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Veritas cultivates wisdom and virtue through rigorous curricula, character/leadership education, and an array of extra- and co-curricular activities. Veritas is a preK-12th grade day school that employs the classical trivium in its Schools of Grammar (PreK-4th), Logic (5th-8th), and Rhetoric (9th-12th), utilizing a college-like course schedule. Students meet in classes at Veritas for part of the week. Students then read, study and/or research independently at home under the guidance of a parent (PreK-7th) or at school (8th-12th). From an early age, Veritas students take ownership of their learning, mastering the skills of time and priority management, as they follow the college-like schedule in pursuit of a liberal arts and sciences education conducted in an ambitious, adventurous, entrepreneurial environment of open inquiry, discovery, and risk-taking.
Parents should take a primary role in the education of their children, but they need not be alone in this challenging task. The University-Model® approach to education provides professional instruction, while allowing parents time with their children and for families to learn together at home. In addition to time for families to live and learn together, the UMS schedule forms the habits of independent study necessary in advanced studies and in future occupations.
The UMS schedule changes as students progress through the years, as does the role of the parent:
  • Grammar School (PreK-4) - students are on campus two days per week and completing assignments (provided by the Veritas teacher) at home three days per week. The parents role at this stage is that of a co-teacher as they are actively engaged in the execution of lessons on the home days.
  • School of Logic (5-8) - students are on campus three days per week and completing assignments (provided by the Veritas teacher) at home two days per week. The parents role at this stage transitions from a guide for dependent study (5th and 6th grade) into a guide for independent study (7th and 8th grade).
  • School of Rhetoric (9-12) - students follow a university schedule with a blend of 3-day per week classes and 2-day per week classes. Students are still only in class around 20 hours per week. When they are not in class, students practice time and priority management as they study independently in various locations around campus.
The classical method of education is a three-stage approach to instruction with the goal of producing graduates who have mastered the art of learning so that they may skillfully acquire and apply knowledge, reason critically, and articulate persuasively. Sometimes referred to as the Trivium (Latin for “three ways”), this approach consists of the grammar, logic, and rhetoric stages, each building upon its predecessor.
  • The Trivium - basic factual content and rules—the “grammar”—of any given subject must first be mastered; then an understanding of how to apply the facts—the “logic”—must be discerned; and finally, the ability to synthesize the foregoing into an articulate argument—the “rhetoric”—must be developed. The Biblical equivalent to this progression is found in the admonition to pursue knowledge, understanding, and wisdom. Classical education organizes learning around the maturing capacity of the child’s mind.
The curricular emphasis during the grammar school years is on learning basic facts and figures during the time when children love to memorize (and when they are best at doing so). The subsequent emphasis during the middle school years on logic and analysis trains students to think critically and deeply about subjects, both academic and otherwise. This emphasis corresponds with the middle-school student’s bent toward exploration, questioning, and a desire for deeper understanding. Finally, the emphasis during the high school years shifts toward honing rhetorical skills, including both spoken and written communication. This shift prepares students to write college-level theses, utilizing their grasp of proper grammar as well their ability to think logically and critically. The structure of the Trivium recognizes that though there is much overlap, an ideal time and place exists for each part of learning: memorization, argumentation, and self-expression.
Beyond being a pattern of learning, classical education leads to an academically rigorous comprehensive education by:
  • Being language intensive, demanding that students use and understand words, not video images. Language requires the mind to work harder by forcing the brain to translate a symbol (words on the page) into a concept. Images, such as those on a video or television allow the mind to be passive.

  • Being history intensive, providing students with a comprehensive view of human endeavor from the beginning to present. All other subject areas are linked to history studies and are interrelated. For example, the student who is studying ancient history will read Greek and Roman mythology and study the science, art and music of that time period. A classical education strives to teach students to recognize the links between fields of knowledge.

  • Training the mind to analyze and draw conclusions through the interconnectedness of the subject areas and the systematic study of subjects.

  • Demanding self-discipline by developing virtue in the student through rigorous study. Classical education continually asks a student to work against the baser tendencies (i.e. the desire for ease and comfort) in order to reach a goal—mastery of a subject.

Education is never neutral. It is more than the mere transmission of information from one mind to another; it involves the communication of life principles and values and, therefore, requires a spiritual context. Because God created, sustains and will consummate all things through His Son, Jesus Christ, we believe that facts, whether mathematical, historical, scientific, or otherwise, can only represent truth if they are taught in the context of a Christian worldview. This belief permeates our goals and objectives, our teaching methods, and our curriculum.
Veritas Academy’s approach has been influenced by the ideas of a mid-nineteenth century British educator of children, Charlotte Mason. Mason emphasized the use of “living books” and “living ideas,” the first-hand study of nature, and the importance of imagination and free play to the learning process. At Veritas Academy, our goal is to challenge our students without exasperating them. While we maintain rigorous academic standards for our students, we resist a learning environment hampered by excessive competition or pointless drudgery. We foster wonder and delight in the academic process through hands-on learning, real-life experiences, field trips, and special academic events that bring joy to learning. A classical education should not be rigid or dull, but full of life! We want our children to not only learn, but to love learning.
Veritas Academy is generally not equipped to provide special assistance to students with severe learning disabilities that require help beyond what a parent is normally able to give at home or through other means. However, in some limited cases involving certain learning differences, the school is able to provide Veritas families with access to additional support services on campus. These are typically provided at an additional cost to students for whom their learning differences (e.g., dyslexia, dysgraphia, etc.) emerged while attending the academy. Also, Veritas attempts to provide access to additional support for its families who adopt internationally.