MAIN CONFERENCE: DAY 1 - WEDNESDAY, JUNE 16 - Repairing the Ruins
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MAIN CONFERENCE: DAY 1
W E D NES DAY, JUNE 1 6
8:00–8:30 ����������������������������������������������������DEVOTIONS The Nature and Vision of Classical
9:00–9:30 �����������������������������������WELCOME & OPENING Christian Education, Chris Schlect
9:30–10:30 ���������������������������������������PLENARY SESSION
Classical and Christian educators claim home-field
Plenary: The Christian advantage over the history of Western instruction.
Imagination, Douglas Wilson We resist today’s fads in education by grounding
The apostle John tells us that faith is what overcomes ourselves in earlier eras. We prepare our children
for the future by taking our cues from educators
the world, but in order to have such faith in Christ
in the past. But then we discover that witnesses
and His Word, we have to be careful not to sub-
from the past do not always speak with one voice—
stitute in a desiccated faith. A biblical faith involves
what then? What is classical and Christian educa-
the heart, mind, imagination, soul, out to the tips of
tion? Such questions grow more perplexing when
our fingers. And classical Christian education is the
we see the adjective “classical” attached to a wide
process of passing this on to the next generation.
range of educational wares: classical day schools,
10:50 AM ���������������������������������������������������WORKSHOPS home schools, online schools, and charter schools;
classical curricula and publishing houses; classi-
Creating a Classical Aesthetic:
cal ed degree programs; classical teaching strate-
Classrooms, Yvette Cavender gies; classical standardized tests; classical blogs
Classical Christian schools seek to cultivate wis- and podcasts. What is it about us that makes us
dom and virtue through the contemplation of classical? Is it the beliefs we espouse? –the books
truth, goodness, and beauty and the acquisition we read? –the methods we employ? –the arts we
of the liberal arts. Curricula and instructors impact practice? –the virtues we commend? –the ideas we
students’ love of learning and challenge think- ponder? –the communities we serve? It’s enough to
ing beyond lessons. But how do spaces within give you vertigo. This presentation may not answer
schools help us achieve our mission? The classical every question, but it will remind us of the past as
classroom requires a unique aesthetic. Workshop we chart a way forward together.
attendees will see photos and receive a list of art-
works and other materials used by one school to Augustine Weeping for Dido: Empathy
create an environment that stimulates the mind for the Pagans . . . or Sympathy
and engages students in peaceful, calm spaces. for the Devil?, Grant Horner
Learn how to establish a classical aesthetic that
How should we teach students to negotiate the di-
supports your mission and model.
vide between pagans and believers? Can we “love”
pagan literature, authors, ideas? Just how dangerous
Real World Assessment for is it to carefully read, enjoy, or love pagan works?
the Classical Classroom, Traci
Heitschmidt and Wendy Powell Science: From Boring to
Oriented for humanities classes, this workshop will Roaring, Lynn Marcoux
begin with a basic description of the goals of as- This workshop will help teachers learn tools, tips,
sessments in the classical classroom. We will move lessons and ideas to step away from textbook reli-
to strategies for keeping students accountable for ance and get back to the basics studying science us-
reading and improving student writing, yet not ing our five senses. The goal is to spark wonder and
overwhelming teachers with grading. The work- curiosity and utilize hands-on activities/opportuni-
shop will end with a discussion, allowing teachers ties to engage in science. We will also explore how
to share strategies from their own classrooms. science is actually multi-disciplinary and easy to
20 2021
PLENARY & WORKSHOP SYNOPSES
implement at every grade level. This workshop will centuries is either a huge disaster, or an enormous
challenge us as educators to step outside the box opportunity, depending on why you got involved in
and preset curriculum and step into God’s creation. our movement in the first place. When ACCS first
started, cancel culture was not yet a thing, and hav-
How to Build a Mock Trial ing received a classical education was quite a feath-
Program, Rose Usry er in your cap. But now that is no longer the case,
and we need to anticipate a time of winnowing.
This workshop instructs interested faculty in why and
how to start or develop a mock trial program at their 12:00–1:15 ������������������������������������������������������������LUNCH
school. Ideas will be given on how to recruit students 12:15–1:00 �������������������������������������������LUNCH MEETING
and attorney coaches, how to set up the program,
For Heads of ACCS-Accredited and
what practices would look like and how to prepare
for competition. Mock trial is well suited for classi- Candidate Schools, David Goodwin
cal schools which have a senior thesis program. The
1:15–1:30........ ANNOUNCEMENTS & BONIFACE AWARD
skills involved in both disciplines are very similar. It is
1:30–2:30 �������������������������������������������PLENARY SESSION
also less taxing than a debate program and ideal for
small schools who don’t have many resources.
