We believe that the spiritual exploration and guidance in that endeavor complete our curriculum and allow for the development of a whole person. Learners who see that their lives have a purpose are more able to find meaning in life's learning process and can begin to set goals for themselves. The wonder of learning about God's creation and celebrating it with a community of God's people is a joy and a privilege. The Cathedral School has much to celebrate as a community of Christ, and in that celebration, we share in the grace that comes with being the best that each of us can be.



The Cathedral School believes that students learn in an environment which encourages ownership of the learning process and which empahsizes the value of discovery. Students are encouraged to take risks and to learn from their mistakes. Adults who work with students of The Cathedral School model learning as a life-long process and one in which learning does not always come as it is expected or planned. The faculty values differing learning modalities and sees learners as individuals.


The foundations for learning come from the teachings of the Episcopal Church. The focus is to create an environment for corporate worship that enforces the idea that humans are saved by God's grace, that persons have a laity voice in Church life, and that Scripture is used to judge and inform the church. Hard work is expected of everyone on campus.


A very visible and important support to the program offered at The Cathedral School is the Cathedral building itself. The sturdy, unpretentious structure is the oldest Episcopal Church building in central Arkansas and the third oldest church building in the area. Its English Gothic style architecture exemplifies its name, Trinity Cathedral, as it stands in the shape of a cross and is enhanced with trefoils, fleurs-de-lis and clover leaves, all symbols of the Trinity. Trinity Cathedral Parish held its first services in 1884, and the facility has been in continuous use ever since. The Cathedral has been designated as "architecturally significant" by the Arkansas Historic Preservation Commission.

The cathedral sits on the south side of the campus, and along with additonal parish support buildings and classrooms, it shapes a backdrop for the garden area, complete with fountain, called the garth. The garth, a green space surrounded by stone and brick sidewalks, provides literally and figuratively, a breath of fresh air for our students and all who visit the cathedral grounds..

Spring Street, a formidable residential address in the Quapaw Quarter area, traverses the campus from north to south.


Our school office is located at 1616 S. Spring Street. in Harrison House which, with flags waving, welcomes a steady flow of parent volunteers and visitors to our school each day. This two-story, wood-frame, Colonial Revival house was built in 1905. It was purchased by Trinity Cathedral Parish and renovated into office space for the school in 1995. Harrison House is named in honor of former principal, Arthurine Harrison, and it is also labeled architecturally significant by the Capitol Zoning Commission of downtown Little Rock.

Located just one block from Arkansas' Governor's Mansion, our students and faculty enjoy the luxury of close proximity to some of our community's most talked about attractions and valuable teaching resources including: the Museum of Discovery, Little Rock Public Library, Old State House, Historic Arkansas Museum, Mount Holly Cemetery, Arkansas Arts Center, Robinson Auditorium, Arkansas State Capitol building and Arkansas Children's Hospital. Of course, the school also utilizes the resources of both the University of Little Rock and the University of Central Arkansas for faculty development and student assessment needs.

The people who work in the offices of Trinity Cathedral Parish and the Diocese of Arkansas, including Bishop Larry Benfield, are also valued resources to The Cathedral School. These people help to create a warm and friendly ambience in which to work, worship and play. They are very supportive and help us daily with the task of defining the places on our campus where children are present and where non-school personnel should not be.