The Highlands Latin Journal - Fall 2018

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A QUARTERLY PUBLICATION OF HIGHLANDS LATIN SCHOOL

Fall 2018

Primary School students process behind bagpipers and administrators at the Spring Meadows Opening School Ceremony on August 28. This year, 682 students are being served on three campuses: Spring Meadows (K-12), Crescent Hill (K-8), and Southern Indiana (K-2).

Opening School Ceremony Exhortation, presented by Mrs. Leigh Lowe on Aug 28, 2018 (originally written by Cheryl Lowe for the 2016 Opening School Ceremony)

Welcome parents, teachers, and students to the 2018-2019 academic year. It is a joy and privilege to address you at the beginning of this our nineteenth year. We thank God for this sultry summer morning, for Highlands Latin School, for a new school year, for the gift of life, the gift of children, and the joy of learning.

In partnership with parents and guided by the gospel, we are committed to helping each student develop his or her intellectual gifts to the highest standards of the classical tradition. We are committed to character and faith formation. We are committed to helping students grow in knowledge and wisdom, and in the love of Our Lord, so that they may use their gifts in the service of others and for the glory of Christ and his Church.

A D M I N I S T R A T I O N Cheryl Lowe, Founder

Crescent Hill Campus 2800 Frankfort Avenue Spring Meadows Campus 10901 Shelbyville Road Southern Indiana Campus 2023 Ekin Avenue

Shawn Wheatley, Head of School Kelly Booker, Principal Matthew Dickie, Upper School Asst. Principal Jason Borah, Grammar School Asst. Principal Sean Brooks, Director of the House System Jennifer Wathen, College Counselor Mary Melchior, Office Manager Mary Dick, Administrative Asst. Krista Lange, Lead Teacher of So. Indiana

A Highlands Latin education is built on a strong and lasting foundation: a foundation of three universal languages (Latin, mathematics, and music), a foundation of reading the classics to develop wisdom and virtue, and the foundation of a living faith. As I look at our students and think about how to encourage you in your school work this year, I can think of no better example than Rome. Rome began as a humble village of outcasts, but grew to become mi s t re s s o f t h e world. Rome is the city that created an empire so enduring that it has haunted the memor y of mankind ever since. Historians always ask why Rome fell, but the real question is why Rome e ver arose. How can we explain Rome, the Eternal City? How can we e x plain the spirit of Rome that never gave up, that never made terms with the enemy? Rome knew from the beginning that she was destined for greatness.

There is no natural explanation for Rome, just as there is no natural explanation for you! We believe that each of you is destined for greatness. You have parents that love you and teachers that have a passion for teaching

and all that is needed is for you to persevere, to never give up, to never make terms with the enemy. And who is your enemy? Apathy (that means not caring), boredom, sloth (that means laziness), discouragement, despair, and defeat. Rome was defeated many times, but she never gave up. She lost many battles, but she never lost the war. She always came back to fight another day—and so must you.

W e h o p e t h a t you have a good y e ar an d l e ar n as much as you can. We hope that you persevere in your studies and never give up. And we pray that you will add to those Roman vir tues of pe rs e ve rance and courage the Christian virtues of humility, mercy, an d c h ar it y.

S tudents, respect and obey your parents and teachers. Be kind to your classmates and always think of the other person first and you will be happy and loved in a way that the Romans never were. The Romans were great, but with the grace of Our Lord Jesus Christ you can aspire to a greatness that even the Romans never dreamed of. Work hard and have a great year.

