Catechism Pt. 3
About a year ago, the staff at Pinnacle Classical Academy began to read a book that changed our outlook on how students retain knowledge. That book was Something They Will Not Forget by Joshua Gibbs. Gibbs is a classical educator in Richmond, Virginia and has garnered a following through his prolific writing and speaking engagements. Like many educators, Gibbs struggled with the familiar sting of his students’ inability to remember material studied only a semester ago. So, Gibbs began searching for a way to help students retain the most important information of a class. He found the answer in the same thing men had been doing for centuries: reciting catechism.
Pinnacle’s staff was quickly drawn to this idea. We had experienced the same frustration of our students’ failing to remember the most basic facts that we had spent so much time on. Sure, we had done memory work with them. We had even recited facts with them daily, but it didn’t stick. Why? Because without a question, an answer is just an out-of-context statement. Without a question, the statement has no use for application. The value of a statement is predicated upon its relationship to the question that it answers.
So, by giving a fact its context, purpose, and application, value is introduced to the class. I’ve applied this principle for the first time this year in my Omnibus class, which is a biblical worldview class through reading classical literature, the Bible, and other historically significant works. Our daily catechism has already been a wonderful experience. We must wait and see whether the information sticks, but the process has rewarded us with full hearts and focused minds as we enter the Great Conversation of history.
Classroom catechism has some practical aspects as well. No student enjoys listening to a forty-five minute lecture three or four times a day. Catechism allows students to engage first, clearing their minds of the joke just said in the hallway. It cleanses the palate of the test they struggled with in the last class. By starting class with an intentional recitation of questions and answers, we prepare our hearts and minds to receive truth and see deeper beauty. Catechism is a comprehensive reset button that gives time for remembering what has been learned, what is being learned, and what will be learned.
Catechism is low-hanging fruit but the richest fruit of the tree. It's like walking into an orchard and picking the juiciest mangoes, apples, and kiwis. After each bite, the fruit becomes sweeter. With each passing class, students answer catechism questions with more accuracy and confidence. As they read great books, they discover why they are reading them at all. We want our students to remember these things, and not only remember but excitedly share the fruits. We want them to take what they learn to other explorers of knowledge and say, “Take and eat this!”
Our classroom catechisms will be molded and shaped from year to year. Semper reformanda! Always reforming! Teachers are to be orchard keepers, teaching the students how to recognize the good fruits from the bad and making sure that the best fruit is always available. An educator’s goal is not to whitewash history of all man’s sins. Rather, we identify, study, and learn from them. As Adam introduced all the wonderful things to Eve in the garden, we ought to do the same with our students, but we also want to do what Adam failed to do: guard the souls of those under our care and warn them of existing dangers.
To reiterate, catechism can be done with any class. Catechism works easily with Omnibus, but it can be used in Logic, Spelling, Geometry, Cursive Handwriting, and Grammar classes as well. When planning ahead, teachers can introduce key concepts long before the material is scheduled. By that time, students will have already internalized them. At first, students don’t need to comprehend the catechism question perfectly. Instead, they can use the catechism as a foundation to build upon later. Our teaching goal is always mastery of the subject matter. Catechism makes that goal much more achievable.
Jake Hilburn
Upper School Teacher
