Permanent Things Tutorial
We are an art history tutorial seeking to aid the homeschooling community. Our philosophy of education is that it should be integrated, rigorous, and humane in its aim. And we believe that a classical and Great Books approach, nicely intertwined with the Charlotte Mason style, is a perfect way to realize this. At the very depth of this so called "method" of our learning is what Edmund Burke has called The Permanent Things. What are the permanent things you ask? The "unbought grace of life", society's touchstone without which people are left to a machinal, adjusted education, where cool pragmatism talks of “getting a job”, and crass consumerism satisfies, at least temporarily, our love of entertainment, the material, and the novel.
Trading humaneness for facts, much of what is called education in our day, misses the enduring values that spirit the heart of man,values gained by an appreciation of what the past has bequeathed to the present. Overall public instruction is on a stagnate mill of self-importance, desperately needing learning that teaches the soul of man. In most of our colleges, mass-minded students are applauded their grasp of gross democratic egalitarianism, that holds every traditional idea as either shackling, or offering itself to a fresh interpretation.
These students are swallowing the revisionist’s arrogance and are cooperatively looking narrowly at cultures of the past.
What’s the remedy? A steady mind that knows he didn’t arrive here yesterday, but was carried upon the shoulders of his predecessors. A faith in transcendent virtues, like honor, and an unwavering belief in the future.
This is what we strive for in our own education and what we hope to pass on to others.
Trading humaneness for facts, much of what is called education in our day, misses the enduring values that spirit the heart of man,values gained by an appreciation of what the past has bequeathed to the present. Overall public instruction is on a stagnate mill of self-importance, desperately needing learning that teaches the soul of man. In most of our colleges, mass-minded students are applauded their grasp of gross democratic egalitarianism, that holds every traditional idea as either shackling, or offering itself to a fresh interpretation.
These students are swallowing the revisionist’s arrogance and are cooperatively looking narrowly at cultures of the past.
What’s the remedy? A steady mind that knows he didn’t arrive here yesterday, but was carried upon the shoulders of his predecessors. A faith in transcendent virtues, like honor, and an unwavering belief in the future.
This is what we strive for in our own education and what we hope to pass on to others.
Aeneas, Anchises and Ascanius c. AD 1618-1619
Sacred Love Versus Profane Love c. AD 1602-1603