Dorothy Sayers has some thought-provoking statements in her article, “The Lost Tools of Learning.” On the one hand, she readily admits her inexperience in teaching, and on the other, she uses herself as a springboard for her thesis. Even though Sayers is untrained, she has experiences from her own learning in which to draw. She uses the tools that she has been taught in order to reason and formulate her thoughts into words that have something valuable to say. Today students are taught subjects, but the tools of how to think falls short; they lack the ability to put those thoughts on paper or to speak them adequately. Sayers states the fact that even many adults today have an inability to intelligently answer questions using appropriate arguments. Thankfully, she explains the tools that have been lost, so they may be found and used to help adults learn again, in order to guide future generations.
It has been said that the study of history gives us guidance for the present. Wisely, Sayers takes us back to a time when she feels they knew how to teach students more efficiently. She argues that the Middle Ages got it right as they applied a certain process of learning. Their method of education was named the Trivium and it was divided into three parts: Grammar, Dialectic, and Rhetoric. Sayers says that we need not do everything exactly as they did in the Middle Ages. Nevertheless, by using their ideas, as a foundation and with certain modifications, it can be just as beneficial, or an even better education for the present.
The Trivium begins with the Grammar stage. If Grammar is begun when the child is young, his mind is quick and can hold an abundant amount of information. The thought is—why not use this innate talent and apply it to his education? They can memorize Latin vocabulary at a rapid rate; Literature can be listened to and recited; History facts, such as important names and dates, are remembered; Geography maps are studied, memorizing capitals, and natural features; in Science the students learn and memorize important aspects of God’s creation like animals and stars; in Mathematics the facts tables are learned and easily recalled; in Theology the children soak up the Scriptures by memorizing verses, reciting the stories, the Lord’s Prayer or repeating the order of the Bible books. These are just some of the important things taught in the Grammar stage. The child at this point is called the “Poll-Parrot” which is appropriate due to their natural ability to imitate. The facts they are learning at this stage are laying the groundwork for the next stage.
There is not a precise time when the Dialetic, also called Logic, Stage begins for a student. Sayers says it is when he “shows himself disposed to pertness and interminable argument.” His thought development begins to show itself as he begins to use his words to express himself. In Language studies, vocabulary is increased, the history of language is studied and learning of proper speech applied; Reading and Writing is increased; as for Mathematics, Algebra and Geometry are introduced and applied; in History, the student is guided into more groundwork for Theological discussion and preparation for debate. Geography and Science also continue in like manner, picking up where the Grammar stage left off; using previously learned information or new, the student speaks or writes to show comprehension about the subject. At this stage a student is encouraged to go find out information; by gathering from suitable books and other resources, he decides what is useful for a particular subject. Like the “Poll Parrot” there is a suitable name for the student of this stage — it is “the Pert.” He likes to contradict, talk back, and trip up his parents or instructors, which keeps everyone on their toes.
The third stage, Rhetoric, begins when the student is looking for more knowledge to challenge himself. The many facts he has learned as a younger student now make sense to him and he can put this information in the right contexts. He is embarking on some exciting discoveries! The name given at this stage is “Poetic.” Since the student has been trained well enough, he can focus on particular areas of interest. At this time subjects noticeably begin to overlap and are not so easily distinguished. This raises uneasiness. Students are not sure how the diverse topics cohere and inter-relate. However, with a teacher’s guidance, along with creativity and independent thinking on the student’s part, the synthesis of knowledge begins to take shape.
Sayers promotes restoring a public presentation and defense of the Thesis at the culmination of this stage. This undoubtedly tests the spadework that has been accomplished with this student, hopefully making him confident by using the tools that he has been taught. At this point having gone through the Trivium, Sayers proposes, the student is so sufficiently prepared that he could go right into university classes with no problem, even if he is considered too young.
The Trivium, as Sayers so strongly believes, provides an excellent education, if carried out correctly. I agree with her, that this approach to learning gives the proper tools for studying, reasoning, writing, and influencing the society for righteousness. As a Christian parent, laboring to raise my children for the Lord, I need to make wise decisions for my children’s education, so that they, in whatever vocation they choose, can clearly communicate the Gospel message to the world. Christian day-schools and homeschools have plenty to gain by structuring their curriculum around the Trivium. With this in mind, Dorothy Sayers’ article gives convincing arguments for any parent or teacher to achieve that purpose. It makes great sense—may such tools be recovered and used!
