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An Introduction to Classical Education
This booklet is an ideal and significant introduction to classical education. It traces the history of classical education and describes its modern renaissance. The book also highlights the distinctive elements of the movement including its emphasis on teaching grammar, logic and rhetoric (the Trivium), and the extraordinary achievements of students who are receiving a classical education. It explains the benefit of classical language study (Latin and Greek) and integrated learning through a study of the great books of western civilization. The booklet is written in a colloquial and informative style, with anecdotes, diagrams and charts. This book is recommended to parents just beginning their examination of classical education.
45 pages, Paperback
First published January 1, 2004
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Displaying 1 - 30 of 58 reviews
March 29, 2025
This book is only 45 pages but packed with classical education history and learning. Very well put together. I recommend to anyone interested in classical education. This book is a great intro.
June 3, 2010
This is one of the books I suggest to parents in Learning How to Think: A Reading List for Parents Considering Classical Education.”. This is a very succinct introduction to classical education. Because of its succinctness, it leaves many questions unanswered and much ground uncovered, but it’s the best starting point I have found for the subject, and it hits on all the major points. Before tackling a larger book, it makes sense to peruse this pamphlet; reading it will give you an overall sense of classical education and enable you to know whether or not you are interested in learning more.
The pamphlet offers a definition of classical education, a brief history, and a cursory response to the primary objections to using classical education today. It primarily defines classical education through contrast to modern/progressive education, which began in the late 19th century and became the dominant form of education by the 1950’s. “The modern experiment in education,” writes Perrin, “is about 100 years old, and flagging. The classical experiment is about 1000 years old and reviving.”
With the dawn of the modern educational approach, the study of classical languages was dropped altogether (or relegated to small classics departments in colleges or a single high school class in some of the better public schools). Systematic “instruction in phonics decoding was replaced with a ‘whole language’ approach of reading instruction’” (or, a mixed approach, as in the case of the public schools in our area, which use some whole language, some creative spelling, and a smattering of phonics). “Writing instruction guided by imitating the masters and frequent practice was replaced with more individualistic, creative approaches and less practice; math instruction steeped in drill, practice and repletion was replaced with curricula containing less drill and practice and more activities and stories related to the subject; history instruction grounded in and celebrating the western tradition…was gradually replaced with a multi-cultural approach that…presented instead a” mere “smattering of world history." Modern education has often been marked by the philosophy that “there are no universal truths or moral standards” and that “nothing can be known with certainty.” Egalitarianism has replaced healthy competition and “in turn has resulted in grade inflation.”
The objections to classical education are that it is too harsh/demanding, too focused on “rote drilling,” too impractical, lacking in extracurricular opportunities, and, while it may be fine for future study of the humanities, it is insufficient preparation for study of the sciences. Perrin answers each of these objections in turn, but a more sustained argument (one with studies and statistics) is probably necessary for convincing a skeptic.
The pamphlet is clear, to the point, well organized, and easy to read.
The pamphlet offers a definition of classical education, a brief history, and a cursory response to the primary objections to using classical education today. It primarily defines classical education through contrast to modern/progressive education, which began in the late 19th century and became the dominant form of education by the 1950’s. “The modern experiment in education,” writes Perrin, “is about 100 years old, and flagging. The classical experiment is about 1000 years old and reviving.”
With the dawn of the modern educational approach, the study of classical languages was dropped altogether (or relegated to small classics departments in colleges or a single high school class in some of the better public schools). Systematic “instruction in phonics decoding was replaced with a ‘whole language’ approach of reading instruction’” (or, a mixed approach, as in the case of the public schools in our area, which use some whole language, some creative spelling, and a smattering of phonics). “Writing instruction guided by imitating the masters and frequent practice was replaced with more individualistic, creative approaches and less practice; math instruction steeped in drill, practice and repletion was replaced with curricula containing less drill and practice and more activities and stories related to the subject; history instruction grounded in and celebrating the western tradition…was gradually replaced with a multi-cultural approach that…presented instead a” mere “smattering of world history." Modern education has often been marked by the philosophy that “there are no universal truths or moral standards” and that “nothing can be known with certainty.” Egalitarianism has replaced healthy competition and “in turn has resulted in grade inflation.”
