Classical Christian Education

Many people are coming to realize the insufficiency of our public forms of education. Something must be done. Some say that what is needed is “Classical Christian Education” and I think that they are right. It is the Christian, and more generally Western, tradition that holds the key to our success. But before we start it would be worthwhile to investigate and describe the nature of “education,” and what can be done to make it “classical” and “Christian.”

Education is the process by which the human personality is formed through knowledge and training. As such, everyone receives an education. Over time we grow in knowledge and are shaped by good and bad habits. This is especially true with regard to our own career. Formal education is a matter of intentionally setting aside a structured period of time to develop one’s character and knowledge through learning from others. Usually this is a time in which the person does not work, but devotes him or herself fully to learning and training.

This is done with varying degrees of success in every organized society. But immediately the question of vision and means comes emerges. What is the kind of person are we trying to produce through our education? And what will we do to make this happen? This is where the notions of classical and Christian fit in.

First we must develop what Classical education is. The Greeks and Romans knew that in order for life to be lived in a decent and meaningful manner one must acquire knowledge and virtue. They developed human means by which one can do this. For the body this meant strict physical discipline over a period of several years. Running, wrestling, javelin, discus, and a few other activities formed the core of this. A young man or woman would spend several years training his or her body in order to realize his or her full physical strength and gain a mastery over his or her body.

For the mind a structured path of learning was necessary. Mostly this focused on knowledge of what is good, true, or beautiful, both for human life and in the natural world. Musical training, reading and literature, writing and speaking, geometry with an emphasis on proof, algebra, physics, astronomy, history, and philosophy were the main disciplines of their study. They also made use of some mild asceticism such as fasting and vigil. The ultimate goal was for them to attain to goodness of character, and adequate knowledge of ultimate reality. After a period of ten years or so the pupil would be ready to move onto the next phase of life, usually involving political service or leadership in some other capacity. The Greeks and Romans did not educate everyone in their cities; mostly they focused on people who would lead: they were most concerned about the common, and not just individual, good.

Much modern education is based upon this model: literature, science, history, and exercise form the basis, at least in theory, of education in the Western world of today. This was done particularly well in the 19^th and early 20^th century. However, over time these disciplines lost their foundation in knowledge of the good, the true, and the beautiful. Perhaps this and the fact that the ancient mode of education was superseded by Christian education point to the inadequacy of strictly classical education.

Christian education really was only carried out in the late classical period and the middle ages (roughly the second through the 14^th century). The vision of Christian education is to attain to the knowledge and character of Christ, at least to some extent. The individual is formed in will, mind, body, soul, and social context to this end.

Christ was at that time viewed as the ultimate educator and teacher. The cathedral schools sought His help through prayer and by submitting to the example and words of those who knew Christ well. Christ’s earthly example and teaching was at the core of this education. The Hebrew Bible, too, was seen as a primary source of learning. And the success was gauged in terms of how much knowledge, love, and grace was received into the personality of the students. As the Church and Royal Courts were the primary institutions of the time, it was hoped that by conforming to the personality of Christ the students would be prepared to serve within these institutions.

Now their education was also classical; in fact it made use of all of the insights gained from the Greeks and Romans, and added a little more asceticism. Thus all of Christian education through the 14^th century was also classical. However, Christ and the example of his followers was the ultimate gauge of the success of the education.

Where are the dangers today as we approach a new use of classical Christian education? The main danger is that the example, teaching, and help of Jesus and the Hebrew Scriptures will go unused, and not form the core of the learning. The second danger is that the Trinity will not be regarded as the ultimate and essential object of knowledge. By contrast, where Jesus’ example and word are respected, and His personal instruction sought, the rest of education will fall into line.

The main result of ignoring Christ’s example and teaching is that the pupils will emerge from the training with neither the knowledge of God nor a presence of the Holy Spirit upon them. They will not live toward God and by His word.

The remedy for this is the recovery of the understanding that Christ is the ultimate educator and teacher.