W E L C O M E , N E W FA C U LT Y : Erika Bratcher; Upper School Math (SM)

Jessica Sanders; Kindergarten (CH)

Meredith Cull; Junior Kindergarten (SM)

Christina Steen; Junior Kindergarten (SM)

Mark Gilbert; Upper School Math (SM)

Jonathan Swan; Upper School Greek (CH)

Brandi Knapper; Junior Kindergarten (CH)

Alex Tibbott; 6th Grade Latin (CH)

Faith Liebing; 2nd Grade (SM)

Hannah Turrill; Upper School Classical Studies (SM)

Deborah Mangione; 4th Grade (CH)

Steve Walrad; Upper School Math, P.E. (SM)

Chelsea Murray; Upper School English, College Counseling (SM)

Rebecca Willis; 6th Grade (CH)

Brian Peel; Upper School Classical Studies (SM)

Tulia Wolfe; 2nd Grade (CH)

Jenna Railey; Kindergarten (SM)

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A LU M N I SPOTLIGHT

Schuyler Baas HLS Class of 2016

Schuyler Baas (‘16) began Highlands Latin School in 9th grade. “But I had been a part of the Highlander community long before that,” she added, explaining that her older brother Cooper (‘14) was already attending HLS. “I had been to every Christmas Cantata and Easter Recital for as far back as I can remember. I even remember when Coop and I toured the Crescent Hill campus in 2008 when I was in 4th grade and he was in 6th grade. Everyone’s parents were talking to each other about how badly they wanted their kids to get into HLS. HLS gave our family something to aspire to academically.”

After graduating, Schuyler entered the University of Kentucky’s Lewis Honors College where she is now a junior studying Business Management and working in real estate.

How did HLS inspire you to pursue extracurricular activities in college? Nothing prepared me more for leadership at college than my experience as the House Leader of David. The role forced me to grow outside my comfort zone and solve new problems. It was the largest learning curve I experienced during high school, as it combined so many facets of culture, academics, athletics, spirit, civic engagement, and people management.

The House System at HLS is a microcosm of society, as people have so many different ideas, backgrounds, experiences, hopes, dreams, and motivations. Uniting people for the sake of a common cause given such differences is challenging, but rewarding longterm. Since coming to the University of Kentucky in 2016, I have built houses as the Vice President of Lexington’s Habitat for Humanity chapter, researched campus climate with the Provost to better understand the University of Kentucky’s culture of innovation according to the university’s most influential leaders, given speeches as a Women in Business Leader at UK, and presented on business strategy in Chicago. I have led discussions on the intersections of ethics and economics as a founding member of Kentucky Junto. As a member of the UK Student Activities Board, I have managed UK student fees to help bring programs [and guests] like Campus Ruckus, Carnival, Jenna Marbles, Viola Davis, Tyler Oakley, Tiffany Haddish, and more to campus. I served as a peer mentor and a K-Week leader to help freshman adjust to life on campus. Dance is also a huge part of my life, so last year I choreographed Phi Sigma Rho sorority’s Greek Sing performance for the MakeA-Wish Foundation. That was super fun! Whatever you want to do, you can probably do it at the University of Kentucky… except rowing. There’s no water here!

Describe your recent bike trek across the country to raise money for cancer.

I found out about the Ulman Cancer Fund for Young Adults’ 4K for Cancer Program through an internet search, and I was sold. 4K for Cancer is a program in which 18 to 26-year-olds bike or run across the country for cancer. After being accepted into the program, each member must fundraise at least $4,500 for young adults with cancer, organize a bone marrow transplant drive, and fulfill any other organization requests. I was accepted to Team San Francisco in December, and my cross-country cycling journey began on June 3 in Baltimore’s Inner Harbor. I had no idea what I was in for. I had trained, but nothing really prepares you to bike across the country. We were flooded and frostbitten out of Baltimore, chased through Virginia’s Appalachian Mountains by dogs, we rolled over Tennessee’s green hills, were ferried twice near the western tip of Kentucky, received by civilization in St. Louis, amazed by Missouri’s brilliant cornfields, alone in Kansas’ endless plains, awestruck at Colorado’s mountainous beauty, intrigued by the Mars-like character of Utah’s orange rocks, thirsty in Nevada’s 100-mile “Loneliest Highway” deserts, bittersweet in California, and sentimental in San Francisco. We gave out scholarships to individuals effected by cancer across the country, met with various cancer organizations, delivered chemo care bags, met with cancer patients, and raised money along the way. In 70 days Team San Francisco 2018 biked 4,500 miles and met with 200 communities. We raised over $180,000.

