A Case for the Classics

Lee Deppermann

Opinion Paper Draft

September 22, 2009

A Case for the Classics

Mark Twain purportedly said that a classic is a book that everyone wants to have read but no one wants to read. Throughout much of modern history a liberal education, which can be defined as an education that focuses on acquiring intellectual skills through strenuous study of history, philosophy, mathematics etc, (with heavy emphasis in the Greek and Roman classics) was considered the foundation for both a good education and a productive life. Not so anymore. Paradoxically, Americans enjoy an unprecedented amount of prosperity while becoming less and less educated with each generation. Formal education, in both the high school and colligate levels are responsible for this shift.

Despite recent media attention surrounding public education, with President Obama’s recent speech as the prime example, no one taking an easy look at America’s education would think that the current system was dangerously lacking. After all, a Lexus in every garage and a headphone in every ear would suggest that although we may be less fluent with the classics, we’re not worse for the wear. A closer look, however, may change our opinion. The complexities that modern societies bring create new social problems that demand creative, intellectual solutions that go beyond the kind of innovation that produces a sleeker iphone. If our modern political, legal, social and moral issues are to be resolved it will be because cultivated minds apply mental prowess to find ultimate solutions. Liberal educations, with strong roots in the classics, have long been recognized as essential to shaping intelligent minds.

A resurgence of classical education is definitely within reach. Many American high schools, primarily public, still operate under the anachronistic model of preparing students to enter the workforce. A litany of research shows conclusively that college enrollment is higher than ever before and still rising. High schools that remain committed to basing their curriculum in vocational classes are seemingly ignoring the fact that the purpose of high school, for most students, is to be prepared intellectually for higher education. A student I met recently remarked that all of his business and ‘career preparation’ classes in high school were little prep for university level business training. In nearly all cases, formulas and strategies are quickly forgotten.

In contrast, a high school education with strong emphasis in liberal education would be much better college preparation, without sacrificing job-training opportunity. Studying Classical literature exposes students to other cultures, problems and ideas. Consider the student who applies himself in a class that studies ancient (or modern for that matter) history. Although he will likely never be in the same position as those he studies, in learning how to weigh evidence and evaluate decision the student will have gained critical reasoning skills not to be gained otherwise. Further, the student that applies himself to mastering literature and languages learns how to discipline himself, fostering the mastering of future material, whether in the classroom or on the job.

A liberal education, in contrast with vocational education, gives every student skills he can take into both college and into the workforce. Is there really a job that does not require you to think analytically? Critical thinking and writing skills are essential today, even considering the high tech environment that dictates many jobs. Perhaps more importantly, these skills are essential for college performance. Whether it is a business, history, engineering or art class, university students will need to be able to reason, think critically and communicate effectively. On the other hand, students who had a vocation job base in high school will need to learn those skills at the same time he or she should be using them most.

Educational experts agree that the high school years are formative. Not only do these years prepare students for the work force and college, they should prepare the student for a lifetime of learning and cultural awareness. Studying classical literature and history exposes students to new ideas and cultures. Vocational classes and curriculum do little to promote lifetime learning.

This transition, or reintroduction, can be subtle. But it must happen. Today’s problems need minds trained to think, and that training best comes from a liberal education, hopefully started in the high school years.