdom preserves the lives of its possessors” (7:12); “Wisdom strengthens a wise man more than ten rulers who are in a city” (7:19); “Wisdom is better than strength” (;16); “Wisdom is better than the weapons of war” (9:18); “Wisdom has the advantage of giving success” (10:10). You are to have the “word of Christ richly dwell within you, with all wisdom teaching and admonishing one another...” (Col. 3:16); the Scriptures are “able to give you wisdom that leads to salvation through faith which is in Christ Jesus” (2 Tim. 3:15); and we are told, “conduct yourselves with wisdom toward outsiders, making the most of the opportunity” (Col. 4:5).
The use of classical terminology (e.g., the “trivium,” “grammar,” “dialectic” and “rhetoric”) is useful, provided we comprehend that the substance of this model is rooted in Scripture. It is only in the context of the fear of God that genuine knowledge, understanding and wisdom can be attained. All other efforts, in the end, prove to be folly. Tota et sola Scriptura. Our final allegiance is to all of Scripture, and only Scripture.
What do you mean by a Christian worldview?
The unique commission of a Christian school is to teach students to think
well, and to think Biblically. Students should learn that Christianity
offers an expansive understanding of the nature of the world and the meaning
of human history. Though only the Holy Spirit can change a heart, students
can be taught how to scrutinize many kinds of assertions according to
Scriptural and logical criteria. To impart this Biblically grounded understanding
of the world, together with the means to defend it, is to impart a Christian
worldview.
The Christian worldview begins with the reality of the triune God and
His self-revelation in creation, Christ, and the Bible. From these first
principles flows a host of implications, which students must learn to
recognize and to apply to a variety of questions. For example, the reality
of the Christian God means that our world is created and subordinate to
Him. Our ultimate allegiance should be given only to God, not to human
ideologies or institutions, nor to any creature. However, the Christian
doctrine of creation also teaches that the world is good and to be enjoyed,
and that humans are created in God's image. We learn to reject philosophies
that deny the value of human life, of marriage, of family, of government,
or of any divine institution.
Formulating a Christian worldview is nothing other than submission to
the Biblical command to make every thought captive to the obedience of
Christ (II Corinthians 10:5). While our human reasoning is flawed, we
have in Scripture an infallible guide to truth, beauty, and goodness.
Using God's gifts of language and reason, therefore, we strive to apply
this rule to every area of human life, thinking through the ramifications
of our faith. This is the aim of a Christian education.
Do you teach math and science?
Students educated in a classical school learn language, literature, and
history well. The classical emphasis upon grammar, logic, rhetoric, and
Latin ensures this. But what is the classical approach to math and science?
How does one pursue excellence in these disciplines within the boundaries
of the classical model? We find that classical school students are at
no disadvantage here. In fact, classical education provides an exceptional
foundation in these subjects.
Our goal in science and math education is threefold. First, we want students
to explore deeply the physical world God made and to appreciate its awesome
beauty and complexity. Second, we want to give students the intellectual
tools to understand complex mathematical and scientific concepts and to
succeed in scientific or technical careers should they choose to pursue
these. Third, we want students as Christians to reflect critically upon
the place of science in our society. They should appreciate that science
is a human discipline that developed over time, is subject to change,
and is therefore not absolute. To accomplish these goals, we follow the
same model that we apply in all courses of study.
Classical education today means both employing certain methods and selecting
a particular type of content. This is as true for math and science as
it is for language, literature, and history. Methodologically, we follow
the order of the Trivium. With respect to content, we teach with an eye
not only for what is foundational to the discipline, but also for that
which is culturally and historically significant.
In the grammar years, classical educators focus on the building blocks
of math and science. Through memorization, repetition, and drill, students
learn the basic facts of arithmetic. In science, they enjoy hands on experiments,
but not to the exclusion of a solid familiarity with the important vocabulary
and concepts of biology, chemistry, astronomy, physics, and geology. All
these are set in context through the reading of histories and scientific
biographies.
In the logic years, students are challenged to understand the abstract
relationships found in algebra and geometry. In science, likewise, they
study the connections between different physical phenomena and the relationships
between different scientific concepts and theories. At this stage, students
are also ready to approach more intently the history and development of
modern science and its cultural significance.
In the rhetoric years, students progress through algebra, trigonometry,
and calculus. With this firm foundation in math, they are able to engage
in a more serious exploration of physics, chemistry, and biology, complete
with complex equations and interesting experiments. Study of math and
science is enhanced in the rhetoric years by selective reading in the
original works of the great western scientists and mathematicians.
The classical approach to math and science covers the basic elements
that a student would receive in any good school. The classical approach
is unique however, not only in its methods, but also in the content that
it adds to the curriculum. Upon completion of the classical course of
study, students in math and science should have the skills to think critically
and to write and speak persuasively about the scientific disciplines and
their place in modern culture. As Christians, they will know how to appropriate
scientific concepts without falling prey to our culture's exaggerated
veneration of science.