How do you think HLS prepared you academically for college? HLS was more academically challenging for me than college has been. Because of HLS, general education [classes] were a breeze. My experience with challenging academics allowed me to pursue meaningful activities outside the classroom. The Honors Program allows you to be flexible with your education, receiving honors credits for graduate classes. You are also given priority registration for classes, preference for special academic requests, and you’re able to live in the heart of campus near the William T. Young Library (the hub of campus, so to speak).

What do you value about your classical education? In addition to picking up Spanish quickly with a Latin background, studying St. Augustine, Socrates, Plato, Aristotle, and more has given me an in-depth framework to understand my Christian beliefs. My 11th grade Metaphysics class at HLS with Mr. Harwood absolutely blew my mind. To this day I continue to contemplate the questions that he asked that year. Classical education gave me food for thought.

What’s next for you? In the words of Mr. Janke, “Stay tuned.”

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Last summer, around 16 Upper School students gathered every other Wednesday in the parking lot of the HLS Crescent Hill campus as the “Small Engines Club.” The group spent three hours at each meeting disassembling, reassembling, researching, and repairing weed eaters, lawn mowers, and other small mechanics.

“The club is not geared toward mastery, but exposure. The students who find this interesting will have plenty of opportunity to continue learning at home,” said Jason Borah, Assistant Principal of the Grammar School, who oversaw the club. The students eventually rebuilt a Briggs & Stratton engine that was leaking oil from the head.

“I already enjoy mechanics, so the club helped me hone my skills,” said Aaron McGraw, 9th, pictured at left replacing parts in a tiller. “I would recommend the club to anyone who enjoys getting their hands dirty.”

Mr. Borah says there are plans to offer a more structured small engines camp for younger students, as well as a more openended club for more experienced students to rebuild engines. The club will continue to donate all successfully repaired machines to charity.

What is Classical Education?

A classical education is an education that shares a body of knowledge with its ancestors and hopes to pass on that culture to future generations. In fact, one of the reasons Mrs. Lowe became interested in classical education in the first place is because she read widely enough to see the words, “every schoolboy knows” with such frequency that she began to wonder, “What exactly does every schoolboy know? And shouldn’t I know it too?!”

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in case you were

WONDERING

The essential core of a classical curriculum is the study of Latin and the classical civilizations of Greece and Rome. We study the civilizations of Greece and Rome because this is our history. Without knowing our past, we cannot appreciate the present. Without it, we are beholden to the whims and sentiments of the modern world and we are handicapped by our limited understanding of man and his development.

In studying classical history we develop gratitude and perspective. We are indebted to those who went before us; it is a vainglorious endeavor to go forth without acknowledging the wisdom gleaned from our forefathers. This knowledge saves us the work and embarrassment of claiming novelty when and where none exists, and it allows us to trace the influences on our own modern world. We can see in George Washington, for example, a virtuous Cincinnatus, the gentleman farmer of Rome who left his plow to lead his country and then voluntarily gave up his power to return to his farm.

While HLS may seem exceptional and unique today, we are only restoring a standard that has been lost.

We are not being inventive. We are going back to the system that worked. It’s important to remember that what we now have to denote as classical education used to simply be called education. -Leigh Lowe 4



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Focus on Faculty:

Susan Akaydin Susan Akaydin says she’ll likely never leave Louisville. “I used to say North Carolina,” she says, when prompted about where she else she might live. “But lately I would say Colorado. After spending much time there visiting my son, I’ve come to appreciate all the hiking and other activities it offers. It would be a struggle, however, to give up the greenery of Kentucky for Colorado. The mountains are beautiful and I love hiking through them, but they don’t offer the same lush vegetation as Kentucky.”

Mrs. Akaydin has spent her entire life in Kentucky. Born Susan Christopher Alvey in Louisville at Saints Mary and Elizabeth Hospital, her middle name honors St. Christopher, Saint of Safety.

