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In 1974 a sixteen-year-old fled a failing high school for St. John’s College in Annapolis, entering a four-year cycle in which every student read the same canonical text at the same moment without majors, minors, or interpretive scaffolding supplied by the professoriate.
The method itself exposed the deeper motive of the modern academy: the replacement of direct encounter with inherited wisdom by layers of approved commentary that serve the managerial priesthood rather than the student’s soul.
St. John’s preserved what the Carolingian scholars and the medieval universities once understood—that ordered reading of the ancients forms the mind before it can be trusted with the present.
The governing principle is simple and ancient: truth is discovered through disciplined submission to what has been handed down, not constructed by the transient consensus of the classroom.
Every departure from this rule, whether through DEI mandates or the reduction of texts to instruments of social engineering, repeats the same error that dissolved the unity of Christendom after the nominalist revolt.
The faithful remnant therefore recognizes in St. John’s an archetype of the parallel institution that must now be multiplied if households and parishes are to recover any coherent inheritance.
Parents and pastors must withdraw their children from captured schools and replicate the chronological discipline of the Great Books under the authority of the creeds and the household.
Only such deliberate acts of separation can halt the dispossession of the next generation.