Plenary: Stopping the Assault
on God & Man, Michael Farris
Integrated Servant Leadership Model for Critical race theory and related efforts aim to de-
Classical Christian Students, Alan Marshall value both God and man. Christians must address
This practicum provides classical Christian schools this destructive force with courage and passion—
and teachers with an integrated leadership model particularly in the area of education.
for students. A concise Servant Leadership model
2:50–3:50 ����������������������������������������������������WORKSHOPS
is integrated with the Inverted Pyramid Model of
Organizational Leadership that any classical Chris-
Creating a Classical Aesthetic:
tian student can use in any environment to success- Campus, Polly Dwyer
fully lead others to organizational success. Students Classical schools seek to cultivate wisdom and virtue
trained in these models will be equipped to biblically through the contemplations of truth, goodness, and
lead both small and large organizations to success beauty and the acquisition of the liberal arts. Curri-
and will have an advantage over peers without such cula and instructors impact students’ love of learning
tools. Training materials will be made available. and challenge their thinking beyond the lessons. But
how do spaces within schools help us achieve our
Preparing a Case Statement, Sindy Beckerle mission? Do visitors know who you are from initial
A case statement will help everyone in the non- interaction with your common spaces? Do hallways
profit be able to clearly share their mission and vi- serve as vessels guiding students into the learning
sion with the community. It is a powerful way for environment? Even budget-constrained schools can
classical and Christian schools to have a focused achieve mission-based, classical aesthetics.
board and to keep on track when asking for finan-
cial support. It becomes invaluable to employees to The Curriculum Tie That Binds: The Value
feel more confident when discussing the mission of Laying the Foundation in Grammar
and vision of the school. School, Kathy Foldesy & Kourtney Sladek
Grammar school teachers can be overwhelmed
The Problem of Dead White
by the breadth of the curriculum they must cover.
Guys, Douglas Wilson Having a clear picture of the student they seek to
The fact that we are seeking to reestablish a curric- develop, one characterized by wisdom, virtue, and
ulum that was at the center of Western culture for eloquence allows teachers to confidently focus on
ACCS CONFERENCE | FRISCO, TX 21
MAIN CONFERENCE: DAY 1
each lesson. From the arithmetic of division to the each with advantages and disadvantages. This
calculation of derivatives, from a three-point ex- workshop will discuss the vision and logistical con-
pository paragraph to senior thesis each lesson is a siderations behind a hybrid school/homeschool
crucial building block to the steps in lifelong learn- format (also known as blended-model, college-
ing. Grammar school teachers will consider the model, or collaborative-model schools). We’ll take
building blocks toward an upper school student, a look at the challenges and opportunities that
recognize the sequence of learning and become come with involving parents at a higher level. This
equipped with practical strategies for application. session would be of interest to those currently
in collaborative-model schools, those consider-
The Shema and the Paideia
ing starting a school, full-time schools wanting to
of God, George Grant boost parental involvement or improve remote
God’s manner and means of imparting the True, learning, and homeschoolers.
the Good, and the Beautiful remains as unchanged
and unchanging as His steadfast love and abound- Protecting Your Schools Religious
ing grace. In this workshop we will explore the Freedom, Sherri Huston
practical worldview implications of the great Old
In the culture and in the courts, those who are
Testament covenantal profession of faith in Deu-
working to raise up the next generation are on the
teronomy 6. We’ll then make application to the way
front lines of the battle. For more than 25 years,
we teach and disciple students in our homes, our
schools, and our churches in this day of disruption, Alliance Defending Freedom has advocated for
deception, and disarray. and defended religious freedom. ADF won’t stop,
and neither should you. Come and learn how your
How Literature Springs Into ministry can become equipped and prepared to
Music, Carol Reynolds handle the challenges in the coming days. You will
be refreshed in knowing that together we can cre-
Our Western cultural heritage owes much to the
ate an atmosphere for spiritual boldness to thrive!
composer’s embrace of literature. The principles
for transforming text into music are fascinating
Escape the Fundraising Hamster
and historically consistent. We will consider these
principles using examples from the Old Testament,
Wheel I, Ame Eldredge & Brad Layland
Shakespeare, and Cervantes’ Don Quixote. In advance of the practicum, participants will be
asked to complete a brief self-assessment survey
Teaching History and Story, Chris Schlect related to their schools’ fundraising efforts and
Stories involve characters acting in time. We teachers results. These responses will be shared and dis-
too easily overlook this commonsensical observation cussed in our time together.
as we design and deliver classroom lessons in his-
tory. It’s one thing for us teachers to tell stories; it’s Following this discussion, the presenters will con-
another thing altogether to form our students into trast the event-driven, tactical approach to fund-
storytellers. This workshop moves from principles to raising—the “hamster wheel”—with a vision for
practice, with concrete examples of classroom les- a more strategic, relational, and sustainable ap-
sons that shape students into storytellers of history. proach. The Taking Donors Seriously® framework
of Case, Leadership, Prospects, Strategy and Plan
Considering the Collaborative will be shared as the basis for painting the picture
Approach, Shannon Morrison of a more ideal annual fund effort. Attendees will
The pursuit of academic discipleship through clas- gain practical and actionable ideas for implemen-
sical, Christian education can take many forms, tation at their schools.
