The Highlands Latin Journal - Summer 2018

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The Highlands

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A QUARTERLY PUBLICATION OF HIGHLANDS LATIN SCHOOL

Summer 2018

On April 13-14, the HLS Drama Troupe performed The Music Man for over 900 audience members. In all, 58 students were involved in the set design, costume crew, and cast. This summer, the Drama Troupe will host over 100 participants among five different week-long drama troupe camps, which are open to the public.

Mr. Wheatley's Closing School Ceremony Speech, May 25, 2018: I really don’t know what to say on the last day of school. So I started thinking: “What does the last day of school mean to me?” Thinking back to when I was a student, only one emotion came to mind: pure joy.

No more exams, no more papers to turn in, no more homework; free from the schedules, routines, and rigor.

I loved the last day of school. But then I really started thinking about it. What actually happens on the actual last day of school? Even in college I remember taking exams, and turning in papers. Aside from graduation, the last day of school just happened.

I remember in elementary school having a field day when we played water games outside and had various competitions, but that was always towards the very end of the school year—not on the last day of school. I remember in middle school, Mr. Jones took the 7th grade class to Kings Island. That was a great day, but again, not the last day of school. I remember when I worked at Noe Middle School, we took the entire 8th grade (approximately 300 students) to see the first Harry Potter movie: The Sorcerer’s Stone. That was not just a bad idea, it was also not the last day of school. It was just a random day in May. So apparently, my memory of the joy and excitement of the last day of school really has nothing to do with school.

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 New Albany Campus 2023 Ekin Avenue

Shawn Wheatley, Head of School Kelly Booker, Principal of Spring Meadows 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 Assistant

Then, in 2003, I experienced my first last day of school at Highlands Latin School. We only had about 115 students in the entire school, so all the students and parents sat in the lower level of the sanctuary. A few weeks before, Mrs. Lowe had told the teachers and families that we would have a final recitation, followed by graduation on the last day.

Mrs. Lowe had done this in previous years; it was not a surprise to some families or teachers, but I was not sure what a final recitation day was. So Mrs. Lowe explained it to me like the scene in Anne of Green Gables in which Anne, her classmates, and the community (Avonlea) come together to recite poetry and Scripture verses, and to sing, dance, etc. It was an event to showcase what students had learned. It sounded like a great idea to me—a great way to end the school year.

The recitation started with our kindergarten class: one class of about 10 students. Maybe they recited a poem or two and then they sang a song or two. That was followed by our combined 1st and 2nd grade class. (We had to combine those grades that year because we had about 10 students total.) This combined group did the same thing: recited poetry and Scripture verses and then sang a song. Then Mrs. Lowe thanked the primary teachers, students, and parents. She dismissed the primary students to go sit with their parents for the rest of the recitation. Next up was the 3rd grade: recite, sing, sit down. Then the 4th grade: recite, sing, sit down. It was a very warm morning, and in 2003 we were lucky to get use of this sanctuary. But we did not have use of the air conditioning unit yet. It was getting hot. I looked at my watch. It was just after 10:30. We’d been reciting for over one hour and we still had yet to finish the 5th, 6th, 7th, 8th, 9th, 10th, 11th, and 12th grade recitations, and the choir songs, and we also had Mrs. Lowe’s cherished book awards to give, along with her Latin awards. And we had one hour before families would arrive for the graduation ceremony. I started sweating, and it wasn’t because we did not have air conditioning.

Prior to this day, the only emotion I ever had on the last day of school was joy, and it was being quickly replaced with stress, anxiety, and sweat.

I will never forget this first last day of school. It seemed liked it would never end. At some point during that morning I looked over to Mrs. Lowe and asked her, “Do you just want to have a year-round school?”

The truth is that Mrs. Lowe was always so proud of what the students had learned. She was so amazed by what our teachers accomplished in one school year, and what parents helped solidify at home through practice.

She saw recitation day—the last day of school—as something that was true, good, and beautiful. To her, it was timeless.

Most of our life is shaped and defined by schedules, appointments, and time. We are always aware of the time. But how much time should we afford to listening to the truth of His Scripture being recited by second graders? How much time should we allocate to hear Upper School students recite Shakespeare flawlessly? How much time should we take to enjoy the good companionship and fellowship of our classmates and HLS families?

