The End Then of Learning…
“The end then of learning is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love him, to imitate him, to be like him, as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith makes up […]
Writing and Idea Articulation
The classical approach to writing must be twofold: understanding the scriptures, and reading the classics. Without these, students do not have a foothold in successful, proficient writing. Without reading, one cannot be expected to be an eloquent writer. And without Scripture, well, what is there? God has given us these beautiful gifts as a way […]
Multum, non Multa
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 […]
Art in Classical Education
From the primitive paintings in the caves of Lascaux, to the intentional rot of Maurizio Cattelan’s Comedian, and the catalog of visually produced thoughts and ideas in between, art can be defined in many ways. Art has such a large scope of inclusion that good art can be difficult to decipher and easy to ignore. So how do we make the difference clear? We use the only standard of measurement that can […]
