The phrase “lost tools of learning” comes from an essay written by Christian author, essayist, and writer, Dorothy Sayers. Early in the 20th century, she critiqued the movement toward progressive ideals and forms of education. This included elements that we all recognize: child-centered curriculum choices, elimination of competition and merit-based learning, elimination of educational practices that are not “fun” for the students (like memorization, drill and practice, graded tests and assignments, etc.). Educators have moved in the direction of cooperative group assignments with socialized grading schemes and age-based advancement regardless of achievement.
Those trends have not reversed themselves in a pendulum of action and reaction. Instead, they have been exacerbated by the trend to amuse ourselves to death, with all of its attendant technological wonders. Artificial intelligence, though helpful in some applications, also mitigates against the development of human intelligence, which takes more work and a certain amount of discomfort on the parts of learners and teachers alike.
Why are these things problematic? The public/private partnerships in our society want workers with particular skills but don’t require or even desire much analytical ability. Compliance is more comfortable for everyone than complaint.
Sayers wrote:
“... we let our young men and women go out unarmed in a day when armor was never so necessary. By teaching them to read, we have left them at the mercy of the printed word. By the invention of film and radio (I’ll add all things digital), we have made sure that no aversion to reading shall secure them from the incessant battery of words, words, words. They do not know what the words mean; they do not know how to ward them off or blunt their edge or fling them back; they are prey to words in their emotions instead of being the masters of them in their intellects.” [RLT, p. 152]
So, what are we to do?
We have wanted in the last 120 years to wash our hands of the responsibility to arm our children. Our parents and grandparents were happy to let their children be wards of the state five days a week. But wait! Here comes homeschooling. But wait again. Too much of what passes for school at home is a hodgepodge of programmed learning online (turnkey, no muss no fuss, wash our hands again), or government sponsored freebies (no personal cost to me), or back to basics programs (Once my kids can read, do basic math and spell a little, my job is done. They can educate themselves.)
But does this type of education prepare the Christian warriors and builders that we need in the kingdom of God?
The famous Christian educator and writer, C. S. Lewis, astutely observed, “Where the old [education] initiated, the new merely ‘conditions.’ The old dealt with its pupils as a grown bird deals with young birds when they teach them to fly: the new deals with them more as the poultry keeper deals with young birds– making them thus or thus for purposes of which the birds know nothing.” [AOM, p. 34]
We know that the “poultry keeper” approach leads to bondage and death. But what are we to do? Based on the “Lost Tools,” some have advocated for a classical Christian education, or a classical liberal arts education. Those terms are frightening, however, if we have a built-in aversion to words such as “liberal” and “classical.” What do we actually mean by a classical Christian liberal arts education?
What we don’t mean—
We do not mean an education based on classical Greek philosophies and ideals.
We do not mean an education that is a medieval style syncretism of Greek philosophy mixed with Christian theology and tradition.
We do not mean an education focused on the fine arts.
We do not mean an education based on progressive liberal philosophies and practices.
What we do mean—
We mean the use of tried-and-true methods that prepare students to interact with their culture and society in a way that effectively provides an antithesis and antidote to godless secularism through 1) a thorough understanding of the Biblical worldview and 2) being equipped to effectively communicate and defend it. By “liberal arts” we mean methods and content that cause the student’s mind to mature so that it is free to think apart from popular group think and impervious to unbiblical propaganda. [ITW, p. 386-7]
By “classical” we mean education that creates understanding and appreciation for the true, the good and the beautiful.
The true is explored through epistemology– how we know what we know. As Christians, we recognize the authority of God’s Word, His revealed truth, as foundational.
The good is explored through biblical ethics. Right and wrong are defined by God, not some poll of public opinion published on social media.
The beautiful is explored through biblical aesthetics. Beauty is founded on the creative principles of God, bringing order to chaos.
Too often we let our students, and perhaps ourselves, “feel” our way through life without learning why we should “feel” a particular way. If we can’t think rightly, we probably won’t feel rightly. We won’t know how to ground our feelings on Biblical truth.
Is this approach Biblical in and of itself? Do we need to go beyond basic skills and content to inculcate rigorous mental skills? Scripture demands that we do.
Hebrews 5:13-14: For everyone who partakes only of milk is not accustomed to the Word of righteousness, for he is a babe. But solid food is for the mature, who because of practice have their senses trained to discern good and evil.
Col. 4:6: Let your speech always be with grace, seasoned as it were, with salt, so that you may know how to respond to each person.
