The Highlands Journal Fall 2019

Journal The Highlands

A PUBLICATION OF HIGHLANDS LATIN SCHOOL

Fall 2019

Sixth grade students gather for a photo at Spring Meadows before the 2019 Opening School Ceremony.

The following address, originally written by Cheryl Lowe, was delivered by Leigh Lowe at the 2019-2020 Opening School Ceremony on August 27, 2019.

Welcome parents, teachers, and students to the 2019-2020 academic year. It is a joy and a privilege to address you at the beginning of this, our 20th year. We thank God for this beautiful 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 students develop their intellectual gifts to the highest standards of the classical tradition. We are committed to helping students grow in wisdom and knowledge and in the love of our Lord, so that they may wisely 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 Dickie, Upper School Asst. Principal Counselor

Mary Melchior, Office Manager

Shawn Wheatley, Head of School

Spring Meadows Campus 10901 Shelbyville Road Southern Indiana Campus 2023 Ekin Avenue

K e l l y B o o k e r, P r i n c i p a l

Jason Borah, Grammar School Asst. Principal Mary Dick, Administrative Asst.

Crescent Hill Campus 2800 Frankfort Avenue

Matthew

C h e l s e a M u r r a y, C o l l e g e

K r i s t a L a n g e , L e a d Te a c h e r o f S o . I n d i a n a

A Highlands Latin education is built on a strong and lasting foundation: the foundation of three universal languages (Latin, mathematics, and music), the foundation of reading the classics to develop wisdom and virtue, and the foundation of a living faith.

There are two mountains from the ancient world that symbolize classical Christian education: Mt. Parnassus and Mt. Sinai. In Greek mythology, Mt. Parnassus was the abode of Apollo, the great god of Reason. Climbing Parnassus came to be a metaphor for classical education, that glorious and sometimes painful journey of learning Latin and Greek.

Climbing Parnassus is an ascent up a steep and formidable mountain, where reason itself is enshrined on its snowy peaks. It is not reaching the peak, however, but the climb itself that molds character and develops virtue. It is the climb itself that forms the mind and heart of the student and leaves him with a permanent imprint. By aiming for a lofty summit, the student learns to fix his eyes upward and to always strive for excellence.

Enshrined on Mt. Sinai, on the other hand, is not human reason, but God Himself. Here is a mountain we cannot climb, a summit we cannot reach by our own efforts. And so it was that from Mt. Sinai, God came down to us, with His self-revelation, first in the Law and then in the Gospel. It is through faith in this Revelation that we ascend the mountain of God. Climbing a mountain, students, is not a race. There are no winners or losers. It is not how far up the mountain you climb or who is first or last. You can extend a hand down to someone who is struggling below you, and you can reach a hand up to someone who is above for help. It is equality of effort that is the goal, not equality of results, so that each of you achieves as much as your ability and circumstances allow.

As you climb your mountain this year, keep your eyes firmly fixed on these two lofty peaks, these two visions of greatness—Mt. Parnassus and Mt. Sinai. Hold them both together as they support and defend each other in your classical Christian education.

Students, strive for excellence.

W E L C O M E , N E W FA C U LT Y :

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Caleb Aulie; Upper School Greek (SM)

Julie Luna; 1st Grade (IN)

Carrie Baird; 1st Grade (SM)

Krista McMillan; Upper School English (CH)

Reuben Blake; 6th Grade (SM)

Hope Nelson; PE (CH)

Mark Compton; Upper School Latin (CH)

McKinley Nicoson; Upper School Math (SM)

Dr. James Cripps; Upper School Science, Statistics (SM)

Stephen Pardue; Upper School Classical Studies (SM/CH)

Elizabeth Demske; 3rd Grade (SM)

James Power; Upper School Classical Studies (CH)

Jarrett Ford; Upper School Latin (SM, CH)

Chloe Rijke; 5th Grade (SM)

Ron Frieson; Upper School Geography (SM)

