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Canterbury House of Studies assists families in forming the hearts and minds of students in the study of scripture and the practice of classical, Prayer Book Anglicanism, both catholic and reformed.

About the Canterbury House of Studies

Welcome to the Canterbury House of Studies!

Scholé Academy offers courses to students from a wide range of Christian traditions. And because of this, we know we also need to provide small enclaves where students can learn with like-minded believers in the conviction of their faith. Our Orthodox students are invited to take classes at St. Raphael School, an online classical school in the Orthodox tradition. It sits as a “school within a school.”

The Canterbury House of Studies, likewise, sits within our classical academy as a small collection of courses offered in the Anglican/Episcopalian tradition. The collection of courses offered here will provide students with a path from which they can explore their Christian faith, church history, art, culture, music, and philosophy.

The courses in the Canterbury House of Studies were designed during a collaborative retreat, hosted by Fr. Gavin Dunbar, in beautiful Savannah, Georgia. Fr. Dunbar opened the doors to St. John’s Church and welcomed our small group of academics, teachers, poets, and clergy. We spent several days praying and talking together about the needs of our Anglican students as well as the opportunities that a house of studies might offer. We’re so grateful for all of those who were able to attend that special time in Savannah, and also to those who have collaborated with us through lots of emails, shared documents, and Zoom video conferences. A big THANK YOU to Fr. Nathan Carr and Mrs. Rhea Bright for their tireless work, effort, and energy to bring these courses to life!

The two courses you see below are merely the beginning of a much more elaborate plan. We know we need to roll this out slowly, gauge interest, and allow families to learn more about what we hope to do. In time, though, we hope to offer classes from 6th through 12th grades, across a wide range of disciplines—a journey through the Anglican faith, culminating in a 12th-grade pilgrimage to Canterbury, England. More details about the entire scope and sequence of this program will be forthcoming!

If you have any questions about the Canterbury House of Studies, please feel free to email either principal, Joanne Schinstock (jschinstock@classicalsubjects.com), or our lead teacher, Rhea Bright.

Mission and Vision

Canterbury House of Studies assists families in forming the hearts and minds of students in the study of scripture and the practice of classical, Prayer Book Anglicanism, both catholic and reformed. 

Contributors

Gavin Dunbar: Since 2006 he has been rector of St. John’s Church in Savannah, a parish that is committed to the doctrine and worship of the reformation and catholic tradition as embodied in the 1928 Prayer Book. He studied classics at the University of Toronto (Trinity College) and Dalhouse University, and holds an MDiv from Wycliffe College, Toronto. He was ordained a priest in 1992 and served as rector of the Parish of St. Barnabas, Ecum Secum, on the eastern shore of Nova Scotia, before coming to Savannah in 1997. Currently he serves as president of the Prayer Book Society of the USA and as chairman of the board of governors of Ralston College, a liberal arts start-up. He has written extensively on the doctrine and liturgy of the Anglican tradition.

Nate Carr: Headmaster of the Academy of Classical Christian Studies, Nathan Carr’s introduction to and subsequent love of Great Books occurred in the Western Civ classroom at Oklahoma Baptist University. After graduation from the University of Central Oklahoma, Nathan enrolled at Reformed Theological Seminary and earned an MA in religion. He has also completed postgraduate work at the University of Toronto’s Wycliffe College, is an ordained priest in the Episcopal Church, and is vicar of St. James Episcopal Church of Oklahoma City. He is married to Sarah, and they have six children.

Graham Marsh:

David Anderson: David Anderson is an associate professor in the University of Oklahoma’s English department. He specializes in the literature of the sixteenth and seventeenth centuries, in particular such authors as William Shakespeare, John Donne, John Milton, George Herbert, and Christopher Marlowe. His first book, Martyrs and Players in Early Modern England, examined the relationship between the Reformation-era martyrological tradition and the era’s tragic drama. He is currently working on a book about Shakespeare and the Christian doctrine of divine love. Proud husband of Abby, and father of Samuel and Peter, Dr. Anderson attends All Souls’ Episcopal Church in Oklahoma City. He was born and raised in the province of Ontario.

Kate Marsh: Kathleen Marsh is a Christian poet who recently moved to Oklahoma City from Oregon. She holds an MFA in poetry from the University of California, Riverside, and an MA in religion and the arts from Yale Divinity School. Her poems and essays have appeared in Salon, Tin House, Connotation Press, Boston Poetry Magazine, and elsewhere. Rough Hymns, her first collection of poetry, was recently published by Finishing Line Press. In June, she married the love of her life, Fr. Graham Marsh, curate at All Souls’ Episcopal Church.