I feel embarrassed now, looking back on my first last day of school at HLS. I didn’t take the time to really witness what was happening. We were celebrating scholarship. We were celebrating fellowship. We were celebrating a school year for what it really should be remembered for. I have told students before, and I have told my own children, “Take your time. Slow down.”

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I think on the surface we all believe we can control time. We can slow things down when we have to, but we obviously have no control over time. So how can we take our time? Take the time to carefully observe.

Take the time to stay focused on the task. And, most importantly, take the time to live in the moment. Mrs. Lowe really did not immediately care how long the recitation was taking because she was in the moment.

She later admitted that this particular moment lasted a bit too long … and that the moment could have been enhanced with air conditioning. So the end of the school year is still a stressful and anxious time for me, but I have also come to truly love, appreciate, and remember the last days of the Highlands Latin School school year. It simply marks a point in the calendar year where we come together to give our time in saying thanks to God for bringing us together.

Thanks to Mrs. Lowe for having the courage to start this school.

Thanks to our teachers who work tirelessly to ensure not only that content is learned, but also that character is formed, and that love is given to our students. Thanks to our parents for their trust, support, help, and encouragement. And thank you to the HLS students. We asked so much of you. You are the most diligent, hard-working, respectful, good-natured people I have ever been around. I could not imagine leading another group of students anywhere. I look forward to the start of the upcoming school year, and to continuing the journey which Mrs. Lowe has set before us.

But right now is a good time to rest, and a great time to give thanks. God bless you and your family, and have a great summer!

Mr. Wheatley hands senior Ben Lange his diploma at the HLS Class of 2018 Graduation Ceremony on May 25. Ben also gave the senior commencement speech.

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FOCUS ON FACULTY

Jim Ashby

Jim Ashby, the youngest (and only boy) of three children, grew up on the 200-acre remnants of his family’s sharecropped farm in Western Kentucky.

After his graduation from Murray State University with a B.S. in Health and Physical Education, he moved to Louisville to attend The Southern Baptist Theological Seminary.

“During my last year of college I developed an interest in classical education. The Lord worked it out to where Highlands Latin School was near the Seminary I planned to attend, so I called Mr. Wheatley.

Coincidentally, he’d been wanting to add P.E. to the curriculum at HLS. I have been here ever since.”

Since then, Mr. Ashby says the growth of the school has brought inevitable change.

“When HLS was smaller, almost all the seniors knew and would encourage all the kindergarten students by name. Now that is not feasible,” he says.

“The athletics program started with one boy's varsity basketball team that I coached, and now, in its 10th year, I oversee more than 30 teams competing in eight sports."

As a teacher, Mr. Ashby works to develop the physical education curriculum at the Spring Meadows campus. As the HLS athletic director, he schedules practices and games for all sports, recruits coaches, and works alongside Mr. Wheatley to “instill a vision for HLS athletics that serves the HLS culture.” He plans, implements, and oversees all athletic activity for the Upper School Retreat, Men’s Retreat, and any HLS event at which he is involved. He is also the announcer for HLS Varsity Athletics and the Region 2 Director for the Kentucky Christian Athletic Association. He maintains a second job overseeing the fitness center weight room at Southern Seminary, in the mornings before school. www.TheLatinSchool.org

Previously, Mr. Ashby worked as a tire tech, sandwich artist, motor throttle assembly tech, and camp counselor.

What do these have in common?

“Not much,” he responds, frankly. “Those jobs were to work through school and pay bills. But, in all of them, I worked with people and learned the basics—be on time, work hard, and respect those you work with.”

As A.D., Mr. Ashby has learned to delegate certain tasks and possess patience. To teach P.E. he focuses on encouragement.

“The most important quality of a P.E. teacher is to inspire all the students (not just those who seem to be athletic) to find activities that they enjoy that hopefully will foster more activity throughout life.”

As he encourages the students and athletes at HLS each day, Mr. Ashby sets his own daily goal: “To love God with all my heart, soul, mind, and strength and better learn how to run the day so the day doesn’t run me.”

If money and skill were no issue, Mr. Ashby says he would be a symphony composer, an adventure novelist, an oil painter (“like Bob Ross”), a dance choreographer, a traveling worldview lecturer, and a scenic nature photographer. For now, his career takes up most of his time. As for his free time …

“What is this free time you speak of?,” he jokes.

“When I am not working my time belongs to my wife and children and to serving with the men of my church.

When I am released from all of these, usually a nap is involved.”

