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Acknowledgements | p. ix |
Foreword | p. 1 |
Introduction | p. 5 |
Origins | |
Greece: $$ (Paideia) | p. 31 |
Cimon of Athens [Stesimbrotos of Thasos (c. 450 BC)] | p. 31 |
Isocrates, Panegyricus (c. 380 BC) | p. 32 |
Plato, Protagoras; The Republic; Laws (427-347 BC) | p. 33 |
Aristotle, Metaphysics; Nicomachean Ethics; Politics (384-322 BC) | p. 49 |
Rome: Humanitas | p. 55 |
Cicero, De Oratore; Tusculanæ Disputationes; Pro Archia Poeta; De Officiis (106-43 BC) | p. 55 |
Seneca, Epistulæ Morales Ad Lucilium; De Otio (4 BC-AD 65) | p. 62 |
Quintilian, Institution Oratoria (AD 35-100) | p. 66 |
Christianity: $$ (Logos) | p. 69 |
St. Jerome, Letter to Eustochium (AD 384) | p. 70 |
St. Augustine of Hippo, De Magistro; Confessiones; De Doctrina Christiana; Retractationes (AD 354-430) | p. 72 |
The British Tradition | |
Against the Darkness | p. 83 |
The Anglo-Saxon Chronicle | p. 84 |
Alcuin, Letters, poems and Problems (735-804) | p. 84 |
Alfred the Great, Annals of the Reign of Alfred the Great; Introduction to Gregory the Great's Pastoral Care; Translations of Boethius' Consolations of Philosophy (849-899) Ælfric, Preface to his Grammar (c. 955-1010) | p. 93 |
Twelfth-century Revival | p. 99 |
John of Salisbury, Metalogicon (c. 1115-1176) | p. 100 |
St. Thomas Aquinas, Quæstiones Disputatæ De Veritate (c. 1225-1274) | p. 103 |
New Learning: The Renaissance Humanists | p. 107 |
John Colet, Statuta Paulinæ Scholæ (1512) | p. 108 |
Richard Pace, De Fructu Qui Ex Doctrina Percipitur (1517) | p. 109 |
St. Thomas More, Letters (1512-21) | p. 110 |
Roger Ascham, Letter to Sturm; The Scholemaster (1550; 1570) | p. 116 |
Henry Parker, Lord Morley, 'Tryumphe of Fame' (1554) | p. 119 |
George Buchanan, 'Genethliacon Jacobi Principis Scotorum' (1566) | p. 120 |
Persistence through Englightenment, Romanticism and Industrialisation | p. 123 |
Samuel Johnson, Scheme for the Classes of a Grammar School; 'The Vision of Theodore' (c. 1736; 1748) | p. 124 |
David Hume, 'Of the Standard of Taste' (1757) | p. 126 |
Adam Smith, An Inquiry Into the Nature and Causes of the Wealth of Nations (1776) | p. 133 |
Samuel Taylor Coleridge, Biographia Literaria (1817) | p. 134 |
Restating the Ideal: Diligence and Devotion | p. 139 |
Cardinal Newman, Discourses 5 and 6, The Idea of a University (1852-1858; 1873) | p. 140 |
Thomas Carlyle, Inaugural Address delivered to the University of Edinburgh (1866) | p. 144 |
John Stuart Mill, Inaugural Address delivered to the University of St. Andrews (1867) | p. 149 |
John Ruskin, 'Of King's Treasuries'; 'Traffic'; 'Of Wisdom and Folly in Art' (1865; 1866; 1872) | p. 156 |
A Challenge from Science | p. 163 |
TH Huxley, 'Science and Culture' (1880-1881) | p. 163 |
Matthew Arnold, 'Literature and Science' (1882) | p. 168 |
The Twentieth Century: Liberal Education for All | p. 177 |
RH Tawney, 'An Experiment in Democratic Education' (1914) | p. 181 |
Worth Fighting For: Restatement in and after World War II | p. 189 |
Sir Richard Livingstone, The Future in Education (1941) | p. 189 |
CS Lewis, The Abolition of Man (1943) | p. 190 |
TS Eliot, The Virgil Society (1943) | p. 191 |
Dorothy L Sayers, The Lost Tools of Learning (1947) | p. 191 |
Losing Battles | p. 195 |
Sir Winston Churchill, Letter to Sir Vincent Tewson (1953) | p. 195 |
Gilbert Highet, The Migration of Ideas (1954) | p. 196 |
CP Snow and FR Leavis, Two Cultures? (1956-1962) | p. 198 |
GH Bantock, 'Progressivism and the Content of Education' (1975) | p. 200 |
Returning to First Principles | p. 203 |
Michael Oakeshott, 'A Place of Learning' (1974) | p. 203 |
Anthony O'Hear, 'Education, Value and the Sense of Awe' (1992) | p. 227 |
Liberal Education Redux | |
Revival in America. From World War I to Christian Classical Schooling | p. 247 |
American Lessons: Rereading the Great Books | p. 247 |
Why America? US Exceptionalism versus Models for Britain's Future | p. 253 |
Index | p. 261 |
Table of Contents provided by Ingram. All Rights Reserved. |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.