Kevin Scahill; Upper School Latin (SM)

Amelia Harrington; 3rd Grade (IN)

Garrett and Jo Sorenson; Choir (SM)

Rebecca Lally; 4th Grade (CH)

Mary Elissa Thomas; 3rd Grade (SM)

Shelby Lohman; Upper School Math (SM)

Richard Watkins; PE (SM) 502-742-4789

A LU M N I SPOTLIGHT

What are your fondest memories of HLS? Everything to do with the debate team is dear to me. There was a golden age from about 2012-2015 where we were winning everything and having a lot of fun doing it. Looking back I think that my class was a very special group as well. We had such a wide range of interests and talents. Most of all, I miss the conversations you could have at lunch. It felt like every day we would cover either the sublime or the ridiculous. Sometimes we would forego eating in favor of a group study hall, but even in our collective misery I think we were able to have a good time.

What do you value about your classical education? How has it benefited you as a college student?

My college is a bit unique in that it is a four-year business curriculum. We have no required English or philosophy courses here; it’s all business, all day. In other words, it’s the antithesis of Highlands Latin. HLS never had a class on Event Driven Arbitrage or taught me how to price the IO strip of a residential mortgage-backed security. And I can’t say that Dante comes up a lot here. HLS prepared me in more fundamental ways. I honestly don’t remember a great deal of Latin or calculus, but I still find joy in things that are challenging.

Learning to enjoy working with difficult material will carry over to any field and has been invaluable for me both in the classroom and in working on my company. One day, as soon as I can, I’m going to retire. At that time, I’m going to leave all of the business stuff at the door. I would be perfectly fine never hearing the phrase “discounted cash flow analysis” for the rest of my life. But the classical education will stay with me. I see a life after business full of good books and good conversation, family, friends—the things that are actually important in life. There is so much more out there than your career, and I am thankful that HLS was able to introduce me to so much of it in my short four years there.

Could you explain more about the company you recently started?

We are a mortgage company operating in southern Indiana and Indianapolis. I was literally digging a ditch with my father and we got to talking about flaws with the way most mortgage companies and banks qualify their borrowers. I did some research and did a little bit of modeling, and I found that there was an opportunity to create a new, very narrow loan program. The next step was going through all of the proper licensing work with the Indiana Department of Financial Institutions, codifying the loan program, and setting up the required administrative systems. Once all of that was in place, we were able to pitch the program to banks and private investors, who were enthusiastic enough to give us the green light. It has been very neat to see it all come to life this past year, and I’m very optimistic about prospects for growth in the coming years, especially once I am finally done with school.

Jack Hauersperger HLS Class of 2016

Jack Hauersperger attended HLS from 9th through 12th grades and graduated in 2016. He attends the University of Pennsylvania’s Wharton School of Business with academic concentrations in Finance and Real Estate. Recently, Jack took a gap year to work on growing the real estate finance business he founded. He plans to graduate from the University of Pennsylvania in the Spring of 2020.

Any advice for other students interested in business and finance?

Money can be a great means to do things that are meaningful to you, but if you haven’t thought through what those things are first, then, well, what are you doing? There is nothing more sad than watching a kid spend his summer on a Morgan Stanley trading desk for 80 hours a week because “that’s like, you know, what you’re supposed to do.” So if you really want to go into finance, I won’t tell you not to, but you need to have a pretty honest conversation with yourself about what you’re after in life and what you are willing to sacrifice to get there. You aren’t going to have time to read Shakespeare when your boss needs you to crank out a multivariate liquidity model. I don’t know if that is a tradeoff that I would recommend to anyone.

Any advice for current HLS students?

Have a plan. It’s ok if the plan changes frequently and radically. The important thing is that you aren’t just going through the motions.

