The quadrivium is Real, Whole, and Perennial. Why say this?
These terms acknowledge challenges in contemporary mathematics and science education. The quadrivium is Real, in contrast to discouragingly remote abstraction. The quadrivium is Whole, in contrast to the constant incompleteness of one method after another. The quadrivium is Perennial, which contrasts with the ever-changing fashions of pedagogy.
What sort of students can study with A Brief Quadrivium? Who can teach with the book? How well does this course of study integrate with the rest of a curriculum?
What are the main sources of the quadrivium? How did it come down to us? How does it relate to contemporary developments in mathematics education?