by James Traub in The New York Times (May 3, 2026)
In an essay drawn from his new book The Cradle of Civilization: How Schools Can Help Save Our Democracy (W.W. Norton), James Traub provides a telling vignette from a classical school in Minneapolis (Eagle Ridge Academy) that exemplifies the “pre-political” nature of classical education—i.e., a form of schooling that precedes any partisan interpretations. As Traub notes, “civil discourse and mutual respect” are the primary features of this school—and essential elements for training the next generation to inherit the American Republic…
In this article, Traub explores how classical public charter schools like Eagle Ridge Academy near Minneapolis could offer an antidote to America’s toxic and fragmented political climate. By implementing strict behavioral standards—such as school uniforms and structured classroom routines—alongside a curriculum centered on the great books of the Western canon, these institutions purposefully integrate moral development into daily education. Traub notes that while modern schools often treat morality as a private matter or reduce it to personal “values” and self-esteem, classical schools actively revive the foundational American belief that a successful republic depends entirely on the civic virtue of its citizens.
Although critics often worry that teaching “virtue” is a conservative ploy to enforce rigid social compliance, Traub argues that classical education is not intrinsically partisan. At Eagle Ridge, for instance, the student body is highly diverse, largely non-white, and includes many working-class and immigrant families attracted to the school’s high test scores and traditional environment. Furthermore, student projects and discussions regularly reflect a mix of perspectives, including progressive topics like environmental sustainability, proving that the model can flourish outside of strictly conservative enclaves.
Ultimately, Traub highlights how this structured focus on ancient philosophy and moral codes fosters genuine civil discourse and mutual respect among adolescents. By training students to engage in rigorous, Socratic seminars where they patiently debate complex ethical questions—such as fate and honor in Virgil’s Aeneid—the school teaches young people how to disagree constructively without animosity. Traub concludes by challenging readers to consider whether the future of American democracy would be more secure if every citizen received an education rooted in these deeply reflective and respectful habits. He is looking at a school like Eagle Ridge not just as an educational experiment, but as a potential blueprint for repairing our broader political culture.
