School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone’s bridge in Physics. – Walker Percy, Lost in the Cosmos: The Last Self-Help Book

Dr. Percy’s humorously accurate account is consonant with our beliefs about the high school experience. From our own recollection and experience, it is vital that all courses contain not just discipline and order (though these are essential), but also convey a love of the subject taught. We as teachers are truly amatores (the root of “amateurs”) – we love what we teach and our highest aspiration is to make our love infectious. It doesn’t happen all the time, certainly not with teenage students. Yet those moments when a student sees a thing as it is and shares your love for it – those are why we built TRS as we have: small, intimate, communal, and, hopefully, full of studious joy.

The High School Classical Curriculum

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