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Meet the Columbanus Fellows: Bea Cuasay

Today we introduce another of our Columbanus Fellows—who are demonstrating their commitment and desire to grow in knowledge, wisdom, and understanding through a creative retrieval of the classic Western tradition and participation in genuine dialogical inquiry.

Bea Cuasay is an alumna of Saint Mary’s College in Notre Dame. She received a B.A. in Philosophy with a minor in Humanistic Studies (History and Literature). She was a few credits short of a Music minor in voice and organ. In addition to her studies at Saint Mary’s, she completed a minor in Constitutional Studies at the University of Notre Dame. Her academic interests, which are varied, include: relational and Trinitarian ontology; ancient, late antique, and medieval philosophy; the history of philosophy; philosophical anthropology; virtue ethics; political philosophy; patristics; and Byzantine and Roman liturgical, mystical, and historical theology. 

Bea’s interests at the Lyceum Institute are everything St. Thomas Aquinas, Latin and Greek, and gaining a deeper understanding of the Trivium, linguistics, philology, semiotics, and phenomenology. As a Columbanus Fellow, she enjoys the warm camaraderie of pursuing wisdom and truth in love. By practicing the virtue of studiositas in the contemplation afforded by true leisure, in both the hēsychia and scholē senses of the term, through her studies at the Lyceum Institute, she hopes, in the words of St. Thomas (and Josef Pieper), to become more capax universi… et in vivendum vita contemplativa contemplere et contemplata aliis tradere.

If you are able, please support Bea and the other Fellows with a donation to our Columbanus Fellowship fund.

Meet the Columbanus Fellows: Joshua Streeter

Today we continue highlighting some of our Columbanus Fellows, demonstrating the quality of our endeavors! These fellows are engaged in a rigorous and deep inquiry into the Western intellectual tradition, seeking both to retrieve lost wisdom and to further its presence in our society today.

Joshua A. Streeter is a doctoral candidate in the Department of Theatre, Film, and Media Arts at the Ohio State University in Columbus. He received his M.A. in Theatre from OSU and his B.A. in Theatre with Secondary English Education Licensure from Adams State University in Colorado. Josh’s dissertation (which he is defending or will have defended soon) traces the creative interventions used by theater artists and classics scholars to restore, reconstruct, and reseed the fragments of Greek comedy and satyr play for performance. His academic and artistic expertise includes premodern theater (particularly that of Classical Athens), translation and adaptation, the reception of the ancient world, and pedagogy.

Josh’s interests in the Lyceum Institute lie in the classical languages of Greek and Latin, the historical foundations of higher education, and the position of theater within the intellectual tradition. As a Columbanus Fellow, Josh is delighted to learn alongside his colleagues to remediate the gaps in his own knowledge and to put the scholē, “leisure,” back into scholarship.

If you are at all able, please make a small donation to support Joshua and the rest of the Fellows in their dedication and desire to learn and share their knowledge with the rest of the world.

Meet the Columbanus Fellows: Lance Gracy

Over the next several months we will highlight a few of our Columbanus Fellows, bringing to light the character of students engaged in our program! These fellows are engaged in a rigorous and deep inquiry into the Western intellectual tradition, seeking both to retrieve lost wisdom and to further its presence in our society today.

Lance H. Gracy is a Doctoral Candidate and Teaching Fellow in the Department of Philosophy and Religion at the University of North Texas. He received his M.A. in Philosophy from the University of Texas-San Antonio and his B.A. in Philosophy and Religious Studies from the University of the Incarnate Word. His dissertation is an articulation, exegesis, and/or elucidation of the wisdom, metaphysics, and religion of St. Bonaventure’s Collationes in Hexaemeron vis-à-vis contemporary environmental philosophy.

Lance’s interests at the Lyceum Institute include Latin, semiotic metaphysics, the grammatical and rhetorical art of the “scholastic mystagogy” genre of medieval commentary, and other interests. As a Columbanus Fellow at the Lyceum Institute, he shares a form of devotion with others to the pursuit of true leisure, as well as to a recovery of the “bookish character” of academic study. 