22 2021
PLENARY & WORKSHOP SYNOPSES
Sacred Synthesis: Finding and admissions. The answer is found in the way God
Filtering the True, Good, and Beautiful made the world. He made the world and every-
thing in it. God made us in His image and gave us a
Wherever It is Found, Chris Perrin
mandate to rule over His creation. In our ruling as
In the second century, Tertullian asked a profound His image-bearers, we learn of His creation, imitate
question that endures today: “What does Jerusalem Him, and bring Him glory!
have to do with Athens?” Very little, he thought. Au-
gustine, however, thought that Christians should Beauty Matters: Creating a High
plunder and “refine the gold” of the Egyptians. How
Aesthetic in School Culture, Steve Turley
do we as classical Christian educators acknowledge
and appropriate what is good in our surrounding From classroom decor, to poetic infusion, to music
culture even as we reject that which is not? How do and art appreciation, classical Christian education
we find common ground with those outside of the recognizes that students can have a higher aesthet-
ic, if teachers model a love of beauty. This workshop
faith even while we call them to the source of all
will explore what beauty actually is, and how it re-
that is true, good, and beautiful--Christ the Logos?
lates to ordering the loves of our students. We will
How do we engage in a “sacred synthesis” without
then look at practical ways in which our schools can
becoming syncretists? Following Augustine in this
be spaces of beauty wherein our students’ aesthetic
seminar, we will trace the ways we might wisely
sense flourishes.
learn from past syntheses of the ancient and medi-
eval church as we seek to cultivate virtue, holiness,
Teaching Algebra via Classic Texts
and wisdom in our students.
of Mathematics, William Carey
4:10–5:10 PM ���������������������������������������������WORKSHOPS
The workshop will explore using Diophantus,
Biblical Worldview in the Nicomachus, and Euclid as the foundation for an al-
Grammar School, Terri Covil gebra scope and sequence, focusing on the middle
school years. We will look at how the material in Di-
The most important responsibility and the greatest
ophantus’s Arithmetic and Euclid (particularly book
privilege we have been given as teachers is to pres-
VII) map naturally to the pre-algebra and Algebra
ent everything we teach from a biblical worldview.
I curriculum, and talk through sample lessons to
Our hearts long to praise God, and the Psalms re-
share those great texts with middle schoolers.
mind us over and over again that praise should be
continually on our lips. So how do we do it? How do
The Joys of Interpretation, Seth Snow
we teach young children how to add and subtract,
how to blend sounds to create words, how to prop- Workshop attendees will read and discuss a Robert
erly label the parts of a fish or a bird, or to construct Frost poem. During our exploration of Frost’s poem,
proper sentences, all the while teaching about the I will introduce principles of applied hermeneutics.
Creator? This session will suggest practical ways to In doing so, we shall see how Frost writes poems
ensure that our biblical worldview doesn’t get lost in that deal with everyday situations (e.g., building a
the day-to-day motions of our classrooms. fence, mowing the grass, and so on) that raise pro-
found questions about human existence.
Education Under His Lordship, Scott Taylor
The Law of the (Postmodern)
As classical Christian educators, we need firm con-
Learner: Updating Gregory for
victions about why we do what we do. We must ask
ourselves the fundamental questions. Why edu- the iGen, Bradley Finkbeiner
cate? Why have a school? Why teach our children Christian teachers are uniquely fit to answer the
for 13–14 years and go to all of this effort and ex- questions raised in “The Social Dilemma” documen-
pense? The answer is not about diplomas or college tary, What is Truth, and where is it? But what good
ACCS CONFERENCE | FRISCO, TX 23MAIN CONFERENCE: DAY 1
is that if our students don’t care? Scripture teach- presenters will contrast the event-driven, tactical
es, and experience confirms, that our students’ approach to fundraising—the “hamster wheel”—
passion for Truth is disordered, a problem exac- with a vision for a more strategic, relational, and
erbated by the introduction of an invasive species sustainable approach. The Taking Donors Seri-
(the smartphone) into their cultural ecosystem. ously® framework of Case, Leadership, Prospects,
The law of the learner (“attending with interest”) Strategy and Plan will be shared as the basis for
must have Truth as its end. We must cultivate a painting the picture of a more ideal annual fund
love for Truth as the means to that end. But is this effort. Attendees will gain practical and actionable
even possible? If so, how?
ideas for implementation at their schools.
Strategic Planning: The Rise and
Track Plenary: Classical Education
Fall of Leadership, Dan Peterson
Unplugged, Martin Cothran, Andrew Kern,
Strategic planning is biblical and there are sev- Chris Perrin, Andrew Pudewa, & Carol Reynolds
eral examples throughout Scripture indicating
planning and purposed preparation. Not only In this high-energy panel discussion, Christopher,
are there examples of leaders acting and think- Andrew, and Carol journey from levity to gravity,
ing strategically, but there are also patterns of from wisdom to whimsy, while exploring both big
planning. The objective of this workshop will be to picture and nitty-gritty questions about Christian
build a case for the importance of strategic plan- classical education. Some of the questions are pre-
ning and share how to practically conduct a stra- pared by the moderator ahead of time (usually to
tegic planning process. trip up the panelists), others come from the audi-
ence. Some of the answers are long, others short.