Mr. Ashby is married to his wife Jennifer and they have two children, Ethan James (9), and Elias Walter (4). The Ashby family attends Eastern Heights Baptist Church in Jeffersonville. 

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2018 Awards Ceremony Penmanship Awards

Geography Bee Champion

(Crescent Hill / Spring Meadows) 1st: Emmett Yu, Maddie Flowers / Caleb Dickie, Paisley Oliver 2nd: Luke Meredith, Alison Burkett / Charlie Vonderheide, Elly Violet Eargle 3rd: Reid Martin, Charlotte Gomez / Andre Ochoa, Audrey Robinson 4th: Henry Qullo, Kynlee Cornett / Cooper Gilliam, Kate Solon 5th: Baxter Lowe, Lillian Broniak / Tyler Solon, Addison Leitterman 6th: Johnny Crush, Ella Mast / Truman Neuner, Kayla Barnett 7th: Charlie Rothpletz, Lydia Baum / Joey Ferraro, Riley Thompson 8th: August Rothpletz, Iris Noth / Mason Eisner, Julianna Sizemore

Jonathan Lasoi

Math Awards (Crescent Hill / Spring Meadows) 4th: Joshua Lamb, Kynlee Cornett / Logan Pottlitzer, Macartney Hawkins 5th: Gabriel Turner, Eliza Agan / Patrick Hobbs, Abigail Whaley 6th: Ronnie Pierre, Karleigh Dow / Braxton Harstine, Mary Kate Rohrer 7th: Eli Robson, Jane Singleton / Jackson Robbins, Landrey Sipes 8th: Charlie Crush, Isabel Daniel / Hayden Trier, Grazia Ferraro

Horatius at the Bridge “Winston Churchill Award” (awarded to students who memorize and recite all 70 stanzas) Crescent Hill: Kellyn Boyd, Johnny Crush, Will DeWitt, Mariam Dodd, Abby Dove, Karleigh Dow, David Driggs, Aidan Enright, Nadia Enright, Jack Gilbert, Bo Hamilton, Sophia Helms, Lane Kindig, Ellie Lueken, Ella Mast, Clayton Nau, Ava Nelson, Ronnie Pierre, Danny Sweeney Spring Meadows: Kayla Barnett, Audrey Coons, Liam Eisner, Micah Faught, Emma Gilcreast, Braxton Harstine, Caleb Kang, Sammy McCall, Brendan McCoy, Ruthie Miller, Harlan Monhollen, Truman Neuner, Olivia Petrie, Ela Richardson, Claire Schutte, Saylor Sizemore, Ava Swan, Eva Thibaudeau, Michael Wolf

Louisville Rotary Club “Unsung Hero” Frankie Booker

Latin Awards

Book Awards

Four Gold Medals (Maureen O'Donnell Award): Chapman Adkins, Ryan Apperson, Aiden Arnold, Brianna Gilcreast, Emmy Hamilton, Whitney Leonard, Tanay Neotia, Matthew Rouse, Levi Shinabery, Faith Thibaudeau, Chloe Walrad Five Gold Medals: Davis Henderson, Jacqueline Renn (6 golds in all) Perfect Papers: Parker Boyd, Ryan Kimbell, Annabelle Real, Lincoln Staab, Karleigh Dow, Bella Dziekan, Audrey Coons, Marley Presser, Scarlett Derhake Caesar & Cicero Awards: Judah Murdoch, Meg Booker, Emily Steinbach, Ethan Frizzell, Whitney Leonard, Chapman Adkins, Luke Robson

Crescent Hill 7th grade: George Hall, Stella Montgomery Crescent Hill 8th grade: August Rothpletz, Eliza Denley Spring Meadows 7th grade: Halen Luse, Samantha Kang Spring Meadows 8th grade: Zach Applewhite, Gracie Redmon 9th grade: Judah Murdoch, Emily Steinbach 10th grade: Josiah Gomez, Whitney Leonard 11th grade: Michael Lassell, Danielle Fuller 12th grade: Ben Lange, Maggie Roy See House Awards on page 10.

Why Recite?