If you are at all able, please make a small donation to support Lance and the rest of the Fellows in their dedication and desire to learn and share their knowledge with the rest of the world.

Complete Lyceum Catalog – 2024

We have completed our 2024 catalog and preliminary schedule for all seminars and courses!  While these are, of course, always subject to change (life being ever-unpredictable), I am happy to announce this very exciting slate of philosophy seminars for the upcoming year:

Seminar Catalog 2024

Winter (Q1)

Introduction to Philosophical Thinking

– Brian Kemple

Phenomenology: Heidegger’s Method II

– Brian Kemple

Thinkers: Aquinas’ De Veritate – Good and Freedom

– Kirk Kanzelberger


Summer (Q3)

Culture & Politics: A Thomistic Defense of Democracy

– Francisco Plaza

Science: The Physics of Aristotle

– Daniel Wagner

Spring (Q2)

Philosophers and History

– Scott Randall Paine

Semiotics: an Introduction

– Brian Kemple

Metaphysics: Discovery of Ens inquantum Ens

– Brian Kemple


Fall (Q4)

Science: An Existential Thomistic Noetics – Maritain’s Degrees of Knowledge and Late-Life Works on Epistemology

– Matthew Minerd

Metaphysics: The Doctrine of Analogy

– Brian Kemple

Semiotics: The Difficulties of Technology

– Group seminar (multiple instructors)


Seven of the eleven seminars on our schedule are new, never before offered.  There may also be others added to the Summer schedule, drawing upon our archives (which are undergoing a massive overhaul to be more accessible and useful).  All-in-all, I find myself a bit giddy at the line-up for the year.  You will find descriptions for each seminar in this PDF.

Trivium, Latin, and Greek

We have also previously announced our Trivium, Latin, and Greek schedules. All of the core courses in these studies are available to every enrolled Lyceum Institute member. Sign up today to begin studying with us in January!

Looking forward to another great year of study and we hope you will join us!

Catherine Project: Spring 2024 Offerings

Our friends over at the Catherine Project have opened their submissions for Spring 2024 tutorial, reading group, and language tutorials! Their wide range of offerings cover many fascinating works and ideas: Plato, Aristotle, Aquinas, political theory, novels, the work of Wendell Barry, Latin, Greek, the art of writing, and more. You can discover their catalog here (PDF) or look at the offerings on their website. Once you have decided on your interests, you may fill out their enrollment form here.

We will post the Lyceum’s 2024 catalog of seminars soon, so sign up for our Newsletter (next issue will be sent on 12/17)! We’ll be discussing analogy, democracy, technology, semiotics, and much more. Winter seminar enrollments (January–March) will be available soon.

We have already announced Trivium, Latin, and Greek courses as well. Be sure to check those out and consider enrolling with us this year.

Announcing: Latin 2024

We are delighted to announce our Latin courses available in 2024. But… why Latin? Does the study of Latin—a language spoken by no people, no country, no nation today—offer us anything other than an affectation or the satisfaction of niche reading (or liturgical) interests? Do we gain anything from this language itself, or does it provide us nothing more than a means to other pursuits?

In studying Latin, we enter a phase of language similar to the intimacy of family life… In Latin Grammar, every one theme [of grammatical structure] is still disclosing the full complexity of real life. The daily food of modern people speaking English does not contain, in every cell, so to speak, the full life of speech; the Latin does. And when you compare the real obstacles to efficient speech: confusion, indifference, fear, forgetfulness, to the minor difficulties of learning Latin, you will understand why people have learned Latin for so many centuries. It is difficult. But since it is so difficult to speak at all, we can hardly criticize too harshly the difficulties of learning another language.

Eugen Rosenstock-Huessy, 1937: “Articulated Speech” in Speech and Reality.