The objections to classical education are that it is too harsh/demanding, too focused on “rote drilling,” too impractical, lacking in extracurricular opportunities, and, while it may be fine for future study of the humanities, it is insufficient preparation for study of the sciences. Perrin answers each of these objections in turn, but a more sustained argument (one with studies and statistics) is probably necessary for convincing a skeptic.
The pamphlet is clear, to the point, well organized, and easy to read.
February 1, 2021
A great introduction to classical education, with some elaboration on Christian classical learning. Here are a couple of excerpts that I enjoyed from the booklet:
"I have mentioned that classical educators do not see subjects as self-contained and isolated. Knowledge is more like a web than a chest of drawers; there are no subjects that are unrelated to others. Literature, history, and theology, for example, are quite intertwined. Anything from the past (in any subject) can be history; anything committed to creative or excellent writing can be literature; and any subject considered in relation to God and biblical teaching can be theology. Until the nineteenth century, educators understood and taught knowledge as a web, rather than as separate departments. Classical educators, therefore, while teaching classes in "history" or "literature" keep the boundaries light and fluid and emphasize the inter-relationship of all knowledge."
- pg. 26
"Christians should see that all knowledge is, in an ultimate sense, knowledge of God himself and an attempt to reverse the curse and head back to Eden where we can be closer to God and become more like him. That is, Christians face frankly the reality of sin in education and see all knowledge as a means of knowing God, and in so doing attaining "true virtue.
From this perspective, then, education entails ongoing repentance and spiritual war. Since the fall of Adam this has been the Christian task, and no less so in education. Students, therefore, need guidance, correction, training, and rebuke, just as they need encouragement, commendation, and praise. They need academic discipleship. To this end, classical Christian educators cannot simply teach subjects; they must teach students made in the image of God. As teachers, they are also shepherds."
- pg. 39
"I have mentioned that classical educators do not see subjects as self-contained and isolated. Knowledge is more like a web than a chest of drawers; there are no subjects that are unrelated to others. Literature, history, and theology, for example, are quite intertwined. Anything from the past (in any subject) can be history; anything committed to creative or excellent writing can be literature; and any subject considered in relation to God and biblical teaching can be theology. Until the nineteenth century, educators understood and taught knowledge as a web, rather than as separate departments. Classical educators, therefore, while teaching classes in "history" or "literature" keep the boundaries light and fluid and emphasize the inter-relationship of all knowledge."
- pg. 26
"Christians should see that all knowledge is, in an ultimate sense, knowledge of God himself and an attempt to reverse the curse and head back to Eden where we can be closer to God and become more like him. That is, Christians face frankly the reality of sin in education and see all knowledge as a means of knowing God, and in so doing attaining "true virtue.
From this perspective, then, education entails ongoing repentance and spiritual war. Since the fall of Adam this has been the Christian task, and no less so in education. Students, therefore, need guidance, correction, training, and rebuke, just as they need encouragement, commendation, and praise. They need academic discipleship. To this end, classical Christian educators cannot simply teach subjects; they must teach students made in the image of God. As teachers, they are also shepherds."
- pg. 39
August 4, 2019
2019 Book Challenge: A book you own but have never read
I am glad I finally got around to reading this little gem! A lovely introduction and overview of classical education. This can can also be downloaded as a free PDF Classical Academic Press. Just google “Introduction to Classical Education free PDF” to find and download.
I am glad I finally got around to reading this little gem! A lovely introduction and overview of classical education. This can can also be downloaded as a free PDF Classical Academic Press. Just google “Introduction to Classical Education free PDF” to find and download.
December 30, 2024
A short book introducing classical education. Traces CE/trivium through history. Stresses that it is a “return” as opposed to something new. I’d say this was not overtly Christian but was alluded to at times.
May 27, 2020
Excellent little introduction to Classical education. While brief, it is also extremely well written and can give parents a solid overview of both the history and the vision of Classical Ed.
February 21, 2025
Short but thorough. I really appreciate the author’s philosophical groundings and his method for working through why classical education represents a hope for the future by returning to the past.
