A Distinctly Classical Education: The Trivium, Classics, and Latin

Analysts, orators and pundits alike from every social, political and economic sector in the country proclaim with united voice that something must be done in, and for, our nation's schools. But with regard to specific educational philosophies, pedagogical models and curricular strategies, the single voice of reform becomes a cacophony of incoherent, even unintelligible, noise. Chaos and confusion pervade popular culture, and the established educational system cannot escape their effects.

Moving forward sometimes requires first looking back. In a meaningful sense, The Cambridge School embodies just that—a looking back, a returning. Not in nostalgia. Not for sentiment. And not as a romantic longing for a mythical Golden Age of yore. The Cambridge School represents none of these; rather, it strives to return to ends and means that for millennia bore remarkably good fruit—cultures and civilizations of personal virtue and scholastic excellence. We enjoy still today the yield of those notable centuries by-gone: priceless treasures of art, music, literature and science among the harvest. Similar fruit we wish to see borne in our day and for our posterity. Thus The Cambridge School labors to cultivate minds that know and hearts that love both God and neighbor-and all that is good, true and beautiful.

The classical method was born in ancient Greece and Rome, was used throughout the Western world by the 16th century, and remained the norm until at least 1850. The reason for its widespread use? It works. Modern education has generally put the proverbial cart before the horse, expecting students to master a great number of specialized subjects before they have mastered the “tools of learning.” In contrast, classical education strives first and foremost to impart to its students the “tools of learning”—skill in knowledge, skill in logical analysis, and skill in oral and written communication. These tools are then applied to specific subject matter until they are mastered. This set of intellectual skills that form the basis for classical education is the kind of broadly foundational education that will give students the freedom to pursue any career path the desire, thus living up to its name as the “liberal” (or freeing) arts. And in fact, the world’s great authors, statesmen, scientists and politicians were classically educated and we seek to this method that has been proven over the past 1500 years.

Classical education uses history – from ancients to moderns -- as its organizing theme. Other subject areas are linked to history. For example, a student studying ancient Greece in history will read the literature of ancient Greeks, such as The Iliad and The Odyssey, works of ancient poet Homer. Art class might focus on drawing perspective using examples of classical Greek architecture. Related math and science topics could include a discussion of prolific Greek mathematician Archimedes’ inventions. Students learn through written and spoken words instead of through images such as pictures and videos. Such language-based learning requires the mind to work harder. Much modern education is so eclectic that the student has little opportunity to make connections between past events and the flood of current information. Classical schoolmaster David Hicks writes that the classical curriculum allows even the youngest student a chance to make connections and exercise his mind in a scholarly way. Finally, although history is the backbone, no core subject is neglected.

Classical education follows a three-part pattern known as the Trivium: the mind first must be supplied with facts; then given the logical tools for organizing those facts; and finally equipped to express conclusions. The Trivium is based on a developmental view of the learner—that children develop in stages and that teaching should be tailored to each stage. Therefore, classical education works because it focuses on the way children learn best at each stage of life, then builds on the foundation of previous stages. New students, however, can be successfully integrated at any grade.

In the Grammar (elementary) stage, students enjoy memorizing and naturally absorb information. Through songs, rhymes and jingles, children learn the factual foundations of each subject. They learn rules of phonics, spelling and grammar; stories of history and literature; facts of math; descriptions of plants and animals; the vocabulary of foreign languages and more. They begin diagramming sentences in first grade and start Latin in third grade.

In the Dialectic/Logic (middle school) stage, teachers channel students’ natural desire to argue through the formal study of logic. Students are interested in cause and effect, relationships between different fields of knowledge, and the way facts fit together in a logical framework. Students analyze, evaluate and critique information. Students discover why the War of 1812 was fought instead of simply reading the history. The logic of science requires that children learn the scientific method. They learn persuasive writing and guided critical analysis.

In the Rhetoric (high school) stage, students have acquired knowledge and the skills necessary to arrange facts into arguments. Now, they develop the skills needed to communicate those arguments to others through writing and speech. Students research important themes and present those concepts in papers and speeches. They discuss world events and explore career options. They are well-prepared to become lifelong learners.