In the small, rural community of Fruitland in southwestern Idaho, parents like Alishia Kauvaka drop off their children at what they consider to be an American educational treasure. Treasure Valley Classical Academy, consisting of 300 students, is a tuition-free, grades K–10 public charter school that has adopted a classical education model centered on developing moral character and civic virtue.
Ms. Kauvaka has seen firsthand, as a parent and a classroom observer, how her sons benefit exponentially from exposure to a classical curriculum. Students are immersed in rich content, learning the principles of responsible self-government, freedom, and liberty.
Ms. Kauvaka called the previous school her sons attended “mundane, lacking depth and conviction as to what the human soul needs to live and thrive.” By contrast, Treasure Valley Classical Academy has “a very clear mission: Train the minds and improve the hearts of our young people through a classical, content-rich curriculum that emphasizes virtuous living, traditional learning, and civic responsibility.”
What Is Classical Education?
A classical education stresses a balanced curriculum, including the in-depth study of math, science, literature, and history, along with courses in Latin, philosophy, the fine arts, American history, and civics. Arts, music, and theater are intended to help students cultivate an appreciation for the good, the true, and the beautiful. In a classical setting, teachers guide students through unscripted lessons that introduce or reinforce virtuous character. Studies can include engaging lectures or Socratic-style discussion-based learning.
At its core, Treasure Valley Classical Academy is what an American classical school looks like under the model developed through Hillsdale College. Known as the Barney Charter School Initiative (BCSI), this collaborative movement was launched in 2010 to revitalize public education and support classical K–12 charter schools through community networks. What began as an outreach program of Hillsdale College eventually expanded to include curriculum development through Hillsdale’s K–12 Education Office.
Kathleen O’Toole, assistant provost for K–12 education at Hillsdale College, believes that education is more than delivery of facts; rather, an education that strives for truth forms the human mind and human character. “The human mind has to cultivate what is the most beautiful thing. The mind of the child is trained, and although it is a learned appreciation, it is worth learning. At Hillsdale affiliated schools,” for example, “children can read music by the end of fifth grade—every kid!”
A former school principal, Ms. O’Toole believes that children want to offer their thoughts, debate, explore, challenge, and question what they are learning. “What that means in younger grades is a Socratic discussion, or a back-and-forth between teachers and students. It’s deeper than memorization.”
For older students, learning is seminar-style, where a lengthy discussion takes place. Students often lead, Ms. O’Toole said. They don’t just repeat what the teacher wants to hear. Instead, they deliberate among themselves. “Questioning and deliberation is within instruction at a classical school. We give them the opportunity to weigh it in their own minds.”
Stephen Lambert, Treasure Valley’s executive director, helped build the classical school on a particular educational philosophy. He believes that an educational institution needs to graduate civic-minded students who are knowledgeable in United States history and Constitutional thought. The Hillsdale K–12 model places emphasis on the intellectual study of the United States. “It was clear as day this is the model for human flourishing, wedded to the perpetuation of our Republic,” he said.
A deep belief in the country’s founding ideals encouraged Mr. Lambert to build a school where virtuous citizens could be nurtured and molded. Meanwhile, students are exposed to great works of literature, philosophy, politics, and art, which teaches them about human nature, whereas math and the sciences teach students about the natural order. History teaches students to grasp their place “in the unfolding of the human story.”
Mr. Lambert explained that, equipped with “a tool chest of knowledge,” “they can discern the world around them, pursue truth, and make wise decisions. In the end, they experience happiness.” He added that the Western classical tradition encourages young minds to be curious and have a sense of wonder about the world around them.
The school’s mission is to prepare thoughtful citizens who will take part in the national conversation. “What happens if this experiment with liberty is not perpetuated? What will happen if some form of power is imposed or tyranny?”
Collaboration
Mr. Lambert, as a former homeschooling father, is an advocate for parental choice in K–12 public education. “Decisions are made at the local level, and local citizens decide if they want this kind of educational choice.”
In this charter school setting, Mr. Lambert emphasizes that it is important to get the culture right, find and coach great teachers in the classical traditions, utilize rich content through good books, and follow the pedagogy of Hillsdale’s K–12 Education program. At Treasure Valley, there is a wait-list of 200–250 students at any given time, which validates parental support for Treasure Valley’s mission.
So far, 92 schools in 30 states operate in the United States using Hillsdale College’s K–12 curriculum. Hillsdale College does not own, manage, or profit from any of its affiliate schools. While these schools have a license to use content from the curriculum, it is a free program. However, the literacy curriculum is offered at the cost of printing.
Becoming a Hillsdale K–12 school is highly competitive, though. For those accepted into the program, the process to become a member school can take a couple of years. Ms. O’Toole said that her team helps “find a facility, get the charter, do fundraising, and identify a quality headmaster, train the headmaster, and then support the school at no charge with professional development.”
Each successful Hillsdale-affiliated school is locally driven, Ms. O’Toole added. For example, with charter schools, local residents typically act as the board, giving greater control to the community of the type of education that will be offered.
As a former public school parent, Ms. Kauvaka respects the classical American school’s mission to provide her sons with moral and academic foundations.
“If there was one positive attribute of Hillsdale philosophy that I wish other schools had, it would be the courage to teach truth, despite social popularity or current fads and ideas,” she said. Her fifth-grade son agreed, and told her, “‘The mission helps us achieve what we as human beings should be like. We strive for good self-government to attain this,’” she recalled.
This article was originally published in American Essence magazine.
