Volume II, Issue 1 ~ Fall 2018
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A Contemplation on a Decade of Aquinas Learning
In contemplating, the first two concepts that came to mind were: the fact that time is so fleeting, and that we only have one life to live, so we must make it count. We make it count by acting according to our nature and purpose. If our purpose is to know, love, and serve God, then the path to a happy and productive life is to do just that. In learning more about Him, it leads us to love Him more, which drives us to want to serve Him always. Aquinas Learning is just a product of acting according to our nature, and sharing that yearning to know more about Him with our children. God is Truth, Goodness, and Beauty. So we learn more about Him, remembering all “subjects” all point to the Truth Himself. Our enthusiasm for this type of education overflows and waters the seedlings below.
The love of teaching has been in me from the beginning, but I think it’s always been driven by the quest to learn. Although developing Aquinas Learning has been intense at times, it has never felt like a drudgery because it’s all been part of this quest.
Ironically, early in my career as teacher, God’s providence allowed for many occurrences that led my husband and me to choose homeschooling as the best educational option for our children (yet to be conceived). After some trial and error with various curricula, I got together with some homeschooling friends to make a wish-list for the ideal homeschool program for our children. We wanted it to be: Catholic, family-friendly (unit-like studies), integrates across the subjects, relaxed, flexible, and age-appropriate. The foundation was Truth, Goodness, and Beauty Himself. The approach had to be classical. Thanks to the mentorship of the CiRCE institute and various other mentors, whom we’ve only met on the pages of books they’ve written about their philosophies on learning, the development of the Aquinas Learning Program began.
In Aquinas Learning’s second year of development, a parent remarked that we should not close the door to sharing the program, even if was still in the development phase, because “when you close the door to the Holy Spirit, He will find an open window.” I think God knew that if we had waited for the program to reach “perfection,” it would still be on the drawing board today.
In our 3-cycle curriculum, where each year focuses on particular topics that are learned by all students (at their appropriate level), we are currently studying Cycle 1 material once again. I still remember the first round of Cycle 1, when there was no curriculum except what we had written for “the next couple of weeks.”
This time around, the full year is already written, we have semester-long workbooks, materials, an online course site which houses the information, a wonderful newsletter, and a vibrant online community where parents can support and encourage each other as they journey through the curriculum.
Though it has spread mostly by word of mouth, God has also allowed me the opportunity to travel and bring this curriculum outside of our lovely home in Manassas, VA. It’s currently being used in 12 states, Brazil, and the Philippines.
It is quite delightful to see our Aquinas Learning Families Facebook page explode with several shared photos, ideas, and experiences from all those who use the program. Most poignant for me is seeing children in the Philippines, my homeland, engaged in our curriculum.
For those just starting their journey now, I would like to encourage you to keep allowing God to light your path forward and persevere. This past spring, my eldest son, Ian, who was in 4th grade when we started, was part of the Aquinas Learning Manassas Center’s first graduating class. He chose to go to Benedictine College, where he is studying Architecture on a full tuition scholarship. When asked why he applied to Benedictine College, he said, “it was one of the colleges where I felt the professors would form me in the right way.” His answer was affirmation enough for us that he was ready to fly. The other graduates went to Villanova, Universidad de Navarra, and NOVA. My other four children are all—unbelievably—in Schola Alta this year: Joseph (11th), Nicholas (10th), Daniel (8th), and Ana (7th) grade. Yes, time flies!
God willing, the Aquinas Learning Program will continue to turn students’ affections to what is true, good, and beautiful; and to spread to many places to help other homeschooling families worldwide teach at rest and embody Philippians 4:6-9. As our community grows, we can increase our joy because, as Aristotle said, joy is seeking truth with a friend.
May God bless your families and your homeschooling journey!
Rosario Reilly
Co-founder, Aquinas Learning
Director, Aquinas Learning Manassas Center
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Center Profile: Manila, Philippines
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Did you know that Aquinas Learning is used in more than one corner of the world? Several mothers have begun the classical education journey, using Aquinas Learning, in Manila, Philippines!
Click through below for the full story.
Words of Advice:
As with all other AL families, the Manila families are intentionally learning to teach from rest, to trust in the Lord’s direction for them and their children, and to appreciate and behold the beauty and goodness in life. When asked to offer advice to others following in their footsteps, one Manila family responded, “press on and have no anxiety. Just send Aquinas Learning HQ all your questions!”
Read the full story
here
.
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Siblings Aniya (6) and Ilai (8), reading their good books
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Aquinas Learning Student Artwork
Manila, Philippines
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Siblings Unna (12), Datu (9), and Tristan (3) learned about Jean Francois Millet and copied his painting “The Gleaners.”
