Within the following lines, I will shed light upon the Adlerian vision of educational egalitarianism, rooted in the ideals that inspired the American Revolution. Jefferson articulated a profound belief in the inherent value of every individual in the Declaration of Independence, challenging the long-held elite view of human worth based on birth.

“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”

If all individuals have the right to pursue happiness, they must have access to education as a means to that end. After the signing of the Declaration, the perception of education evolved in parallel with the growing recognition of human dignity. In the Massachusetts and Virginia State Constitutions, Adams and Jefferson established a public responsibility for education, mandating that states provide schooling at public expense for a specified number of years, arguing that an educated citizenry is essential for safeguarding rights in a democratic republic.

Both Adams and Jefferson, educated in classical traditions, advocated for an education that nurtures free citizens. This vision extended to the sons of freedmen following the Civil War. W.E.B. Du Bois understood education not merely as a way to earn a living but as a way to engage with the most profound questions of human existence: “The riddle of existence is the college curriculum that was laid before the Pharaohs, that was taught in the groves of Plato, that formed the trivium and quadrivium and is now laid before the freedmen’s sons.”

Some argue that providing a classical education to all children is impractical, while others see it as essential for future generations and societal well-being. At the dawn of the new millennium, the founders of the Neoclassical movement identified the inadequacies of educational institutions that emerged after the Industrial Revolution. In response to the superficial curricula offered, the Neoclassical education revolution—manifested in charter schools, homeschooling, and private institutions—arose alongside a societal shift toward school choice.

In both the school choice debate and in this debate about the value of classical education for all students, there is another self-evident truth that cannot be ignored: not all individuals possess the same abilities, capacities, experiences, or advantages. This makes universal education challenging. To engage with the liberal arts, children need foundational skills, because when reading becomes a daunting task, the Great Books become an insurmountable challenge, limiting a child’s access to the Great Conversation. Similarly, when number sense and spatial awareness feel beyond reach, a child’s sense of wonder about the marvels of the universe is extinguished.

If the trivium and quadrivium unlock “the riddle of existence,” a solid foundation for all students to acquire these skills must be established. The first step is to define the essential skills and knowledge necessary for a transformative classical education. The second is to determine effective teaching methods and intervention programs that ensure all children can access the classical course of study and its rich curriculum.

Such an egalitarian effort presents a paradox: teachers must provide tailored support for each student while simultaneously fostering wonder in a class of 30.  It is vital to recognize the significant responsibility placed on teachers and to ensure they receive support from robust intervention programs and from a school-wide commitment to virtue, if they are to achieve both goods. Tailored support and a sense of wonder are not competing goods but rather complementary elements. With such a foundation in place, teachers can set high academic expectations, fostering an intellectually rich environment where teachers affirm each student's potential. Without these conditions, we risk perpetuating the very gaps in skills and knowledge we aim to address.

The egalitarian vision for classical education shapes the Neoclassical educational movement, ensuring that all children—regardless of socio-economic status, academic performance, or intellectual capacity—have access to an education grounded in the liberal arts, discovered through wonder and inquiry. This enables each student the opportunity to achieve the chief end of human life: happiness.

Heather Washburn serves Vice President of Academic Achievement and Accessibility for Great Hearts Academies.  She leads a dedicated team that equips teachers, academy leadership, and regional leaders to ensure that all students have the opportunity to access the rich cream of classical education.



Heather Washburn
Vice President of Academic Achievement and Accessibility
Great Hearts Academies

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