What was your favorite thing that you read while at HLS? I can’t give just one answer here, I’m sorry. During my junior year we had a Metaphysics class taught by Mr. Harwood where we read selections from Augustine’s City of God. I’ve been pursuing a philosophy minor at Penn, and I still don’t think I have gotten more out of a philosophy course than I did in that Metaphysics class, especially from Augustine. It was very interesting to see the bridge between Platonism and Christian philosophy explained in such clear terms. During my senior year in Mr. Janke’s literature class we read The Great Gatsby. I really got to see how insightful Mr. Janke is, and it was sort of a turning point for me because I don’t think I properly understood what literature had to offer until we covered that book. It’s a real shame that it didn’t occur to me until senior year, but better late than never. Pay more attention in your literature classes, kids.

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Focus on

Steve and K

by Chelse

In partnership with parents, and guided by the Gospel, we seek to educate grow in knowledge, wisdom, and the love of our Lord, and more ably use the - HLS Missio The Highlands Latin mission runs through every layer of the school. From philosophy to pedagogy to homework policies, each part of the HLS vision is grounded in Gospel faith and family values. Faculty members Steve and Krista Lange epitomize this mission.

Steve and Krista Lange joined the HLS family in its earliest days. After they moved to Louisville in 1998, they began a family, and a few years later, with a growing interest in classical education, they enrolled their eldest daughter, Maddie (class of ‘16), in the 2003 kindergarten class at HLS. Steve joined the faculty the following year (2004).

Eventually, all members of the Lange family found their way to HLS. Krista began teaching in 2009 as a kindergarten instructor, and their other two children began at HLS as kindergarteners. Their son, Ben, graduated in 2018 and attends Samford University. Their daughter, Lily, is a junior in the upper school.

Steve has taught Latin at HLS for fifteen years­—everything from First Form to AP Latin. Recalling his early days at HLS, Steve says, “There really was no set curriculum like there is today. Mrs. Lowe would give me pieces of the curriculum [as it was being written]. I remember one time, I ran out of materials and I told the students, ‘Well, I’m not sure what

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comes next.’ Mr. Wheatley came in right then with the next portion of the curriculum hot off the printer. When we started, there was one campus, one kindergarten class, no carpool, and pizza was served every day for lunch. At the first HLS hayride no one thought to bring utensils, so we scooped up our food with potato chips. Those were what many have called the ‘Cowboy Days’ of HLS.” Just as HLS has evolved over the years, so too have the Langes’ roles. Krista has taught kindergarten, 1st grade, and 2nd grade, and has worked as an administrator for the primary school. “My role is rather unique right now since I am both teaching 2nd grade and am the lead teacher at the new Southern Indiana campus,” she says.

“Mondays and Fridays are a combination of classroom prep and administrative work. Tuesdays through Thursdays I’m in the classroom with my 2nd graders.”

Though Steve loves teaching, Latin is not his only passion—his primary calling is in ministry. “My full-time job is as a pastor, so I really am only able to teach two classes at HLS. Since I teach Latin, my classes are usually in the morning, and then when I’m done with my Latin classes I’ll head to church and work there.” A heart for ministry has been woven throughout Steve’s family history; his great-grandfather, grandfather, and father were all pastors.

502-742-4789

n Faculty:

Krista Lange

ea Murray

students to the highest standards of the classical tradition, so that they may eir gifts in the service of others, and for the glory of Christ and His church. on Statement For both Steve and Krista, teaching is about more than imparting knowledge; it is about nurturing and forming character. “A teacher needs to have mastery of the subject that they’re teaching,” says Steve, “but that mastery won’t benefit the students unless it is paired with genuine care for the students and a sincere desire to help them make this knowledge their own.”

“Every time we talk a b o u t w h a t we l o ve about HLS, it usually in some way involves HLS’ culture. However, that culture is hard to put into words,” says Steve.

“It is first of all a Christian culture, in which love for God predominates. That then leads to a caring atmosphere among the members of the HLS family, since you can’t love God and not love your neighbor. There’s the encouragement to help the students develop their gifts in ways that honor God and help their neighbor. And there’s the love of learning that is instilled in the students through the support of the teachers, administration, and the other students.”