November 23, 2023
I'm already enmeshed in the classical education world, so there really wasn't anything new here for me. I suppose it is a decent introduction to the concept, as currently implemented.
As an aside, some of the brief historical statements were dubious -- e.g. the structure of education in medieval universities and the late middle ages being termed the dark ages by renaissance thinkers.
As an aside, some of the brief historical statements were dubious -- e.g. the structure of education in medieval universities and the late middle ages being termed the dark ages by renaissance thinkers.
April 24, 2022
Succinct introduction. Whets one's appetite for more.
January 21, 2016
I'm going to have to let this digest over night. To say the least, very insightful.
Jan. 21, 2016.....
I was able to digest The Introduction of Classical Education. This is a great introduction that provides enough of an overview of the intentions of a classical education, "teach students how to learn for themselves". Classical educators strive to provide the tools for a life of learning and not just subjects of information. Knowledge gained is to help the entire student. Holistic learning.
I've always been on the fence about learning Latin because I was always told it was a dead language. But learning that 50% of English words branch from Latin and 30% from Greek. Learning Latin aids in understanding vocabulary and help with learning other languages. I agree with the argument made for the importance of learning Latin and Greek.
It tickled me that time was taken to discuss the comments given from those outside the Classical Education community. I like that Classical Schools believe, or at least his, that they work for the parents. They understand that they are " assisting [the parents] to fulfill their responsibility ". Classicist believe education is the parents responsibility and are willing to help. Our society sees it differently.
There are some rabbit trails I would love to follow and I wish he would write more about the history. His statement, " Classical Education was inherited by the church with some modifications and put into service for centuries", made me scratch my head. Maybe it's because I've never heard classical education without christian associated with it. With the little bit of history I'm aware of regarding religion and about the Greens and Romans, I knew Christianity wasn't a focus. But I would love to learn about the original Classical Education before the modification. He mentioned WTM and Classical Conversations, but he didn't really say which he preferred more. Maybe I missed it cause I see them as different paths through Classical Education. Of course I'm left wanting more.
Jan. 21, 2016.....
I was able to digest The Introduction of Classical Education. This is a great introduction that provides enough of an overview of the intentions of a classical education, "teach students how to learn for themselves". Classical educators strive to provide the tools for a life of learning and not just subjects of information. Knowledge gained is to help the entire student. Holistic learning.
I've always been on the fence about learning Latin because I was always told it was a dead language. But learning that 50% of English words branch from Latin and 30% from Greek. Learning Latin aids in understanding vocabulary and help with learning other languages. I agree with the argument made for the importance of learning Latin and Greek.
It tickled me that time was taken to discuss the comments given from those outside the Classical Education community. I like that Classical Schools believe, or at least his, that they work for the parents. They understand that they are " assisting [the parents] to fulfill their responsibility ". Classicist believe education is the parents responsibility and are willing to help. Our society sees it differently.
There are some rabbit trails I would love to follow and I wish he would write more about the history. His statement, " Classical Education was inherited by the church with some modifications and put into service for centuries", made me scratch my head. Maybe it's because I've never heard classical education without christian associated with it. With the little bit of history I'm aware of regarding religion and about the Greens and Romans, I knew Christianity wasn't a focus. But I would love to learn about the original Classical Education before the modification. He mentioned WTM and Classical Conversations, but he didn't really say which he preferred more. Maybe I missed it cause I see them as different paths through Classical Education. Of course I'm left wanting more.
August 21, 2021
Solid overview of Classical Christian education.
Classical education started in Greece and Rome, was adapted by Christians in the Middle Ages, continued in the America unchallenged until the mid-19th century, mostly faded in public schools, and is now resurging in some Christian schools and home schools.
It is subjects: trivium, quadrivium, theology, the Great Books, Latin.
It is methods: studying subjects chronologically and holistically, imitating the masters, and practicing frequently.
Most importantly it is a philosophy: that "all knowledge is in an ultimate sense knowledge of God himself" and therefore education is the highest of goals. That men and women have souls, and that those souls can be molded for virtue through exposure to goodness, truth, and beauty. That education is the responsibility of parents and should be tailored to each individual.
That philosophy effects the subjects and methods, testing, academic standards, and everything else.
