1. The Trivium. This is what the book is about. The word refers to three of the traditional "seven liberal arts" that were the basis of the classical and medieval school curriculum, namely Grammar, Dialectics or Logic, and Rhetoric. (The other four, the so-called "Quadrivium" of Arithmetic, Geometry, Music, and Astronomy, were discussed in the previous book.)
I must admit, when I was first asked to write on this topic, I wondered if it could be made interesting enough. The Trivium sounded a bit boring to me, as I'm sure it does to many people. The rules for correct speech and the dry bones of logic? Give me a break! But as soon as I entered into the subject I found unexpected vistas opening up. It is a bit like entering the Tardis.
The key for me was to discover that the three elements of the Trivium link us directly with three basic dimensions of our humanity. No wonder they are so fundamental in classical education! I tried to bring out this hidden depth by talking not about Grammar and so on but about Memory, Thought, and Speech. To become fully human we need to discover who we are (Memory), to engage in a continual search for truth (Thought), and to communicate with others (Speech). (I suppose I might equally have approached these in terms of Maurice Blondel's three categories of Being, Thought, and Action.)
In modern times the most famous writer on the Trivium, whose essay "The Lost Tools of Learning" inspired the revival of classical education, is Dorothy L. Sayers. In it she wrote:
"But modern education, she went on, has put the cart before the horse. It has reduced the Trivium to the teaching of various "subjects", and neglected the tools of learning. She proposed to reinvent it. She did so bearing in mind a rough theory of child development, based partly on self-observation. (I did not give this enough attention in the book, I admit, so this is by way of reparation.) She had noticed that children go through a Poll-Parrot, a Pert, and a Poetic phase before they reach puberty. At each stage a certain approach to each subject will come easier than others. Thus she writes of the need to teach the "Grammar" of the various subjects (languages, history, geography, science, mathematics, and theology)
at the Poll-Parrot or imitative stage, the "Dialectic" of each subject at the Pert stage, and finally the "Rhetoric" dimension when the children reach the more Poetic or Romantic stage of their development.
It is a brilliant approach, and one that has since revolutionized education in many small schools. As she says, "the tools of learning are the same, in any and every subject; and the person who knows how to use them will, at any age, get the mastery of a new subject in half the time and with a quarter of the effort expended by the person who has not the tools at his command." It may offer a key to reversing the decline that followed the dismantling of the liberal arts in most Western countries:
written about this already here.)
NEXT: The Transcendentals