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I think the principles behind A Thomas Jefferson Education are generally sound. Classic works are deemed such because they have stood the test of time, have valuable insights into a specific area of study or into human character, and/or have broken new ground and are a useful study into the process of identifying ideas that have changed the world. I think we all should spend much more time with the classics, in all subject areas. Classics can enrich, teach, inspire, and help us re-examine our lives and our priorities. My favorite book that propounds the same principle is The New Lifetime Reading Plan: The Classical Guide to World Literature, Revised and Expanded by Clifton Fadiman and John Major. (I recommend Fadiman’s introduction entitled, “A Preliminary Talk with the Reader” from the 1978 edition over the much shorter “Preliminary Talk” in the current edition; the former gives a stirring recommendation for the study of the classics along with suggestions for forming a lifetime reading plan.) A five-star book.

I related to much in A Thomas Jefferson Education. I was familiar with many of the books and essays about education in the bibliography, and I had read a significant number of books on the recommended “classics” list. I applaud the overall concept, but I found their proposals too limited, and I took issue with several points that were implied if not stated outright. The first is that American public education is designed for the poorest of the masses, thus our students get a poor man’s education designed to keep the masses in their place – therefore, our children will get a better education at home studying the great books of the world. My experience in the public school system before I became a stay-at-home (and work-at-home) mom is that the homeschooled children did not necessarily stand head and shoulders above public school children when it came time to apply for college. They have a lot of knowledge in certain areas, but are often surprisingly lacking in areas of the general knowledge that public school children receive. They are independent workers, but so are many (certainly not all) of the public school children, who often have teamwork skills their homeschool counterparts may lack . I’m not convinced that homeschooling is the perfect panacea.

Also, the idea that public schools provide mass education for the poor, and that caring parents will provide for their own children at home, implies that parents who care can provide a solid education at home, and suggests as a corollary that parents who can’t or don’t must not care. Also implied is that the poorest are also the least intelligent or least educated. I really take issue with each of these implications and the further implication that their combination suggests: As a family’s household income approaches the poverty level, the children will naturally be less educated. Likewise if family circumstances necessitate that the mother must also work part or full time, and therefore cannot homeschool the children, the children will be relegated to public schools and will remain stuck at the bottom level of educational opportunity. This sounds like social stratification mentality. Family priorities and values along with individual ambition are a much better predictor of student success than adjusted gross income.

I agree with the authors that a good education is not something that can be simply broadcast to the masses. The many epiphanies and eureka moments in which insight is gained, experience is expanded, and understanding is reached are absolutely individual and come at different times and speeds. Experiences can be designed to facilitate them, but at best a teacher can only hope for them – the student must do the hard work of thinking and discovering. While facts, stories and procedures may be broadcast to a mass audience, skill development, insight and understanding happen one child at a time. I agree with the authors that a mentor is more likely than a broadcaster to understand, cultivate and assist in bringing about such understanding and insight. But in today’s world, I think both public education and homeschooling are lacking. Each has strengths, but also weaknesses. There must be a cooperation between the two. I think a caring parent can entrust a young child to a capable teacher for the acquisition of many of the basic concepts and skills that must be developed, following up by reviewing homework at home for assurance the child understands. A classroom teacher cannot possibly tailor the instruction to meet every child’s needs; it is the parent who is best suited to guide and inspire their child in directions that fit the child’s personality, expand the child’s breadth of learning, deepen areas of interest, and inspire the child to take increasingly more responsibility for their own education as they mature and develop. In upper grade levels, schools offer equipment, expertise, and experiences that often cannot be replicated at home. Ultimately, as adults, and we continue to learn without the aid of formal classrooms.

From my experiences with public and home learning, I believe that the greatest predictor of a child’s success is parent involvement and the parents’ sense of responsibility, whether the child is homeschooled or public schooled. Today’s society seems to place the responsibility of public school failure on the heads of the teachers; and the solution is to punish the teachers by requiring more testing, more regulation, and more hoops to jump through that are a distraction, at best, from effective classroom instruction time. Our society would do well to remember that responsibility for the child’s education rests firmly with the parents, that any school system can provide parents with good assistance, and that turning a child over completely to a school system – whether public, charter, or private – represents an abdication of the parents’ duty, with any resulting educational failure shouldered primarily by those ultimately responsible: the parents.

End of rant; I step down from my soapbox. I did gain some valuable ideas – reminders, mostly, that a lifetime learning plan can be an individual quest, or it can include the entire family. And so we set up Family Book Club: my husband and I select a book and acquire several copies, often from the various libraries; we allow a month for us all to read it; we come up with thought-provoking questions; and, to entice the children to read, we take anyone who has completed the book out to a desirable restaurant – a real incentive for my kids who get family dinners seven days a week – for stimulating conversation about the plot, characters and themes, and about their teen or pre-teen problems, successes, fears, and hopes, especially as they relate to that month’s book. For that inspired idea that came as I read A Thomas Jefferson Education I am truly grateful. I know that others reading this book will also devise ways to enhance their own and their children’s education, and I recommend it with that end in mind.

The ideas in this book are very inspiring. I love the idea of inspiring my kids to become educated and to educate myself also. I was overwhelmed by the thought of reading the classics, until a good friend reminded me to start simply and let my education be self-guided. A good, quick read for anyone who wants to be motivated to read and think more.