Rhea Bright: Rhea holds a BA from the University of King’s College in Halifax, Nova Scotia, and an MA in classics from Dalhousie University, also in Halifax. Her classical studies involved Latin and Greek, as well as classical and medieval literature, philosophy, and theology. King’s Foundation Year Program, an early integrated Great Books curriculum, and the Dalhousie Classics department formed and nurtured what became a lifelong love of the classics and a deep appreciation of the contribution of the ancient world to whatsoever is good and true and beautiful. She also has a BA in education from Acadia University in Wolfville, Nova Scotia. She is married to Patrick, an ordained Anglican priest, who served for more than 24 years at All Souls’ Episcopal Church in Oklahoma City. Together they raised five sons, now grown. They are now living in a 170-year-old house in rural Nova Scotia, where Father Bright, retired from full-time ministry, assists in a local parish.

Mrs Bright taught ancient and medieval humanities as an adjunct at the University of Central Oklahoma for nine years, and over the course of 10 years at Providence Hall and the Academy of Classical Christian Studies in Oklahoma City, she taught Latin, logic, Bible, and ancient omnibus (integrated literature and history). She also served as chair of humanities, developing the Academy Omnibus program. Among her greatest joys, she counts introducing young minds to the beauty and truth and goodness of old things.

Pilgrimage to Canterbury, England

Pilgrimage

We are hoping to build a travel experience for graduating 12th-grade students who have been part of the Canterbury House of Studies program. We are still in the early stages of brainstorming and thinking broadly about what the full extent of our program will be, as well as what a group trip like this could entail. We will, of course, flesh this out in time and build a more robust program leading up to such an event. But for now, we want you to know that we do anticipate designing a “pilgrimage” to include the following kinds of experiences:

  • The Gothic Cathedrals
  • The Museums
  • Music
  • Prayer and Place
  • The Rootedness of Beauty in Nature
  • Moments of Place
  • Markets, People, Culture: The Terroir Experience
  • Group Meals
  • Language and Learning to Speak
  • An Experience of Human Suffering, Brutality, and a Recognition of Evil
  • Literature and Philosophy

Whether a pilgrimage involves hiking along the road to Assisi, climbing the steps to the caves at Subiaco (where Saint Benedict lived), or descending into the crypt at Saint Peter’s in Rome, the outward journey is an awakening and each step becomes a dance in the inward journey toward God. For students of Canterbury House of Studies, the call to be transformed ourselves can, in many ways, become metaphors that we live through as we travel through England. As pilgrims, rather than as tourists, our outward journey becomes an inward journey to God.

Courses at the Canterbury House of Studies

Middle School: The Early Church–The Bible to the Nicene Creed

Term: Yearlong 2021–22, September 7–May 27
Target Grade Levels: Grades 6th–8th graders welcome (see placement details below)
Schedule: 2x / week, 60–75 min.
Price: $595.00

Course Sections
Section 1:
T/Th 9:30 a.m. ET with Christopher Marchand

The Early Church: The Bible to the Nicene Creed

While Canterbury House is a program of studies dedicated to rediscovering and renewing a lively Anglican heritage of theology, scripture reading, and prayer, this course in Early Church History is the study of a time when the church was undivided in the sense of modern “denominations” but when there was still a diversity of opinions about the theological and doctrinal meaning of Christ’s life, death, and resurrection. It is a course that would appeal to anyone interested in a survey of the Bible and the development of the beliefs, rites, and practices of the Early Church. We will be looking at biblical interpretation in a way that is as true to the Patristic (Early Church) understanding as possible.

The course starts with reading significant portions of the Old and New Testaments to trace the story of creation, fall, and redemption. Students will discover the biblical message about God’s goodness, human sin, and the need for a Savior. Students will learn key terms (covenant, exodus, law, sacrifice, prophet, apostle, passion, great commission, etc.), key figures (Adam and Eve, Noah, Abraham, Jacob, David, Ruth, Mary, Zachariah, Elisabeth, John the Baptist, etc.), and important theological ideas (creation, fall, sin, atonement, incarnation, resurrection, grace, charity, etc.). They will learn about the fourfold sense of scriptural interpretation and the importance of each: the literal, allegorical, topological (moral), and eschatological.