The study of Latin, that is, proves fundamental not only to opening entire worlds of literature, philosophy, theology, and indeed the original language of a great many essential figures in the Western intellectual tradition, but also to our own growth in the ability to think at all. Few languages, understood in their grammatical depths, will so greatly increase the dexterity of thought. Thus we are delighted to offer six (and possibly more) courses in Latin for 2024 (as of 28 December 2023, Latin I is full. Members may follow the course asynchronously—without active class participation—or remain on a waitlist):

We are very excited to continue inclusion of these courses, and to add Composition, within the repertoire of our Language program. Latin study is open to all enrolled members of the Lyceum Institute at no additional charge. Additionally, successful applicants to the Columbanus Fellowship will be able to join and fully participate in these courses (among many others) at no cost.

A Brief Life of St. Columban

“The missionary labours of the Irish were not confined to Great Britain, but extended far and wide through the west of Europe. In the sixth and seventh centuries, Irish monasteries were founded in Austrasia and Burgundy, Italy, Switzerland, Bavaria; they were established among Frisians, Saxons, Alemanni. And as centres of Latin education as well as Christianity, the names of Bobbio and St. Gall will occur to every one. Of these, the first directly and the second through a disciple were due to Columbanus. With him we enter the larger avenues of Irish missions to the heathen, the semi-heathen, and the lax, and upon the question of their efficacy in the preservation of Latin education throughout the rent and driven fragments of the western Roman Empire. The story of Columban’s life is illuminating and amusing.

“He was born in Leinster. While yet a boy he felt the conflict between fleshly lusts and that counter-ascetic passion which throughout the Christian world was drawing thousands into monasteries. Asceticism, with desire for knowledge, won the victory, and the youth entered the monastery of Bangor, in the extreme north-east of Ireland. There he passed years of labour, study, and self-mortification. At length the pilgrim mission-passion came upon him (coepit peregrinationem desiderare) and his importunity overcame the abbot’s reluctance to let him depart. Twelve disciples are said to have followed him across the water to the shores of Britain. There they hesitated in anxious doubt, till it was decided to cross to Gaul.

A Stern Figure in Europe

“This was about the year 590. Columban’s austere and commanding form, his fearlessness, his quick and fiery tongue, impressed the people among whom he came. Reports of his holiness spread; multitudes sought his blessing. He traversed the country, preaching and setting his own stern example, until he reached the land of the Burgundians, where Gontran, a grandson of Clovis, reigned. Well received by this ruler, Columban established himself in an old castle. His disciples grew in numbers, and after a while Gontran granted him an extensive Roman structure called Luxovium (Luxeuil) situated at the confines of the Burgundian and Austrasian kingdoms. Columban converts this into a monastery, and it soon included many noble Franks and Burgundians among its monks. For them he composed a monastic regula, stern and cruel in its penalties of many stripes imposed for trivial faults. ‘Whoever may wish to know his strenuousness (strenuitatem) will find it in his precepts,’ writes the monk Jonas, who had lived under him.

“The strenuousness of this masterful and overbearing man was displayed in his controversy with the Gallican clergy, upon whom he tried to impose the Easter day observed by the Celtic Church in the British Isles. In his letter to the Gallican synod, he points out their errors, and lectures them on their Christian duties, asking pardon at the end for his loquacity and presumption. Years afterwards, entering upon another controversy, he wrote an extraordinary letter to Pope Boniface IV. The superscription is Hibernian: ‘To the most beautiful head of all the churches of entire Europe, the most sweet pope, the most high president, the most reverent investigator: O marvellous! mirum dictu! nova res! rara avis!—that the lowest to the loftiest, the clown to the polite, the stammerer to the prince of eloquence, the stranger to the son of the house, the last to the first, that the Wood-pigeon (Palumbus) should dare to write to Father Boniface!’ Whereupon this Wood-pigeon writes a long letter in which belligerent expostulation alternates with self-debasement. He dubs himself ‘garrulus, presumptuosus, homunculus vilissimae qualitatis,’ who caps his impudence by writing unrequested. He implores pardon for his harsh and too biting speech, while he deplores—to him who sat thereon—the infamia of Peter’s seat, and shrills to the Pope to watch: ‘Vigilia itaque, quaeso, papa, vigila; et iterm dico: vigila’; and he marvels at the Pope’s lethal sleep.