Memoria Press, Mrs. Lowe’s publishing company, was named after the Latin word, memoria, meaning “memory.” This was not a flippant decision. Memorization was so integral to her philosophy on education that it identified her life’s work. As such, memorization and recitation are ingrained in the culture of HLS. Memorization is a natural and traditional part of education, particularly in the grammar school. In fact, the grammar school is so named because it is the time when the classically educated student focuses on memorizing the Latin grammar! At HLS, we use memorization to build a foundational base of knowledge and to fill the hearts and heads of our students so they may write, speak, and think with clarity, truth, and beauty. The Scripture, poetry, literary passages, and facts memorized by the HLS student are formative. They offer the truths to which we ascribe, the stories to which we allude, the virtues to which we aspire, and the facts with which we persuade.

We recite what we have learned because memorization and recitation go hand in hand.

Recitation demonstrates mastery of a subject like nothing else can. It also fosters the kind of confidence we want our children to have—the kind that is earned by mastering a difficult task, the kind that enables them to humbly believe they can accomplish anything.

Importantly, recitation also teaches us to share our light with others. We practice sharing what we have memorized with poise, accuracy, and consideration. In this way, we hope to enrich the lives of others in the ways we have been enriched. -Leigh Lowe 4

www.TheLatinSchool.org

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A LU M N I SPOTLIGHT

Describe your experience attending an engineering school.

If you’re confident that engineering, science, or math are the fields you’re interested in, Rose-Hulman is better able to teach to those majors since those are their only majors. That, in combination with small overall size as well as small class sizes, allows for a focused but refreshingly personal undergraduate experience, where the professors have a genuine passion for teaching. In many ways, it reminds me of HLS in the dedication of the faculty, the focus of its mission, and the cooperative culture it encourages.

How do you think HLS prepared you for this type of undergraduate program?

One of the most valuable skills you can have in engineering is the ability to communicate well. Having the academic ability to problem solve might get you good grades in college, but an engineer who can’t communicate their ideas or results effectively to their co-workers is going to struggle in most environments. While RoseHulman builds technical communication and writing classes into their curriculum, the strong background in logic and rhetoric, public speaking, and Latin and Greek that I received from HLS has been invaluable. Being able to explain my ideas and perspectives, while genuinely listening to and evaluating those of my classmates has been a critical part of every group project I’ve worked on, and being able to present to a group is absolutely something that I could encounter in the workplace, and already have a time or two. As for Latin and Greek, they’re everywhere, from the metric system and Roman numerals in chemistry notation, to understanding the roots for new vocabulary and nomenclature for organic chemistry. More than anything, HLS taught me to love to learn, and made sure I had the tools to succeed at it.

Logan Crum HLS Class of 2015

Logan Crum (‘15) currently attends RoseHulman Institute of Technology in Terre Haute, IN, where he is pursuing a major in Chemical Engineering and a minor in Economics. Logan says Rose-Hulman is unique in that there are no non-STEM majors offered aside from Economics.

Still, says Logan, Rose-Hulman requires humanities courses throughout your undergraduate program. “It was perfect for me, since I was debating between Chemical Engineering and Chemistry.

Rose has definitely been a great fit, with being able to have hands-on projects as early as sophomore year, and small class sizes where you’re encouraged to ask questions and interact with the material being taught.”

www.TheLatinSchool.org

What are your fondest memories of HLS? While the Upper School men’s retreats are some of my favorite experiences during my time at HLS, there’s a certain nostalgia in the memories of occasional trips to Heine Bros. and “top-notch” Robin Hood play that I don’t think I’ll ever forget. While the HLS of today is already a different school than the HLS I graduated from in certain ways, I believe that there is a culture inherent to it, of celebrating the joy of learning and creating a welcoming community around that joy that continues today, and will always be a part of HLS. What do you value about your classical education today?

Attending a STEM-only university has really made me appreciate the classical education I received from HLS. My coursework in college, while both fascinating and challenging, is entirely structured around what I need to learn for my future career. In that sense, it’s a fundamentally practical endeavor. On the other hand, the lessons that HLS taught me sought to educate my whole person as well as to inform and prepare me academically. Pursuing learning for its own sake, studying and appreciating the history of thought and culture, and being encouraged to pursue Truth are all ways that I feel HLS has prepared me for life no matter my career path. While I could have attended other high schools and started college with AP Chemistry credit, I believe that the experiences and knowledge gained during my time at HLS, as well as the friendships that I have to this day, are immeasurably more valuable, and a testament to the idea of classical education.

What are your summer plans?