Escape the Fundraising Hamster If you come and participate in this transcendently
Wheel II, Ame Eldredge & Brad Layland practical discussion of all things classical, it will be
In advance of the practicum, participants will be even better.
asked to complete a brief self-assessment survey
6:00-8:00 ������������������������������������������ TOGETHER AGAIN
related to their schools’ fundraising efforts and re-
sults. These responses will be shared and discussed Gathering at Coram Deo
in our time together. Following this discussion, the Academy, Flower Mound
24 2021MAIN CONFERENCE: DAY 2
THURS DAY, JUNE 1 7
8:00-8:30 AM ���������������������������������������������WORKSHOPS follows them wherever they go. Frankenstein’s
Pitfalls and Policies: Is Your School creature has been the subject of stage plays and
movies, almost since the book’s first publication in
Protected?, Brotherhood Mutual
1818. And heartbreakingly, young people who iden-
In this session we’ll discuss issues facing Christian tify as transgender and are de-transitioning today,
schools and the steps administrators can take to have used the name of Frankenstein’s monster to
protect their faculty and students, campus and describe themselves. As heartbreaking as stories of
programs, and reputation. Gain a deeper under- de-transition are, government schools continue to
standing of the issues, critical insurance coverages promote transgenderism as a capstone of human-
your school needs, and how Brotherhood Mutual ism and human dignity. We can gain insight into
can help you navigate this changing environment. transgenderism from Mary Shelley’s novel about a
Attendees will be able to: bachelor who wants to invent life in a laboratory.
• Learn and discuss current issues impacting schools 10:50-11:50 AM �����������������������������������������WORKSHOPS
• Understand which insurance coverages
Memory in the Grammar Stages, Lynn White
are critical for your school
• Access the resources you need to get started This workshop will present practical ideas for imple-
menting grammar methodology in the classroom.
TBD, Classical Academic Press Attendees will leave with tools for helping students
memorize information effortlessly as they are filled
TBD
with excitement, joy, and wonder. Whether this is
9:30-10:30 AM ����������������������������������PLENARY SESSION your first year or your twenty-first, this conference
will give you tips and tools for the journey.
Plenary: The Making of a Monster:
Frankenstein, Transgenderism, and
Creating Classroom Culture: Giving
Government Education, Rosaria Butterfield
Your Students What Lasts, Mandi Gerth
Mary Shelley’s gothic 1818 novel, Frankenstein: Or
Classical educators are at war for the souls of their
The Modern Prometheus, is the antithesis of a true,
students amidst a culture that devalues history,
good, or beautiful story. Penned on a dare, its
tradition, routine, and ceremony. If education re-
18-year-old author was a young unwed mother and
ally is an atmosphere and worldview is caught
a rebellious, but well-read and educated, runaway
more than taught, how do classical teachers create
daughter. Victor Frankenstein, the protagonist of
a classroom that is joyful, reverent, and inspires a
this story-within-a-story, is a frustrated bachelor-
true love of learning?
scientist who, believing in biological immortal-
ity, creates and breathes life into a gigantic name-
Bridging Logic and Rhetoric with
less creature, using body parts stolen from fresh
graves. Victor abandons his creature at birth, but
Socratic Discussion, Gary Hartenburg
the creature seeks the promises of Renaissance hu- Socratic discussion (or “dialectic”) is a powerful form
manism—he aspires a civilizing nature and a loving of education but can also be frustrating to employ
community. He teaches himself to read. He seeks in a classroom. I discuss some common miscon-
companionship. But he is a soulless vagabond. ceptions about Socratic discussion, describe what
Prohibited by birth from bearing God’s image, the it is, and then show how it can build a bridge from
nameless creature’s fruitless quest is both heart- the logic stage of the trivium to the rhetoric stage.
breaking and murderous. Victor and the name- The session will conclude by describing how So-
less creature become literary foils, and a murder cratic discussion can help students (and teachers)
28 2021PLENARY & WORKSHOP SYNOPSES
develop the internal and intrinsic motivation need- Our schools should be shaping the affections of our
ed for a lifetime of learning. students and training them to be literate musicians.
In this session, hear how one music teacher has
The Historical Basis for Sayers’ Vision used some of the standard hymns of the faith to
of Classical Education, Lauren Matheny build a love for singing and making music together
Dorothy Sayers’s use of the trivium terminology— in a school community and use many of those same
grammar, dialectic, and rhetoric—has introduced hymns to reinforce the music literacy lessons in the
ambiguity into the conversation around classical school curriculum. Whether you are a music/choir
education. According to Sayers, we understand teacher or a board member, or an administrator,
the trivium to mean stages of learning. But ac- this session will leave you with practical tools and
cording to writers on education throughout the ideas to use in your school community.
centuries, the trivium refers not to stages but to
domains of knowledge. If we as educators seek to How to Make “Hard to Read” Literary
recover the classical view of education, how are we Texts Accessible for Struggling
to understand Sayers? She can appear to contra- Readers, Rosaria Butterfield
dict the very thing for which we seek. This session
Special needs can be dehumanizing for children
will explore Sayers’ vision for education —in the
and parents, and the government educational
context of other writers on education—and find a
programs offered to them often focus on reduc-
place for her ideas in the current landscape of clas-
tionist or trendy ways to “catch up” to their peers
sical education.
