Why Did You Assign This Book?

“Why did you assign this book?” At Cedar Classical Academy, we choose books for each grade’s literature curriculum by committee. Individual teachers do not independently choose their own literature books, but occasionally do have the freedom to select books from among the larger list.

We follow the principle of multum non multa, which is Latin for “much not many.” Rather than giving our K-12 students comprehensive exposure to every book they should ever read in their lifetimes, we selectively choose a few best books for each year. 

Criteria for Which Books We Assign

Because we spend time and energy debating the merits of each book that makes its way onto our K-12 scope and sequence, we want to share with you the criteria we consider. The criteria are ranked in order from greatest to least importance. For each book that we include, we want to be able to say five things:

1. It is a classic.

   This book has been tested by time. Many generations from many countries in many historical eras have similarly found this book worthy of study. It gives students exposure to a key cultural or literary touchstone necessary to a liberal education. It is fundamental to understanding and evaluating the entire literary canon.

2. It is a great story.

   It rings true. Its characters are believable. It contains honorable but flawed heroes and evil but cunning villains. Characters’ actions and choices match our knowledge of human nature derived from Scripture and experience. The story is exciting and memorable. The plot provides more than mere entertainment; it satisfies the human longing for justice and meaning. Heroes live happily ever after. In these ways, this story fits within The Story of the Gospel. 

3. It teaches students to love what is good and hate what is evil.

   It trains and orders students’ loves. It includes stark, accurate, and memorable examples of right and wrong. It accurately depicts the natural consequences of sin. It accurately depicts goodness as beautiful and desirable.

4. It is an example of beautiful writing.

   Its beautifully written sentences and beautifully woven plot train students to recognize, enjoy, and mimic good writing. If students are used to reading the classics, they grow rightly dissatisfied by books written with weak style. In this way, it cultivates students’ tastes.

5. It teaches students something important about the time period in or about which it was written.

   Though maybe not the most excellent writing or the truest depiction of human nature, this book is historically and culturally important. It provides key illustrations of important cultural and philosophical trends that need to be understood in a liberal education. Similarly, some historical fiction gives students a tangible taste for what that time period would feel like firsthand.

Criteria For When We Assign Books

In addition, we consider four things before assigning a book to a grade level, again listed from greatest to least importance: 

1. It is the right maturity level for this age of children.

   This book answers questions that this age of student typically asks (“What makes a good friend?” “Is this true love?” “How do I make wise decisions?”). Because the Bible tells us specifically to train our kids in knowing the Scripture, no word of Scripture is to be off limits. Therefore, guided by Scripture, if the Bible deals with a theme, our school is not afraid to speak or read about it with age-appropriate vocabulary and at the age-appropriate level of detail. 

2. It is the right complexity level for this age of children.

   Many classics have complex plots, which enables so many generations from different historical eras to all find significance in them. However, many classics have so many characters and plot turns that it can make it challenging for younger readers to understand them and see their significance. In our curriculum, since we prioritize complete and unabridged books, we gradually introduce increasingly complex books and mostly reserve books for Upper School (grades 7-12) that feature complex plots, like Homer or Shakespeare. Additionally, we often introduce those same books at earlier levels with less complexity, e.g., The Children’s Homer or Charles Lamb’s Tales from Shakespeare.

3. It is the right vocabulary level for this age of children.

   A great way to increase vocabulary is to hear unfamiliar words in the context of good stories read aloud.

4. It is the right length.

   We like to follow up challenging books (Homer in 9th grade, or Treasure Island in 3rd & 4th grade) with a shorter and easier read to keep students encouraged and interested.