Lyceum days are for traditional model students in the dialectic and rhetoric schools. The Academy's Lyceum seeks to embody Truth, Beauty and Goodness through prayer, practice, and praise.

Prayer forms the foundation of all we do at The Academy on both Core and Lyceum Days. We thus begin each day, shaping and aiming out students' hearts toward Him through whom all things hold together. Lyceum Days afford us time to further this commitment to the lex orandi, time to offer thanks during Mid-Day Prayer and a final time of praise and thanksgiving together at Evensong. We include prayers from the past, present, and all corners of the Christian world. These times of prayer and thanksgiving include short lessons of saints and heroes of faith from all traditions within Christianity, encouraging a rich spiritual life deeply rooted in wisdom of the church.

Far from being a study hall, Lyceum Days serve our traditional 5-day students by continuing instruction from teachers, as well as a variety of exclusive opportunities including outside lectures and speakers. Material introduced on Core Days is reviewed and applied on Lyceum Days. This manner of instruction occurs in all good classrooms. New material is introduced and students are then invited to explore its depths and implications in subsequent days. Good teachers allow for students to integrate new material into previous material prior to moving on to new material. Excellent pedagogy requires that students be given the time to meditate on and immerse themselves in a mathematical concept or work of literature before building on it. Lyceum Days afford just such time and occasion for deeper interaction with and reflection on material from Core Days.

The kingdom orientation of The Academy compels us to seek an outward expression of the Truth, Beauty, and Goodness learned within our curriculum. But our curriculum is not exhausted by what may be expressed in our classrooms. We thus envision Lyceum Days as offering students the opportunity to work outside the walls of the school and to participate in the wider community. This helps students avoid becoming insular and missing opportunities to love our communities well.

The Academy's Lyceum is a unique (but not new) offering and an adventure into deep and meaningful engagement and understanding of God's truth. We offer Lyceum Days in the hopes that these days provide further opportunity to love the True, the Good, and the Beautiful for the benefit of man and the Glory of Jesus Christ.

Lyceum Speakers

Dr. David Anderson, Associate Professor of English, Univ. of Okla.

Dr. Matthew Arbo, Assistant Professor of Theological Studies, Okla. Baptist Univ.

Dr. Reynaldo Elugardo, Professor Emeritus of Philosophy, Univ. of Okla.

Brett Farley, CEO Farley Enterprises

Ann Fleener, Director of Education, Myriad Gardens

Dr. Neal Judisch, Associate Professor of Philosophy, Univ. of Okla.

Emilee Little, Education Director, New Land Academy

Dr. Carl Mosser, Visiting Scholar, Univ. of Notre Dame

Dr. Benjamin Myers, Professor of Literature and English, Okla. Baptist Univ.

Dr. Alan Noble, Assistant Professor of English, Okla. Baptist Univ.

Mr. Chris Rosser, Theological Librarian, Okla. Christian Univ.

Dr. Glenn Sanders, Professor of History, Okla. Baptist Univ.

Dr. Mark Silcox, Professor of Philosophy, Univ. of Central Oklahoma

Dr. James K.A. Smith, Professor of Philosophy, Calvin College

Mac Stewart, Curate, All Souls' Episcopal Church

Dr. Eleonore Stump, Professor of Philosophy, St. Louis Univ.


I had someone come up to me last week and tell me that my son was teaching him some Latin, telling him about the Renaissance period in history, and all about space and the planets. He said, 'It was the most intelligent conversation he had ever had with a child that age.' Thank you, Academy, for an education that makes me proud! -Academy Parent

There are three basic developmental stages that students go through from childhood to maturity. The Academy seeks to match the way children naturally learn with the way we educate them. This method of education is called the Trivium (Latin for "the three ways"), and is the first part of the so-called Seven Liberal Arts.

At each stage of the Trivium, the student's natural inclination to pursue knowledge is celebrated and guided in appropriate and highly effective ways.This methodology is not new, but is one that has enjoyed a long existence, only beginning to disappear with the advent of novel approaches to education in the late 19th century. The Trivium includes three stages:

During the Grammar stage (essentially K-5), students learn the fundamentals of disciplines (parts of speech, multiplication tables, famous battles, state capitals, etc.) in order to build a framework of knowledge on which later information can be hung. Questions of who, what, where, and when are the focus.

The Logic/Dialectic stage (essentially the junior high years) brings the fundamentals of disciplines into ordered relationships. The goal is to equip students with the thinking skills necessary to recognize sound arguments and ideas and to detect and correct fallacious ones. This stage addresses the questions of how and why.

The function of the Rhetoric stage (the high school years)  is to produce students who can use language, both written and spoken, to express their thoughts eloquently and persuasively.

The goal of the Trivium is not primarily to educate students in what to think, but in how to think –thoroughly, maturely, and biblically –toward a Christian moral end.


The Academy encourages full family participation, from the home days to the Feast Days. We can walk through the halls and hear jingles being sung, verses being recited, and students laughing. Marty and Shanna Slovinsky, parents

Because a civilization’s history and culture arise from and are communicated through its language, the study of Latin is essential to students’ understanding of their own cultural history and identity. Academy students study Latin in 3rd through 8th grades, with elective options into the Rhetoric years.

There are many reasons to teach Latin early. Not only does it provide a foundation for learning other romance languages and extend students' English vocabulary tremendously, but it also sharpens students' analytical skills to prepare them for the logic stage in middle school. Thus, learning Latin can enhance students' reading and writing skills, as well as math and science skills.

The Latin program can be categorized into three sections. The first, encompassing grades three through five, is an introductory section. Here, students are introduced to some of the basic word forms and vocabulary. They translate simple sentences to get a foundational understanding of how Latin words are used. Because of the basic nature of Latin study at this stage, students are able to enter at any point and succeed.

The second section is in sixth grade. This is a transitional year, as students are reintroduced to the basic forms, but then quickly move on to more complex forms and a larger body of vocabulary. This section transitions students in to the advanced study of Latin that will take place in grades seven and eight. Because students are reintroduced to forms, new students are able to enter the program here without missing any material previously covered.

Then there is the third section. Students begin again at the beginning, but advance to an even greater level of Latin skill. Students are exposed to all word forms and a greater amount of vocabulary.

Therefore, at whatever grade they enter, from third through seventh* students are able to “jump right in” to their study of Latin. Though students are able to enroll at any point during these stages and enjoy success, students and their parents need to understand that Latin is a challenging course. Because of this, a summer workshop for new students entering 4th-7th will be offered to help them acquire basic knowledge in vocabulary, verb conjugation and noun declensions. Dates and details for this workshop will be posted on the calendar and under Admissions.