“While my mom was pregnant with me, my dad, who was a physician in the Navy at that time, was in the Mediterranean Sea in the middle of a dangerous storm being passed from ship to ship as needed. My mom prayed to St. Christopher that if my dad came home safe she would name her baby, girl or boy, Christopher.”

Mrs. Akaydin attended St. Paul Catholic Church and Doss High School until Jefferson County schools were ordered to desegregate, bussing inner city students out to the suburbs, and suburban students to the inner city schools in an effort to achieve better balance of minority and majority populations at each school. As a result, Mrs. Akaydin was bussed to Shawnee High School but was later granted a “hardship case” due to unavailability of physics and orchestra, and the inability to play sports because of scheduling. She returned to Doss, from where she graduated before enrolling at the University of Kentucky to pursue Engineering. In her freshman Chemistry class at U.K. she met Ahmet Akaydin, her alphabetical seating neighbor and future husband. Mrs. Akaydin transferred to the University of Louisville to attend the J.B. Speed Scientific Engineering School (now called J.B. Speed School of Engineering) though she and Ahmet stayed together. Through the Speed School’s cooperative learning program, she worked in IBM’s marketing division and the information systems department at National Distillers of Louisville. Her third and final co-op was at the Speed School teaching calculus. Later, she returned to U.K. to pursue a Master’s Degree in Statistics (while simultaneously teaching undergraduate Statistics classes) and then began a 5-year stint at IBM before leaving to raise her four sons: Kirk, Michael, Matthew, and Christopher.

“When all of my sons were in school I went back to school myself to earn a master’s degree in teaching. Those two years were the hardest I ever worked. I couldn’t begin my own homework until I had gotten the boys home from school, fed, helped them with their homework, then helped them through their evening routines and finally to bed.

I’d rather not say how many all-nighters I pulled in those years, but I knew I wanted to teach.”

Mrs. Akaydin taught for Jefferson County Community Schools, Sacred Heart Academy, Mother of Good Counsel, and Saint Mary Academy until she responded to an ad on Craigslist for a math teacher position at a small private school on Frankfort Avenue: Highlands Latin School. Soon she began teaching Pre-Calculus at HLS, then Algebra I. Now in her 9th year, Mrs. Akaydin recalls how she felt at her new school. (continued on pg. 6)

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“I experienced something at this little school that I had never ideas they are learning in Algebra,” she said. “[8th grade] students experienced before: an affirmative, inclusive, compassionate, and have more expected of them than they have had before. They learn that civil atmosphere. Staff and teachers were helpful and friendly. There Algebra is a language that has grammar and formatting requirements was no idle gossip or complaining. When I had a question or concern like other languages. More focus is required in class as they are in the classroom I was given immediate support. When challenges expected to make sense of new concepts or old concepts in a new arose, constructive problem solving conversations took place to find way. And while they are following the logic and reasoning, they are solutions that best served the students. The students came to school required to take thorough notes. Making sense of the work and taking well prepared to learn. They were more respectful and appreciative notes at the same time is an important and challenging skill. I have towards each other and their teachers than at any other institution at enjoyed the challenge of presenting these complex concepts to students which I’ve taught. I remember the first time a student thanked me at in a way that helps them better understand the concepts and quickly the end of class for teaching. I was confused and didn’t know how make the connections to how they are used.” to respond at first. Never before had I Her recent “empty nest” allows Mrs. experienced authentic gratefulness in a I remember the first time a student thanked Akaydin to become more involved school setting. I am very grateful myself in extracurricular activities at HLS, me at the end of class for teaching .... to have stumbled into this community. including chaperoning retreats and HLS has been a significant contributor to Never before had I experienced authentic photography. Her mastery within the my own growth as a teacher and person.” classroom, though, is what helped her gratefulness in a school setting.

Since then, Mrs. Akaydin has watched earn the Ken Dennis Teaching Award at HLS grow to a nationally known school the 2018 HLS Closing School Ceremony. with multiple campuses. She says the culture, though, has not changed.

