Sooo ... as you can tell by reading it, this essay aims to highlight how much we depend on search to know 'how to do' everyday things: those that existed before the internet, those we would actually ask our parents, family, or friends. In that spirit, we discarded the myriad of tech-related questions about how to fix and do certain tasks in computers, smartphones … And the inappropriate ones. Our global data is language-agnostic, which means that it takes into account the often overlooked fact that . So when someone in the lusophone world searches "Como beijar" it will show up in Google's "How To Kiss" search — although I really doubt would need such a search ;)
Let us amuse ourselves by imagining that such progressive retrogressionis possible. Let us make a clean sweep of all educational authorities,and furnish ourselves with a nice little school of boys and girls whomwe may experimentally equip for the intellectual conflict along lines chosenby ourselves. We will endow them with exceptionally docile parents; wewill staff our school with teachers who are themselves perfectly familiarwith the aims and methods of the Trivium; we will have our building andstaff large enough to allow our classes to be small enough for adequatehandling; and we will postulate a Board of Examiners willing and qualifiedto test the products we turn out. Thus prepared, we will attempt to sketchout a syllabus--a modern Trivium "with modifications" and wewill see where we get to.
The aims of education and other essay
It is, of course, quite true that bits and pieces of the mediaeval traditionstill linger, or have been revived, in the ordinary school syllabus oftoday. Some knowledge of grammar is still required when learning a foreignlanguage--perhaps I should say, "is again required," for duringmy own lifetime, we passed through a phase when the teaching of declensionsand conjugations was considered rather reprehensible, and it was consideredbetter to pick these things up as we went along. School debating societiesflourish; essays are written; the necessity for "self- expression"is stressed, and perhaps even over-stressed. But these activities are cultivatedmore or less in detachment, as belonging to the special subjects in whichthey are pigeon-holed rather than as forming one coherent scheme of mentaltraining to which all "subjects"stand in a subordinate relation."Grammar" belongs especially to the "subject" of foreignlanguages, and essay-writing to the "subject" called "English";while Dialectic has become almost entirely divorced from the rest of thecurriculum, and is frequently practiced unsystematically and out of schoolhours as a separate exercise, only very loosely related to the main businessof learning. Taken by and large, the great difference of emphasis betweenthe two conceptions holds good: modern education concentrates on "teachingsubjects," leaving the method of thinking, arguing, and expressingone's conclusions to be picked up by the scholar as he goes along' mediaevaleducation concentrated on first forging and learning to handle the toolsof learning, using whatever subject came handy as a piece of material onwhich to doodle until the use of the tool became second nature.