Statement of Purpose: To provide a relaxed yet structured environment in which the student is free to devote most of their time to the educational process.  The education provided shall be a mix of classical and experimental studies, materials, and methodologies.  Furthermore experimentation on the parts of both students and instructors will be encouraged in order to render the most appropriate and beneficial education possible.  The intent is to allow the student the freedom of abroad and varied education and to promote a desire on the part of the student to maintain a personal education program throughout the course of their entire life. 

Methodologies Employed: The personal education program shall be achieved by the employment of a number of different methods.  Integrated curricula will be used, which will consist of the Developed Curriculae, Annual Subjects of Study, Laboratories, and certain Montessori techniques.  Specific methodologies employed for the teaching of reading and mathematics will include phonics, classical, symbological, comprehensive, and theoretical techniques.

General: This program shall be in part directed by a carefully considered Curriculum, and shall be in part directed by the intelligence, inclinations and proclivities of the student.  It shall consist of a number of courses of study, as well as Special Personal Projects, Outside Activities, Field Trips, Skill's Developments, and Experimental and Classical Methodologies.  Textbooks for the most part will be discarded in favor of more accurate and expansive Original Source Materials.  This program will be structured, yet flexible, in order to allow the student to as much as possible determine the pace and velocity of their own educational process.  It shall be scheduled and consistent, with education being an integral part of both the family and individual experience, and with education proceeding year-round, except during periods of holidays and family vacations.  Learning shall be cumulative and well organized, yet shall be open to modification as necessary to benefit the needs of the student.

Assessment: An Assessment Portfolio shall be the chief means of assessing the progress of the student, and of providing the instructor with an indication of work completed.  In addition the Assessment Portfolio will provide the student with alogue of progress, an indication of educational propensities, and an historical record of best work and achievements, as well as providing a basis for outside assessment of student capabilities, The Assessment Portfolio will also be augmented by occasional narration, assessment evaluations, and comparative testing and analyses.

Emphasis: The emphasis of the Renaissance Program shall rest upon two basic premises; Empirical Experimentation and eventual Auto-Education. Each child shall be encouraged to ask questions and to experiment where possible. Emphasis will also be stressed to exceed the knowledge of the instructor where the instructor is uncertain as to answers, so as to encourage the skills of independent research and discovery. Each child will also concentrate on reading skills early on so that they can then begin to read and digest Original Source Materials and Works themselves, in replacement of condensed synopses presented in textbooks. Lecturing and the didactic methods will therefore be used as adjunct and augmentational processes, rather than in exchange for the empirical and auto-educational methods.

Skills Development: A conjunct matter to the primary educational emphasis of the Renaissance Program will be the exposure to, and development of on the part of the students, a number of individualized and personal skills. Skills will include any act, action, process, or course of study that is generally considered to be positioned outside the normal range of purely academic studies. Skills may include, but are not limited to; athletic and muscular control, mnemonic, acrobatic, electronic, various mental controls, body development, mechanical, forensic, instrumentational, deductive, inductive, observational, creative, inventive, compositional, experimental and empirical, artistic, economic, financial and investive, charisma, psychological, design, computer, tool-usage, linguistic, vocabulary and communicative, self-discipline, technical, vocational, advocational, Spiritual, avocational, etc...

I intend to expose all of the children to a wide range of skills when younger and thereafter allowing each individual to concentrate upon and more fully develop those skills which interest them, and which are best suited to their own particular natures. In addition I intend to expose each child to the merits and virtue of the ideals of; Good Citizenship, Personal Responsibility, Charity, Noble and Politic Behavior, Self-Discipline, Friendship and Cooperative Effort, and Personal Development coupled with Individual Achievement.

Health: An additional vital aspect of the Renaissance Program is the development of a pro-active, anticipatory health paradigm. The Renaissance Program will be augmented by a Health Program designed to enhance the physical strength and skills, endurance, sensory capabilities, athletic abilities, and general health of my children. The health program will also concentrate heavily on nutritional advances, progressive recovery against stress, resistance to pathogens and disease, and in new techniques designed to promote common health, good personal habits, and personal productivity.

Psychological and Spiritual Development: Two of the most important aspects of the Renaissance Program are the development of Psychological Skills and Spiritual Capabilities. Spiritual and Psychological exercises shall be practiced in conjunction with other studies, as part of the normal study process, and as separate, complimentary skills augmenting the ordinary curriculum. The reason for this very important facet of the entire program is that Psychological and Spiritual abilities are not skills that are normally emphasized within the framework of standard, purely academic models. However, in our opinion, these very skills that are neglected by the more general public education system, are vital in consequence to the character and nature of every individual, and are roadmaps to the types of contributions which a student may make to their society in the future. Character development should be more than the mere adoption of commonly held social mores (though this is an important quality for civic responsibility) but should also include very individualized discovery and study on the part of the student in such subjects as the Soul, the Spirit, and God, in order to foster a nature that is comfortable to the person, and beneficial to society. However, one should not neglect to admit the value of Spiritual and Psychological education as a major contributor of those individuals in our nation’s past who have also had the courage to speak out against the common wisdom where they found such wisdom in want, and to ennobling the characters of those men and women willing to right injustice and to reshape society for the better. For these reasons and many others, Psychological and Spiritual Development are considered invaluable additions to the Renaissance Program.

Conclusion: All of these general categories of instruction are designed to produce the best possible overall program of educational instruction. In addition, and far more importantly, the Renaissance Program is designed to shift the onus for education eventually and consistently, from the instructor to the student. All true education is Self-Education and the structure of this program is arranged in such a way as to maximize the probability of this ideal, so that the student comes to view education as a universal, and life-long responsibility, as well as an enjoyable and advantageously desirable personal process.