This is such an excellent point, Stacy, and very true. However, from my vantage point, that disconnect can be closed only so much. I can and do cite the ways that my students have applied their classical learning to other fields, but I don't feel very authentic when I do, because I know that engineers and doctors don't need these skills to do their jobs. I never want to sound like I'm arguing that Greek or Latin will make someone a "better" doctor or lawyer or engineer. There are a few direct applications--e.g. medical terminology is almost entirely composed of Greek and Latin roots, prefixes, and suffixes--but most of the applications are particular to the student. Our two video game programmer alumni draw from their knowledge of mythology in creating online worlds in different ways; our lawyer graduates draw legal and rhetorical skills in their own ways; and on and on.

Where the university, and we the faculty, failed is in presenting our students with those models who could say, "Here's what I did with my classical education." Or presenting them employers who could say, "Here is what I value in my employees who have a classical education." I think it's rarely a direct skill set but more often a way of thinking or a way of approaching a problem or challenge or text, and that can be hard to capture in a short campus visit or 30 second online video.

As you can tell, I still don't have a concise way to explain how a classical education enhances a person as a professional or entrepreneur or employee!

But it sounds like you're a "believer" in the value of a classical education, Stacy. How would you describe the "fundamental skills" in a direct and applied way to other professions?

Thank you for reading and responding, my friend. I appreciate you.