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To be ignorant of what occurred before you were born is to remain forever a child.

~Marcus Tullius Cicero

Roman statesman, philosopher, and orator, Marcus Tullius Cicero, said, “To be ignorant of what occurred before you were born is to remain forever a child.” If we do not know who and what came before us, we cannot learn from the mistakes and successes of others, and will, therefore, remain foolish in our thinking and actions. One of the primary goals of a good education is to produce morally responsible men and women who understand and value their civic duties for society to function well. Additionally, education should form the affections to love the Biblical standards of truth, goodness, and beauty so that the student desires to imitate God. Studying ancient history within the classical framework viewed through the lens of Scripture is a valuable pursuit for the modern student.

Building upon what the student already learned in the grammar stage, the Rockbridge seventh grader learns ancient history—from Creation to the fall of the Roman Republic. By studying the past, the student begins to have a greater understanding of how our present age and worldviews were shaped, how lessons of the ancients are relevant today, and how studying history leads to a deeper knowledge of oneself and of God’s sovereign plan.

By studying the past, the student begins to have a greater understanding of how our present age and worldviews were shaped, how lessons of the ancients are relevant today, and how studying history leads to a deeper knowledge of oneself and of God’s sovereign plan.

For the modern student who wonders about why the world is the way it is today, the classical teaching methodology of ancient history will answer his question. By 7th grade, the student has already formed certain presuppositions that determine how he makes decisions and interacts with reality. By studying the past, the student gains a greater understanding of how our present age was shaped. Ideas of the past have consequences. For example, the Athenians argued against the Melian idea of freedom and justice, that “the strong do what they will and the weak suffer what they must” as they attempted to expand their empire. This idea, “survival of the fittest,” had tremendous consequences throughout history which points to how our present age was shaped. The student considers this idea by reading the Melian Dialogue, identifying and analyzing arguments on both sides, and contrasts it to Scripture which teaches us to care for the weak and oppressed and offers a different idea of freedom and justice. If the student understands the problems of the past and their attempted resolutions, it helps him understand today and where we may be headed in the future. 

As the modern student of ancient history learns how our present age was shaped, he also wonders about what lessons he can learn from long-deceased men of ancient times. After all, haven’t we “advanced” as a society and as human beings since then? Through the classical methodology, time-tested vices, virtues, beliefs, and practices are taught. Civic and moral codes of the ancients reveal how decisions and actions have consequences and can be used today as either “base things to avoid or fine things to imitate” (Livy). The student learns to be civically and morally literate by judging past actions and applying those lessons today.

Our founding fathers continually turned to the ancients for lessons in vice and virtue. For example, the founders studied the lives of men like Julius Caesar, who sought to advance his own power, and Cincinnatus, who willingly gave up his power. To the founders, one was a villain, the other a hero. These vices and virtues are the same today as they were then. They are time-tested. Have we “advanced”? Our sinful human nature says, “No.” This is what we have in common with all mankind throughout history. The modern student realizes this as he studies the ancients and learns of vices to be aware of and virtues of men and women upon whose shoulders we can stand.

Finally, the modern student of ancient history wonders how he can come to a deeper knowledge of himself and God’s sovereign plan of salvation for fallen human beings. First, classical Christian education considers the framework of the student and how he was designed by our Maker. In the dialectic stage, the student begins to distinguish between good and evil and make judgments. In making these moral distinctions, he gains a finer understanding of himself and the world. Age-appropriate examples of good and evil throughout history are taught and confront the student with his sinful nature, the need for repentance, and the need for a Savior. The modern student who examines his life honestly will see himself in others who have gone before him and create a desire in him to love God’s standards of what is true, good, and beautiful and make the right choices.

Furthermore, history finds its existence and relevance exclusively in God and His will for His creation. History cannot be known apart from the knowledge of God and His relation to the universe. History begins at Creation. After the Fall, in times of darkness, before Christ, the modern student learns how God is setting the stage to reveal “a light for revelation.” The light for which man has been searching. Christ, the light, who comes during turmoil and uncertainty, transforms the world. For history to make sense and why it matters to the modern student today, it is imperative that he or she understands the magnitude of this transformation, its effect upon humanity, and that every single event is the manifestation of God’s providential plan. All of history before Christ points to the cross and therefore, should be studied.

For history to make sense and why it matters to the modern student today, it is imperative that he or she understands the magnitude of this transformation, its effect upon humanity, and that every single event is the manifestation of God’s providential plan. All of history before Christ points to the cross and therefore, should be studied.

Through studying ancient history, the modern student learns about western heritage and man’s quest for justice and freedom—out of which comes true justice and freedom in Christ. Ultimately, by studying ancient history, it is the hope that it will lead the modern student to deeper and richer worship of Christ and equip him to be a light to the lost. People and events of ancient history are just as relevant as the issues we face today—both have something in common—sinful human nature. The Apostle Paul writes about examples of men who were written down as warnings for us, men who were idolaters, and perished for it. Let us not be as children who do not heed the lessons of the past, rather let us learn from those who have gone before us to teach us what we ought to do.

Jean Grev has taught dialectic Ancient and European History at Rockbridge Academy since 2012. She graduated with a BA in communications arts and sciences with an emphasis on public speaking and rhetoric and a minor in business management from Michigan State University. She resides in Annapolis, Maryland with her husband; her three children are in the Rockbridge Academy classes of 2020, 2021, and 2025.