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Art work in process (above) and finished (below) by Patrice (9) and Zara (13).
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Understanding Aquinas Learning ...
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BEHIND THE BEHOLD CLASS:
Unleashing the Power of Wonder
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THE WHY
Aquinas Learning (AL), as a classical education mentoring program, encourages students to behold and contemplate what is true, good and beautiful to cultivate wisdom and virtue. This prepares the student to learn how to truly behold things, especially when the priest says, “behold the Lamb of God, Who takes away the sins of the world.”
The Behold Class is a “hands on” chance for the student to quietly BEHOLD an object of curiosity or beauty (music, a science experiment, or a piece of art) that is closely integrated to the other concepts they’re learning in that cycle and be moved to WONDER about it (guided by the mentor). Our goal in this class is to apply philosophy using real world, concrete examples.
THE HOW
Although each AL Center tailors the Behold Class slightly to their needs, the class generally presents Art, Music and Science in rotating lessons throughout the year that encompass Cycle-appropriate material. For instance, many centers recently produced Egyptian-themed artwork as part of Cycle 1, Ancient History.
The goal of the Behold Class is NOT to provide instant answers or long explanations by a teacher. Aristotle tells us that we learn by first being engaged by our senses. We fill in gaps when we are allowed to compare and contrast “types” and previous knowledge with newly acquired knowledge. When we behold differences and similarities, it furthers our understanding of a thing. The mentor provides context in ensuing conversation, and asks further questions to make more connections. Our open-ended lessons invite the student to think on the topic more deeply. The key is to let them be “born in wonder” and continue to wonder even beyond dismissal.
Practical tips when teaching a Behold Class:
- First, engage the senses by providing an experience (art demonstration, science experiment, music) without much discussion. For instance, they walk in to music already playing. In art, you can start the class with a slide of a painting projected on to a wall in order to simply behold it.
- Guide the students to wonder about the “thing.” Mentors can make use of queries such as “I wonder why ________?” in search of both abstract and concrete answers. This is a process of searching for a concrete answer—but not providing it immediately or directly to the student. Repeat the experience a second time if necessary, this time discussing the process and encouraging students to take notes. (Once or twice, you can employ the Scientific Method as a practice and a way to define what the Scientific Method is. It is not the end we are trying to accomplish. It is a procedure to teach so they can apply it when they get to Schola Alta and beyond.)
- Ask questions. What is causing the occurrence and what will happen if the process is done differently?
- Art: Who/What is depicted? What type material was used? Why do you think the artist used this method? What do you think the artist is showing?
- Science: What did you observe? Why did it happen?
- Music: What do you hear? What instruments are involved? What do you think the musician’s goal was in creating this music? How are you moved?
- Imitation. Have the students try it, imitate it, DRAW it.
- Provide some context (and inspirational material to foster continued wonder). For Music, this might be information about the composer (simple biographical details, historical context, and some information about the musical expression of the piece). For Science, you could provide information about scientists that studied the phenomena you are discussing. For instance, if you were looking at Marie Curie and chemistry in Cycle 3, you might want to discuss the gumption or “stick-to-it” quality of so many famous inventors and scientists. Remind students that there are often almost insurmountable challenges to be faced, but with the help of God and the choice to keep on going, those obstacles can be overcome, and the world forever changed. The goal of this type of context is, again, not to provide answers, but to give enough of a framework to understand the material and continue the wonder.
UNDERSTANDING THE ROLE OF HOME VS. CENTER: There is sometimes confusion of parent and mentor roles with respect to the science memory works/workbook page. The role of an AL mentor at an AL Center is to introduce the memory works sentence, e.g., have the students read the sentence, act out the sentence, listen to the sentence songs, make actions that go along with the sentence—basically, to practice MEMORY, NOT to learn an entire chapter of Science pertaining to the memory works sentence. This where the parents can engage the students during the at-home study of the Science concept. Note, however, that the parent chooses how much content is necessary to cover the topic that week—an entire chapter of science is not always necessary!
DIFFERENT AL LEVELS? Incidentally, the Parva, Prima I, and Prima II courses are shared by all centers. Only Schola Alta separates into different classes/subjects hosted by each center, sometimes on a second day of classes offered only to Alta students. All Behold Science/Music/Art classes for Prima I, and Prima II are shared by ALL centers and AL “at home” students.
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Extracting DNA from a strawberry with Mrs. Tiffany Mathias
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~Tips to equip Schola Alta students and parents with tools for their journey to Alta and beyond~
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ALTA I:
Start Prep Before You Join
For a successful segway to Alta I from Prima II, don’t wait, start to prepare throughout the 6th grade year! Ideas below, pick all or a few to start forming habits that pave the way for a successful entry to Schola Alta.