The second part of the course looks at the history of the Church from the time of the apostles through to the ecumenical councils of the 4th and 5th centuries: the teaching of the Apostles; the conversion of the gentiles; the practices of the early church such as baptism and the Lord’s Supper; persecution and martyrdom; the successors to the apostles (known as the Church Fathers); the Apostles’ Creed; the establishment of the canon of scriptures; the controversies over the nature of Christ; and the doctrine of the Trinity, to the final form of the Nicene Creed. Marcellino D’Ambrosio’s book, When the Church Was Young, will provide our entry into this time. Occasional supplemental material will be provided, such as the writings of the Church Fathers (all of which are available online or in book form, if desired).

The Goals

  • Become comfortable reading the Bible, and spend time pondering the meaning of the text in multiple senses
  • Understand and be able to narrate or summarize the biblical narrative of creation, fall, and redemption
  • Recognize key terms and figures from the Bible and early Church history
  • Begin to appreciate the importance of doctrine in the Christian religion, and have a basic understanding of what is meant by the Incarnation and Trinity

The Method

Students will be given a reading assignment for each class, accompanied by a few questions intended to direct the student to what is most important in the reading for the purposes of this course. Students will also be directed, at times, to make note in their text of key names and terms. Students should expect to spend almost as much time preparing for the class as they will spend in class.

Class time will be spent drawing out the essential meaning of the readings through Socratic discussion. Students will be directed to take additional notes as necessary and will be given time at the end of the class to write a few sentences summarizing the main points of the reading and discussion in a commonplace journal. This journal will become a helpful tool for the student to write short essays on assigned topics. Journal entries should be scanned and sent to Fr. Marchand by noon the next day for comment and approval.

At strategic points, students will be asked to write short compositions on selected topics in order to cement and clarify their understanding and develop their writing skills. They will be given clear instruction about what is expected and will receive feedback both on the content of the composition and on their spelling, grammar, writing style, and clarity.

 

Placement:
There are no formal prerequisites for this course. When considering whether this course is a good fit for your student, please consider that students should be developmentally prepared to think allegorically and metaphorically and to engage in a 7th- to 9th-grade corporate learning environment.

How is faith integrated with this course?
Canterbury House of Studies is grounded in classical Anglicanism as expressed in the Common Prayer tradition and the Anglican formularies. This course is a study of the Early Church before divisions existed between East and West or Catholic and Protestant, and seeks to be as objective as possible in its treatment of that time period. All are welcome in Canterbury classes; all Christian traditions are respected.

See also Scholé Academy’s statement on Faith and Culture.

 

Syllabus

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For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.

  • With Parent Support: Skills that most lower school students will need help with.
  • Developing: Skills that the instructor will help develop and emphasize throughout the year.
  • Mastered: Prerequisite skills that the instructor is expecting students to possess.

Schoology

  • Developing
    • Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
    • Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).
    • Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to respectfully and wisely engage with other students and the instructor on Schoology discussion boards.
    • Be able to respectfully, wisely and formally engage with instructor through private Schoology messaging.
    • Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.

Writing

  • Developing
    • Be able to build and use alphanumeric outlines as part of the writing process.
    • Be able to self-edit written submissions for grammar and spelling mistakes.
    • Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
    • Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
    • Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
    • Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
  • Mastered
    • Be able to hand-write answers in complete sentences.
    • Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
    • Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.

Reading

  • Developing
    • Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
    • Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
    • Be able to identify key terms in a passage, and follow the author’s argument.
    • Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
    • Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).

Typing

  • Developing
    • Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
    • Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
  • Mastered
    • Be able to type short answers in complete sentences.
    • Be able to type paragraph essays (short essays, and 5 or more page essays).

In-Class

  • Developing
    • Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
    • Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
  • Mastered
    • Follow along with instructor-led note-taking and record notes during class.
    • Follow along with instructor-led workbook completion and record answers during class.
    • Be prepared to thoughtfully answer questions when called on in a group setting, during class.
    • Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.

Study

  • With Parent Support
    • Be able to schedule time outside of class to complete independent review of materials.
    • Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
  • Mastered
    • Be responsible to study at home for quizzes, tests and other assessments.
    • Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
    • Be able to schedule and manage multiple projects from multiple instructors and courses.