Conflict with Brunhilde and Theuderic

“One who thus berated pope and clergy might be censorious of princes. Gontran died. After various dynastic troubles, the Burgundian land came under the rule nominally of young Theuderic, but actually of his imperious grandmother, the famous Brunhilde. In order that no queenwife’s power should supplant her own, she encouraged her grandson to content himself with mistresses. The youth stood in awe of the stern old figure ruling at Luxeuil, who more than once reproved him for not wedding a lawful queen. It happened one day when Columban was at Brunhilde’s residence that she brought out Theuderic’s various sons for him to bless. ‘Never shall sceptre be held by this brothel-brood,’ said he.

“Henceforth it was war between these two: Theuderic was the pivot of the storm; the one worked upon his fears, the other played upon his lusts. Brunhilde prevailed. She incited the king to insist that Luxeuil be made open to all, and with his retinue to push his way into the monastery. The saint withstood him fiercely, and prophesied his ruin. The king drew back; the saint followed, heaping reproaches upon him, till the young king said with some self-restraint: ‘You hope to win the crown of martyrdom through me. But I am not a lunatic, to commit such a crime. I have a better plan: since you won’t fall in with the ways of the world, you shall go back by the road you came.’

“So the king sent his retainers to seize the stubborn saint. They took him as a prisoner to Besançon. He escaped, and hurried back to Luxeuil. Again the king sent, this time a count with soldiers, to drive him from the land. They feared the sacrilege of laying hands on the old man. In the church, surrounded by his monks praying and singing psalms, he awaited them. ‘O man of God,’ cried the count, ‘we beseech thee to obey the royal command, and take thy way to the place from which thou camest.’ ‘Nay, I will rather please my Creator, by abiding here,’ returned the saint. The count retired, leaving a few rough soldiers to carry out the king’s will. These, still fearing to use violence, begged the saint to take pity on them, unjustly burdened with this evil task—to disobey their orders meant their death. The saint reiterates his determination to abide, till they fall on their knees, cling to his robe, and with groans implore his pardon for the crime they must execute.

Persistence in Mission

“From pity the saint yields at last, and a company of the king’s men make ready and escort him from the kingdom westward toward Brittany. Many miracles mark the journey. They reach the Loire, and embark on it. Proceeding down the river they come to Tours, where the saint asks to be allowed to land and worship at St. Martin’s shrine. The leader bids the rowers keep the middle of the stream and row on. But the boat resistlessly made its way to the landing-place. Columban passed the night at the shrine, and the next day was hospitably entertained by the bishop, who inquired why he was returning to his native land. ‘The dog Theuderic has driven me from my brethren,’ answered the saint. At last Nantes was reached near the mouth of the Loire, where the vessel was waiting to carry the exile back to Ireland. Columban wrote a letter to his monks, in which he poured forth his love to them with much advice as to their future conduct. The letter is filled with grief—suppressed lest it unman his beloved children. ‘While I write, the messenger comes to say that the ship is ready to bear me, unwilling, to my country. But there is no guard to prevent my escape, and these people even seem to wish it.’

“The letter ends, but not the story. Columban did not sail for Ireland. Jonas says that the vessel was miraculously impeded, and that then Columban was permitted to go whither he would. So the dauntless old man travelled back from the sea, and went to the Neustrian Court, the people along the way bringing him their children to bless. He did not rest in Neustria, for the desire was upon him to preach to the heathen. Making his way to the Rhine, he embarked near Mainz, ascended to the river, and at last established himself, with his disciples, upon the lake of Constance. There they preached to the heathen, and threw their idols into the lake. He had the thought to preach to the Wends, but this was not to be.

“The time soon came when all Austrasia fell into the hands of Brunhilde and Theuderic, and Columbanus decided to cross over into northern Italy, breaking out in anger at his disciple Gall, who was too sick to go with him. With other disciples he made the arduous journey, and reached the land of the Lombards. King Agilulf made him a gift of Bobbio, lying in a gorge of the Apennines near Genoa, and there he founded the monastery which was long to be a stronghold of letters. For himself, his career was well-nigh run; he retired to a solitary spot on the banks of the river Trebbia, where he passed away, being, apparently, some seventy years of age.