The Langes have experienced the benefits of this educational philosophy not only as teachers, but as parents.

“A classical education has taught our children to love the good, the beautiful, and the true, and to recognize those things. Our children have truly learned to think critically.

TheLatinSchool.org

And they have learned to write, which is something that so many students unfortunately don’t learn to do these days.”

In partnership with parents (and as parents themselves) and guided by the Gospel, the Langes are faithful exemplars of the Highlands Latin School vision. When asked about their daily goals, Krista says, “Neither of us really thinks in terms of daily goals. We just do what we can each day to take advantage of the opportunities God gives us to serve Him and those around us.”

Many things have changed since the Langes enrolled their eldest daughter in kindergarten.

Steve remarks, “We have witnessed the explosive growth of the school, from under one hundred students K-12 to what we have today. We’ve watched the HLS athletic program go from being blown out in every game to winning consecutive state championships.

We have been at every HLS Christmas Cantata and have seen it grow from one cantata for all students K-12 to multiple cantatas for each campus.

What has not changed is the excellence of education for our children, the character training, the great friends for our children and for us, and the devotion to caring for our students and helping them to benefit from the blessings of classical education.”

Steve and Krista have been married for twenty-five years. They attend Hope Lutheran Church, where Steve serves as pastor.

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21% O F H L S S E N I O R S

HONORED BY

N AT I O N A L M E R I T S C H O L A R S H I P C O R P O R AT I O N

Alex Harris

Madison Miller

Tanay Neotia

Chloe Walrad

Four out of 19 HLS seniors were recognized by the National Merit Scholarship Corporation for their performance on the 2018 PSAT/National Merit Scholarship Qualifying Test. Madison Miller, Tanay Neotia, and Chloe Walrad were named National Merit Semifinalists. Alex Harris was named a Commended Student.

According to a press release, the nationwide pool of Semifinalists (selected for meeting a statewide cutoff score) represents less than 1% 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.

The 2019 PSAT/NMSQT, taken by all HLS 10th and 11th grade students, will allow juniors the chance to compete in the 2020 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 2020.

N AT I O N A L H I S PA N I C R E C O G N I T I O N PROGRAM HONORS HLS SENIOR Josiah Gomez was honored by the National Hispanic Recognition Program for his performance on the 2018 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.

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Josiah Gomez

502-742-4789

H O W D I D FA C U LT Y M E M B E R S S P E N D T H E I R S U M M E R ?

Mrs. Zamiska (1st Grade, SM) visited Europe with her family. They visited Rome, Florence, Venice, and Slovenia. ● Mrs. Turrill (Upper School Classical Studies) visited the Mendocino Coast in Northern California. She also took a class on Christian Leadership, took up biking, and learned to make espresso. ● Dr. Shelburne (Upper School Science) hosted a 40-hour weeklong intensive sewing camp where she taught HLS students how to read sewing patterns and construct simple garments. ● Mrs. Rueff (2nd Grade, SM) spent ten days on the Amalfi Coast in Italy with her mom and daughter. They learned some Italian and toured local farms and orchards. ● Ms. Bier (Upper School Latin) traveled in Europe. She spent time in the Highlands of Scotland and visited Prague, Munich, and Salzburg. ● Dr. Suer (Upper School Math) spent a week in Iceland with his wife, Erin. They stayed in Reykjavik and took several nature tours. ● Mrs. Boling (Drama Troupe Director) directed six drama camps with a staff of students and teachers for nearly 100 campers. She also took an acting class herself! ● Chloe Rijke (5th Grade, SM) visited Israel and toured Jerusalem and swam in the Dead Sea. She also ate a lot of hummus! ● Mrs. Sizemore (4th Grade, SM) went backpacking in Roan Mountain State Park on the TN/NC border. She hiked over 100 miles, summited two of the highest peaks on the Appalachian Trail, and covered a section of trail used in the 1780s during the Revolutionary War. ● Mrs. Akaydin (Upper School Math) took a photography class in New York City. One of her photos from the class is pictured below.

