Yesterday, I began what is going to be a series of talks on the role of parents in classical Catholic education. I spent my time talking about the importance of understanding our place in history—what history offers us, what tradition offers us, and what saints and wise men of the past have established and left for us. I also discussed the advantages we have today, the different circumstances we face compared to those who came before us, and how that challenges us to respond properly.
Jesus said, “To whom much is given, much is expected.” Standing where we stand in history, with a cloud of witnesses that has gone before us, giving us examples and doing much of the work that needed to be done, we’ve been left with so much. We have to roll up our sleeves and work in our generation to build on what they’ve left us—not squander it.
Much of what they’ve left us has been almost completely lost. In fact, when I started the Classical Liberal Arts Academy, I don’t think there were many people in the world who could even name the seven liberal arts, let alone appreciate their significance. Many of the truths we now take for granted in the Academy were unfamiliar or inaccessible to most Catholics just a generation ago.
Our predecessors in the Catholic faith, and in the broader history of learning, education, and philosophy, have left us so much. Yet our sloth, silliness, and irresponsibility put these treasures at risk of being lost. We have the opportunity not only to preserve these treasures, studying and learning them for ourselves, but also to secure and make them accessible to future generations. Furthermore, we must build upon what’s been left to us—not by adding to the truths themselves, but by improving their communication, access, affordability, and more. That’s the work we’ve undertaken in the Classical Liberal Arts Academy.
The Importance of Environment
Yesterday, I also talked about the importance of establishing an environment conducive to classical Catholic education. We must consider how the environment restrains and directs the attention and energy of children toward their proper end. Rather than placing our children in difficult circumstances and expecting great things from them, we should think of the home as a greenhouse where young, tender plants—our children—are nurtured, protected, and prepared to grow strong.
When I was a Protestant, I once had a pastor—a serious Christian man I respected deeply—who preached a series of sermons on raising children. He spoke about the culture of the family, the spiritual life of parents, and the routines of the household as being like the air children breathe. He argued that many homes are filled with poisonous air, making it impossible for children to grow healthy and fruitful, despite their parents’ expectations.
This was a vivid and helpful illustration of the importance of a healthy environment. It reminds us that we must establish homes that support learning and virtue.
Series Structure and Intent
The first talk covered these foundational topics. This series is not scripted; I have ideas of what I want to discuss, but I am addressing each topic as it comes to mind. I’ll take as much time as needed to explore these ideas, whether that results in a three-part or ten-part series. I may also post follow-up talks if I reflect later and realize there’s more I should have said.
In today’s talk, I’d like to discuss further the role of the parent in classical Catholic education. Many parents, especially in homeschooling, enter the process with a mistaken view of their role. This misconception is often encouraged by the homeschool industry, which uses it to sell more materials. Parents are given a “rah-rah” message about being primary educators but are left without an intelligent plan for what they’re actually supposed to do.
The True Meaning of “Primary Educators”
In Catholic circles, we often hear that parents are the primary educators of their children. This is true in a technical sense—it is taught in the Catechism and is orthodox Catholic teaching. However, many parents interpret this phrase in ways that the Catechism does not intend. They assume it means they are the best teachers, the only teachers, or even qualified teachers of their children, which is not the case.
When the Catechism refers to parents as primary educators, it means they are their children’s first educators. The term primary here is equivalent to first—as in primary school, which simply means “elementary” or foundational. Parents have the responsibility of getting their children pointed in the right direction in life. They are the first movers in their children’s education, beginning at birth and continuing throughout life.
This initial, natural education involves the parents’ character and behavior, which influence their children far more than any formal instruction. A child learns to experience love, wisdom, patience, and virtue—or their absence—through their relationship with their parents.
The Power of Example
When parents are good and virtuous, their children are shaped by that experience. Children learn the virtues—patience, generosity, kindness, forgiveness—through the actions of their parents. By contrast, when parents are hypocritical, their children receive conflicting messages that confuse their moral development.
True education comes primarily through example. Jesus taught by example, saying, “Come, follow me.” In the same way, parents must live the life they wish to teach. Hypocritical parenting—demanding behavior from children that the parents do not model—is doomed to fail.
Imagine a mother trying to teach her child how to bake cookies, but she has never baked cookies herself. She insists on teaching her child by giving verbal instructions alone, with no demonstration or practical experience. The child, never having seen cookies baked or tasted them, is left confused. This scenario illustrates the problem with hypocritical education, where words are not backed by action.