Math Skills

  • Developing
    • Be able to deductively apply content and previously learned mathematics skills and processes to the understanding of newly introduced content.
    • Understand that arriving at the correct answer is not the goal of mathematics review and practice, but rather understand that consistent application of the correct processes are the goals of review and practice.
    • After the instructor has provided instructions – the student should be able to use Wacom tablet (or other like iPad) to actively solve math problems during class, viewable to the instructor on Ziteboard.

Required Texts:

  • Bible, English Standard Version (ESV): Students are permitted, even encouraged, to use other translations of the Bible to help their understanding of the assigned readings, but we will be reading and quoting from the ESV in class, so students are required to read from the ESV and have a physical version to bring to class.
  • When the Church Was Young, Marcellino D’Ambrosio (ISBN: 9781616367770)
  • Handouts such as Didache, Apostles’ Creed, Nicene Creed, Quicumque vult (also called the Creed of St. Athanasius)

Christopher Marchand is a music pastor and priest at Epiphany Church in Peoria, Illinois, serving in the Anglican Church of North America. He holds a Master of Theological Studies and a Master of Arts in Music Ministry from Garrett-Evangelical Theological Seminary. A former headmaster and teacher at Aletheia Classical Christian School, he has taught humanities, history, science, and government courses. He is married to Elisa, and they have four children: three boys and a girl. The author of Celebrating the 12 Days of Christmas: a Guide for Churches and Families and producer of the blog/podcast PostConsumer Reports, Christopher loves discussing anything related literature, film, music, art, or tennis. cmarch34@gmail.com

 

Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:

  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

Red checkmarkScanner: In this class, students frequently submit homework assignments by scanning pages from their workbooks. Students and/or their parents should have easy access to a scanner and the ability to use it.

Middle-School: Anglican Foundations–From Augustine to Cranmer

Term: Yearlong 2021–22, September 7–May 27
Target Grade Levels: Grades 6th–8th graders welcome (see placement details below)
Schedule: 2x / week, 60–75 min.
Price: $595.00

Course Sections
Section 1:
M/W 9:30 a.m. ET with Rhea Bright

Anglican Foundations: From Augustine to Cranmer

Anglican Foundations: From Augustine to Cranmer studies the history of the church in England from the time when St. Augustine of Canterbury arrived on the shores of Kent to the English Reformation and the development of the distinctively Anglican Book of Common Prayer. We will trace key figures and issues that move the church in England through the Middle Ages and that lead to its break with Rome in the 16th century. We will read occasional primary documents and poetry to taste the flavor of the time. We will study the catechism published by Bishop Alexander Nowell in 1572 in order to understand Anglican teaching on the law, the Creed, the Lord’s Prayer and the sacraments. Finally, we will ask the question: What is Anglicanism?

Placement:
There are no formal prerequisites for this course. When considering whether this course is a good fit for your student, please consider that students should be developmentally prepared to think allegorically and metaphorically and to engage in a 7th–9th-grade corporate learning environment.

How is faith integrated with this course?
Canterbury House of Studies is grounded in classical Anglicanism as expressed in the Common Prayer tradition and the Anglican formularies. This course is a study of the Early Church before divisions existed between East and West or Catholic and Protestant, and seeks to be as objective as possible in its treatment of that time period. All are welcome in Canterbury classes; all Christian traditions are respected.

See also Scholé Academy’s statement on Faith and Culture.

 

Syllabus

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EAD Logo Taking too long?

Reload Reload document
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Download [261.13 KB]

For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.

  • With Parent Support: Skills that most lower school students will need help with.
  • Developing: Skills that the instructor will help develop and emphasize throughout the year.
  • Mastered: Prerequisite skills that the instructor is expecting students to possess.

Schoology

  • Developing
    • Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.
    • Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).
    • Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to respectfully and wisely engage with other students and the instructor on Schoology discussion boards.
    • Be able to respectfully, wisely and formally engage with instructor through private Schoology messaging.
    • Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.

Writing

  • Developing
    • Be able to self-edit written submissions for grammar and spelling mistakes.
    • Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
    • Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
    • Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
    • Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
  • Mastered
    • Be able to hand-write answers in complete sentences.
    • Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
    • Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.

Reading

  • Developing
    • Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
    • Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
    • Be able to identify key terms in a passage, and follow the author’s argument.
    • Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.
    • Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).

Typing

  • Developing
    • Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
    • Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.
    • Be able to type paragraph essays (short essays, and 5 or more page essays).
  • Mastered
    • Be able to type short answers in complete sentences.

