by Martin Cothran
One of the measures of how hard it is to articulate the case for the value of a classical education is that you have to use the assumptions of those who don’t value it in order to persuade them that it has value.
That’s a mouthful, I know. But what I mean to say is that whenever you are asked to give a reason why your student needs a liberal arts and humanities education, you are expected to give a thoroughly utilitarian explanation, an explanation that someone with a classical education would immediately see was not only beside the point, but a little subversive of the very goals of this kind of learning …
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