A Defence of Classical Education

by Richard Livingstone

Written during the second world war, A Defence of Classical Education is a call to all people for the importance of an ancient mode of education.

Genres: Education, Classics, Philosophy, Nonfiction

213 pages, Paperback

First published January 1, 1917

Reviews

[Renato Garín · Rating 4 out of 5]

A Defense of Classical Education es una obra breve que aboga por el valor y la relevancia de la educación clásica en el mundo contemporáneo. El autor argumenta que este enfoque educativo, basado en las artes liberales y los grandes textos de la tradición occidental, fomenta el pensamiento crítico, el conocimiento profundo y la formación integral del individuo, en contraste con los sistemas modernos que priorizan la especialización y la utilidad inmediata.

El libro destaca por su claridad en la exposición y su defensa apasionada de una tradición educativa que, según el autor, ha sido injustamente relegada. A través de ejemplos históricos y filosóficos, se demuestra cómo el estudio de los clásicos puede contribuir al desarrollo de una ciudadanía más reflexiva y comprometida.

Sin embargo, aunque el texto presenta argumentos sólidos, algunos puntos pueden parecer idealizados, especialmente al omitir las limitaciones o críticas históricas que la educación clásica también ha enfrentado. Asimismo, el enfoque se centra principalmente en contextos occidentales, dejando de lado cómo estos principios podrían adaptarse o dialogar con otras tradiciones educativas.

En definitiva, A Defense of Classical Education es un libro convincente y bien argumentado que inspira a reconsiderar el valor de los clásicos en la educación moderna. Merece una puntuación de 4/5 por su relevancia y su capacidad para generar un debate significativo.

[Brad · Rating 5 out of 5]

All educators should wrestle with Livingstone's arguments for classical education. Listening to an Oxford leader from the time of the World Wars seems wise in a time like ours.

B. Grizenko

Here is the table of contents for those interested:

CHAPTER I - INTRODUCTION

Discontent with our educational system; the classics as scapegoats; yet the predominance of classical education in Germany shows that it is consistent with the highest scientific achievement.
Some opinions on the value of classical education as a preparation for a scientific career.
Our real weakness lies in our natural indifference to knowledge.
This due:
(a) to the insufficiency of our secondary and university education in the past,
(b) to our university system doing little, in comparison with the German system, to foster the belief in knowledge.
Object of this book.
CHAPTER II - PHYSICAL SCIENCE AND THE HUMANITIES

Two views of education criticised:
(a) the ordinary business man's views on a 'practical' education,
(b) the extreme scientist's view; Sir Edward Schäfer on science as 'the basis of secondary education'; what physical science can and cannot teach us.
The function of the humanities in education:
(a) They are an account of human nature, seen from different sides by literature, history, and philosophy. How they assist us to a knowledge of Man,
(b) They develop flexibility of mind,
(c) They help us to see the world with imagination.
This explains their place in education; physical science, though indispensable, cannot do their work, nor does it give a good general training to the faculties.
CHAPTER III - THE CASE FOR THE CLASSICS: GREEK

The problem.
Fallacy of the theory that classical education is a mere accidental survival from the Middle Ages.
We study Ancient Greece:
(a) as containing, with Rome, the history of our origins, and explaining much in our literature, language, and ideals,
(b) for its literature, art, and life; evidence of their value from:
(a) modern poets,
(β) the trenches,
(γ) the British Museum,
(δ) the effect of Greece on the world at different epochs; meaning of Greek life to the Renaissance; its meaning to us; a modern working man on Greece,
(c) as a pattern of creative intelligence; her achievement; Greek literature full of the key thoughts on which intellectual life depends: products of creative intelligence working on theology, literature, ethics, science; fallacy of the idea that Greek thought is antiquated because the Greeks knew less than we.
Two illustrations of the Greek spirit:
(a) Socrates,
(b) Hippocrates on epilepsy; his Physician's Oath.
Summary: Greek literature as the Bible of the world of thought.
CHAPTER IV - THE CASE FOR LATIN

