CLASSICAL EDUCATION
INTRODUCTION (I)

For our purposes when we say Classical it should be implied that we mean Classical and Christian; and not just Christian but rather Christ-centered. As you explore our site we hope you will discover that this is not just another way of saying Christian school.

Classical education differs from most modern educational philosophies in that it steps back from contemporary fads and trends to answer some important questions. Classical education asks such questions as, Why was education excellent in the past and what did this method of education look like? Why were our forefathers exceptionally literate and principled and what great books were used in their education? Why was such a high standard achieved in the past and what goals were thought important?

The heart of Classical education is the Liberal Arts curriculum. The Liberal in Liberal Arts education once referred to an education which made one free. Generally one who had a Liberal (freeing) education was well grounded in all the disciplines of learning and therefore was able to lead and rule. In its original context we agree with this concept of Liberal. As our Savior said to His disciples in the Gospel of John, Then you will know the truth and the truth shall set you free.

The Arts of Liberal Arts education were originally seven in number. To start with there is the Trivium of grammar, logic and rhetoric. Add to this the Quadrivium of mathematics, music, astronomy and geometry to complete the original seven. Classical curriculum includes such interrelated subjects as theology, logic, Latin (Why Latin?), literature, astronomy, music and the great books, but is not so limited in scope.

The Classical school does not use one particular curriculum but searches for the most appropriate for each subject. Classes are not centered on lecture and test taking, but focus more on dialogue which provoke a true understanding of the subject. Teaching goes beyond mere fact finding to inspire critical, reasoned thinking and logical decision making. The goal is to truly understand the material and not just excel at test taking. This is not to say that facts are not taught, but rather it says we ask why in order to understand the how.

See Classical Education II under OUR METHODOLOGY for an expanded explanation of this subject. Also, see the list of suggested readings which follows.

Suggested Readings on Classical Education
Below is a short selection of our recommended readings for the parents of Newnan Classical School. These readings would also be a good resource for those outside our school who are interested in learning more about Classical education. Though there are perhaps hundreds of other books on this subject, these will give the reader a solid foundation for understanding what we are doing at Newnan Classical School.

While we may agree with the authors of these books as it pertains to their assessment of the need for and practical outworking of Classical education, this is not to be taken as an endorsement of their particular religious beliefs or practices. In so far as each individual author may, in humble reliance trust in Gods sovereign grace (in Christ) alone for their eternal security and salvation, evidenced by living godly, upright Christian lives, we share their faith. Beyond that, we are unable to accurately represent them. In that context we recommend these resources to you. Enjoy!

• "The Lost Tools of Learning," by Dorothy Sayers
  Classical Education, by Gene Edward Veith, Jr. and Andrew Kern
• Recovering the Lost Tools of Learning, by Douglas Wilson
• The Well Trained Mind, by Susan Wise Bauer & Jesse Wise
• The Abolition of Man, by C.S. Lewis
• The Case for Classical Christian Education, by Douglas Wilson
• Repairing the Ruins, edited by Douglas Wilson
• Norms and Nobility, David Hicks