“I am sometimes asked, ‘What are we supposed to do with this? Just read?’ It is true: my curriculum is different, particularly in its philosophy of assessment. I think we must change the terms from what students can FIND to what they can THINK after careful reading.” – Michael Clay Thompson

“We must include the formal study of poetics as one of the core components of language arts. Using the sentences of great novelists as their models, students can begin to experiment with poetic devices, not only in their own poems but in their own prose sentences.” – Michael Clay Thompson

“For gifted children, the development of verbal talent is among the deepest joys and most critical preparations of life, but the talent will not develop on its own. If we provide access to books, enlightenment about grammar, and enthusiasm for words, then children will move forward into exciting experiences in language that will be catalysts for the development of verbal talent.” – Michael Clay Thompson

“The exciting thing is how far we are able to extend learning. None of the extra material included in Michael’s books is on the test. That is not why it is there. It is intended to expand our children’s horizons so that they can make themselves more knowledgeable about things that interest them and so that they can be better educated about the civilizations that produced their world.” – Dr. T.M. Kemnitz

“The primary pedagogic purpose of ‘Caesar’s English’ is to teach vocabulary—the academic vocabulary that children will need to succeed in education and in professional life. But the classical education editions have a wealth of additional content. They are everything we want textbooks to be.” – Dr. T.M. Kemnitz