I was fortunate enough to obtain an internship with Dover Chemical in Hammond, Indiana. Dover is a small-batch specialty chemicals company that produces additives for metalworking fluids and drilling fluids, as well as additives to plastics, paints, and adhesives. So far I’ve been working with their Environmental Health and Safety department on improving the accuracy and scope of their emissions analyses. Later on I’ll be working with their Engineering and Production departments on various projects, such as researching and proposing the purchase and installation of a new heated stirring tank that will be added onto an existing process. So far, it’s been a fantastic experience, both in the learning that I’ve done, and the co-workers and work environment there.



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Mary Lessie Aguilera “HLS has taught me that hard work pays off in the long run and to foster my friendships. Without a strong support system your hard work can only take you so far.

I believe Mrs. Lowe learned that a long time ago and created an environment that fosters a perfect balance between the two."

Samuel Bush “I will miss Mr. Thomas the most. He was invested and cared about his students in his class. Even when life wasn’t going well, he persevered and stayed strong for us.”

Mary Lessie will attend University of Louisville Samuel will attend Jefferson Community to pursue Sports Medicine. & Technical College to pursue Advanced Maintenance Technology.

Aiden Arnold “Any school can provide great academics, but HLS is set apart by preparing its students to be good people equipped to deal with all possible struggles of life.”

Aiden will attend University of Louisville (Honors Program) to pursue Computer Science and Computer Engineering.

Frankie Booker “What I will most miss about HLS is the community and the friendships I have been able to make. I am very thankful for the education HLS has given me, but I will definitely not miss all the schoolwork!"

Frankie will attend Western Kentucky University to pursue Sports Administration.

Jack Brunton “I will miss the people. I will miss my classmates and their crazy personalities.

This class is a family and we treat each other as such. The teachers also are a part of our family, but more of amazing mentors than just friends. Overall, the community of HLS is the reason why we are the way we are.”

Jack will attend Cedarville University to pursue Nursing.

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Mary Cuthrell “I will miss the community and atmosphere of HLS. I’ll miss being able to walk through the hallways and know everyone around. I’ll miss the encouraging and downto-earth teachers. But most of all, I will miss my class and all of our memories, inside jokes, and friendships.”

Mary will attend Centre College.

Anna Callihan “I’ll miss the people at Highlands the most.

Through sports and the House System, I’ve been able to build relationships with the younger students.

Also, the teachers here are absolutely amazing and I’m going to miss them all so much. The community at Highlands is different than anywhere else, and leaving it is the worst thing about graduating.”

Anna will attend Cedarville University to pursue Athletic Training.

India Rose Cary “Going off to college, grounded in the virtues HLS has instilled is something I am so grateful for.

HLS has taught me that my identity is in Christ and I express that in my actions.

HLS challenged me to run the race well, to never stop searching for truth, and that every honorable action is a useful one.”

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India Rose will attend University of Alabama (Honors Program) to pursue Political Science.

Joseph Collum

Mitchell Halsema

"Classical education has provided me with a strong moral foundation and preparation for life. I understand the basis of our Christian worldview, strengthening my conviction in it."

“HLS gave me the tools to broaden my perspective in both the arts and for my own creative process.”

Joseph will attend Dartmouth College to pursue Theater and English.

Mitchell will attend London School of Fashion.

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Catherine Jarboe “My class is like family to me now.

If I need help with anything, I can go to them. We’ve become such a support system for each other, and I know that it is unique to HLS. I’ll miss it very much."

Cate will attend Hope College to pursue a double major including Dance.

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Benjamin Lange “I have enjoyed the people most at HLS. This school is filled with highquality, amazing people who were a pleasure to be around every day.”

Ben will attend Samford University (Honors Program) to pursue Finance and Economics.

www.TheLatinSchool.org

Will Leonberger

Matthew Rouse

“HLS’s rigorous education has given me a solid foundation and has prepared me for college. Latin, especially, has taught me structure and discipline which will prepare me for my current goal of going to medical school.”

"I value classical education because it not only educates in academics, but in why and how to live.

It doesn't just tell you how to get a job, but provides truth more important than the cosmos itself."

Will will attend Centre College with the intent to pursue medical school.

Alexander McFarland “While the world is becoming increasingly interested in practicality and success, the classical education of HLS teaches the values of morality, transcendental truths, and correct thinking, often neglected by this prosperity-seeking world.”

Alexander will attend Taylor University to pursue Math as well as Computer Science and Cybersecurity.