For the full article, click
here
.
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ALTA II:
Beginning Senior College Prep
Click through for tips on how to prepare a profile/resume by Mrs. Cyndy Quinan, an experienced homeschool mother, has successfully launched her children to college and beyond.
For the full article, click
here
.
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In addition, there is a wealth of advice on choosing a college—and especially why considering a faithful Catholic college is important—put together by the Cardinal Newman Society, and linked
here
.
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NEW
Aquinas Learning Online Reading Club
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Feeling a little tired or flustered after your first quarter homeschool journey of 2018? Time to hit the “refresh” button!
Join the brand new
Aquinas Learning Parent & Mentor Online Reading Club for our first reading and online discussion on December 1, 2018, where we will tackle Sarah Mackenzie
’s short and pithy
Teaching From Rest: A Homeschooler
’
s Guide to Unshakable Peace.
Our second discussion, in the new year, will be Straford Caldecott’s
Beauty in the Word.
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LIVING THE LITURGICAL CALENDAR:
Montana Aquinas Family Shares Faith
Through Rosary Making
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For 17 years, Katie Donahue of Kalispell, MT, has worked at her table, alongside her children as they’ve grown, teaching and sharing with them the art of rosary-making.
Each handcrafted piece the family makes, according to Donahue, begins with a prayer over its future recipient and, when finished, symbolizes the family’s devotion to their Catholic faith.
Katie and her husband Kevin have been married over 28 years, and have been educating their children at home for 17 years. They have 7 children ages 26 through 7 (and they are all still in school at some level, from a PhD student on down!).
The Donahue’s have been using Aquinas Learning curriculum at home for three years with students Camryn (7, in Prima I), Reghan (9, in Prima II), and Kara (14, in Schola Alta II).
--Story adapted from
“
Kalispell Family Shares Faith Through Handmade Rosaries,
”
Daily Inter Lake
. Photos courtesy of the
Daily Inter Lake
.
For the full story,
click here
.
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Katie Donahue adds rose oil to an olive wood rosary she is working on in her home studio on Thursday, October 11, 2018. She and her family (all seven of her children) have been making rosaries for 17 years.
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Portrait of Mary, Mother of God, Influenced by Egyptian Art/Culture
Aquinas Learning members who just finished studying Egypt as part of Cycle 2 might find
Revelation 12
(watercolor and ink on papyrus, 2018), artwork by Lara Simpson Neri, interesting.
Lara, a Dallas-based artist, wife, and mother of four, “loves learning about the styles and techniques of other ages and cultures and employing them to create original pieces.”
To create
Revelation 12
, Lara studied Egyptian art and drew on ancient images of Hathor and Isis to paint Mary, the woman “clothed by the sun” as described in the scripture verse. According to Lara, in Egyptian art and iconography, various elements of a story are related in the same picture, despite happening at different times chronologically.
For a fun exercise, read Revelation 12, and try to identify parts of scripture depicted in the piece of Art. Then click through to the full article,
here
, to read the description.
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This corner of the Aquinas Learning Journal will highlight a few selected moments or inspirations pulled from the larger AL community (twelve U.S. states, Brazil and the Philippines!) with the intent of fostering delight in the moment and inspiring great ideas and shared community learning!
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Clockwise from top:
Building ziggurats; playing "Ancient Civilization Go-Fish"; Tower of Babel competition; Montessori-inspired punch geography; Building a Trojan Horse; Edible pyramids.
Click
here
for full photo size, captions and explanations.
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Bishop Burbidge calls homeschool families
a gift to the Church
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Aquinas Learning families attended a recent mass for homeschool families from the Arlington Diocese. Aquinas Learning was featured in the follow-up article, linked
here
.
Also present at the reception was Rosario Reilly, founder of Aquinas Learning, a hybrid homeschool program that continues to draw parents to the area. Students meet once a week at the Manassas Center, which currently has 133 homeschool students. For the four remaining weekdays they "homeschool" and review what they learned on that school day, Thursday.
“Essentially it is a curriculum for homeschoolers. The bottom line is to teach them classically and to instill a sense of wonder,” Reilly said. “Thursday is a full day of school: they are in uniform, participating in Socratic discussions and classical education that all point toward truth, goodness and beauty.”
The first graduating class matriculated last year. It was a class of three: one student attends Benedictine College in Kansas, another the University of Navarra in Spain and the third goes to Villanova University in Pennsylvania.
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Chime in!
Let us know what you think
here.
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