“I am a pretty emotional person, so the only thing I could really think “HLS still has high standards for excellence in academics and in about as I was invited up to receive the Ken Dennis award was ‘don’t character, and a compassionate, caring, and respectful community trip, don’t cry, don’t trip, don’t cry.’ Later, when I was able to think that practices grace, forgiveness, and civility. HLS still prioritizes the about the award, I felt very flattered and honored. The award gives me students and their growth as decisions and changes are considered. confidence that I am accomplishing my goals as a teacher and HLS’ You can still feel Mrs. Lowe’s presence and wisdom as administration goals for students in the classroom.” works to carry out her mission. I love keeping her in my students’ thoughts as I remind them to put the overhead away carefully so as Speaking of goals, Mrs. Akaydin sets new ones for herself as a teacher not to scratch Mrs. Lowe’s wall,” she said. “Another important thing each year. This year, she strives to leave time at the end of class for that hasn’t changed is HLS’ Office Administrator, Mary Melchior. She students to start their homework, which she says gives her a chance to is still just feet away, keeping me out of trouble and always more than take a quick look at their work to make sure they are on the right track.

As well, she continues to work at grading strategies that appropriately willing to help in any way.” provide help and positive feedback to students.

Mrs. Akaydin says knowledge, communication, listening skills, respect, and compassion are key qualities of her role in the classroom, In her free time, Mrs. Akaydin enjoys sports, photography, and as well as “learning where [students] are in their knowledge or skill, recently, re-learning to play the cello. She says she would have been and making it safe for them to be at their level.” She says the benefits an architect if not a teacher; she is drawn to the creative process. of a classical curriculum are helpful for her math students.

“As it turns out, I found as much opportunity for creative process as “As students begin to explore the properties and concepts in Algebra a teacher as I ever hoped for. I never tire of thinking about techniques and learn to apply them, they are not hindered by simple arithmetic. and strategies to improve learning, growth, and positive experience With math facts close at hand, their mind is free to focus on the new for my students.”

HLS FACULTY MEMBERS WERE ASKED:

HOW DID YOU SPEND YOUR SUMMER?

Pictured from left, Coco Briggs (Kindergarten) visited Mount Rainier National Park among other sites in Washington state; Chrissy Bramer (Upper Scho AP Summer Institute; Natalie Malcom (Upper School Math) visited the Anne Frank House in Amsterdam this summer, including the secret annex where An hometown of Bozeman, Montana; Jenna Railey (Kindergarten) and her family toured the Speaker’s Balcony at the Capitol during a history trip to Washin though, she spent time at her pool; Krista Lange (Lead Teacher, Southern Indiana) and Steven Lange (Latin) dropped their son Ben Lange (‘18) off at Sa

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MEMORIA PRESS MOVES OFFICES TO SPRING MEADOWS CAMPUS

The lights are on in the second floor of Cooke Hall, where HLS’ publishing arm, Memoria Press, now occupies newly-renovated offices in order to better collaborate with teachers and administrators.

“Our curriculum comes out of the classrooms, and our standards for a model school are based on what the HLS classroom looks like. Our Classical Latin School Association uses the pedagogy, teacher training, and classroom environment that makes up the culture of HLS as the standard that determines our accreditation of schools,” said Tanya Charlton, MP Curriculum Director. “Cheryl Lowe always said that to create beauty, you needed to be surrounded by beauty, and the Spring Meadows campus provides us with that beauty.”

Tanya said their new space also allows for HLS to have immediate access to the accounting and marketing departments, and the MP Schools Division to better host visiting schools. As well, HLS teachers who write for Memoria Press in the summers will be able to stay on campus.

