Douglas Wilson has caused me to think about education in a refreshing way. I have heard about so-called “Classical” schools in the recent past, but knew very little about the philosophical basis behind them and what makes them unique. My good friend, Kevin Banks gave me this book four years ago and I am just now getting to it. Why did I wait so long.
Wilson does not write as a professional educator. In fact, it appears he has come to his conclusions about education later in his life. He articulates his position well and evaluates not only the public school system but the home schooling movement as well. He is not opposed to home schooling, but notes a number of its weaknesses and challenges parents to consider not merely a private school, but the philosophical underpinnings of the classical system.
The book is divided into four sections and contains three helpful appendices. The first section is an evaluation of “The Failure of Modern Secular Education.” The next section provides “An Approach to Distinctively Christian Education.” The third section becomes more specific and describes “An Approach to Distinctively Classical Education.” The final section includes two chapters of “Conclusions,” including an engaging chapter on “The Limits of the State: A Summary.”
In essence, Wilson suggests that the Trivinium of the Middle Ages should be a restored approach to education within the context of a Christian school environment. The Trivinium includes educating a student in grammar, dilectics and rhetoric. The basis of teaching students in the archaic approach is to provide them with the tools necessary to learn for themselves (the Quadrivium – the study of subjects).
One of the best elements of the book is Dorthy Sayer’s article, “The Lost Tools of Learning.” After reading it, I’m sold. Here’s the final paragraph of Sayer’s article:
The combined folly of a civilization that has forgotten its own roots is forcing them to shore up the tottering weight of an educational structure that is built upon sand. They are doing for their pupils the work which the pupils themselves ought to do. For the sole end of education is simply this: to teach men how to learn for themselves; and watever instruction fails to do this is effort spent in vain.
I highly recommend the book. If the Lord provides me any opportunity to be invovled in Christian education, I will definitely re-read a number of sections of this book. As a matter of fact, I may take more initiative to learn a bit more about what Wilson recommends.