Katelyn Miller "Classical education is valuable because it is hard. I am grateful that high school was not easy because I learned how to look for the reason behind my hard work, and how to seek help when I need it. I won't remember everything I've learned in my classes, but I can go to college with the confidence to handle hard classes and challenging material because I know how to work hard and overcome challenges.”

Katelyn will attend Colorado School of Mines (Honors Program) to pursue Chemical Engineering.

Helen Mariah Murdoch

“Tech week for The Music Man began the day after the Girls’ and Guys’ Retreats. I was at school helping to load set pieces for the move to Crescent Hill when the bus (from Guys’ Retreat) showed up. No sooner did the guys get off the bus after their exhausting weekend than they asked if there were more set pieces to load. I have loved the servant-hearted, chivalrous spirit of so many people at HLS.”

Helen Mariah will attend Hillsdale College.

Matthew will attend Rose-Hulman Institute of Technology to pursue Computer Science and Software Engineering.

Maggie Roy “The thing I will miss most about HLS is the close community and the way I was able to know everyone in the high school individually.”

Maggie will attend Grove City College to pursue Philosophy.

William Strange "Regarding one of my favorite memories at HLS, I enjoyed going ‘squatching’ with Mr. Brooks and Mr. Thomas at the last Men's Retreat.”

William will attend Eastern Kentucky University to pursue Aviation.

Andrew Watson "I will miss the great people, the wonderful atmosphere, and the fantastic teachers plus fabulous memories."

Drew will attend Boyce College to pursue Humanities.

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VILLA OF THE PAPYRI

by Martin Cothran

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Originally published in The Classical Teacher Spring 2018 issue

n 79 A.D., the catastrophic eruption of Mt. Vesuvius in eastern Italy covered nearby towns in ash and completely buried many of them. Accounts of the ancient eruption paint a horrific scene: Volcanic pu m ic e ra i ned f rom t he skies and waves of searing hot gas and debris swept over the nearby landscape.

Thousands died where they stood, and others fell while in flight.

O ne of t he tow ns t hat was buried in the eruption was Herculaneum, which at the time was a popular vacation spot for wealthy Romans. According to some historical accounts, Julius C a e s a r ' s f a t h e r - i n - l a w, Calpurnius Piso, owned an elaborate seaside villa in the town. He is reputed to have had one of the great libraries of ancient times.

For almost seventeen centuries the ancient town lay in darkness underground. Excavations of Herculaneum were conducted in the mid-eighteenth century, and Calpurnius Piso's villa was located. But nearby landowners put a stop to the excavation, and the location was forgotten.

Then in the 1980s excavations were begun again, and special attention was given to Calpurnius' villa. When excavators began their work they discovered numerous statues and other works of art, many of them in pristine condition.

Then they began to discover something else—scrolls, some of them in the boxes in which they had been placed for transportation during the panic, others littered on the floor. The scrolls were carbonized by the intense heat of the gas from the volcano and solidified into stone. They began to call Calpurnius' Villa the Villa of the Papyri.

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With the development of modern multi-spectral imaging, the burnt scrolls are just beginning to be deciphered. Some scholars are holding their breath over the works of philosophy and literature that might come to light, many of them unknown or lost. We only possess a small fraction of the works of ancient times. St. Augustine cites Cicero's Hortensius as a formative book in his thinking, but all we know of it is what he and a few others quoted in their works. The vast majority of the works of the Greek tragic poets— Aeschylus, Sophocles, and Euripides—were lost long ago.

Could these works lie hidden in ash in the library of Calpurnius Piso? It is exciting to think that they might.

But while we yearn for the discovery of heretofore lost works, what are we doing to learn the ones that have been preserved, and which we have yet to read? Are they not as much lost to us as the works in the Villa of the Papyri? Shouldn't we wonder as much at the works we have but do not know as at the prospect of the discovery of others?

The treasury of our culture may be missing important things, but it is rich nevertheless. And in many ways, too, this treasury has been covered up by time and neglect. It has been buried in disinterest and distraction and hidden by layer upon layer of modern educational fads and gimmicks.

The work of classical education is to excavate the deep and rich tradition of wisdom and virtue that lies at our very feet, and to decipher the scrolls we have had all along.

We don't need a spade or multi-spectral imaging. We don't even need to go to Italy.

The works are here at our fingertips. All we need to do is take the trouble to read them.

