Getting Hands-On with History: A Classical Studies Case Study
Classical Studies is a core course for our Logic scholars, rooted in a simple conviction: to understand the present, we must first understand the stories of the past. By weaving together history, philosophy, and culture, this class invites scholars to examine earlier civilizations with curiosity, to think critically about their own moment, and to prepare thoughtfully for the future.
One thread that runs through every era is technology. From the Roman road system to the Gutenberg press, tools have shaped how societies worship, trade, govern, and imagine the world. Historian Tom Standage observes that technology changes “not only what we do, but how we think.” With that in mind, our scholars study inventions as more than machines—they are expressions of human need, creativity, and belief.
Why Windmills Matter
This winter our scholars explored the Dutch Republic of the 15th and 16th centuries, a culture shaped by both water and ingenuity. Much of the Netherlands lies below sea level, and survival depended on controlling the constant threat of flooding. Windmills became the heart of that effort, pumping water from reclaimed land and allowing communities to farm, build, and thrive.
As cultural historian Simon Schama explains in The Embarrassment of Riches, Dutch identity grew out of this daily struggle with the sea; the windmill became a symbol of perseverance and shared responsibility. What began as a practical solution gradually became an icon of Dutch life—appearing in art, trade, and the rhythms of village work alongside canals and wooden shoes.
From Reading to Making
After studying key Dutch leaders, explorers, and engineers, scholars were challenged to design their own working windmills. They examined historical models and modern examples, but the final design choices were entirely their own.
The goal was not simply to complete a craft; it was to experience history with their hands. Classical education seeks to form scholars who own their learning—who can move from reading about an idea to testing it in the real world. Each scholar planned, experimented, revised, and reflected on the results.
Some windmills turned beautifully on the first try. Others did not. Yet those models that struggled often produced the richest conversations about blade angles, structure, and the patience required for true engineering. Reflection, perseverance, and careful observation became as important as the finished product.
Learning that Lasts
By the end of the unit, scholars had not only learned about Dutch history but had also touched the larger themes of Classical Studies:
how technology grows out of human need,
how culture shapes invention,
how perseverance and creativity build civilizations.
Most importantly, they discovered that history is not a list of dates but a living story they can enter. The windmills on their desks were small, but the lessons were large: innovation requires imagination, failure can refine understanding, and the past still speaks to the present.
Projects like these remind us why Classical Studies matters. When scholars read, build, question, and reflect, they begin to see themselves as part of the same long conversation that shaped the Dutch engineers centuries ago. That is education for wisdom—and for life.
Sources Referenced
Schama, Simon. The Embarrassment of Riches: An Interpretation of Dutch Culture in the Golden Age.
Standage, Tom. The Victorian Internet (on how technologies reshape thought and society).