This book represents a couple majority opinions to which I've recently seen push back: reasons for studying Latin and Sayers's "trivium" child development theory. See Jonathan Roberts's essay for a response to both.
3.5 stars
---
11 The trivium subjects of grammar, logic and rhetoric did persist through both the Greek and Roman periods, but in various sequences and patterns. These three subjects were very useful for increasing skill in the use of language, and so are often called verbal arts. With the advent of the Middle Ages, four quantitative arts were ratified and added to the curriculum: geometry, astronomy, music and arithmetic. Geometry includes some rudiments of geography, astronomy included some physics, grammar included literature, and rhetoric included history. These four quantitative arts were known as the quadrivium (the four ways), and the seven arts together became known as the artes liberales, or the seven liberal arts. A “liberal arts” college, one might think, would emphasize these seven subjects (don’t be so sure). These liberal arts were thought to be the arts (or skills) of the free man or the arts which would provide “freedom” to those who studied them. After the formalization of these seven liberal arts in the Middle Ages, a
new sequence (though with some variety!) of study evolved. The first three arts (the trivium) were studied first (though rhetoric was often studied later and long) and generally followed by the
quadrivium.
12
Greek and Roman elements of education, therefore, were collected, categorized and formalized during the Middle Ages.
Almost universally, Christians adopted the classical model and invested it with theological assumptions and guidelines that were intended to serve the church. The study of theology was added to the seven liberal arts as the crowning discipline or “queen of the sciences.” Christians even continued to study the non-Christian classical authors of the past with reverence and respect even using authors like Aristotle to help create systems of Christian theology (e.g., Thomas Aquinas). It was also during the Middle Ages that a more straightforward and
discrete sequence of subjects evolved.
14 The reformers emphasized the importance of creating a literate, educated church which could read and study the Scriptures—in the original languages. As inheritors of the classical tradition of
education they took it for granted that students should study an ample amount of history and literature—even of the pagan variety.
16
G. K. Chesterton, What's Wrong with the World: "Education is simply the soul of a society as it passes from one generation to another.”
A few examples of the progressive approach should ring familiar: classical languages were dropped altogether and relegated to shrinking classics departments in colleges; basic instruction in phonics and decoding was replaced with a “whole language” approach of reading instruction; training in logic and dialectic was replaced with self-expression without fault-finding; writing instruction guided by imitating the masters and frequent practice was replaced with more individualistic, creative approaches and less practice; math instruction steeped in drill, practice and repetition was replaced with curricula containing less drill and practice and more activities and stories related to the subject; history instruction grounded in and celebrating the western tradition from which the U.S. emerged was gradually replaced with a multi-cultural approach that downplayed European and even American history and presented instead a smattering of world history (your old social studies
classes). Furthermore, progressive educators often looked back on the classical model as harsh, cold and unpleasant for students. As a result progressive educators strove to be entertaining and fun, and gradually began to expect less of students in terms of work and achievements. Standards of student behavior began to change too, and schools became more permissive and less willing to
discipline for misbehavior. Grading too, became more lenient in an effort to boost student self-esteem.
17 C. S. Lewis in The Abolition of Man objects that education can be neutral. "Progressive education" must be progressing towards something, ostensibly something the it's proponents find good.
18 T. S. Eliot, Little Gidding Movement V:
We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
Reasons to learn Latin:
1. English vocab
2. English grammar
3. Sat scores
4. Learning romance languages
5. Learn Greek
Reasons to learn Greek:
1. English vocab
2. English grammar
3. Read New testament
4. Learn other languages faster
29 Dorothy Sayers called the trivium the tools of learning.
30 We can imagine such a student in college tackling a new subject. He has learned in the early “grammar” years to approach a subject by breaking it down to its fundamental parts and mastering them by memorizing them—using chants, songs and other mnemonic devices. He has learned during their “logic” years to study the ordered relationship among these parts, and to derive the principles that govern them. Finally, he has learned during his “rhetoric” years to discover how to take his acquired knowledge and communicate it effectively and creatively, applying it to new and varied situations and needs.