(whatever that means).Government educational
goals for children with special needs could not be
Learning Latin with Hank the Cowdog
lower. Often overlooked is classical Christian edu-
and other Latin Novellas, Karen Moore
cation, dismissed as elitist. But classical educa-
Often the best way to embrace a language is tion is profoundly humanizing, and children with
through the wonder of stories. The framework and special needs are most worthy and in need of hu-
context of a well-wrought story can serve as a gen- manizing, systematic, logical, and beautiful pro-
tle guide towards understanding how words and grams of study. Classical education’s integrative
grammar come together to create a good narrative, practices work especially well for children with
while at the same time engaging student interest cognitive difficulties. This workshop will address
on a deeper level than the typical grammar transla- the teaching of writing, reading, and literary stud-
tion exercises. Such lessons also further proficiency
ies to children with dyslexia, with a special focus
in reading comprehension and oral language skills.
on the homeschool classroom, borrowing heav-
This seminar will look at lesson plans involving sto-
ily from the great privilege it has been to home-
ries for beginner, intermediate, and advanced read-
school my daughter with dyslexia in a classical
ers alike. Each one is designed to further students’
Christian program.
grasp of vocabulary and syntax through the joy of
reading. Such reading should not be confined to the
How to Use ERB/CTP5 Scores to Evaluate
classroom, but can be an excellent tool for enrich-
Curriculum and Students, Kevin Thames
ment at home. Both teachers and parents of Latin
students are encouraged to attend. This session is designed to instruct attendees on:
• How to read ERB/CTP5 scores
How Can I Keep from Singing? Using
• How to track progress made by
Christian Hymnody to Simultaneously classes and by individuals
Build Community and Music Literacy • How to identify weakness in
in our Schools, Jarrod Richey curriculum/instruction
ACCS CONFERENCE | FRISCO, TX 29MAIN CONFERENCE: DAY 2
Track Plenary: Weight of Glory and give educators some practical tools to use in
or Abolition?, Andrew Kern their classrooms.
Between 1941 and 1943, C.S. Lewis delivered a
A Vision for the Everyday
series of presentations in which he proposed two
Classroom, Chris Schlect
possible ends for humanity. In one, he argued
that “nearly all men in all nations are at present Most schools have adopted mission and vision
laboring to produce” what he called “the world of statements. All teachers prepare daily lessons. Do
post-humanity.” In the other, he insisted that God the two ever meet? How can a school’s mission and
intends to satisfy the deep human desire “for a far vision inform routine lesson planning? How can the
off country” where he will carry a weight of glory. In big picture penetrate a teacher’s everyday work?
this talk, Kern explores how modern man is using This practical workshop provides strategies and
education to abolish man while the Christian clas- concrete examples of effective classroom lessons
sical renewal must—and can—help each other to and assessments. It offers principles that can ap-
the glory of the far off country. ply at every level, but the examples will be tailored
to secondary (high school) classrooms. These prin-
12:00–1:30 �����������������������������������������������������������LUNCH ciples reorient teachers away from the tyranny of
12:15–1:00 ��������������������� ACCS MEMBERSHIP MEETING “getting through the material” and toward recover-
ing the lost tools of learning.
1:15-2:10 ���������������������������������������������������WORKSHOPS
A School Library That Serves, Kris Guensche Classical vs. Modern Education: A
Perspective from C.S. Lewis, Steve Turley
A high-quality school library adds immense value
to the classical school and benefits more than just This workshop will explore the work Abolition of
the students. Classical school libraries serve teach- Man by one of the great literary minds of the twen-
ers, families of the school, and even prospective tieth century, C.S. Lewis. Lewis was concerned that
families. A school that values good literature is an modern education has in fact changed our concep-
advertisement in itself! The school library builds tion of what it means to be human by robbing us of
godly character, wisdom, and virtue in students transcendent virtues. He was convinced that with
by nurturing in them an appetite for great books the death of virtues, the only way to bring about
which allow them to read well. Classical libraries moral consensus was through the coercive powers
exist to provide students with abundant choices of the state. The workshop will present in-depth
of excellent literature to inspire them and enhance the constituents of classical conceptions of the
personal and classroom learning. This workshop world and education as a way to equip teachers
will focus on specific ways to build such a library at and students to challenge the dominant and dehu-
a classical school. manizing modern paradigm.
Practical Trivium Teaching, Fostering an Environment for
Terri Covil & Kelly Gardner Vibrant Discussions, Sarah Pape
We’ve all read the books, written the papers, and This workshop will inspire and equip teachers to
fully support the mission of classical Christian cultivate a classroom environment where students
education, so now what? How do you implement are eager to engage in Harkness discussions. Par-
that philosophy in the classroom? This practicum ticipants will explore ways to engage and intrigue
will serve to give teachers the tools they need high-school- aged students, helping them find their
to bring it down to the classroom level. We will voice, develop confidence in communication, and
apply the trivium to a unit, show how our bibli- ultimately believe that they are an integral part of
cal worldview permeates every lesson we teach, the ecosystem of the classroom.
