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The CLAA's Classical
Arithmetic is a no-nonsense course that restores and maintains a
healthy balance between philosophical and practical objectives.
The course is oriented toward a systematic program of
theoretical training with practical applications in appropriate
places. For example, after learning of Unity in Lesson 02,
students then study the units of measurement commonly used today
in Lesson 02a. This arrangement continues throughout the
duration of the course.
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WHAT'S DIFFERENT?
Modern Arithmetic courses are
designed for workplace training. Students learn how to
perform mathematical operations that they may need to use in
"real life". We believe that a secular view of man's
purpose as a wage-earner is inconsistent with "real life" as
defined by God.
Real life for a human being is
nothing more or less than fulfilling God's will in one's life.
God's will is no mystery, either. Every child should pray
for the grace and privilege to live a consecrated life, wholly
devoted to the service of God, while preparing for the closest
they can get to it. If they do not enter into religious
life, they are not excused from living a religious life.
At no time should we ever abandon ourselves to secular studies
and prepare ourselves for "the workplace". Even if we do
enter secular employment, it is that our skills and resources
may serve His mission of salvation and justice throughout the
world. Thus, no matter what course we pursue, we must have
the philosophical and intellectual training to fulfill our duty
to God in that course of life. Mathematics is neither
"neutral" nor merely practical. The CLAA restores the
proper focus of all studies, including Math.
We provide students with the axioms
(self-evident truths) on which Arithmetic is based and the
principles and definitions that flow from them. This
systematic mastery allows students to use Mathematics as an
instrument in the pursuit of truth--which extends all the way to
the knowledge of God and the truths of eternity. This is,
after all, the traditional end of Mathematics. We do not
neglect practical lessons common to all Math programs, but we
subordinate them to the concerns of the soul. |
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NATIONAL STANDARDS
We ought not to fear national
standards, simply because they are very low. When such
standards are written, they are written as minimum requirements
and ought never, never, to be used as curriculum guidelines.
For detailed standards by grade
level use the following links:
Grades K-2 |
Grades 3-5 |
Grades 6-8 |
Grades 9-12
In curriculum planning, it is
important to remember the fable of the tortoise and the hare.
Remember that the tortoise looked impressive early on, but
eventually lost to the tortoise. In general, the CLAA Arithmetic
program begins slower than most modern curricula, but the latter
seem to always be in a rush to get nowhere fast. We allow
more time in the beginning for mastery of essentials and keep
students focused on core concepts rather than introducing many
different topics. However, once our foundation is well
laid, we eventually move past the modern curriculum and reach
heights they are simply unable to because of their haste in the
early years. |
