Hillsdale College K-12 Classical Education Podcast: "Classical Education 101"

Date: January 5, 2026
Host: Scott Bertram
Guest: Julie Apel, Assistant Headmaster, Hillsdale Academy, MI

Overview

In "Classical Education 101," Scott Bertram hosts Julie Apel to explore the foundations and unique characteristics of classical education, particularly as practiced at Hillsdale-affiliated K-12 schools. The conversation covers what classical education is (and isn’t), its goals, curriculum, teaching methods, school culture, outcomes for students and families, common misconceptions, and advice for families and teachers considering joining the classical education movement.

Key Discussion Points and Insights

1. Defining Classical Education

[02:16–03:39]

• Purpose and Core:
  • Julie Apel emphasizes that classical education is “deeply connected to learning and that what we learn is formative for the child.”
  • Its explicit mission is the development of the whole student—"both heart and mind"—through cultivation of moral character, civic virtue, and a robust liberal arts and sciences curriculum.
• Tradition and Renewal:
  • Classical education isn't a new invention but a "renewal" of time-tested educational traditions.
  • The focus is "not that they're looking for something old. They're looking for something true, something that resonates and is worthy." ([03:56])

2. What Happens in the Classroom

The "What": Content

[05:24-07:37]

• Students, even as early as first grade, engage in “multiple sentences about Mesopotamia,” have beautiful cursive writing, and by fourth grade, write five-paragraph essays.
• From kindergarten, the curriculum is rich: science, quality literature, history, and language arts.
• Classical schools also teach Latin and, by the upper grades, grapple with American and world literature and history—preparing students for complex discussions in civics and government by 12th grade.
• Memorable Quote:
  • "It's not so much that it's rigorous or that we're trying to do something hard, it's that we're learning the fundamental things and they build on one another." ([07:08])

The "How": Pedagogy

[07:47–09:59]

• Instruction practices are active and “teacher-led.” Teachers are “stewards of the content”—guiding students through questioning, discussion, and hands-on activities.
• Even in kindergarten, there is a focus on “active engagement with the body and mind”—handwriting, group recitation, and manipulatives in math.
• Thoughtful inquiry is central: “Teachers ask questions such as why does that work? ... Is there another way you can do it?”
• Classrooms are lively: “The teacher was leading the classroom, but the students were articulating the ideas." ([09:10])

3. What Makes Hillsdale’s Approach Distinct

[10:15–13:02]

• Unique emphasis on American liberal education:
  • Multiple “layers” of American and world history through K–12.
  • By graduation, students can cite pivotal dates, recite primary sources (e.g., the preamble, Lincoln's Second Inaugural), and have engaged with the Federalist Papers.
• Cultivation of civic virtue alongside academic mastery:
  • Preparing students “not only for your own flourishing, but for the flourishing of your people, of your nation.”
• Notable Quote:
  • “They have something to steward both through their knowledge and then the virtue that they’ve cultivated as students.” ([12:48])

4. School Culture and Community

[13:17–16:11]

• K–12 unity fosters continuity and a sense of family and community.
• Classical school culture displays “a cultivation of loves”—students are physically active, pursue music and art, and dress in uniforms that reflect the day’s purpose.
• The environment is “an orderly place, but it’s a happy place,” with visible relationships between students and teachers. Locks aren’t needed on lockers, emphasizing mutual trust.

5. Expectations for Students and Their Development

[16:11–19:46]

• Classical education is “for anyone who wants it,” not an elite program.
• Students thrive when families engage with the school’s mission and culture. Success is gradual, and students may need adjustment time.
• “They recognize that they're actually enjoying learning and that there's something quite satisfying about being among other students who also want to learn.”
• Key indicators: meaningful participation in both academics and extracurriculars, family-sustained learning (e.g., at dinner), and seniors presenting thesis projects to the community.
• Memorable Quote:
  • “The student’s learning is for his own flourishing, but it actually affects the culture of a whole family.” ([18:51])

6. Common Misconceptions

[19:46–21:44]

• Myth: It's "only for the elite."
  • Fact: "It's an education for human beings."
• Myth: Only for those who will score well on tests or pursue prestigious careers.
  • Fact: Classical students excel in many paths, including trades, because they are equipped “to pivot ... or learn about anything they want to for a lifetime.”
• Dangerous misconception: Viewing classical education as exclusively for academic high-achievers can “steal one of the greatest rewards,” which is personal growth and a love of learning.

7. Advice for Families and Teachers Considering Classical Schools

[21:44–23:58]

• Many teachers did not themselves receive a classical education, so entering the classroom “requires a particular kind of humility.”
• Success means “give yourself to the mission of the school ... seek out mentors ... get feedback.”
• Classical education is an active, participatory process: “Education is always sort of a roll up your sleeves and get into it kind of work.”
• Teachers and families are “participating in something larger than yourself”—a broad renewal of education.

Notable Quotes and Memorable Moments

• "Classical education at its core believes that human flourishing is deeply connected to learning and that what we learn is formative for the child."
  — Julie Apel, [02:18]

• "It’s not that they're looking for something old. They're looking for something true, something that resonates and is worthy."
  — Julie Apel, [03:58]

• "It’s not so much that it’s rigorous or that we’re trying to do something hard, it’s that we're learning the fundamental things and they build on one another."
  — Julie Apel, [07:08]

• “The teacher's not the content, but the teacher is the steward of the content.”
  — Julie Apel, [09:16]

• “They have something to steward both through their knowledge and then the virtue that they've cultivated as students.”
  — Julie Apel, [12:48]

• “The student's learning is for his own flourishing, but it actually affects the culture of a whole family.”
  — Julie Apel, [18:51]

• "The misconception that this is an education for the elite ... it's an education for human beings."
  — Julie Apel, [20:06]

Important Timestamps

• [02:16] – Defining 'classical education'
• [05:24] – What students learn in classical schools
• [07:47] – How classical classrooms operate and teacher roles
• [10:15] – What distinguishes Hillsdale’s American classical schools
• [13:17] – School culture and the K–12 classical community
• [16:11] – Student expectations and what thriving looks like
• [19:46] – Common misconceptions about classical education
• [21:44] – Advice for families and teachers new to classical education

Tone and Style

The episode maintains a warm, inclusive, and reflective tone. Julie Apel weaves personal anecdotes with wider educational philosophy, aiming to demystify classical education and invite listeners to see it as an attainable, deeply rewarding path.

This episode serves as an accessible primer for families, teachers, or community members contemplating classical education—highlighting not only how it works, but why its traditions and aims continue to matter today.