In-Class

  • Developing
    • Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.
    • Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
    • Follow along with instructor-led note-taking and record notes during class.
    • Follow along with instructor-led workbook completion and record answers during class.
  • Mastered
    • Be prepared to thoughtfully answer questions when called on in a group setting, during class.
    • Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.

Study

  • Developing
    • Be able to schedule and manage multiple projects from multiple instructors and courses.
    • Be able to schedule time outside of class to complete independent review of materials.
    • Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).
  • Mastered
    • Be responsible to study at home for quizzes, tests and other assessments.
    • Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.

Coming Soon!

 

 

Rhea Bright holds a B.A. from the University of King’s College in Halifax, Nova Scotia, and an M.A. in Classics from Dalhousie University, also in Halifax. Her Classical studies involved Latin and Greek, as well as classical and medieval literature, philosophy and theology. King’s Foundation Year Program, an early integrated great books curriculum, and the Dalhousie Classics department formed and nurtured what became a life-long love of the classics and a deep appreciation of the contribution of the ancient world to whatsoever is good and true and beautiful. She also has a Bachelor of Education from Acadia University in Wolfville, N.S. Rhea taught Ancient and Medieval Humanities at the University of Central Oklahoma for nine years, and over the course of ten years at Providence Hall and The Academy of Classical Christian Studies, she taught Latin, Logic, Bible, and integrated ancient literature and history. Rhea is married to Father Patrick Bright, an ordained Anglican priest who served for over 24 years at All Souls’ Episcopal Church in Oklahoma City and recently retired from full-time ministry. Together they raised five sons, now grown. They now live in a 170-year-old house in rural Nova Scotia. rbright.scholeacademy@gmail.com

 

Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:

  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

Red checkmarkScanner: In this class, students frequently submit homework assignments by scanning pages from their workbooks. Students and/or their parents should have easy access to a scanner and the ability to use it.

Upper-School: Readings in Theology

Term: Yearlong 2021–22, September 7–May 27
Target Grade Levels: Grades 9–10
Schedule: 2x / week, 60–75 min.
Price: $595.00

Course Sections
Section 1:
M/W 3:30 p.m. ET with Rhea Bright

Readings in Theology

The Canterbury House of Studies is a programm dedicated to rediscovering and renewing a lively Anglican heritage of theology, scripture reading, and prayer. We will begin our readings in theology with the Patristic (ancient church fathers) and Medieval Periods before reading Anglican theologians of the Reformation and Modern Periods. In part, this will help us to see how Anglicanism builds upon the past, but in addition, these are also great works for any Christian to read.

We will begin with The Confessions of St Augustine of Hippo(c.400). This book is about Augustine’s conversion, or more properly, Augustine would say, it is about God converting Augustine to Himself. It also includes, in the final books, Augustine’s reflection on memory, on time and eternity, and the relation of mankind to the Divine Trinity.

The second text is by the great medieval Franciscan Bonaventure. It is called the Itinerarium Mentis in Deum, or The Journey of the Mind into God(1259). The title perhaps says enough. It is a work that describes the movement of the human soul to God. It brings the Neo-Platonism of Plotinus (of which Augustine speaks in the Confessions) into harmony with the God of Genesis

The third quarter will begin with a reading of An Apology of the Church of England(1562) by John Jewel, Bishop of Salisbury. In his Apology, Bishop Jewel argues that the church in England has justly separated from Rome, and it is a reform and renewal of true catholicity, seeking to restore the church to the “faith once delivered to the saints”. This is an important work for Anglicans to understand the Anglican tradition as Biblical, catholic, and reformed. This reading may be supplemented with some other texts of the period which we will view online.

The modern text we will study is Oliver O’Donovan’s book, On the Thirty-nine Articles: A Conversation with Tudor Christianity(1986). This book examines the thought that informed one of the primary formularies of Anglicanism, the Thirty-nine Articles. In this context, O’Donovan bids us grapple with a wide range of matters of faith and religion and also with our relation to historic tradition.

Placement: Please read about our new process above.
This course is suitable for rising 10th–12th graders who have strong reading skills and an interest in discussing philosophical and theological questions. This class asks for active intellectual engagement from the students. Assignments will be reading, often with short responses. Students are expected to read their assignments with attention and come to class prepared to engage in a discussion of the topics of the day. Students will also be asked to write end-of-semester essays in order to expand their personal thinking on selected topics.

