I have been a mite busy this week. Among other things, it is report card time, which creates extra work; plus, I needed to attend to some family matters, as well as release some of my creative energy by cooking and crafting. But fortunately (or not), I'm baaack...
On Monday, Eric's teacher handed me a letter written by John Milton to Master Samuel Hartlib, detailing his view of education. His letter opens this way:
"I am long since persuaded that to say and do aught worth memory and imitation, no purpose or respect should sooner move us than simply the love of God and of mankind."
He goes on to say:
"The end, then, of learning is, to repair the ruins of our first parents by beginning to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest, by possessing our souls of true virtue, which, being united to the heavenly grace of faith, makes up the highest perfection."
He argues that we spend too much time on "idle vacancies" and try to teach at first that which should be saved for last:
"Hence appear the many mistakes which have made learning generally so unpleasing and so unsuccessful. [We] force the empty wits of children to compose themes, verses and orations, which are the acts of ripest judgement, and the final work of a head filled by long reading and observing, with elegant maxims and copious invention. These are not matters to be wrung from striplings, like blood out of the nose..."
He believes that by beginning many studies too early, we thus waste our time; his view is that "formal" education can be accomplished between the ages of 12-21. Here is his suggested order of learning:
Age 12:
The rules of Grammar
Clear pronunciation
Age 13:
Expertise in Grammar
Love of virtue and labor
Enjoyment of good books by listening to them read aloud
Rules of arithmetic and elements of geometry learned largely by playing
The story of Scripture
Age 14:
Read the agricultural authors, thereby learning to farm, but also absorbing the qualities of good prose
The use of globes and maps
Natural philosophy
Learn the Greek tongue and read its authors (by whose reading they will learn mathematics and science)
Age 15:
Trigonometry
Architecture
Engineering
Navigation
Anatomy - which leads to the study of medicine (enough to be practical)
Age 16:
Practical knowledge from workmen and scientists
Greek & Latin Poetry
Age 17:
Moral philosophy through reading the ancients and the Scriptures
Age 18:
Economics - "Being perfect in the knowledge of personal duty [from their prior studies], they may then begin the study of economics..."
Italian
Drama
Age 19
Politics - "to know the beginning, end, and reasons of political societies, that they may not, in a dangerous fit of the commonwealth, be such poor shaken reeds, of such a tottering conscience as many of our great councillors have lately shown themselves, but steadfast pillars of the state."
Law (beginning with Moses down to the present)
Theology
Church history
Hebrew - and why not throw in Chaldean and Syrian while you're at it!
Age 20:
Only after these "employments are well conquered," will the "choice histories, heroic poems, and Attic tragedies of statliest and most regal argument, with all the famous political orations, offer themselves." They should be read and many memorized and publicly presented.
Age 21:
Lastly, those "arts which enable men to discourse and write perspicuously." (Namely Logic and Epic Poetry) "From hence, and not till now, will be the right season of forming them to be able writers and composers in every excellent matter, when they shall be thus fraught with an universal insight into things...honour and attention would be waiting on their lips."
Milton also recommends that their day be divided into 3 parts: Studies (outlined above), Exercise and Diet.
"The exercise which I command first is the exact use of their weapon...this will keep them healthy, strong, and well in breath...inspire them with a gallant and fearless courage; which, being tempered with lectures and precepts will make them of true fortitude and patience...and make them hate the cowardice of doing wrong." They should also learn to wrestle, he says.
This "unsweating" of their bodies should be followed by ample rest during which time they should "recreate and recompose their travailed spirits with the solemn and divine harmonies of music...The like also would not be unexpedient after meat, sending their minds back to study in good tune and satisfaction." Before dinner, they ought to engage in military drills so they are well prepared in case of need.
Their diet of course should be "plain, healthful and moderate," most often taken at "home" (which is to say at school), lest they "lose much time abroad."
"This institution of breeding which I here delineate shall be equally good both for peace and war."
3 comments:
This seems to line up with the Charlotte Mason philosophy of education pretty well. Also, I thought by what I have read about classical education, that it should be more like this. However, it seems from several of the classical schools I am familiar with that American needs to have children "excel" by traditional standards have seeped into the structures of many of the classical schools that have sprouted up. This is simply an observation on my part, and I am happy if it is truly not the case.
Your observations are correct. Classical education is definitely bound to traditional constraints for a number of reasons.
One is that many schools call themselves "classical" simply because they offer a "college-prep" curriculum that is rigorous and includes Latin. It's sort of trendy and hip to call your school "classical" these days.
Additionally, the movement has grown so quickly, that the concept is changing and growing daily and will continue to do so, I think. Within the classical model there are such variances of methodology and curriculum, yet none are very much like what Milton has outlined.
Another reason is that many parents are not willing to embrace an education that is radically different from their own...it feels risky. It will take time and gradual changes to bring both parents and well-equipped teachers on board with a wholly new model of Christian education.
Plus, we have operated from a philosophy of pragmatism for so long that it requires great effort to shift from a "facts-based/job-based" education to a "wisdom-cultivating" education. Additionally, it is not advisable to simply take ancient or medieval methods, content or philosophy and apply them directly to today's culture (although that is what many want to do). We must exercise discernment by extracting that which is excellent, praiseworthy, wise and biblical from the past, then reforming it to meet the needs of today; yet always with a view to the future of Christendom.
Yet another reason, is that our current academic culture requires students to meet specific criteria for college entrance, so we can't stray too far from the mainstream without potentially jeopardizing their futures. Until (or unless) a reputation begins to build about the type of student graduating from these schools, this will remain the case.
Also, as those from this generation who have been "classically" trained, begin to raise their own families, I expect more drastic changes in education simply because they will be starting from a different point than most of us.
The resurgance of the classical approach is certainly in its infancy, and as more Christians begin to evaluate education in the light of biblical theology, I hope to see significant paradigm shifts way beyond what we see today. I do hope this is a beginning, while also hoping for a great deal fo maturation in the next 50-100 years!
Your comments are helpful.
Thanks.
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