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Communicating Truth, Goodness, and Beauty

Truth, goodness, and beauty are the great transcendents of the classical tradition. The intellectual, moral, and aesthetic experiences are avenues by which human beings have moved outside the self and have come to know spiritual realities. At Trinity, these great transcendents are interpreted through a specifically Christian vision: We believe their source and medium is the Triune God—Father, Son, and Holy Spirit. In pursuing these transcendents, we urge one another on to a fuller vision of God in Christ.

  • Trinity School welcomes all truth as God's truth. This perspective promotes unfettered inquiry in which all subjects may be studied and all questions asked. At the same time, Trinity seeks to understand and adopt God's interpretation of every aspect of life, integrating all subjects in a unified perspective that is thoroughly Christian and consistent with the Scriptures.
  • Trinity seeks to provide an education in goodness, one that develops the conscience and teaches virtuous habits. Most importantly, we hope to plant and tend the seed of faith in Jesus Christ, without which true goodness is impossible, and to help shape that faith into deep spirituality and Christian character. By encouraging such habits as fairness, humility, truthfulness, self-control, perseverance, courage, and compassion, Trinity prepares students for benevolent engagement with the culture at large. Such moral education is accomplished through precept and praise, through examples from history and literature, and through the living example of parents, teachers, and school leaders, by the work of the Holy Spirit in the hearts of our students.
  • Trinity also nurtures an appreciation for reflections of God's glory and beauty in nature, in the arts, in culture, and in human relationships. We believe that both aesthetic discernment and imaginative expression are important aspects of education. Trinity exposes students to sublime expressions of beauty, cultivates the imagination, and strives to develop in every student an ability to re-express God's beauty in creative ways.

Trinity is blessed to have faculty members who on a daily basis strive to communicate and to model the truth, goodness, and beauty that flow from God and can be seen in his world.

Christianity is at the heart of who we are. The Christian education we offer is not superficially religious, a mere overlay of Bible courses, prayer, and chapel services upon an otherwise secular curriculum. Through prayer and through the study and memorization of Scripture, through the Christian witness of teachers and staff, inside and outside of the classroom, Trinity students can come to love God and to grow in their knowledge of him. Believing that all truth is God's truth, we teach students to use the classical tools of learning in their study of both secular and Christian thought in the arts, literature, and science. In so doing, we foster students' growth both in knowledge and in discernment of what is true, beautiful, and good, and encourage them to develop a lifelong love of learning. Through such means as community service, public speaking, debate, and exposure to non-Christian viewpoints, Trinity seeks to train students to participate in and transform the society in which they live.


For Further Reading

Andreola, Karen. 1998. A Charlotte Mason Companion. Union, ME: Charlotte Mason Research & Supply.

Augustine. On Christian Doctrine.

Blamires, Harry. 1963. The Christian Mind: How Should a Christian Think? Ann Arbor: Servant Books.

Gaebelein, Frank E. 1968. The Pattern of God's Truth: Integration of Faith and Learning. Chicago, IL: Moody Press.

Macauley, Susan Schaeffer. 1984. For the Children's Sake. Wheaton, IL: Crossway Books.

Mason, Charlotte. 1925. The Original Homeschooling Series, vols. 1–6. Reprinted 1989. Union, ME: Charlotte Mason Research & Supply.

Mason, Charlotte. "Concerning Children as Persons." London, England: Parents' National Educational Union.

Sayers, Dorothy. 1947. "The Lost Tools of Learning." Originally published in The Hibbert Journal. London: Methuen & Co., Ltd.

Veith, Gene Edward, Jr., and Andrew Kern. 1997. Classical Education: Towards the Revival of American Schooling. Washington, DC: Capital Research Center.

Wilson, Douglas. 1991. Recovering the Lost Tools of Learning. Wheaton, IL: Crossway Books.

The Philosophy of Charlotte Mason at Trinity School (available from the Trinity School office)



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