This method of parenting—giving instructions without example—is unfortunately the norm in modern education. Parents and teachers are told they can instruct children in subjects they themselves do not understand, simply by following prepackaged programs. For example, parents are encouraged to teach their children Latin without ever studying it themselves. They are handed materials and told they’ll succeed, but this approach is deeply flawed. True mastery comes from the example of those who know the subject well—the masters.
The Hypocrisy of Modern Education
This same hypocrisy is rampant in private schools. Many so-called classical schools boast of their commitment to classical education, yet their teachers have no background in classical studies. An English major or a science major teaching subjects like Latin or philosophy often lacks the expertise to do so effectively. Despite this, these schools and their teachers act as if they are authorities in classical education. The message they send to students is inconsistent: classical education is important for you, but not for us.
This hypocrisy demotivates children and undermines the entire educational process. If adults do not value and pursue the education they advocate for their children, why should the children take it seriously? True education requires the teacher to be a living example of the principles they teach.
The Influence of a Parent’s Life
The most powerful message parents send their children is through their own lives. I recently had a conversation with my daughter, who decided not to attend college. She works full-time, enjoys her job, and has been promoted to management positions. She shared with me how she handles difficult customers and said, “I learned that from you.” She observed my behavior over the years—staying calm under pressure, focusing on solutions, and maintaining a positive attitude—and it shaped her approach to challenges.
This realization reminded me that the greatest influence I have on my children comes from how I live my life, not from what I say. For over 17 years, my children have watched me work to build the Classical Liberal Arts Academy. They’ve seen the challenges, the criticisms, and the progress, and they’ve witnessed my persistence and discipline. My actions have spoken louder than any lecture I could give.
This is why parents must focus on being saints, not just on raising saints. If we strive for personal holiness and model a virtuous life, our children will be far more likely to follow in our footsteps.
The Eucharist and Personal Example
One convicting example in my own life is daily Mass. I live 10 miles from our parish, and daily Mass is celebrated at 9:00 AM. Knowing that the Creator of the world is present in the Eucharist, I often feel guilty for not attending daily Mass. As a self-employed person, I have no excuse—yet I often allow work or other responsibilities to take priority.
Imagine the lesson my children learn from this inconsistency. They hear that the Eucharist is the source and summit of the Catholic faith, yet they see me skip daily Mass for less important tasks. This conflicting message undermines the faith I want to pass on to them. As parents, we must align our actions with our beliefs to avoid sending mixed signals to our children.
What It Means to Be a Teacher
Jesus said, “Call no man teacher, for you have one teacher, the Christ.” This statement highlights that Christ is the ultimate teacher because He alone reveals the truth. While others may teach us by faithfully transmitting Christ’s teaching, no one else can claim the authority or insight of the Teacher Himself.
In the same way, parents and educators must recognize that they are not the masters of the subjects they teach. In classical education, the true teachers are the masters—individuals like Aristotle, Euclid, and Nicomachus—who discovered and perfected the arts and sciences. Our role is not to replace these masters but to guide our children to learn directly from them.
For example, Aristotle is the teacher of logic. He discovered the principles of reasoning and explained them in his works, such as the Organon. No modern teacher can match Aristotle’s expertise. Similarly, in geometry, Euclid remains the authoritative source. Classical education respects these masters and seeks to learn from their wisdom.
The Role of Parents in Classical Education
As homeschooling parents, we must acknowledge our limitations. We are not teachers in the traditional sense; we are facilitators who provide our children with access to the works of the masters. Thankfully, the Classical Liberal Arts Academy makes this possible by organizing resources and creating a curriculum that connects students with these timeless sources of wisdom.
To prepare our children for classical education, we must first pursue it ourselves. By studying the classical curriculum and living a life of virtue, we model the intellectual and spiritual habits we hope to instill in our children. This personal pursuit of wisdom and virtue is the best preparation for guiding our children in their education.
Conclusion
In this talk, I’ve addressed the true meaning of parents being the primary educators of their children. It’s not about teaching academic subjects; it’s about the natural influence of parents’ lives on their children. I’ve also discussed the importance of aligning our actions with our beliefs and the role of classical masters in education.
As we continue this series, I will explore more practical aspects of classical Catholic education. If there are specific topics you’d like me to address, please let me know. Until then, I encourage you to reflect on your own life and how it influences your children’s education. Focus on being a saint, and you will inspire your children to follow the same path.
God bless you.