I Pet. 3:15: But sanctify Christ as Lord in your hearts, always being ready to make a defense to everyone who asks you to give an account for the hope that is in you, yet with gentleness and reverence.
Tit. 2:6-8: Likewise urge the young men to be sensible, in all things show yourself to be an example of good deeds, with purity in doctrine, dignified, sound in speech which is beyond reproach, in order that the opponent may be put to shame...
In order to train our young people to have this kind of ability, we must work with God’s design for development.
Elementary grades: The “Grammar” phase
This is the basic tools phase. We start with reading, writing, and arithmetic. This must involve a great deal of memorization. We can’t start our youngsters on the path to relying on Alexa when they need to recall something basic. At this stage they need to know how their language works. It is good to study a Latin-based language. This helps children understand the structure of their own language which they learned by rote imitation. It also extends their vocabulary.
Their content education will be focused on the vocabulary unique to various disciplines, such as basic science, geography, literature, mathematics etc.
At CHESS we offer a variety of classes that help in the grammar phase.
Middle School: The “Dialectic” phase
Students are learning to use their tools. They are learning to analyze facts, propositions, opinions in a logical way. Sayers writes, “Logic is the art of arguing correctly... Indeed, the practical utility of formal logic today lies not so much in the establishment of positive conclusions as in the prompt detection and exposure of invalid inference.” [RLT, p. 158]
Prov. 2:10-11 For wisdom will enter your heart, and knowledge will be pleasant to your soul, discretion will guard you, understanding will watch over you, to deliver you from the way of evil, from the man who speaks perverse things.
At CHESS we offer logic and expository writing at this level.
High School: The “Rhetoric” phase
Once we have basic tools and know how to use them, it is time to build something meaningful. Students at this level should be able to recognize the true, the good and the beautiful and communicate effectively the basis for their judgments. Subject matter becomes the grist for the mental mill.
At CHESS we offer speech and debate, drama, apologetics, in depth Bible study, and Biblical Greek.
Rom 12:2: And do not be conformed to this world, but be transformed by the renewing of your mind, that you may prove what the will of God is, that which is good, and acceptable, and perfect.
As Sayers warned, if we don’t have the proper end in sight as educators, “What is the use to pile task on task and prolong days of labor, if at the close, the chief object is left unattained? The sole end of education is simply this: to teach men how to think and learn for themselves.” [RTL, p. 164]
Acts 17:11: Now these were more noble-minded than those in Thessalonica, for they received the word with great eagerness, examining the Scriptures daily, to see whether these things were so.
So, what happened to the “Lost Tools of Learning?” Were they really stolen? Probably not entirely. To paraphrase the 19th century evangelist Robert Sheffey, “Every time we give up a part of our faith to try to fit into the ways of the world... we lose a precious part of God’s promise, sacrificed to the world, and the world will never give it back... When it is all gone, we will look back and see our religion was not taken from us, it was given up, handed over bit by bit, until there was nothing left.” [SHEF]
Perhaps we didn’t learn how to use the tools ourselves and so did not recognize their necessity or value. At CHESS, we are here to partner with you in the body of Christ to help you regain the tools and raise a generation of people capable of building something meaningful for the kingdom of God in this present age. - Mrs. Teri Ong.
Colorado Heritage Education School System was originally founded as a ministry of Victory Baptist Church (now called Reformation Baptist Church) in Greeley, Colorado, by Pastor Stephen and Mrs. Teri Ong in 1991. The Ongs, pioneers of home education, began home educating their children in 1986. Stephen and Teri Ong were influential in helping to broaden home education freedoms in Colorado before home education was recognized as a viable means of education in Colorado.
Bibliography and Notes
Sayers, Dorothy. “The Lost Tools of Learning” reprinted in Wilson, Douglas. Recovering the Lost Tools of Learning. Wheaton, Illinois: Crossway Books, 1991. [RLT]
Holmes, Arthur F. “The Liberal Arts: What and Why?” reprinted in Timmerman and Hettinga. In the World. Grand Rapids: Baker Academic, 2004. [ITW]
Lewis, C. S. The Abolition of Man. Nashville, Tennessee: Broadman & Holman Publishers, 1996 edition. [AOM]
Sheffey, a film produced by Unusual Films, Bob Jones University, based on the life of evangelist Robert Sheffey. [SHEF]
empty toolbox image: Angeles Balaguer, Pixabay; chicken image: Thomas Quinn, Pixabay; tools image: Stefan Schweihofer; Pixabay
