While studying the classics at first glance may seem dull and boring, taking a closer look reveals something much to the contrary. Classics reveal the common problems of man, e.g. discrimination, religious developments, as well as society's response to injustice and to the violence of war. There is no corner in one's humanity that the classics do not shine their light upon. Love, politics, aggression, culture. Discussing the truths from these great stories will help your student understand the world of today.

“When you reread a classic, you do not see more in the book than you did before; you see more in you than there was before” - Cliffton Fadiman


Salve Regina seeks to support and and empower parents and other home educators so that they feel equipped to educate their children through the middle and high school years.  Mentors with Salve Regina facilitate a classical curriculum that is both academically challenging as well as spiritually edifying. 

Salve Regina's program offers the parents and students accountability by providing  a classroom setting where mentors introduce key concepts from the weekly material and facilitate peer discussions. Students are able to fine tune their dialectical and rhetorical skills in an affirming way, and mentors guide students towards charitable discourse where views may differ and encourage the respectful dialogue necessary to combat the devastation caused by an ever-increasing secularization. 

Salve Regina is committed to forming the spirit and the mind with the primary goal of sharing eternity with our Father in Heaven. Both the mentors and the curriculum at Salve Regina are loyal to the Holy Father and the Magisterium in all manner of faith and life. We are first and foremost Catholic and strive with this same mind and spirit to respond to Benedict XVI's New Evangelization.



"Formed in the principles of spiritual growth, social justice, and intellectual pursuits."


by Jonathan Beeson


"Liberal educators insisted that human beings are unique within the terrestrial order precisely in their transcendental capacities. They are, as Aristotle suggested, “rational animals.” The intellect is not just one power among many; it is the highest of human abilities for through the intellect we resemble God. Clearly, human beings, as animals, share many points of similarity with other species. Animals​ and insects, for example, have “tools and tasks”; they “engineer” structures for the betterment of themselves and their “societies”, but human beings are qualitatively different as the human mind can acquire Truth. Applying our earlier terminological definitions, we can say that the mind is made for the contemplation of Truth—its virtue is the ability to discover and enjoy truth and its vice is to be beguiled
by error."



The Second Vatican Council describes the content of Christian education as follows: "Such an education does not merely strive to foster maturity. . . in the human person. Rather, its principal aims are these: that as baptized persons are gradually introduced into a knowledge of the mystery of salvation, they may daily grow more conscious of the gift of faith which they have received; that they may learn to adore God the Father in spirit and in truth (cf. Jn. 4:23), especially through liturgical worship; that they may be trained to conduct their personal life in true righteousness and holiness, according to their new nature (Eph. 4:22-24), and thus grow to maturity, to the stature of the fullness of Christ (cf. Eph. 4:13), and devote themselves to the upbuilding of the mystical body. Moreover, aware of their calling, they should grow accustomed to giving witness to the hope that is in them (cf. I Pt. 3:15), and to promoting the Christian transformation of the world.

Official Church teaching has repeatedly and consistently reaffirmed the vital importance of Catholic schools and school choice.  The Catechism of the Catholic Church teaches, "Parents have the right to choose a school for them which corresponds to their own personal convictions. This right is fundamental," and "public authorities have the duty of guaranteeing this parental right and ensuring concrete conditions for its exercise" (CCC #2229).   Additionally, the Code of Canon Laws emphasizes, "The Christian faithful have the right to a Christian education by which they are to be instructed properly to strive for the maturity of the human person and at the same time to know and live the mystery of salvation" (No. 217)



                           The practice of goodness is accompanied by spontaneous spiritual joy and moral beauty. Likewise, truth carries with it the joy and splendor of spiritual beauty. Truth is beautiful in itself. Truth in words, the rational expression of the knowledge of created and uncreated reality, is necessary to man, who is endowed with intellect. But truth can also find other complementary forms of human expression, above all when it is a matter of evoking what is beyond words: the depths of the human heart, the exaltations of the soul, the mystery of God. Even before revealing himself to man in words of truth, God reveals himself to him through the universal language of creation, the work of his Word, of his wisdom: the order and harmony of the cosmos-which both the child and the scientist discover-"from the greatness and beauty of created things comes a corresponding perception of their Creator," "for the author of beauty created them."290

[Wisdom] is a breath of the power of God, and a pure emanation of the glory of the Almighty; therefore nothing defiled gains entrance into her. For she is a reflection of eternal light, a spotless mirror of the working of God, and an image of his goodness.291 For [wisdom] is more beautiful than the sun, and excels every constellation of the stars. Compared with the light she is found to be superior, for it is succeeded by the night, but against wisdom evil does not prevail.292 

"The influence of the Church in the field of education is shown in a special manner by the Catholic school. No less than other schools does the Catholic school pursue cultural goals and the human formation of youth. But its proper function is to create for the school community a special atmosphere animated by the Gospel spirit of freedom and charity, to help youth grow according to the new creatures they were made through baptism as they develop their own personalities, and finally to order the whole of human culture to the news of salvation so that the knowledge the students gradually acquire of the world, life and man is illumined by faith.(25) So indeed the Catholic school, while it is open, as it must be, to the situation of the contemporary world, leads its students to promote efficaciously the good of the earthly city and also prepares them for service in the spread of the Kingdom of God, so that by leading an exemplary apostolic life they become, as it were, a saving leaven in the human community."



"Finally, brethren, whatever is true, whatever is honorable, whatever is right, whatever is pure, whatever is lovely, whatever is of good repute, if there is any excellence and if anything worthy of praise, dwell on these things. The things you have learned and received and heard and seen in me, practice these things, and the God of peace will be with you."