38 We can never teach a mind only, or a heart; we are always teaching a person with both.
39 Christians should see that all knowledge is in an ultimate sense knowledge of God himself and an attempt to reverse the curse and head back to Eden where we can be closer to God and become more like him. That is, Christians face frankly the reality of sin in education and see all knowledge as a means of knowing God and in so doing attaining “true virtue.”
Classical education started in Greece and Rome, was adapted by Christians in the Middle Ages, continued in the America unchallenged until the mid-19th century, mostly faded in public schools, and is now resurging in some Christian schools and home schools.
It is subjects: trivium, quadrivium, theology, the Great Books, Latin.
It is methods: studying subjects chronologically and holistically, imitating the masters, and practicing frequently.
Most importantly it is a philosophy: that "all knowledge is in an ultimate sense knowledge of God himself" and therefore education is the highest of goals. That men and women have souls, and that those souls can be molded for virtue through exposure to goodness, truth, and beauty. That education is the responsibility of parents and should be tailored to each individual.
That philosophy effects the subjects and methods, testing, academic standards, and everything else.
This book represents a couple majority opinions to which I've recently seen push back: reasons for studying Latin and Sayers's "trivium" child development theory. See Jonathan Roberts's essay for a response to both.
3.5 stars
---
11 The trivium subjects of grammar, logic and rhetoric did persist through both the Greek and Roman periods, but in various sequences and patterns. These three subjects were very useful for increasing skill in the use of language, and so are often called verbal arts. With the advent of the Middle Ages, four quantitative arts were ratified and added to the curriculum: geometry, astronomy, music and arithmetic. Geometry includes some rudiments of geography, astronomy included some physics, grammar included literature, and rhetoric included history. These four quantitative arts were known as the quadrivium (the four ways), and the seven arts together became known as the artes liberales, or the seven liberal arts. A “liberal arts” college, one might think, would emphasize these seven subjects (don’t be so sure). These liberal arts were thought to be the arts (or skills) of the free man or the arts which would provide “freedom” to those who studied them. After the formalization of these seven liberal arts in the Middle Ages, a
new sequence (though with some variety!) of study evolved. The first three arts (the trivium) were studied first (though rhetoric was often studied later and long) and generally followed by the
quadrivium.
12
Greek and Roman elements of education, therefore, were collected, categorized and formalized during the Middle Ages.
Almost universally, Christians adopted the classical model and invested it with theological assumptions and guidelines that were intended to serve the church. The study of theology was added to the seven liberal arts as the crowning discipline or “queen of the sciences.” Christians even continued to study the non-Christian classical authors of the past with reverence and respect even using authors like Aristotle to help create systems of Christian theology (e.g., Thomas Aquinas). It was also during the Middle Ages that a more straightforward and
discrete sequence of subjects evolved.
14 The reformers emphasized the importance of creating a literate, educated church which could read and study the Scriptures—in the original languages. As inheritors of the classical tradition of
education they took it for granted that students should study an ample amount of history and literature—even of the pagan variety.
16
G. K. Chesterton, What's Wrong with the World: "Education is simply the soul of a society as it passes from one generation to another.”
A few examples of the progressive approach should ring familiar: classical languages were dropped altogether and relegated to shrinking classics departments in colleges; basic instruction in phonics and decoding was replaced with a “whole language” approach of reading instruction; training in logic and dialectic was replaced with self-expression without fault-finding; writing instruction guided by imitating the masters and frequent practice was replaced with more individualistic, creative approaches and less practice; math instruction steeped in drill, practice and repetition was replaced with curricula containing less drill and practice and more activities and stories related to the subject; history instruction grounded in and celebrating the western tradition from which the U.S. emerged was gradually replaced with a multi-cultural approach that downplayed European and even American history and presented instead a smattering of world history (your old social studies
classes). Furthermore, progressive educators often looked back on the classical model as harsh, cold and unpleasant for students. As a result progressive educators strove to be entertaining and fun, and gradually began to expect less of students in terms of work and achievements. Standards of student behavior began to change too, and schools became more permissive and less willing to
discipline for misbehavior. Grading too, became more lenient in an effort to boost student self-esteem.
17 C. S. Lewis in The Abolition of Man objects that education can be neutral. "Progressive education" must be progressing towards something, ostensibly something the it's proponents find good.
