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Curricular Studies

Fyodor Bronnikov (Shadrinsk, Russia, 1827-Rome, Italy, 1902) . Horatius (Horace) Reads before Maecenas . 1863 . Academicism

A Specialized Diploma-Program in Latin and Greek for After-School Students

For students who seek to enjoy the full fruits of their Latin and Greek studies and to realize in the fullest possible measure the broad range of intellectual potentialities whose cultivation Latin and Greek studies are uniquely fitted to foster, we offer an intensified course of study in Latin and Greek leading to a specialized diploma in either area or both. This course of study constitutes our After-School Curriculum Program, and the consummate form of this program is our Special Diploma Program. Depending on the depth of the student's studies, the diploma is awarded cum dignitate, cum laude, magna cum laude, or summa cum laude. This course of study is superior in quality to the conventional measures of excellence in present-day education, such as the Advanced Placement System. It prepares the student for success in higher education by accustoming him to working conscientiously, effectively, and successfully at a level comparable to that demanded by high-quality college or university studies. Nonetheless, it calls not for students brandishing high IQ's or high GPA's or priding themselves in their "gifted"-labels, but for students willing and eager to work diligently, intelligently, and persistently to deepen, strengthen, enliven, and bring to bear whatever gifts they may graciously have been given.

The Nature of the Diploma Program

  • The Diploma Program is the consummate form of the Curricular Program.
  • Enrollment in the Curricular Program is at once enrollment in the Diploma Program.
  • In order to earn the diploma at any of its four levels, the student must be enrolled in the Curricular Program continuously through the end of the 12th-grade year.
  • The minimum portion of the Curricular Program that must be completed in order to earn a diploma is Latin I through V.
  • In the Curricular Program, we give neither examinations nor grades.
  • The progressive nature of the curriculum itself, and the objective, inescapable characteristics of the languages at the foundation of the curriculum, provide a continuous, built-in process of examination.
  • It is impossible to outmaneuver or to bluff one's way through the demands of this process of examination. Only genuine, substantial learning and accomplishment will suffice.
  • The student is spared the distraction from learning, and the interruption and trivialization of learning, that are the sole fruits of examinations and grades, and, if equal to the challenge, he is free to work hard and learn well unimpeded by a rigmarole of vanities and insipidities.
  • The language itself, and the syllabus that structures the student's gradually growing mastery of the language, become the principle and the instrument of discipline and gradation.
  • In order to continue in good standing in the Curricular Program, therefore, the student must remain solidly and consistently atop the requirements of the syllabus.
  • Success in the program requires neither a "gifted" label nor a dazzling IQ nor a stunning GPA nor high SAT scores. None of those will either be equal to the task or be of any use at all.
  • Only a genuine love of learning will do---and an understanding that it is conscientiousness alone that transforms a love of learning into actual learning and growth.

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