In the first century, Pliny the Younger penned the principle, multum non multa: much (multum), not many things (multa). This term appears in a letter to his friend Fuscus advising him to read a few books deeply rather than skimming many texts. This posture in learning encourages a selective, in‑depth reading. It is curating a modest number of noble works to study thoroughly, rather than consuming copious material superficially. This advice reflected habits of the earliest scholars and the value of quality works over quantity read.
So then classical education follows suit, not merely introducing us to many things—the “multa,” which can, by necessity, lead only to superficial knowledge—but should encourage us to drink deeply at the springs of the preceding civilizations and cultures. It is the conviction to note what is worthy of consumption, choosing what is good and right and true. It stirs our affections for the things of eternal weight when we relish in these rich wells, the written word. Much, not many.
“The reading of all good books is like conversation with the finest of the past centuries.”
– Descartes
The pedagogical principle of multum non multa is accomplished at Providence by carefully curating the Literature lists, summer reading texts and ancillary books read within the classroom. Texts are selected from administration and staff after careful reading with the eternal end in mind. This is seen as our lower grammar texts include the delightful The Nest is Noisy or the adventures of Winnie the Pooh or the historical work of Little House in the Big Woods. We have streamlined our upper grammar classes into a handful of literary texts that merge in a meaningful way with their era studied in history class. These students partake of King Arthur and His Knights, Where the Red Fern Grows and The Lion, the Witch and Wardrobe. In the Logic level, we undertake addressing themes that they encounter at the coming of age. These include overcoming obstacles in Anne of Green Gables, developing character from Call of the Wild, and navigating societal pressures in The Screwtape Letters. At our Rhetoric level, our students delve into the Great Conversation with texts such as The Odyssey, Oresteia, selections from The Thebian Plays, Julius Caesar and Aesop’s Fables.
When teaching few themes and manuscripts at one time, we are letting good things go for the better and expectantly, the best. We build firm foundations by slowly delving deep.
“I cannot remember the books I’ve read any more than the meals I have eaten; even so, they have made me.”
– Ralph Waldo Emerson
