Passersby could wander at will into grand public libraries in imperial Rome. Could they trust what they found inside?
It’s around 200 CE, in Ephesus, an Aegean city of Greek roots, now a major hub of the Roman Empire. Meandering down marble-paved Curetes Street, a dweller is lost in the bustle of the town, procuring produce and wares in shops tucked beneath the colonnades, attending the public baths – even a conveniently placed brothel. It all plays out alongside merchants from across the Mediterranean, who disembark their ships to transport cargos and conduct business in the great depot between West and East. They make their way past the shrine to the emperor Hadrian and the nymphaeum of the emperor Trajan, bold reminders that the Ephesians, in their prosperity, are now part of the realm in faraway Rome. And there, culminating at the end of this lively thoroughfare at a slight angle, as though gradually revealing itself, lies a theatrical marble-clad façade of elegant Corinthian columns, exquisite reliefs and wordy inscriptions.
Up a short flight of stairs, flanked by statues, three large doors offer a glimpse into a single large room, colonnaded and high-ceilinged. Thousands of scrolls are carefully stacked into rectangular recesses in the walls. The doors to the towering Library of Celsus are flung wide open: anyone can enter this shrine to the written word. Continue reading
When in-person school resumed after pandemic closures, Rousmery Negrón and her 11-year-old son both noticed a change: 
If you are a parent or a teacher, you most probably read stories to young children. Together, you laugh and point at the pictures. You engage them with a few simple questions. And they respond.
A resurgence of interest in classical education has been evident in recent years. This has been due, in part, to a number of influential writings on regaining “lost” knowledge in our culture which have, in turn, inspired an increasing number of schools founded on a classical model. When surveying the landscape of classical education, it becomes evident that there is a clear vision available for the purpose of the study of humanities. What does not seem as clear, though, is the nature of mathematics in a classical education.
In 1930, 3 million American adults could not read. Most of those 1 million white illiterates and 2 million black illiterates were people over age fifty who had never been to school. (Regna Lee Wood)
My wife and I recently met with the principal of the school our daughter attends to discuss her education future.
When their ship from the Netherlands docked in the harbor of New Amsterdam (now New York City) in 1688, Garrett Hendricks DeWeese, and his wife Zytian, could not have known of the historic events that would direct the destiny of their future family. Nor could they have known how those future sons and daughters would be central figures in molding those events. 
I was recently looking through Intellectual Takeout’s archives and once again stumbled upon 
In this speech, delivered in the depths of the Great Depression, presidential candidate Franklin Roosevelt sought to explain the dramatic ideological differences between himself and the Republican President Herbert Hoover, ‘the Great Engineer.’