18 T. S. Eliot, Little Gidding Movement V:
We shall not cease from exploration
And the end of all our exploring
Will be to arrive where we started
And know the place for the first time.
Reasons to learn Latin:
1. English vocab
2. English grammar
3. Sat scores
4. Learning romance languages
5. Learn Greek
Reasons to learn Greek:
1. English vocab
2. English grammar
3. Read New testament
4. Learn other languages faster
29 Dorothy Sayers called the trivium the tools of learning.
30 We can imagine such a student in college tackling a new subject. He has learned in the early “grammar” years to approach a subject by breaking it down to its fundamental parts and mastering them by memorizing them—using chants, songs and other mnemonic devices. He has learned during their “logic” years to study the ordered relationship among these parts, and to derive the principles that govern them. Finally, he has learned during his “rhetoric” years to discover how to take his acquired knowledge and communicate it effectively and creatively, applying it to new and varied situations and needs.
38 We can never teach a mind only, or a heart; we are always teaching a person with both.
39 Christians should see that all knowledge is in an ultimate sense knowledge of God himself and an attempt to reverse the curse and head back to Eden where we can be closer to God and become more like him. That is, Christians face frankly the reality of sin in education and see all knowledge as a means of knowing God and in so doing attaining “true virtue.”
June 19, 2022
A great primer on a classical education, written for parents. This short book explains the "what" and "why" of classical education. Unfortunately, such an education has been replaced by a "progressive," modernist approach. But thankfully, classical education is making a comeback across the country.
November 6, 2021
This is a quick read, but it provides a helpful overview of the principles, influential thinkers, and general philosophy of classical education. It's brief, but still manages to give a substantial description of how a classical school may be structured and what ideas and methods are prioritized.
Extremely helpful for parents doing a bit of a deep dive into classical education before committing to it. This goes beyond the Dorothy Sayers essay, and since there is a special edition for public/charter schools, it outlines what classical education might look like in those specific non-sectarian settings.
As someone who's much more aligned with Mortimer Adler than Douglas Wilson, this was helpful and clarifying. I found myself at the end with a good list of questions to bring to potential schools.
Extremely helpful for parents doing a bit of a deep dive into classical education before committing to it. This goes beyond the Dorothy Sayers essay, and since there is a special edition for public/charter schools, it outlines what classical education might look like in those specific non-sectarian settings.
As someone who's much more aligned with Mortimer Adler than Douglas Wilson, this was helpful and clarifying. I found myself at the end with a good list of questions to bring to potential schools.
Read
January 30, 2020Really good and helpful as a brief overview of classical education. I especially appreciated the rationale he shared for teaching Latin and Greek and other historical languages.
I’m not sure the “ages/stages” or trivium as three stages in education linked to age or grade is universally regarded as core to classical education. I am wholeheartedly on board with classical education but not jiving with that aspect, maybe especially because I am coming to it from a Charlotte Mason perspective - which is definitely within a broad understanding of classical education but maybe with a different view of the stages...would be curious for some clarity on this from someone “deeper in” than myself!
I’m not sure the “ages/stages” or trivium as three stages in education linked to age or grade is universally regarded as core to classical education. I am wholeheartedly on board with classical education but not jiving with that aspect, maybe especially because I am coming to it from a Charlotte Mason perspective - which is definitely within a broad understanding of classical education but maybe with a different view of the stages...would be curious for some clarity on this from someone “deeper in” than myself!
March 8, 2021
An able and concise introduction to Classical education, with some Christian stuff thrown in. From my perspective, classical education is useless without Christian presuppositions–Why teach someone the tools of truth if all there is is matter? Education is worldview dependent, but I think Perrin wants to keep the Christian part locked in the trunk so it won't scare off potential parents.
Without Logos (Christ) there is no classical education. Thus, tacking it on in some places in this pamphlet is like advertising a car without mentioning the engine, except that it has one. The engine makes the car go, silly.
Without Logos (Christ) there is no classical education. Thus, tacking it on in some places in this pamphlet is like advertising a car without mentioning the engine, except that it has one. The engine makes the car go, silly.
