Trinitas Blog

Imagine you are a young pitcher, standing on the mound of your first Varsity baseball practice. You throw the ball to the catcher, and your coach proceeds to tell you that it was a “C+” pitch. What would you think? The example seems ludicrous to us because we know what the young man needs: pointed, specific guidance so that he can improve the pitch. We know intuitively that the letter, in this case, is unhelpful.

Now imagine the same scenario from a slightly different angle. You are the coach. As you approach the mound and begin explaining to the student how to use their shoulders as they throw, you are suddenly interrupted. “Yeah, but did I pass, Coach?” You can imagine the frustration in this similarly absurd example. “A student would never say that!” you think to yourself. And you’re right; they would not. Again, this is intuitive; there doesn’t even seem a need to explain it. Similar scenarios could be played out ad nauseum, with different actors substituted in to show that applying a percentage system of grading to life is unhelpful at best and downright dehumanizing at worst. So why does this same proposal meet with such hesitancy when applied to the classroom?

St. John Chrysostom, Archbishop of Constantinople, was a fourth-century Church father known for his powerful and eloquent preaching and public speaking. It was his skill in oratory that earned him the name, “Chrysostomos,” or “Golden-mouthed.” And just as gold is both precious and weighty, Chrysostom’s words were not only beautiful, but always employed in the pastoral service of salvation and social justice.

Our days are BUSY. Between work responsibilities, volunteering, taking care of the home, and transporting children to school and other extracurricular activities, the average parent has little “downtime”. Over the last two years or so, the Lord has impressed it upon our hearts to be more intentional with the time we have been given with our children. If we want our children to really know the God we love and serve, then it is our responsibility to model that to them in everyday moments.

Trinitas has a long and tasty history with barbecue. You might even say it's an integral part of a Trinitas education! Back in the early days of the school, our founding headmaster’s father, Grampa Trotter, used his meat-smoking prowess to bring school families together for picnics and community-building events. Even Grandma Trotter pitched in with her famously delicious, but always secret sauce. Although the Trotter family has all passed on from our school, the tradition of sharing good barbecue with friends and family still remains, particularly in connection to the annual Trinitas Junior/Senior Aesthetics trip.

The work Trinitas requires can put a strain on parents and students, but, as uncomfortable as it is to hear, that’s the way it ought to be. School should be hard. Why? Because hard work brings a profit (Prov. 14:23).

Think of something good. Is it easily acquired? Now something beautiful… Now true… The world our Father created yields its fruit only to laborers like the ant in Proverbs 6. Students who are allowed to grumble about memorizing an additional five vocabulary words or to roll their eyes when required to show all of their math work are being prepared to live life lazily.

What possible connection could there be between an ancient Greek teaching method, learning experienced shared by Trinitas students, and how intentional parents can train thoughtful children?

First the answer to the question and then an explanation. The connection is this: the pursuit and apprehension of Truth.

Rather than a random group of dots, the various facets of education should connect like a column of ants traversing a picnic blanket.  Last Friday, I had the privilege of watching junior kindergartners retelling four classic fairytales using student narration and finger puppets. Later that evening, I listened to three students present and defend their senior thesis projects. Contemplating these examples drawn from the beginning and end of a Trinitas education is worthwhile for thoughtful parents serious about the kind of education they want for their children.

Last week in this space, we considered how Trinitas is distinctly different in our classical pedagogy. This week, we’ll note together how Trinitas is distinctly different in our classical content and in our Christ-centered instruction. And, most importantly, how all of these things contribute to our distinctly different Christ-centered culture.

The next thing that makes Trinitas different is what we teach.