Reasons for the position of Latin in education less clear; in spite of a unique power of concise expression, its literature inferior to Greek.
But Rome represents 'character,' and thus supplements the weak side of Greece: her achievement.
Some typical Romans: Cato the Censor; significance and value of these characters.
The Romans appeal to us:
(a) as more like us; Agricola,
(b) as having done a similar work in the world; the interest of Roman history.
CHAPTER V - SOME EDUCATIONAL ADVANTAGES OF THE CLASSICS

Can our own literature replace them?
Greek and English literature compared.
Disadvantages of educating a nation on its own literature.
Educational advantages of the classics:
(a) Their completeness,
(b) Their simplicity,
(c) Their natural lucidity and directness.
The use of the classics:
(a) avoids the disadvantages involved in introducing boys to problems of life and politics through contemporary writers,
(b) gives independent standards by which to judge ourselves; Hazlitt's views.
Greek as an introduction to modern problems:
(a) In history: a parallel between fourth century Athens and modern Europe,
(b) In thought: the Sophists and Plato,
(c) In politics: Greek criticisms of democracy; Plato and Aristotle as an introduction to politics; Aristotle on socialistic theories; Plato and the problem of industrialism.
CHAPTER VI - THE CASE FOR GRAMMAR AND PROSE COMPOSITION

How far can the classics be satisfactorily studied in translations?
Justification of the teaching of Greek and Latin grammar; their educational value.
Justification of Proses: their value
(a) as tests of intellectual ability,
(b) as developing concentration of mind,
(c) as a training in precision of language: practical uses of this training in life.
This accuracy cannot be learnt from:
(a) Physical Science or Mathematics,
(b) nor, so well, from translation into modern languages.
Summary of the arguments for classical education.
CHAPTER VII - REFORMS

The problem affects three classes:
(a) The problem of boys in the elementary stages,
(b) Sixth form boys: present weaknesses in their teaching; these partly due to emphasis on scholarship in University Scholarship Examinations,
(c) The Universities: weaknesses of Classical Moderations and University Scholarships at Oxford; excessive stress on pure scholarship.
Reforms:
(a) reduction of composition in favour of Realien,
(b) intelligent teaching of grammar.
The fundamental problem is to get good teachers and intelligent teaching. We need:
(a) to be clearer about what we can learn from the classics,
(b) to read more methodically and with more intelligence,
(c) to regard the classics as living things; instances of dead teaching.
Compulsory Greek; a suggestion for solving the problem.

[Melanie · Rating 4 out of 5]

I got a bit bogged down in the middle - he really loves Greek - but overall a good argument for the true classical curriculum. Maybe someday I'll get to Greek.

[Rehab Dynasty Amy Lee · Rating 5 out of 5]

While Norms & Nobility: A Treatise on Education by David Hicks has a very philosophical approach to defining, sorting, & arguing the value of a classical education versus a traditional modern education at its very core, A Defense of Classical Education, on-the-other -hand, offers the argument for the curriculums purpose. Explaining how in the foundation of every element is the use of Latin, Greek, geometry, and written expression. How an art cannot be created or expressed, whether it be science or written or drawn, without the fundamental understandings of the very root. And with that understandings one creates a complete capacity of their intellect and their ability to be creative, pushing or society for instead of remaining at a plateau. It also expresses how a scientific approach, or an analog approach as listed in Norm and nobility, create a void for actual truth. Building a fallacy upon another fallacy and continuing that pattern continues to build us downward instead of upward. A very insightful book.

[Austin Hoffman · Rating 4 out of 5]

Really great

[Grace Hill · Rating 4 out of 5]

Excellent set of arguments. Some of them are clearly dated and irrelevant, but most are not.

[Cilla · Rating 4 out of 5]

A really good take on the benefits of getting a Classical education with convincing arguments even for today's society. I was always pretty critical about my own schooling, so this made me think of what I might have done differently and what I might like learn about as an adult (since I'm not the kind of person who can just stop learning). If I had children, I would certainly have a serious think about their education.

[Tonya Fridley · Rating 4 out of 5]

This book needs another reading.