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HLS FACULTY MEMBERS WERE ASKED,

WHAT IS YOUR SUMMER READING RECOMMENDATION? Jessica Watson There is nothing like a little light reading during vacation time, and

3rd grade classic English mysteries such as the Lord Peter Wimsey series by

Dorothy Sayers and G.K. Chesterton's Father Brown are great for a lazy summer afternoon. If students are up for more of a challenge, then I would recommend Graham Greene's The Power and the Glory or The Brothers Karamazov by Dostoevsky—two great Christian novels.

Chrissy Bramer, The Radioactive Boy Scout: The Frightening True Story of a Whiz

Upper School Chemistry Kid and His Homemade Nuclear Reactor. Really good!

Jennifer Gilcreast Dorothy Sayers’ mysteries, best read in order. In post-WWI

Music Education London, the death sentence was quickly administered, and Lord

Peter Wimsey displays gravity and anxiety when his criminals are brought to justice, reminding me about God’s love and justice in the world. Gene Stratton-Porter, Girl of the Limberlost, Freckles, and The Harvester—early 20th-century novels from an author who loved nature, conservation, and America. Ellis Peters’ The Brother Cadfael mysteries trace the adventures of mystery-solving Brother Cadfael, a very practical priest. Stephen Lawhead: the Merlin trilogy.

He gives a very plausible interpretation of where Merlin comes from, as well as a picture of how Christianity might have spread amongst the Britons.

Kyle Janke Tender is the Night by F. Scott Fitzgerald; Gilead by Marilynne

Upper School English & Robinson; Master and Man by Leo Tolstoy; The Island of Dr. Moreau Classical Studies by H.G. Wells. For short story collections: Mosses from an Old Manse by Nathaniel Hawthorne; Flappers and Philosophers by F. Scott Fitzgerald; Everything that Rises Must Converge by Flannery O'Connor; Like You'd Understand Anyway by Jim Shepard; short stories Morella, Berenice, Ligeia, by Edgar Allan Poe, and all the Shakespeare you can!

Maggi Windhorst Out of the Dust by Karen Hesse (for middle school age and up). It’s

7th/8th grade English written more in a poetry style about the Dust Bowl in the Midwest.

I also like The Pearl by John Steinbeck, about a diver that finds a pearl and the selfishness in mankind. By the same author, Of Mice and Men (for 9th and up.) I also like Z for Zachariah, a postapocalyptic science-fiction novel by Robert C. O'Brien about a 16-year-old girl that survives radiation in the valley of her family's home and what she does to survive alone until a stranger shows up—great for 8th-11th graders! These are interesting reads to make you think about tough choices or sometimes the lack of choices in tough situations. And if you like poetry, The Dream Keeper by Langston Hughes is a collection of his poetry written during the Harlem Renaissance.

HLS students in grades 4-12 are assigned a book to read for the summer, to be discussed and written about in their classes at the start of the school year. Students in rising 2nd and 3rd grades have the option of keeping a summer reading journal.

Rising 4th: Story of the World Volume 1: Ancient Times

by Susan Wise Bauer Rising 5th: Story of the World Voume 2: The Middle Ages by Susan Wise Bauer Rising 6th: Story of the World Volume 3: The Early Modern Times by Susan Wise Bauer Rising 7th: Story of the World Volume 4: The Modern Age by Susan Wise Bauer; The Call of the Wild by Jack London Rising 8th: (Girls) Little Women by Louisa May Alcott; (Boys) Mr. Midshipman Hornblower

by C.S. Forester Rising 9th: All Creatures Great and Small

by James Herriot Rising 10th: The Scarlet Pimpernel by Emma Orczy Rising 11th: The Spirit of St. Louis by Charles Lindbergh Rising 12th: Nicholas and Alexandra by Robert Massie

Elizabeth Casebolt Appropriate for any age: Carry on Mr. Bowditch, The Trumpet of Upper School English

the Swan, Summer of the Monkeys, Kim, The Yearling, The Ralph Moody series (Little Britches, etc.) For older students and adults: The Death of Ivan Ilyich, Jane Eyre, Persuasion. For older readers: How Green Was My Valley, To Kill a Mockinbird, All the Light We Cannot See. These last three titles are great stories, but only for an appropriate adult audience.

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House Leader Drew Watson high-fives younger students before the running of the HLS Derby on May 4.

