Australian Progymasmata: Cultivating Wisdom and Eloquence in the Next Generation

In the classical education tradition, writing is far more than a practical skill—it is a cornerstone of civilisation itself. From the grammar stage, where students master the mechanics of language, to the rhetoric stage, where they wield words to persuade and inspire, writing serves a profound purpose: it preserves a nation’s memory and shapes its identity. In Australia, this mission takes on a unique urgency. Our history—captured in the raw, heartfelt letters of ANZACs, the vivid journals of explorers like Cook, Flinders, and Sturt, and the stories of ordinary Australians—forms the backbone of who we are. These written records are not mere relics; they are the living voice of our past, reminding us of our triumphs, struggles, and shared heritage

To equip students with the ability to contribute to the living memory of our nation is to give them a profound gift. Writing with clarity, discipline, and strength does not happen by chance; it is the result of deliberate training and practice. Clarity ensures that ideas are expressed truthfully and understood by others. Discipline shapes the writer to think carefully, to order their thoughts logically, and to communicate with precision. Strength gives their words weight and lasting impact, enabling them to stand firm amidst the noise of fleeting trends and shallow opinions. When students develop these qualities, they are not merely completing schoolwork – they are being prepared to take their place in the ongoing story of our nation, becoming voices that preserve truth, inspire others, and strengthen the cultural and historical fabric that binds us together.

For students to write with clarity and purpose, they must first be given the knowledge, love of country, and moral framework that will inspire and guide their words. This begins with learning the stories that shaped their society—the struggles and triumphs of those who built the nation, from the early days of settlement to the forging of a distinct Australian identity. Yet this foundation extends beyond Australia’s shores. Our history is deeply rooted in the broader story of Western civilisation and our Christian heritage, which have given us the values, laws, and freedoms we cherish today. Alongside these stories, students need a moral framework that helps them discern what is true, just, and good, so their writing serves not only to record events but to uphold virtue and truth. By understanding these narratives—from Sacred Scripture to the Magna Carta, from ancient Greece and Rome to the explorers and pioneers of our own land—students gain both context and conviction. This knowledge and moral grounding stir gratitude and responsibility, equipping them to write not as detached observers, but as inheritors of a great tradition, ready to preserve and enrich it for future generations.

In a classical education, teaching students to speak well is as vital as writing well, and Australian poetry memorisation serves as a powerful tool to achieve this. By internalising the cadence and imagery of works by poets like Banjo Paterson or John O'Brien, students not only cultivate a deep love for their country’s landscapes, history, and spirit but also build foundational skills for rhetoric. Reciting poetry hones their ability to articulate with clarity, confidence, and emotional resonance, shaping them into persuasive orators. This practice strengthens their connection to Australia’s identity while equipping them to contribute eloquently to the nation’s living memory, ensuring its stories and values are voiced with passion and precision.

At Via Classica, the Australian Progymnasmata has been thoughtfully designed to intertwine cultural knowledge with skills development, fostering a deep connection to Australia’s heritage through a mastery-based approach to learning. This unique curriculum guides students through progressive exercises, from the grammar stage to the rhetoric stage, using Australian texts—such as the journals of Arthur Phillip, writings about St. Mary of the Cross MacKillop, reflections on Dame Enid Lyons, and tributes praising ANZACs—to build not only writing and speaking proficiency but also a profound understanding of the nation’s history and identity. By mastering these exercises, students develop clarity, discipline, and rhetorical strength, becoming articulate custodians of Australia’s living memory, capable of preserving and sharing its stories with future generations.

Teaching with a classical approach is a profound joy, and at Via Classica we are blessed with many remarkable students. Their humility, perseverance, courage, and delight in crafting their work often leave me in awe. Recently, before presenting in Queensland, I invited students to submit a short paragraph for display with only a day’s notice. The enthusiastic response was overwhelming. Although time constraints allowed me to share only pieces from our refutation and confirmation class, the audience was deeply impressed by the quality of their work. Afterwards, many expressed amazement at what students can achieve through classical methods. As my time was truncated I was not able to display work from our Encomium and Vituperation class. However it gives me great joy to share with you some of their works. Firstly we need to understand what this compostion entails.

Encomium and vituperation are rhetorical devices employed to convey praise or condemnation, respectively. An encomium is a formal expression of ardent praise, often extolling the virtues, accomplishments, or noble qualities of an individual, group, or concept in a structured, laudatory manner. In contrast, vituperation is a vehement denunciation, highlighting flaws, failures, or negative traits with strong disapproval. For instance, an encomium of the ANZACs (Australian and New Zealand Army Corps) might celebrate their courage, sacrifice, and camaraderie during the First World War, particularly at Gallipoli, where their steadfastness amidst hardship became a cornerstone of national identity for Australia and New Zealand. Such praise would honour their enduring legacy as emblems of valour and mateship.