Why Don’t HLS Students Go to School Every Day?

by Leigh Lowe

Highlands Latin School has a unique, pared-down schedule. HLS kindergarten meets two days a week, 1st and 2nd grades three days, and 3rd through 12th grades four days, with slightly shortened Fridays. Two primary factors influence our schedule—partnership with parents and a dedication to purposeful and efficient use of time.

Partnership with parents has always been a core value at HLS. Parental involvement contributes greatly to student success and influences a positive school culture. Mrs. Lowe respected the role of parents as the child’s first and best teachers. Our schedule allows parents to be highly involved in their students’ schooling, offering ample opportunity to supplement and support classroom instruction by giving students time at home. This schedule also affords students extra time outside of school to develop unique talents, address challenges, and prepare well for robust and engaging classes.

Highlands Latin School has also always prioritized the conscientious use of time while in school, as both an obligation and courtesy to our students. Everyone knows that efficiency increases productivity. Mrs. Lowe often said: “Time on task is the greatest predictor of increased learning.” The operative words are on task. Time alone doesn’t increase learning—what’s required is focused, productive time. Students must learn that success—in anything—depends on the wise use of time.

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in case you were

WONDERING

Mrs. Lowe didn’t want to misrepresent school by keeping students longer than necessary and filling time with inefficiency and non-essentials. At school students learn that hard work, perseverance, and achievement offer unique delights, distinct from entertainment. She also wanted students to enjoy well-deserved play and rest.

Our “work hard, play hard” approach honors the child and produces students who are exceptional achievers.

Should Schools Teach History?

by Martin Cothran

M

y wife and I recently visited my son and daughter-in-law in Philadelphia. My wife had been to Philadelphia when she was in school, but I had never been there. Among other things, we saw the Liberty Bell and Congress Hall, which served as the seat of government for the first years of our republic.

The thing I noticed most about this little tour was how many people from other countries were there to visit these places. In fact, we seemed to be among the few Americans in any of the places we visited. Most spoke in a foreign tongue, and even though it was mid-October we saw no school groups at all.

It occurred to me all of a sudden that people from other countries may be more interested in our nation's history than we are.

It brought to mind news stories I had read only a month or two before about Colonial Williamsburg having to drastically cut its budget and lay off a number of its staff. Mitchell B. Riess, president and CEO of the Colonial Williamsburg Foundation, revealed that the historical site attracts only half the number of people it attracted thirty years ago.

He attributed part of the cuts to business decisions made in previous years, as well as "changing tastes." But he also mentioned a frightening fact: "[L]ess American history is being taught in schools."

Our Philadelphia experience also made me think of the Sergeant York Home in northern Tennessee, a tourist destination that honors the greatest American war hero of World War I. When we drove by it twenty years ago it appeared to be a popular tourist destination. But when we drove by it recently the gift shop was closed, and though the grounds were open they were in a sad state of disrepair.

Our little vacation brought to mind all of the

historical places my parents took us when we grew up: the Smithsonian Institution, the Lincoln Memorial, the White House, and the California Missions. My family enjoyed them because we had been taught about them in school and consequently they were objects of wonder to us.

Karol Markowicz wrote a frightening article in the New York Post a couple years ago. She wrote that, according to the 2014 report by the National Assessment of Educational Progress, "an abysmal eighteen percent of American high school kids were proficient in U.S. history." And further, she said, "a 2012 story in Perspectives on History magazine...found that eighty-eight percent of elementary school teachers considered teaching history a low priority."

I recently searched "teaching of history in schools" online.

Many of the hits were links to articles with titles like, "Why We Should Teach History in Schools." Is this really an issue?

Is the teaching of history in schools really open to question?

That we should teach history—our own as well as the history of the Western world that formed us—to our children should not be controversial.