Renovations lasted most of the summer, as MP Interns (who were all HLS graduates) worked to clean the offices and brush protective oil on the new desks (built by HLS Maintenance Director Tom Clem). Paul Schaeffer (MP Schools Division) worked with Joel Amunrud to set up phones and computers, and Mary Melchior (HLS Office Manager) helped with logistics such as parking, ID badges, and planning for MP staff to have access to HLS lunch prepared by Cafeteria Manager Cyndi Schmitt and others in the cafeteria. (According to Tanya, this would overwhelmingly be the staff ’s answer to the best part about moving!) The Schools Division moved Sept. 20, followed by the Marketing Department and others on Sept. 21.

“We are still not totally unpacked, but we are getting there,” said Tanya. “We have lots of books to unpack!”

ool Chemistry) attended Bible and Beach with Southeast Christian Church, spent time at Nolin Lake, and met UofL’s president, Dr. Neeli Bendapudi, at the nne hid during World War II; Joel Amunrud (Upper School Test Prep/IT) and Alana Amunrud-Sharp (Upper School Math, Science) visited family in their ngton, D.C.; Rebecca Shelburne (Upper School Science) went to the beaches of Hawaii, Aruba, and Puerto Rico, and toured a winery in Virginia. Mostly, amford University in Birmingham, AL, for his freshman year of college.

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WHAT HATH ATHENS TO DO WITH JERUSALEM?

by Martin Cothran

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Originally published in The Classical Teacher Spring 2018 issue

h at do e s r ea s on h ave to do with faith? What do e s t h e i nt e l l e c t u a l have to do w it h t he spi r it ua l?

W hat does ph i losophy have to d o w i t h C h r i s t i a n i t y? T h e s e a r e q ue st io n s t h at Ter t u l l i a n , one of t he ea rly fat hers of t he C hu rc h , s u m me d up wh e n h e asked, "What hath Athens to do with Jerusalem?"

Ter t u l l ia n's q uest ion s e em s to pit t he c ult ure of t hese t wo a nc ient c it ies aga i n st one another, as if they are somehow inconsistent. And, indeed, there are important differences.

There have been many answers given to Tertullian's question over the last 2,000 years. Some agree with him that there is something i r r e c o n c i l a b l e a b o ut t h e t wo cultures—one based on the reason of man, and the other on the revelation of God. Christians were the inheritors of the classical culture that came from the Romans and the Greeks. As Rome fell, it left the scattered remains of the learning of antiquity among the other ruins of its culture. It was left to the Church to collect and preserve the things that remained.

Thomas Cahill, in his book How the Irish Saved Civilization, tells the story of how Irish monks copied and recopied the ancient texts throughout the Dark Ages to preserve them for posterity.

In the tenth and eleventh centuries these manuscripts containing the learning of the ancients were rediscovered by the Christian scholars of the West, who compared them with what they knew from the Scriptures, and placed them in the service of their faith.

The learning of the Greeks and Romans, transformed by the Christians of the Middle Ages, became what we now know as "classical education." It was handed down generation by generation and became the foundation of the Christian culture of Europe and America.

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Classical education was what the Puritans brought with them and institutionalized in schools such as Harvard and Princeton, and it was the system of learning on which the founding fathers were nourished.

The response of the historic Church to Tertullian's question was not Tertullian's answer. It was Augustine's answer.

What Augustine knew was that what some call "human reason" was not really human at all. The "reason" that we call "human" is really our own ability to perceive, by virtue of the image of God in us, the truths we find in the created world.

Augustine, acknowledged by many as the greatest thinker of the first thousand years of the Church—and himself thoroughly classically educated— argued in his great work, On Christian Doctrine, that the learning of the ancients was "Egyptian gold."

As the Hebrews left Egypt, the Egyptians, chastened by the plagues sent from God, showered the Hebrews with gold, which the Hebrews took with them into the wilderness (Exodus 12:35). With it they foolishly made a golden calf—but they also used it to fashion, at God's command, the vessels of the Tabernacle.

The truths of classical learning were discovered by pagans, but they were still gold. They were "taken," said Augustine, "from the mines of God's providence" so that we might do with them, not as the pagans had done, but as God would have us do.