Australian Progymnasmata: Encomium and Vituperation

The progymnasmata are classical writing exercises designed to train students in rhetoric and reasoning. One of the richest forms is the encomium (praise) and its opposite, the vituperatio (blame). Both require careful structure, moral reflection, and persuasive skill. What follows is a high-level overview of the structure. More specific, step-by-step exercises are provided separately to help students develop each paragraph with confidence.

1. Exordium (Introduction)

The writer begins by introducing the subject clearly—whether it is a person, place, or idea. At this stage, it must be declared if the piece will be praise (encomium) or blame (vituperatio). The introduction should also explain why this subject matters and why it is worth reflecting on.

2. Origo (Origin or Background)

Next comes the background. Here, the writer provides the origins of the subject:

• For a person, this might include family, birthplace, and education.

• For a place or idea, this could be its founding, original purpose, or first influence.This stage helps ground the reader in context before moving to deeper analysis.

  
  

3. Virtutes / Vitia (Virtues or Vices)

This is the heart of the work.

• In an encomium, the writer highlights the virtues of the subject—such as courage, wisdom, piety, or justice—and supports these claims with examples.

• In a vituperatio, the writer does the opposite, exposing the vices of the subject—like greed, cruelty, arrogance, or cowardice.

  
  

4. Comparatio (Comparison or Contrast)

The writer then strengthens their case through comparison.

• An encomium might compare the subject with others to show its greatness.

• A vituperatio might contrast the subject with nobler figures or ideas to reveal its failings.This section sharpens the argument and places the subject in perspective.

  
  

5. Iudicium (Final Judgment)

Here, the writer gives a reasoned judgment. This is the moral core of the piece—explaining why the subject deserves praise or blame. The judgment should flow logically from the virtues or vices already discussed.

6. Peroratio (Conclusion)

Finally, the writer ends with a strong conclusion. This might be:

• A stirring summary of the main argument,

• An appeal to moral insight or memory,

• Or a call to action for the reader.

Why This Structure Matters

By following this structure, students learn not just to retell facts but to form judgments, reason morally, and persuade with clarity. The encomium and vituperatio invite them to weigh character, history, and ideas—skills that remain timelessly relevant.

In the progymnasmata, we use carefully structured exercises to develop student writing. For example, in a recent class, students were practising different literary techniques—one of which was chiasmus.

It is important to understand that classical education is not a silo. Students should be immersed in the same topics across different subjects to continually build background knowledge. One student, who had been studying Federation, immediately recalled the line: “A nation for a continent and a continent for a nation.” Having been taught this saying in the context of Federation, she cheekily proclaimed it as her own—before quickly conceding that it was in fact the words of Edmund Barton.

Similarly, in other classes, students are required to recite Winston Churchill's famous speech, which includes the well-known lines: “We shall fight on the beaches... we shall fight on the landing grounds, we shall fight in the fields and in the streets, we shall fight in the hills...” This is a clear example of anaphora, another technique students have been developing.

The key point is that students should encounter these techniques through great literature, speeches, and historical statements before being asked to learn them in isolation. We want them to know this work, love it, be inspired by it, and then desire to use it in their own writing.

Below are four example sentences using various techniques that students developed- to give you an idea of the writing from one of our recent classes;

•Australia's resilience is shown in Uluru, that has stood the test of time. Australia's resilience is shown in the Twelve Apostles, that are unconquered by the waves. Australia's resilience is shown in the Great Dividing Range, that is the backbone of the land.

•In the heart of Australia, lies a deep and noble pride. In the heart of Australia, loyalty is as lively as a child. In the heart of Australia, uniqueness shines as the brightest star of many.

•The Australian spirit flourishes with pride, and pride cultivates the Australian spirit.

•The Waratah is a beautiful highlight of Australia's beauty, its crimson crown cradling the fire-forged soul of the land. Its symmetry echoing the quiet architecture of resilience, renewal, and fierce grace.

•The quokka, with its cheerful grin and gentle presence, is Australia in miniature, a single creature carrying the nation’s warmth, charm, and rare natural beauty.

Teaching students to weave their words into the rich tapestry of Australia’s story is a calling that fills the heart with joy. Watching them grow in clarity, discipline, and strength, as they honor their heritage through writing and speech, is a privilege that echoes the divine call to steward truth and beauty. As Psalm 78:4 reminds us, “We will not hide them from their children, but tell to the coming generation the glorious deeds of the Lord, and his might, and the wonders that he has done.” Through the classical tradition at Via Classica, we equip students to proclaim Australia’s legacy with eloquence and conviction, ensuring that the living memory of our nation shines brightly for generations to come.