December 31, 2020
A short book on Classical Education and the need to return to this very effective form of education. Obviously, most of today’s public schools are FAILING a miserably, a return to classical education would return our schools to their prominence in the world. As our schools have tried the latest fads in education, our children have fallen behind at a faster rate than in previous years. A return to classical education with standards of achievement, we can stem the retreat. Highly recommended for anyone interested in education...SLT
February 13, 2022
Is 48 pages an "introduction?" I don't think so; nonetheless, Perrin is not flamboyant in his wordsmithing; the "introduction" is straight to the point yet thorough. Perrin breaks the work into readable portions and explains Classical Education superbly. Two unique sections include the reason for Latin and Greek in Classical Education and an answer to the objection of elitism. Again not much of an introduction, but well worth the read. Highly recommend reading in one sitting as the material flows together quite nicely.
B. Grizenko
B. Grizenko
August 5, 2024
As an introduction to classical education it accomplish its goal.
It shows a brief overview of the history of classical education, why is important and why you should care.
For the brevity of the book I find interesting that it takes the time to show in a few ways the challenges to parents who (like I am) are familiarizing themselves with this methodology after receiving a different kind of education.
Very useful for people with no idea about what classical education is all about, but is just the start of the journey.
It shows a brief overview of the history of classical education, why is important and why you should care.
For the brevity of the book I find interesting that it takes the time to show in a few ways the challenges to parents who (like I am) are familiarizing themselves with this methodology after receiving a different kind of education.
Very useful for people with no idea about what classical education is all about, but is just the start of the journey.
October 16, 2017
This book was not quite what I was expecting it to be. I was hoping for more of a guide on how to begin a classical education, not a persuasive essay on why I should consider a classical education. I was already sold on the idea before I purchased the book. The author does make many very valid points in his argument and I would highly recommend this book to those who are curious as to what a classical education entails.
January 30, 2023
Instead of a review I am going to give my favorite quote that really summarized the book.
“ we swim upstream, resolved not to be carried along with the current. We have tasted something old, becoming new again; we have an inkling of a profoundly better mind and spirit, a continuing conversation with great minds, with each other, with God himself. Books, rather, than the T.V., have enchanted us once again.” Page 42
“ we swim upstream, resolved not to be carried along with the current. We have tasted something old, becoming new again; we have an inkling of a profoundly better mind and spirit, a continuing conversation with great minds, with each other, with God himself. Books, rather, than the T.V., have enchanted us once again.” Page 42
June 15, 2023
Most of the material I had seen/heard before when researching classical education. Much of the talk of benefits seems to be overblown; it would be hard to distinguish the effects of very strong parental involvement in education (which would be required for someone to have a classical education nowadays) and the specific methods talked about in the book. I like a lot about the concept, but I'm also skeptical about how it plays out in real life.
May 24, 2017
This book is recommended reading for the course introduction of "Introduction to Classical Education" by Christoper Perrin, a video course presented on ClassicalU.com. The course introduction along with the reading of Dr. Perrin's book, inspires me to learn more on how to implement a classical education in my homeschool. I am more motivated to continue the courses on Classicalu.com.
June 6, 2019
A pithy and cogent explanation of the nature of classical education, and a well-argued promotion of the notion (and a rational defense of the topic, which tends to come under a great deal of attack, sadly). A person who is curious - "What is a classical education, and why should I try to make sure that kids get one?" - could hardly do better than to start with this book.
March 26, 2023
A quick read to help me understand the classical education model my husband and I are considering for our daughter. Biggest takeaway I love is that the classical method school, “helps them parent, but does not become the parent.”
February 26, 2017
Great introduction. Quick, easy read with tons of great information.
July 26, 2017
It is a great introduction and I recommend you begin a more in-depth study using the bibliography.
June 9, 2018
Great, quick introduction to Christian classical education.
July 28, 2018
This is more of a book than a booklet, and less of a guide than a broad overview of and case for the importance of classical education.
January 26, 2019
Livrinho curto contendo uma excelente introdução à educação clássica inspirada em Adler e Sayers.
January 31, 2019
Short, but concise, introduction to Classical Education; appreciate the Bibliography in the back for further reading.
Displaying 1 - 30 of 58 reviews