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24% OF HLS SENIORS HONORED BY NATIONAL MERIT SCHOLARSHIP CORPORATION

Katherine Burnett

Grace Burnett

Davis Henderson

Rachel McGraw

Carl Yoder

5 out of 21 HLS seniors were recognized by the National Merit Scholarship Corporation for their performance on the 2017 PSAT/National Merit Scholarship Qualifying Test (NSMQT). Katherine Burnett was named National Merit Semifinalist. Grace Burnett, Davis Henderson, Rachel McGraw, and Carl Yoder were named Commended Students.

According to a press release, the nationwide pool of Semifinalists (selected for meeting a statewide cutoff score) represents less than one percent of U.S. high school seniors. To become a Finalist, a Semifinalist and his or her high school must submit a detailed scholarship application providing information about the Semifinalist’s academic record, participation in school and community activities, demonstrated leadership abilities, employment, and honors and awards received. From the approximately 16,000 Semifinalists, about 15,000 are expected to advance to the Finalist level, and in February they will be notified of this designation. Commended Students are also named based on their Selection Index score. Commended Student scores fall just below the level required to be named Semifinalists in their respective states, however they are still honored as high scorers.

On Wednesday, October 10, HLS 10th and 11th graders took the 2018 PSAT/NMSQT which allows juniors the chance to compete for the 2019 National Merit Scholarship Competition. Scores will be released in December, and any student meeting the state cutoff score for Semifinalist or Commended Student will be notified in September of 2019.

NATIONAL HISPANIC RECOGNITION PROGRAM HONORS HLS SENIOR Faith Thibaudeau was honored by the National Hispanic Recognition Program for her performance on the 2017 PSAT/National Merit Scholarship Qualifying Test. Each year, the NHRP recognizes about 5,000 of the 250,000 Hispanic/Latino juniors who achieve the minimum required PSAT/NMSQT Selection Index score (this qualifying level may vary by state, region, and territory each year), and earn a cumulative GPA of 3.5 or higher by the middle of their junior year. Qualified students are at least one-quarter Hispanic/Latino.

Faith Thibaudeau

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Members of the House of Andrew and the House of Patrick compete against each other in a game of Mudball at the HLS Upper School Advance on Sept 8.

2018 UPPER SCHOOL ADVANCE

2018-2019 HOUSE SERVICE ASSIGNMENTS

The HLS House System celebrated the installment of 70 new members on Sept. 8 at the annual Highlands Latin School “Advance” at the Spring Meadows campus. Each House welcomed 7th grade students and new students before athletic, academic, and artistic competitions commenced. In the end, the following Houses won each category: Scavenger Hunt: George; Athletics: David; Film Pilot: Andrew (Patrick won “Best Overall” for their film, America Might Have Talent.) The House System will focus on the theme “Mentor” this year.

Keeping with the theme, “Mentor,” the House Historian Project will require each House’s Board of Historians to produce a 20-minute video about mentorship. Videos can be from the perspective of the mentor or mentee, and will be presented to members of the House System and a panel of judges on May 17.

“We wanted to examine the fact that life-changing truths often come to us through memorable people. Most folks can’t remember facts from two years ago, yet all of us have a friend, a family member, an author, or a moral example that impacted us. We wanted to talk about those virtues through the unforgettable people who show them to us,” said Dave Thomas, Assistant House Director and House of Andrew Adviser.

This year, all House members will have the opportunity to volunteer at the same local organizations. First trimester will be dedicated to Franciscan Kitchen, which, according to their website, feeds 500 or more people on weekdays and select Saturdays. To help, HLS House members will serve lunch to homeless and hungry community members on four different days in October and November.

“This year the House System is bigger than ever,” said Mr. Thomas.

“We want to continue to forge community across the classes, inspire students to persevere, and serve our city and each other with tenacity and compassion.”

CURRENT HOUSE POINTS House of Andrew................................... 246 House of David................................. 215.75 House of George................................ 192.5 House of Patrick............................... 206.75

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News, Honors, and Awards STUDENTS Alex Harris (11th), Sophie Harris (9th), and Luke Nicholas (8th) placed second out of 25 teams at the Midwest Region Bible Bowl in Toledo, Ohio, representing their parish, St. Michael Orthodox Church.