30 2021PLENARY & WORKSHOP SYNOPSES
Self-Publishing and More Advice for can they persevere without encouragement? We’ll
Christian Authors, John Erickson explore a co-teacher development plan that starts
with training and workshops, but also extends to
C.S Lewis wrote “The world does not need more
support, including enriched lesson plans, connect-
Christian literature. What it needs is more Christians
ing through gatherings, and mentoring. Turn your
writing good literature.” Classical Christian schools
co-teachers into colleagues as you educate chil-
are training writers, students who will want to write
stories that are counter to the trends of modern dren cooperatively.
culture. In this workshop, John Erickson will share
lessons and advice he’s learned through writing and The Keys to a Successful Capital
publishing stories filled with biblical virtues read Campaign, Brad Layland
and enjoyed by believers and unbelievers alike. As the classical Christian education movement con-
tinues to flourish, many growing schools are ready
Energizing and Equipping Parents as to go to the next level by acquiring property, ex-
Teachers: Co-teacher Development in panding their facilities, or funding key strategic ini-
a Blended Model School, Annette Kemp tiatives. If you are considering a capital campaign
Blended model schools rely on parents as co-teach- to fund these important projects, join us to learn
ers working under the guidance of the professional when it’s appropriate to launch a capital campaign,
classroom teacher, and student success depends and the key factors that will help your campaign to
on quality instruction—both at school and home. succeed. Time will be available to discuss attendees’
But how can parents teach without training? How specific questions.
CLASSICAL .
CHRISTIAN.
COMPLETE.
Everything you need to provide your students with a classical Christian education.
MemoriaPress.com/Schools
ACCS CONFERENCE | FRISCO, TX 31MAIN CONFERENCE: DAY 2
Unstring the Bow, George Grant 3:45–4:30 ������������������������������������������PLENARY SESSION
Learning to properly balance the two commands Plenary: Christianity and “Wokeness”:
of the Fourth Commandment, work and rest, is an Are They Compatible?, Neil Shenvi
essential but oft neglected virtue. In this workshop
In the last few years, large segments of both our
we will explore the vital relationship between ur-
culture and the church have been captivated by
gency and patience, creation and recreation, bat-
“antiracism,” “antisexism,” “intersectionality,” and
tlefield and hearthside. And then, we will apply that
“social justice.” But what exactly do these words
relationship to the real-world, hard-knocks, go-go
mean? In this talk, I’ll sketch the core tenets of Criti-
environment in which we all live and teach today.
cal Social Justice and explain how they undermine
2:45–3:30 ��������������������������������������������������������� PLENARY basic Christian doctrines. Christians can and should
work for biblical justice without adopting ideas that
Track Plenary: Rehabilitating Beauty:
are fundamentally incompatible with Scripture.
How C. S. Lewis Fought the Cult of
the Ugly in His Fiction, Louis Markos 5:00–6:30 ��������������������������������������������������������������BREAK
In my first lecture, I will survey the causes and na- 6:30–7:30 ������������������������������������������PLENARY SESSION
ture of our modern “Cult of the Ugly,” and then Plenary: Hank In Concert, John Erickson
counter that cult through an analysis of Lewis’s
John Erickson will perform songs and readings
science fiction trilogy. In my second lecture, I will
from his Hank the Cowdog series. It will be an hour
continue this analysis by looking at The Chronicles
of fun and innocent laughter for people of all ages.
of Narnia and Till We Have Faces. Though these two
talks are best heard in sequence, they can each 8:30–9:30 PM....... CLASSICAL CHRISTIAN EDUCATION
stand alone. AFTER HOURS
32 2021MAIN CONFERENCE: DAY 3
F R IDAY, JUN E 1 8
8:00–8:30 ���������������������������������������������������WORKSHOPS book, Story Marketing for Christian Schools.
Latin for Latin’s Sake: Introducing the
9:30–10:30 ������������������������������������������������������� PLENARY
New CLT Latin Exam
Plenary: The Power of Poetry in a Classical
Tracy Gardner & Karen Moore
Christian Education, Anthony Esolen
Have you become disenchanted with the recent
I think that it is a matter of the utmost urgency that
changes in direction and strong focus on culture
Christians reclaim the high ground of the imagina-
and civilization on the National Latin Exam? Are
tion, and that they will not do so with any reliability
you interested in administering a capstone Latin
or effectiveness if they neglect the universal hu-
exam that measures reading proficiency using
man art, and the art that concentrates more power
seminal texts of authors from the classical period,
in a small space than does any other, and that is
the middle ages, and the modern era? If so, then
come learn about the new CLT Latin exam that poetry. We are fortunate, in a way, that the en-
will expose high school students to writings from emies of the faith have also abandoned that moun-
great scholars, philosophers, writers, and scien- taintop, so we have no competition.
tists that have written on a wide range of topics,
10:50–11:50 �����������������������������������������������WORKSHOPS
over a broad span of time and from all over the
world. In addition to engaging with these beautiful Enhancing Early Grammar with
texts, students will demonstrate competencies in Classical Art, Sarah Hadley
the morphology of words, syntax with sentences, Names like Rembrandt and Michelangelo are as rec-
the ability to read and understand Latin within the ognizable as Aristotle and C.S. Lewis. They are leg-
larger context of a passage. We will also show a endary and classical, influential, and beautiful. They
demo of this new beautiful assessment for mea- are worth both the time and the exploration at all
suring Latin and share how you, your schools, and stages of education and to that end we spent each
your students can get involved in this movement! month covering a different artist. The lessons includ-
ed an introduction of works and the artist’s life as
TBD, Grove City College well as projects that gave way to good conversations
TBD about history, science, and cultures. It enhanced the
classroom experience for young students and en-
Story Marketing: The Secret Sauce gaged parents and the community at large.