Love of Language and Learning

“It may seem surprising that this strenuous ascetic should occasionally have occupied a leisure hour writing Latin poems in imitation of the antique. There still exists such an effusion to a friend:

‘Accipe, quaeso,
Nunc bipedali
Condita versu
Carminulorum
Munera parva.’

“The verses consist mainly of classic allusions and advice of an antique rather than a Christian flavour: the wise will cease to add coin to coin, and will despise wealth, but not the pastime of such verse as the

‘Inclyta Vates
Nomine Sappho’

was wont to make. ‘Now, dear Fedolius, quit learned numbers and accept our squibs—frivola nostra. I have dictated them oppressed with pain and old age: Vive, vale, laetus, tristisque memento senectae.’ The last is a pagan reminiscence, which the saint’s Christian soul may not have deeply felt. But the poem shows the saint’s classic training, which probably was exceptional.”

We might, I would suggest, fairly dispute a few qualifications and choices of description given by Henry Osborn Taylor in this, the recounting of St. Columban’s life, found in vol.1 of Taylor’s Medieval Mind—such as the suggestion that Columban’s Christian soul did not deeply feel the pagan reminiscence; though doubtless he did not feel it in a pagan manner.

Regardless, there is much we can learn from St. Columban’s life: his passion, fortitude, love of language, desire to preach and teach and to see truth triumph over fear and weakness. We hope that you will be inspired to promote the legacy of St. Columban through our Fellowship in his name!

Introduction to Scholastic Latin

Tuis ergo obsequiis, lector, si quis veritatis, non novitatis amator occurreris, haec quaecumque sunt, offerimus tuoque iudicio mancipamus, certi, quod si quid boni repereris, non nostrum esse, facile poteris apprehendere. Vale.

John Poinsot, Cursus Philosophicus – “Lectori”, Quarta Pars Philosophiae Naturalis

The study of Scholastic Latin—by which specifically we mean the Latin which emerged from the Carolingian Renaissance of the late 8th century and which lasted until the decline of the schools in the 17th century—presents several unique challenges. Most critical, however, is the philosophical and theological complexity which developed over its centuries. The great thinkers of the Scholastic tradition were often subtle, not only in their ideas but in how they expressed their thoughts.

One cannot truly learn Scholastic Latin, then, apart from some learning of its philosophy. Our Introduction to Scholastic Latin course—open to all enrolled members—has been designed with this truth in mind.

Overall Course Structure

This course is not intended for the faint of heart! Students should be generally familiar with the basics of Latin grammar and in possession of a core vocabulary before beginning the course. Enrolled members who have completed our Latin II course with a B+ or higher or Latin III with a B- and higher are eligible to participate. All others may take a placement test. (If you are not a member of the Lyceum Institute and wish to take our Scholastic Latin course, enroll by 22 August 2023 to take a placement test. Elementary courses will be offered starting in January 2024.)

We have divided this course into two parts, each of which will run for eight weeks. The first part will run from September 4 (9/4/23) through November 5 (11/5/23). The second will run from January 8 (1/8/24) through March 11 (3/11/24). In Part I, we will highlight several of the key grammatical and syntactical differences between Scholastic and Classical Latin. Students will become familiar with the structure of Scholastic writings and engage with key terminology of the Thomistic tradition. Part II will continue expositing some of the differences (particularly the “loosening” of several conventions) and introduce students to a wider variety of Scholastic authors.

The primary objective of the course is to instruct students in the competence of translating Scholastic Latin into English. Such focus will help us to unveil the philosophical insights of the texts examined. This is not a spoken-language course. Students will, however, have the opportunity to practice reading and pronouncing Latin, with focus on the Ecclesiastical pronunciation.