I had a sort of vision during my Philadelphia visit—a vision of a future society poking around blindly in the ruins of a once-great civilization, wondering what it was that made it great and why it was worth remembering.

That is a chilling vision, but one that reminded me of the importance of what we do here at Memoria Press, where history is still important.

This article was originally published in the Late Summer 2019 issue of The Classical Teacher.

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502-742-4789

Small

but

Strong:

H ighlands L atin School Southern I ndiana

by Chelsea Murray

In the very earliest days of Highlands Latin School, a handful of students gathered in Mrs. Lowe’s living room to learn Latin and classical history. They were a small group, but with persistence, determination, and a love of learning, they grew both in knowledge and in number. The school moved into the Crescent Hill campus in 2003. HLS continued to grow, and seven years later the Spring Meadows campus opened. Though HLS continued to grow and change, the vision always remained the same. Mrs. Lowe firmly believed that a classical education was for every child, not just those with gifted intellects or from wealthy families. Her desire was to see the beauty, truth, and goodness of classical Christian education reach as many students as possible. It was with this ideal in mind that the newest HLS campus was born.

Highlands Latin School Southern Indiana opened its doors for the 2018-2019 school year. A carefully selected team of faculty and staff prepared to serve the eighteen kindergarten, 1st, and 2nd grade students who would attend. Krista Lange, long-time HLS lower school teacher, was approached by Mrs. Kelly Booker (principal) about serving as lead teacher in Southern Indiana. Mrs. Lange says, “I was both excited and nervous. The original plan was for me to be the administrator, but the size of the campus allowed me to keep teaching as well. When I knew that I’d be able to keep teaching, the decision was made.”

Now in its second year, the campus has seen the addition of a 3rd grade classroom and has grown to serve 32 students. “This new campus, while small, is very well-structured, and the faculty is top-notch. All of the teachers are close, supporting each other and encouraging each other throughout the week. We also get to know all students and their families personally,” says Ms. Amelia Harrington, the new 3rd grade teacher. “I love working in a small classroom, giving my students individual attention and getting to know each of them personally. Each student has unique gifts that they bring into the classroom, and it is fantastic that I get to see those things up close.”

Mrs. Booker remarks, “Our hopes are that the Indiana campus continues to grow steadily, just as the original Louisville campus began growing. Highlands Latin School’s steady growth has always been a result of our families telling other families about HLS, and we are hopeful that the news will spread in Indiana. It is so rewarding to introduce a classical Christian education to a new group of prospective families.”

TheLatinSchool.org

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On Saturday, September 7, at 8:00 a.m., almost 250 Highlands Latin School Upper School students arrived on the Spring Meadows campus for the annual Upper School Advance. Seventh graders and new students were inducted into their houses, and the day was spent in friendly competition and cooperation. Each house competed in various athletic competitions and worked all day to write and perform a skit which was judged by the faculty chaperones. (Pictured above: The House of St. George prepares to win the annual dodgeball competition.)

NEW Michael LePrell, Olivia Vonderheide, Scarlett Derhake, Katherine Baum, Eliza Agan, Eleanor Riddle, Kallie Smith, Max Sewell, Patrick Hobbs, August Monson, Max Windhorst, Oliver Noth, Lily Gomez, Keller Abood, Lincoln Staab, Luke Murphy, Nikolai Mains

HOUSE

Ana Stierle, LaNiya Porter, Joshua Meritt, Austin Miller, Roland Swan, Gabriel Turner, Treyton Wilkerson, Max Magaer, Parker Boyd, Marly Presser, Eli Toadvine, Molly-Louise Denley, Hannah White, Greta Dale, Wilhelm Eargle, Caroline White

MEMBERS Maria Ingram, Sophie Krumhansl, Brendan VanderWoude, Jacob Lane, Lillian Broniak, Jonathan Harrod, Ulla Dodd, Brady Sipes, Asher Bitner, Benjamin Bitner, Shiloh Hack-Smero, Naomi Christian, Nolin Underhill, Annabelle Real, Andrew Giltner, Ryan Kimbell, Harper Huhn