SERVICE AWARDS

2018 Final House Points & Awards

Marlowe Hanel Annika Monson Avery Hanel Stella Montgomery Judah Murdoch Matthew Rouse

Sydney Petrie Alyssa Meadows Luke Nicholas Alexander McFarland Katelyn Miller

Elli Bitner August Rothpletz Sophie Harris Kate Burnett Maggie Roy Frankie Booker

Julia Bippus Aaron McGraw Audrey Dick Julianna Sizemore Aiden Arnold

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CATEGORY AWARDS

Academics Arts Service

FINAL POINTS

The Glen Moore Service Award: Meg Booker

3580

Athletics Spirit

2866

3395

2633 502-742-4789

News, Honors, and Awards FACULTY & STAFF Rob Lewis (6th grade, Crescent Hill) and his wife, Ashley, welcomed Avila Mary on Jan.w 30. Avila Mary joins big brother, Ben. Congratulations to HLS Director of Music Dr. Louie Bailey and his wife, June, who celebrated 50 years of marriage on June 2.

HLS Cafeteria Manager Cyndi Schmitt walked in the 10th annual Survivors Parade at Churchill Downs on May 4. The Survivors Parade is a march of breast and ovarian cancer survivors, which takes place on the historic racetrack prior to the running of t h e L on gi n e s K e n t u c k y Oaks race.

STUDENTS The HLS Latin Bee was held March 2223 at both Spring Meadows and Crescent Hill campuses. At Spring Meadows, first place winners were: (First Form) Connor Gilcreast, Reese Harstine, Macartney Hawkins, Greta Miller, Jensen Royals, and Emily Steen; (Second Form) Harper Huhn; (Third Form) Braxton Harstine. At Crescent Hill, winners were: (First Form) Gigi Pryor, Mollie Robson, Matias Trocan, Nolan Whitfield; (Second Form) Parker Boyd; (Third Form) Danny Sweeney.

Abigail McGraw (’16) earned the inaugural internship in Data Analytics with the Bowling Green office of the Tennessee Valley Authority in cooperation with WKU's Gordon Ford College of Business.

This 18-month paid internship will focus on launching the first Data Analytics division of the TVA.

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Charlotte Wright (10th) was accepted into the 2018 Governor's School for the Arts program to study Dance. Charlotte will spend three weeks living on campus at Centre College, developing her art form alongside other students from around the state of Kentucky.

Juniors Davis Henderson, Jackson Hoffman, and Faith Thibaudeau were accepted to Governor's Scholars Program, a competitive summer program in which rising seniors spend five weeks at one of three college campuses studying a subject of their choice. Davis will study Modes of Mathematical Thinking at Murray State University, Jackson will study International Relations at Northern Kentucky University, and Faith will study Historical Analysis at Morehead State University.

Sophomores Chloe Walrad and Kathryn Beiter will attend The King’s College Summer Academy to study Media and Journalism. Participants will spend a full week on campus engaged in readings, lectures, and discussions, as well as visit museums and historic sites.

Haylee Hatcher (11th) was accepted to the Brown-Forman INSPIRE (Increasing Student Preparedness and Interest in the Requisites for Engineering) Summer Enrichment Program, designed to introduce high school students to various aspects of technology and fields of engineering, and assist students in identifying career interests and personality profiles. The program will be held at the University of Louisville J.B. Speed School.

Hattie Hume (11th) will attend Samford University's Great Ideas Summer Institute, a week-long academic experience for rising juniors and seniors to engage ideas that form the essence of the Western Intellectual Tradition.

Luke Robson (9th) was accepted to the Hugh O’Brian Youth Leadership (HOBY) Seminar, held at Transylvania University this summer.

Audrey Dick (10th) will attend Asbury University's ImpactU to study Film.

The five-day intensive utilizes Asbury’s Media Communications facilities to provide an introduction to the art and skill of filmmaking.

Senior Matthew Rouse recently signed to play baseball at Rose-Hulman Institute of Technology, where he also plans to pursue a double major in Computer Science and Software Engineering.

"I really want to thank Coaches Michel and Fowler for all the time they’ve put into the HLS baseball program, and all the support they’ve given me over my HLS baseball career. If Coach Michel hadn’t had the vision to start the program, I might not be playing in college. I’d also like to thank my dad for coaching me from day one. He’s helped me develop from age three to now, and I couldn’t be more grateful," said Matthew.

Matthew (with his parents, right, and HLS Baseball Coach David Michel and HLS Athletic Director Jim Ashby, left) shows his letter of intent to play baseball at RHIT.

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