How is faith integrated with this course?
Canterbury House of Studies is grounded in classical Anglicanism as expressed in the Common Prayer tradition and the Anglican formularies. The Anglican way of praying the words of Scripture, and of reading the Bible prayerfully as well as systematically, is a gift to the whole Christian world, and most Christians would find value in it. All are welcome in Canterbury classes; all Christian traditions are respected.

This class considers the cardinal virtues from the perspective of ancient philosophy and ancient, medieval, and modern theology, and always in the light of the Holy Scriptures. The theological virtues are explored through the via media of the English prayer book system and lectionaries.

See also Schole Academy’s statement on Faith and Culture.

 

Syllabus

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For each skill instructors have determined whether it is a prerequisite skill or a skill to be developed throughout the course. For lower school, instructors indicate where parent support is expected.

  • With Parent Support: Skills that most lower school students will need help with.
  • Developing: Skills that the instructor will help develop and emphasize throughout the year.
  • Mastered: Prerequisite skills that the instructor is expecting students to possess.

Schoology

  • Mastered
    • Be able to manage Schoology assignments and submissions (view assignments, check for teacher messages, submit homework as pdf file, submit revisions if necessary, set Schoology notifications for the class, view class notifications when posted, etc.).
    • Be able to set notifications settings to alert the student of class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to review notifications ongoing throughout the year; notifications which include: class announcements, homework assignments, due dates, instructor comments made on assignments, instructor comments made on individual student submissions, instructor comments made on graded items, etc.
    • Be able to respectfully and wisely engage with other students and the instructor on Schoology discussion boards.
    • Be able to respectfully, wisely and formally engage with instructor through private Schoology messaging.
    • Be responsible for reviewing teacher feedback, suggestions and comments about student work and employing that feedback as necessary.

Writing

  • Mastered
    • Be able to hand-write answers in complete sentences.
    • Be able to write sentences with basic sentence syntax (i.e. capitalization of first word in a sentence, punctuation at the end of each sentence, space between sentences, capitalization of proper nouns, each sentence having a subject and predicate, etc.).
    • Be able to spell at grade level and employ course vocabulary cumulatively throughout the course.
    • Be able to build well organized paragraphs which employ (among other skills) topic sentences, transition sentences, clear linear thinking throughout the essay.
    • Be able to build a logical, well-reasoned argument through a written essay providing sound reasoning (i.e. true premises, valid arguments, sound conclusions).
    • Be able to request a family or peer to edit submissions, but understands these requests should be for the purposes of raising important questions for the student to consider and suggesting minor edits. The student understands that family or peer editors should not be reworking of sentences, redefining terms, building new concepts, building arguments or writing passages for the student.
    • Be able to build and use alphanumeric outlines as part of the writing process.
    • Be able to employ the feedback of the instructor into future edits and submissions of the assignment.
    • Be able to self-edit written submissions for grammar and spelling mistakes.

Reading

  • Mastered
    • Be able to read material independently and identify the information which might be relevant to course discussions and objectives (even if the student doesn’t fully understand all of what’s being read).
    • Be able to mark, underline or highlight important words, definitions or concepts within a text being read both while reading independently and reading corporately as a class.
    • Be able to identify key terms in a passage, and follow the author’s argument.
    • Be able to read material independently and identify questions which require clarification or further explanation from the instructor.
    • Be able to listen to the author’s argument and understand it even if the student disagrees with the conclusion reached or reasons given.

Typing

  • Mastered
    • Be able to type short answers in complete sentences.
    • Be able to type paragraph essays (short essays, and 5 or more page essays).
    • Be able to employ basic MLA formatting skills (i.e. 1-inch margins, double spacing, heading on paper).
    • Be able to employ MLA citations for (for quoted material and referenced material) through the use of footnotes or endnotes, bibliography, work-cited page. Student should have a concept of what plagiarism is and know how to avoid it.

In-Class

  • Mastered
    • Follow along with instructor-led note-taking and record notes during class.
    • Follow along with instructor-led workbook completion and record answers during class.
    • Be prepared to thoughtfully answer questions when called on in a group setting, during class.
    • Be prepared to volunteer thoughtful comments, answers and ideas in a group setting, during class.
    • Be prepared to generate thoughtful questions to enhance the class discussion, to identify areas needing clarification, and to make valuable connections with other course content.
    • Follow class discussions and seminar conversations to record notes without the instructor identifying specifics.

