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 links below (and in the menu at the right) include some of the articles, books, essays and web links that have shaped our thinking. By reading them, you will be better acquainted with the ideas that have helped shape our school.