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Why Latin & Greek Must Be Studied

This article was originally published in March, 2009.  Much of this article is adapted from the early 20th century Jesuit scholar Robert Swickerath’s extraordinary book, Jesuit Education: Its History and Principles, published in 1903. Unfortunately, the book is no longer in print. The Classical Liberal Arts Academy maintains the rigorous classical language studies of the […]

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Improving Your Latin

Successful people in any field know that “Perfect practice makes perfect.”  In a generation where Latin is so poorly taught and learned, the idea that one’s Latin is to be improved by conversation is silly.  First, you’ll rarely have access to anyone who’s capable of speaking good Latin–most people who do speak with Latin words are making […]

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What are the Categories?

The art of reasoning is studied in the series of books published by Aristotle, which, taken together, are called the “Organon“.  This word organon means “instrument” or “method” by which Wisdom is to be sought.  Yeah, that should seem pretty important. The first book of the Organon is titled, in English, “Categories”. What are the […]

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The Rise, Fall and Resurrection of Aristotle

St. John Henry Newman said, quite simply that, “To think correctly is to think like Aristotle.”   Since thinking correctly is obviously our goal in education, thinking like Aristotle must be our objective.  This knowledge, however, was almost lost to Christians in Europe after the fall of the Roman Empire (500 AD), but the writings […]

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Vulgate Vocabulary

Dear friends, While new English Bible versions continue to be published, the Latin Vulgate remains unchanged after almost 1600 years.  The peace that the study and memorization of the Vulgate brings is very great, but, as we know, very few can read Latin today.  While there is no replacement for rigorous Grammar study, some vocabulary help is […]

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Trivium

by William Michael True, classical, learning assumes fluency in the classical languages:  Latin and Greek.  We can make excuses for not being able to read the classical texts directly, but we’re only putting off the real work of classical learning.  If students must work in English, they are not receiving a classical education.  We must especially avoid the degeneration of […]

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