Weekly Schedule

Each week will feature a combination of readings and translation exercises. Translation exercises are to be completed and submitted before the week begins. Readings should be completed before class. Classes will focus on reading from assignments, sight-reading new material, and discussing the assignments, both as to grammar and philosophy. The instructor will provide expository materials on particularly difficult points of grammar and philosophy alike each week as well.

Required Texts

The primary text for this course is Randall J. Meissen, LC’s Scholastic Latin: An Intermediate Course.  This text includes H.P.V. Nunn’s Introduction to Ecclesiastical Latin, a grammar which succinctly illustrates many of the ways in which Scholastic Latin differs from Classical (and which students may wish to purchase separately for the sake of convenience).  Supplemental notes and readings will be provided by the instructor.  Students may also wish to purchase a copy of Dylan Schrader’s very brief Shortcut to Scholastic Latin.  All additional readings, including those used for Translation Exercises, will be provided by the instructor.

All of our Introductory Latin courses—including Introduction to Scholastic Latin—are included in every level of membership for the Lyceum Institute. See enrollment options here. Enroll by 22 August 2023 to participate in Scholastic Latin!

Lifelong Intellectual Development

The Lyceum Institute is dedicated to nurturing the habits of lifelong intellectual development through the use of digital technology, making high-quality education accessible to a meaningfully diverse community of like-intentioned persons. As a non-profit institution, we rely on the generosity of our supporters to continue providing exceptional learning experiences that foster genuine thinking and self-improvement. How do we provide this education and how can you help?

Higher Education

All of our programs are structured and conducted with the intent of building key habits of intellectual virtue: studiousness, diligence, orderliness, focus, knowledge, insight, and the humility to recognize, respect, and adhere to wisdom. These habits are cultivated in an atmosphere that emphasizes forming and asking questions—questions asked of others, of the tradition, of the present world, and most of all, of oneself. We cannot improve without knowing what we lack, and we cannot discover answers if we do not know the questions.

Traditional institutions of higher education remain invaluable, but insufficiently meet our current needs. Students must overcome obstacles of time, place, and considerable financial expense to attend such programs. Moreover, wars of ideological opposition, serving only to distract from an honest pursuit of the truth, have decimated the courses and curricula of many universities. By contrast, the digital environment of the Lyceum is flexible, affordable, and concerned with the inquiry into and discovery of what is true, regardless of its provenance or associations.

Members and Studies

Members of the Lyceum Institute come from a wide range of backgrounds and with a diversity of experience: factory workers and truck drivers, PhDs and medical doctors, students and retirees, Catholic, Protestant, Muslim; with backgrounds in the humanities and the sciences, with decades of study or just beginning—we all seek the same good and are bound by the common desire to know. Humility before true wisdom, possessed by none but loved by all, provides the foundation for our community.

Thus we commonly engage in studies of philosophy, literature and the arts, the classical trivium of grammar, logic, and rhetoric (though continually revising our understanding in light of the new technological paradigm), languages (with an emphasis on Latin), and keep open our doors for new thoughts.

Together we are building a new way of learning: one not constrained to a course of months or years, but which integrates itself into the whole of human life.

Since joining [the Lyceum Institute], I feel that I have found a place in the digital wasteland to call home: a home where I learn and discuss more about philosophy, the classics, art, theology and psychology; a home where my interests are taken seriously and given room to grow; a home where I find others living consciously, respectful of the thoughtfulness of others, motivated by the wisdom of the past, and wrestling with the answers for the future.

-Mark [see more testimonials here].

Broader Community

At the core of this new way of learning stands a principle of financial subsidiarity. Put simply, we do not want financial barriers to stand in the way of individuals serious about integrating their love of wisdom into daily life. Thus, we encourage all of our members who can to pay more, so that those who cannot, may still participate. But we also rely upon donations from the broader community to supplement this model of subsidiarity.

Every member that we gain is another light in the dark—brightening not only our own digital community, but bringing that light to friends and family and their local communities. Every donation we receive is fuel for those flames.

Even if membership is not right for you, you can help us to brighten the world. Donate to our Spring Fundraiser by 8 June 2023, Better Self-Critics, to help us reach our quarterly goal, or set up a recurring donation here.