Study

  • Mastered
    • Be responsible to study at home for quizzes, tests and other assessments.
    • Understand the difference between assignments given by an instructor and the necessary and independently initiated need for private study of material.
    • Be able to schedule and manage multiple projects from multiple instructors and courses.
    • Be able to schedule time outside of class to complete independent review of materials.
    • Be able to determine the best places and ways to study at home (i.e. quiet, undistracted, utilizing various methods of review (auditory, written, visual, practice tests, flashcards, etc.).

Required Texts:

  1. Bible, KJV. Any edition of the KJV (also called The Authorized Version) is acceptable, because all references and quotes will be cited by book, chapter and verse.
  2. Josef Pieper, The Four Cardinal Virtues. (ISBN-13: 978-0268001032)
  3. The Book of Common Prayer: The Texts of 1549, 1559, and 1662. Oxford World’s Classics. Ed. Brian Cummings (ISBN-13: 978-0199645206)
  4. Online selections from works such as the following will be assigned:
    1. Plato, Republic
    2. Aristotle, Nicomachean Ethics
    3. Augustine, De Trinitate
    4. Thomas Aquinas, Summa Theologiae
    5. Dante, Purgatorio
    6. Julian of Norwich, Revelations of Divine Love

Rhea Bright holds a B.A. from the University of King’s College in Halifax, Nova Scotia, and an M.A. in Classics from Dalhousie University, also in Halifax. Her Classical studies involved Latin and Greek, as well as classical and medieval literature, philosophy and theology. King’s Foundation Year Program, an early integrated great books curriculum, and the Dalhousie Classics department formed and nurtured what became a life-long love of the classics and a deep appreciation of the contribution of the ancient world to whatsoever is good and true and beautiful. She also has a Bachelor of Education from Acadia University in Wolfville, N.S. Rhea taught Ancient and Medieval Humanities at the University of Central Oklahoma for nine years, and over the course of ten years at Providence Hall and The Academy of Classical Christian Studies, she taught Latin, Logic, Bible, and integrated ancient literature and history. Rhea is married to Father Patrick Bright, an ordained Anglican priest who served for over 24 years at All Souls’ Episcopal Church in Oklahoma City and recently retired from full-time ministry. Together they raised five sons, now grown. They now live in a 170-year-old house in rural Nova Scotia.

Red checkmarkComputer: You will need a stable, reliable computer, running with a processor with a speed of 1 GHz or better on one of the following operating systems: Mac OS X with Mac OS 10.7 or later; Windows 8, 7, Vista (with SP1 or later), or XP (with SP3 or later). We do not recommend using an iPad or other tablet for joining classes. An inexpensive laptop or netbook would be much better solutions, as they enable you to plug an Ethernet cable directly into your computer. Please note that Chromebooks are allowed but not preferred, as they do not support certain features of the Zoom video conference software such as breakout sessions and annotation, which may be used by our teachers for class activities.

Red checkmarkHigh-Speed Internet Connection: You will also need access to high-speed Internet, preferably accessible via Ethernet cable right into your computer. Using Wi-Fi may work, but will not guarantee you the optimal use of your bandwidth. The faster your Internet, the better. We recommend using a connection with a download/upload speed of 5/1 Mbps or better. You can test your Internet connection here.

Red checkmarkWebcam: You may use an external webcam or one that is built in to the computer. Webcam Recommendations: Good (PC only) | Best (Mac and PC)

Red checkmarkHeadset: We recommend using a headset rather than a built-in microphone and speakers. Using a headset reduces the level of background noise heard by the entire class. Headset Recommendations: USB | 3.5mm

Red checkmarkZoom: We use a web conferencing software called Zoom for our classes, which enables students and teachers to gather from around the globe face to face in real time. Zoom is free to download and easy to use. unnamed-e1455142229376 To download Zoom:

  1. Visit zoom.us/download.
  2. Click to download the first option listed, Zoom Client for Meetings.
  3. Open and run the installer on your computer.
  4. In August, students will be provided with instructions and a link for joining their particular class.

Red checkmarkScanner: In this class, students frequently submit homework assignments by scanning pages from their workbooks. Students and/or their parents should have easy access to a scanner and the ability to use it.

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First, read the available course descriptions, noting prerequisites, target grades, and course objectives. If you think your student is prepared for the course, go ahead and register. After registration, a placement assessment may be provided to students, depending on the course and the student’s previous enrollment with Scholé Academy. Registration is finalized when the student’s placement assessment has been returned by the course instructor with placement confirmation.

 

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