What is a ‘Grammaticus’?

The Origin of The Name

A grammaticus was the means through which Rome imparted the knowledge that was core to her civilization to her citizens. The reading and writing of Latin figured almost exclusively in its concern. The grammaticus’ function became increasingly necessary, and threatened, during the upheaval resultant from barbarian migrations and subsequent invasions. In times of transition, the values of a civilization are placed in the balance. It falls to those who perceive things worthy of preserving in their society to act.

We place an inestimable value upon prose and analytical thinking skills. In the judgment of many, these skills are rapidly being lost. The necessity for these capacities in a variety of fields explains why specific industries seek liberal arts graduates right from university; they are hoping to find talented thinkers able to analyse written and spoken information quickly, and subsequently to write about it in clear and concise form. If candidates can do this, training them additionally is deemed a bargain. These abilities are perceived as foundational in developing new employees.

On an equally practical level, although seldom considered so in these times, the nourishment which those endowed with these skills add to our society is irreplaceable. We are in empathy with that tradition of thought which sees a vital connection between writing clearly and thinking so in everyday life. There is a potential harvest of civically active and conscientious citizens whose vitality our society cannot continue to ignore or inadvertently suppress: our recourse is to have a tested approach to teaching prose and analytical thinking skills.

The model is based upon our perception of these abilities as intertwined and as a kind of craftsmanship.Because we see ourselves as imparting a craft, a place emerges for imitation and repetition.Pedagogically speaking, the standard of excellence trumps all other considerations. If an A+ at university means that a written work is publishable, the facets of A+ workmanship must wholly determine how our instructors teach and grade. The analogue of craft also determines that everything that a student writes as a part of her or his development must be assessed as either in line with A+ standards or unacceptable. Because of this, each sentence students write is examined. Their writing is either aligned with anabsolute standard of excellence or it is not: when your child receives an A at The Grammaticus, it will be an A at university.

Additionally, we see ourselves in a project of retrieval. We see recurring signs that the ability to think and write clearly and consequentially are vanishing arts. Universities rightly expect candidates to immediately possess a commensurate capacity to think and write clearly, and they dole out the plague of middling and failing marks reflective of the harsh reality.

We might mention the growing awareness in university and secondary students, teachers, and many business professionals, that they never formally acquired training in the craft of prose. We seem to suddenly become aware that we want and need this ability. There should be an institution to serve the public in this way.

THERE SHOULD BE A SCHOOL DESIGNED TO IMPART AND RECOGNIZE THE ACQUISITION OF CONCISE PROSE AND ANALYTICAL THINKING SKILLS.