to School Growth & Retention,
Learning from Rodents: Images
Schola Inbound Marketing
of Mentorship in The Wind in
Did your school grow through the pandemic? Or the Willows, Daniel Coupland
are you tired of still being the best kept secret in
The best kind of education involves mentoring
town? Right now is a once in a generation opportu-
at almost every level. This workshop will explore
nity to impact your community with classical Chris-
some powerful images of mentorship in Kenneth
tian education in ways never imagined even just 2
Grahame’ classic children’s story The Wind in the
years ago. Do you know how to keep the new fami-
lies you obtained while continuing to grow, and Willows that could inform the entire classical edu-
even having a waiting list? Discover a proven and cation community.
unique School Growth System which has helped
countless schools increase the number of cam- Aristotle’s Categories: A Bridge to
pus visits and retain current families. All attendees Classical Math & Science?, Daniel
will get a FREE paperback copy of Ralph Cochran’s Jones, Gary Linhart, & Joshua Smith
36 2021PLENARY & WORKSHOP SYNOPSES
Aristotle’s Categories was the main introductory text great teaching. This workshop will give teachers an
in the dialectic curriculum for centuries. If we re- opportunity to try out several methods of checking
turn to a close study of it, it might provide a path for understanding, providing them practical tools
for reintegrating math and science into the classical they can use in their classrooms in September.
perspective. In this workshop, two humanities/logic
teachers and a math teacher will introduce the work Dangers of an Almost Christian
and discuss how they have begun to see its potential Education, Bob Donaldson
for laying common foundations for humanities, log- We hear a lot about “virtue” in the context of classi-
ic, math, and science in classical Christian education. cal Christian education, and I think all of us would
agree that virtue is desirable. What happens,
Teaching Frankenstein/Romanticism though, when we start making virtue a (or the) goal
for Secondary Literature instead of a natural byproduct of the educational
Teachers, Rosaria Butterfield process? What happens when we start looking
for examples of “virtue” to validate our approach?
In the classical Christian homeschool co-op where I plan to explore various dangers that may result
my children attend (and where I teach rhetoric lit- from this overemphasis on virtue as a measurable
erature), we talk about the difference between a outcome and suggest ways we can avoid a sort of
Romans 1 humanism and a Psalm 8 humanism, the educational pharisaism.
former stealing glory from God and the latter giving
glory to God. The historical epoch of Romanticism, A Credible Threat: Advice on Arming Staff
a late eighteenth-century movement, falls squarely and Dealing with a Security Crisis, Ron Jung
as a Psalm 8 reflection. Romanticism elevated per-
On February 14, 2018, a gunman in Parkland, FL,
sonal feelings and impressions to an epistemology.
killed 17 students. The next day the board of Provi-
It became a precursor to the late-modern and post-
dence Academy (WI) voted to arm willing staff. In
modern idea that a person invents himself out of
December of 2019, Providence Academy made
feelings, desires, hopes, and dreams unhinged from
national news when two armed men from a He-
a Holy God. Mary Shelley’s Frankenstein is a difficult brew Israelite cult attempted to attend our Christ-
but important text to introduce to students at the mas program after their leader had made credible
secondary level. This workshop will discuss how to threats to the school and to its headmaster. The
teach this text taking into account both its literary story can be read here: https://www.si.com/tag/
“story-within-a-story” form as well as its reflection pray-for-kabeer. This workshop is to help adminis-
of English Romanticism. trators and board members think through how to
handle credible threats and arming staff.
Great Expectations: Moving Beyond Mere
Classroom Management, Martha Reed Track Plenary: Rehabilitating Beauty:
Excellent teachers do more than merely manage
How C. S. Lewis Fought the Cult of the
behavior in the classroom; they set high expecta- Ugly in His Fiction, Part II, Louis Markos
tions and develop strong habits in their students. In my first lecture, I will survey the causes and nature
Come explore practical ways to train your students of our modern “Cult of the Ugly,” and then counter
to thrive in an active, yet peaceful, classroom. that cult through an analysis of Lewis’s science fic-
tion trilogy. In my second lecture, I will continue this
Hands-on Formative analysis by looking at The Chronicles of Narnia and
Assessment, Bryan Lynch Till We Have Faces. Though these two talks are best
heard in sequence, they can each stand alone.
Ongoing checking for student understanding—for-
mative assessment—is an essential foundation of 12:00–1:30 ������������������������������������������������������������LUNCH
ACCS CONFERENCE | FRISCO, TX 37MAIN CONFERENCE: DAY 3
1:30–2:30 ���������������������������������������������������WORKSHOPS them develop discernment. By guiding students
Student Support in the Classical Christian through thoughtfully chosen examples, teachers
can help them prepare to critically engage with
School, Lindsey Rose and Hallie Williams
and transform culture.