Sasha Novosel (11th) and her friend were pictured on a truck practicing CPR training to advertise the Community Education Services for Shelby County.

Jacob Fox (10th) participated in a 2-week s p e e c h a n d d e b a t e c a m p a t Pa t r i c k Henry College this summer, funded by a scholarship he received through the Wilson Wyatt Debate League.

Lara Rose Giltner (12th) won a blue ribbon for her embroidery and Elizabeth Giltner (9th) won a red ribbon for her latch hook pillow in the Junior Textiles category at the Kentucky State Fair in August.

C a r m e n E ve r s o n ( 8 t h ) a t t e n d e d a n invitation only, 5-week pre-professional summer ballet intensive at Next Generation Ballet in Tampa, Florida.

John Hayden Cope, III (10th) achieved Eagle Scout rank and was recognized in a ceremony on July 14. Owen Marshall Cope (7th) achieved Star Rank on Sept 6. They are part of Boy Scout Troop 270 in Bagdad, KY.

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Danielle Fuller (12th) competed in the KY State Championship Horse Show on Sept.

15, where she and her horse were named State Champions in the 3 Gated Pleasure Pony Class. Danielle was also presented with American Heritage Girls’ Stars and Stripes Award on Sept. 16 in a ceremony held by HLS AHG Troop KY 2521.

At Carnegie Mellon’s pre-college National High School Game Academy summer program, Kate Burnett (12th) and Grace Burnett (12th) were rated Excellent in teamwork and ranked in the top 10% of the class. Grace was named Team Producer for two teams, in which she coordinated and motivated teams of five to complete two game designs from start to finish while also creating the artwork. Kate was named Team Producer for the second game project which included virtual reality.

Lily Lange (10th) participated in the Globe Players with Kentucky Shakespeare, who put on a full production of “Romeo and Juliet”. Lily had the role of Abram. The camp lasted 5 weeks and the performances were July 25-28 in Central Park.

Emily Steinbach (10th) attended the Indiana University Jacobs School of Music Piano Academy, a 3-week intensive summer piano program in which students receive private lessons from outstanding piano professors from around the country and learn through masterclasses taught by internationally renowned guest artists.

Emily was chosen to play in one of the masterclasses taught by Arnaldo Cohen, and was also chosen to perform in an Honors Recital.

Leslie Monhollen (10th) volunteered on Mondays in June-Aug for Locust Grove Historic Home, surrounded by staff and volunteers who also love history.

Will Gimmel (2nd) won a Gold Medal in Sparring and a Bronze Medal in Forms at a Taekwondo Tournament over the summer.

Will has been training for almost 4 years and has reached the level of Green Belt.

Mason Hartlage (7th) was selected to attend a Kinematics for Mechanical Design course at the Vanderbilt Summer Academy, a program for students in grades 8-12 hosted

by Vanderbilt University’s Programs for Talented Youth (PTY) in June. Mason studied in an accelerated course under Vanderbilt professors, NASA researchers, and graduate students with students from around the country.

Joseph Collum (‘18) made the Dartmouth Aires, Dartmouth College’s oldest, all-male a capella group. Mrs. Collum credits HLS Music Director, Dr. Louie Bailey. “This kid never sang a note until he encountered Louie Bailey!”

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HIGHLANDS LATIN SCHOOL 10901 Shelbyville Rd. Louisville, KY 40243

502.742.4789 www.TheLatinSchool.org

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H IG H L A N D S L AT I N S C HO O L DRAMA TROUPE PRESENTS

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Green Gables

Director: Teresa Boling

November 9 &10 at 7:00 P.M. | November 11 at 2:00 P.M.

Tickets $8 General Admission at TheLatinSchool.org

Spalding University Auditorium 824 S. 4th Street | Louisville, KY 40203

| Illustration by Daniel Young