Isaiah Groce, Sophia Bryant, Tyler Solon, Abby Kate Wallace, Elizabeth McGraw, Logan Vickery, Baxter L owe, Noah Fornwalt, C onnor Gleitz, Taylor Searcy, Chloe Cruse, Evei Neher, Ethan Boling, Jonathan Burkett, Viviana Garza, Burke Thomas, Kayleigh Burkhead

2019-2020 H O U S E L E A D E R S H I P Chloe Walrad - Head of House Josiah Gomez - Minister of Culture Whitney Leonard - Secretary Meg Booker - Parliamenatarian Sydney Windhorst - Scribe

Madison Miller - Head of House Chapman Adkins - Minister of Culture Luke Robson - Secretary Emily Haner - Parliamentarian Lilly Luse - Scribe

Levi Shinabery - Head of House Alex Harris - Minister of Culture Emmy Hamilton - Secretary Lilly Pottlitzer - Parliamentarian Sophie Harris - Scribe

Emily Sedgwick - Head of House Audrey Dick - Minister of Culture Leslie Monhollen - Secretary AJ Mangione - Parliamentarian Kara Moran - Scribe

CURRENT HOUSE POINTS 180.5 10

170.25

171.5

175.75

News, Honors, and Awards FACULTY Jon Christianson (Upper School Classical Studies, SM) and his wife, Anna, celebrated the birth of their son, Carl Augustus Christianson, on August 2.

STUDENTS 2018-2019 Southern Indiana Penmanship Award Winners: 1st: Elias Thompson, Ellie Derringer 2nd: Birdie Stone

Ethan Ater (12th) was featured in a WLKY news story for his participation in a local model airplane club, The River City Radio Controllers.

Laura Gibson (9th) won the Kentucky State Fair 4-H Grand Champion prize in drawing in the Arts & Crafts division for her penand-ink drawing.

Daniel Young (11th) won 1st place at the Kentucky State Fair for his artwork.

This summer, Oliver Hedgespeth (3rd) participated in a camp with the Louisville Leopard Percussionists. He was then invited to become a permanent member of the group. Their first performance for the fall season will be on Sept. 28 at the Portland Arts & Heritage Festival.

Andrew Greene (6th) and Charlie Rothpletz (9th) won the 14 and under division of the Blessings in a Backpack Doubles Championship (doubles tennis) in August.

Lydia Baum (9th) won a blue ribbon at the Kentucky State Fair for her polymer clay entry.

Sydney Windhorst (11th) was selected for the 2019-2020 Norton Children’s Hospital Foundation Teen Board. She will be volunteering regularly at the hospital while learning more about the medical field.

Micah Arnold (9th) performed in Kentucky Opera’s production of Carmen in September.

TheLatinSchool.org

Greta Gibson (3rd) won the 2019 KY Department of Agriculture Poster Contest.

The prize was $100 and a recognition ceremony at a Lexington Legends baseball game. Her poster was on display at the Kentucky State Fair and is on display at the Capitol in Frankfort for the rest of the year.

Lydia Shinabery (6th) recently played the role of Veruca Salt in the Shelby County Community Theatre’s production of Willy Wonka and the Chocolate Factory.

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HIGHLANDS LATIN SCHOOL 10901 Shelbyville Rd. Louisville, KY 40243 502.742.4789 TheLatinSchool.org

IT’S A

HIGHLANDS LATIN SCHOOL DRAMA TROUPE PRESENTS

Wonderful

TICKETS: $8 General Admission TheLatinSchool.org

SPALDING UNIVERSITY THEATER 824 S. 4th Street | Louisville, KY 40203

DIRECTOR: Teresa Boling

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November 8 & 9 7:00 p.m.

November 10 2:00 p.m.