Student support exists to assist teachers and par-
ents of students with special needs/considerations Classical Education Foundation
by providing the support and intervention neces-
and Application, Katherine Smith
sary for classroom success. The audience will see
two examples of schools that are in vastly differ- Classical Education Foundation and Application is
ent places financially, facility wise, and in student a basic overview of the history of classical educa-
population. Practical next steps for schools consid- tion along with the methodology application that
ering this as an option will be explored. was laid out in Dorothy Sayers’ work entitled “The
Lost Tools of Learning”. Many of our new and even
Euclid’s Elements: How to Teach seasoned teachers benefit from a fresh look at the
Geometry as the Basis of Your Higher tried and true methods of truly classical education.
Mathematics Classes, Susan Smith Even with the many curriculums that are available
to use today, it is extremely important that we
This workshop has two priorities. We will encour-
hone our own artistry as classical teachers and do
age teachers who choose this method by giving
not neglect our trade.
practical tips for teaching geometry using Euclid’s
Elements. We will also look back from the perspec-
tive of the senior-level calculus classes, to see why
C. S. Lewis and The Abolition
this method is so valuable. of Man, David Diener
C. S. Lewis’s 1944 book The Abolition of Man is wide-
“Fly Envious Time”: Teaching as a Leisurely ly considered to be a classic work in the history and
Stroll Through the Ages, Sean Hadley philosophy of education. In this seminar we will ex-
How does one cover an entire era? Do we go deep amine the central themes of this important book
into a fewer works? Or is it better to make gains and the key arguments Lewis makes throughout
in breadth? These kinds of questions plague hu- it for absolute values and the training of students’
manities departments in ACCS schools across the affections as well as their intellects. We will work
country. This practicum invites presenters who can sequentially through the book, discussing both the
speak towards restoring leisure in the humanities, progression of Lewis’s thought and the practical
offering experiential and theoretical advice on the educational implications of his treatment of con-
benefits of covering fewer works in the humane cepts like “men without chests,” “the Tao,” and “the
classroom. Additionally, thoughts on integration abolition of man.”
of disciplines and the restoration of story into the
STEAM classroom will be sought as well. The Seven Laws of Teaching
as the Foundation for Lesson
Theatrical Alchemy: Using the Stage to Planning, Johnnie-Ann Campbell
Form Student Affections, Betsy Nowrasteh The Seven Laws of Teaching by John Milton Gregory
Working to form student affections is critical to is an essential guide for classical Christian teach-
theater and media studies because so much of ers, and Gregory’s principles inform the curricu-
contemporary culture has little redeeming value. lum, instruction, and methods of our schools. But
It is vital that students experience rich works that how do the seven laws inform our lesson planning
convey eternal principles, but it is equally key and preparation? This workshop will look at ways
that students engage critically with material that to incorporate the seven laws into lesson planning
is less immediately trustworthy in order to help in order to cultivate a deeper understanding of
38 2021PLENARY & WORKSHOP SYNOPSES
classical teaching. This workshop is intended for all Track Plenary: Follow the Thread: Cultivating
teachers (K–12), and participants will glean knowl- Faith in an Age of Misbelief, Daniel Coupland
edge and tools to improve their lesson planning
The larger culture calls us to believe—in ourselves,
and implementation. one another, or whatever we want. We are told that
the object of our faith doesn’t matter, as long as we
Deconstructing Constructivism: The believe in something. But if we put our faith in some-
Case Against Teacher Neutrality thing other than Almighty God, our faith is misbelief.
in the Classroom, David Bryant
2:00–2:30 ������������������������VENDOR HALL: LAST CHANCE
Modern progressive education trains teachers
to employ constructivism, the idea that students 2:50–2:55.......... ANNOUNCEMENTS & INTRODUCTION
learn by constructing their own knowledge. Built
2:55–3:50 ���������������������������������������������������������� PLENARY
on the educational methodology of John Dewey,
Plenary: Resistance and
constructivism has become pervasive. While it may
sound appealing for teachers to step down as the
Reformation, George Grant
authoritative “sage on the stage” and serve as a The life and legacy of the sixteenth-century re-
neutral “guide on the side,” in fact, constructivism former Pierre Viret illustrates the two-fold task of
is built on assumptions that are inimical not only to discipleship for classical Christian schools. Viret
classical Christian education but to a biblical view took his cue from Romans 12:2: righteous resis-
of truth and human knowledge. This workshop tance to the world (“Do not be conformed”) must be
will unmask the faulty philosophical foundations accompanied by substantive reformation (“But be
transformed by the renewing of your mind”). This
of constructivism and point to the bitter fruit of
“both-and” approach propounded by John Calvin’s
teaching students that there is no absolute truth.
closest ally and friend, laid the foundations for a re-
When teachers reject the pretense of neutrality in
markable flowering during the Genevan Reforma-
the classroom, they are then free to embrace their
tion. It is a “both-and” approach that can lay similar
role as a wise guide who leads students, through
foundations in our own day.
imitation and a shared worldview, to love the true,
the good, and the beautiful. 3:50–4:00 �����������������������������������������������������������CLOSING
ACCS CONFERENCE | FRISCO, TX 39You can also read