Overall I love the ideas and approach but DeMille's style reads a bit like a motivational speaker at times and his clear embrace of American exceptionalism and capitalism as the ideal turned me off a bit and is a bit jarring in the context of his equally enthusiastic embrace of classics, which show that such systems produce wealth disparity and human misery.

Disclaimer: To any and all people who think TJed is the greatest and newest idea since sliced bread: Carry On! This is only a BOOK review.
My hope is that the critical thinkers who gave this book such good ratings had already embraced the idea of TJed before reading this book. Perhaps they are rating the TJed system, and not the book as it stands alone. It was painful for me to read the first thirty-five pages of this book, where Van DeMille tries to make a convincing argument that: Firstly, "Education will never be fixed, and in fact doesn't need to be fixed" because (drum roll). . . education can't be defined, and lastly "Education can't be fixed" . . . UNTIL (!) we stop believing that education is possible. I am not joking. Three paragraphs beginning on page eleven.
I'm presuming that the author began sharing his ideas on the public speaking circuit where people might fail to notice that you are talking in circles. It would also be easier to make unfounded assertions when speaking. Here's a good one: "The actual curriculum of the public school system is about 75% social and 25% skills." Where in the world did he come up with those numbers? He doesn't say, but if you have your doubts he encourages you to back up his argument by asking your friends and family. (pg. 28) In my opinion, this book would hardly stand up to any honest scholarly review. It reads more like the op/ed section of the newspaper with a kind of populist appeal. As in Van DeMille's subtle "Soviet conveyor belt method" label for public education.
I have no problem with homeschool. In fact, the women I know who teach their children at home are very intelligent, very dedicated, and make a lot of sacrifices in order for their children to receive a great education. And I don't know anyone who would argue that studying the classics is a bad idea, obviously. I am just a little concerned that Van DeMille feels himself qualified to be a "mentor of mentors" since he's no great shakes as a writer.
And lastly, I don't get the "Anniversary Classic Edition" seal on the cover? Anniversary of what? Six years since the first edition?

This is one that you’ll want to read and reread and go back and remind yourself again
Every parent should read this book and take charge of who their children are becoming

I desperately wanted to like this book the second time I read it. When I read it for the first time about four years ago, I felt surprised that so many people liked it, and in the ensuing years, I continued to find that many of my friends were impressed by it. My rereading was an attempt to give it a fair chance. However, I rediscovered the same problems: the author's points were either poorly argued or regurgitated from other sources. Everything he wrote that was original I disagreed with, and everything I found to be true I have found in other sources both better written and more persuasively argued.

Really readable, inspiring book on homeschooling and education in general. I find myself encouraged and excited to dig into the classics for myself, and allow my excitement to bleed over to my kids. Education is about teaching children how to think, not what to think. This book is so full of good truths about education, love of learning, etc., without being pretentious or hard to digest. Highly recommend!!

I love the concept of Leadership Education - focusing on how to think instead of what to think. That is the focus of the book. How to inspire, and get out of the education box. However, I think he's a lousy writer. And while I agree w/ the basic concepts, they are written somewhat manipulatively - like if you don't agree w/ him you are an idiot. Also, he doesn't cite his sources all the time, which is annoying. DeMille's book is definitely propoganda for his college - George Wythe College. But w/ all that said, it's worth looking at the concept of Leadership Education, and some of his implementations are very practical.

I am homeschooling my daughter, and in my searches for supportive people in the area and good books to read on the subject, I was directed to this book. I believe most of what DeMille writes about the failings of our current education system and how best to get a really great education (through "mentors and classics"). However, sometimes his arguments seem weakly backed and he is pretty vague about how to put into practice what he suggests. He and his wife have followed this book with two more books that I think are more prescriptive - but I haven't read them yet.

An inspiring and enlightening view on education! I had so many "aha" moments reading this book. One of the biggest epiphanies came when I thought about the reason I wanted once upon a time to be a teacher. I wanted to teach high school "English" because that was where you got to read books and discuss them in-depth, bringing out the particularities of characters, motives, right, wrong, morals, etc. That had always been my favorite part of school, getting to read, discuss, love, relate to, be inspired by books (which is why I majored in English literature in college).
I realized that my love of literature and relating to the characters and learning from them was what really inspired me to learn as a youth. I had hungered for that kind of education all along and I lament that I didn't understand the philosophy of mentors and classics sooner so I could have taken ownership for my own education at a much younger age. I was rarely inspired to do this otherwise in public school.
This book gave so much shape to my understanding of education—it gave me a framework in which to view what I was already yearning for and what I want for my kids someday. LOVE this book!

I would probably give this 4.5 stars if I could - it was a very inspiring book about how to change our thinking about education from just teaching skills to help kids "make it through life" to getting them to be inspired to be the leaders of the future. I loved a lot of the ideas, most of which could probably be implemented on a "school" level, but are much easier in a homeschool setting. It focuses on going to the sources ("classic" writings) instead of commentaries on the writings, and being an inspiring mentor by actually doing the reading/work yourself so you can engage in thought-provoking discussion with your students/kids. It changed the way that I viewed the purpose of education - excellent.