Pillars OF EXCELLENCE & CHARACTER
A Quarterly Journal of the True North Foundation
SPRING 2021
On the Rise: True North Athletics
Why the Liberal Arts are Needed
Leading with a Servant’s Heart
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Inside
From Our Head of Schools Jeanine Finlay, Ed.S.
Click on the page number to navigate to the article.
Dear Titan families,
From our Head of Schools
On the Rise: True North Athletics
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Why the Liberal Arts are Needed
Great Books: A Defense
VISION The vision of True North Classical Academy is to unleash a thirst for knowledge within our students. True North students will become lifelong learners as their passions align to their purpose in the pursuit of the True, Good, and Beautiful.
MISSION True North Classical Academy will achieve its vision through a rigorous, knowledge-rich curriculum grounded in the tradition of the classical liberal arts. Through steadfast focus on scholarship, citizenship, and leadership in an environment that values and models intellectual and moral virtue, we are committed to empowering our students to reach their highest potential and sustain a lifelong love of learning.
LEADERSHIP Michael Bileca Jeanine Finlay Chereen Coile Sari Guevara Emma Rowlands Jorge Finlay
FOUNDATION Marc Snyder
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Honor
Our Dad eland Campus
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On Promoting the Humanities
Teacher’s Corner
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Note From the Foundation
Thank You to Our Generous Donors
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CONTACT 9393 Sunset Drive Miami, FL, 33173
We are already approaching the end of the third quarter, and each day I continue to find myself awed and inspired by the lively spirit around school as students buzz in and out of classes, enjoying time with peers and delving into various academic activities. It moves me to witness this, to realize how far we have come this year. Our co-curriculars for middle school and high school are up and running, and our scholars are excited about the things they are learning and experiencing. Additionally, the gym is often filled with students participating in volleyball, basketball, and other sports. The expansion of our athletic programs this year has been nothing short of miraculous, and to see these goals coming to fruition in our new gymnasium has me feeling especially blessed. I am thankful for all we have been able to accomplish amidst the obstacles this year has brought, and I am eagerly anticipating all that we—our True North family—will continue to accomplish going forward. As we approach this last quarter, I encourage everyone to not tire, but to continue to push forward and to end the year Titan strong. As Theodore Roosevelt said, “We must dare to be great; and we must realize that greatness is the first fruit of toil and sacrifice and high courage.” Warmest Regards,
“Don’t judge each day by the harvest you reap, but by the seeds that you plant.” - R.L. Stevenson
Jeanine Finlay
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On the Rise! T
he greater the difficulty, the greater the glory (Cicero). These words posted in big letters on the wall of our Titan weight room signify the spirit that rushes through the veins of each and every True North athlete. True North Athletics has come a long way since the school first opened its doors in 2015. Its truimphs did not come without failures. But, as they say, it’s not the successes, but how you respond to failures, that determines the character of the individual. Despite the challenges of the first years of growth, and the time that it takes to develop skill, True North athletics is clearly: On The Rise!! With its brand new gym, partnership with Gateway and its athletic fields, and world-class athletic department and coaches, True North athletes now have the facilities, and coaches, to properly train and develop the skills needed to be successful scholar-athletes both on and off the field. Our athletics programs include a wide variety for every athlete: basketball, soccer, competitive soccer, tackle and flag football, cheerleading, golf, and track-and-field. Recently, True North added volleyball for boys and beach volleyball. True North is excited to be
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adding America’s great past-time, baseball, next school year and many more sports to meet the interests and skill levels of all our Titan athletes. Our Titan athletes had an amazing fall and winter run, with a shout out to our girls MS soccer team for having an undefeated season! Our boys volleyball is off a great start with a win against St. Brendan. And our competitive elementary girls’ soccer team did it again by winning the Miramar Cup. And yet, with all the competition and drive to be the best (let’s face it, winning sure is great), our athletes never forget the importance of the classical education they are receiving (our elemtary girls count in Latin before every game), being virtuous in all things (such as strength, honor, and courage), and - most importantly just havng fun!! At the end of the day, we want to make sure our scholar atheltes are given the very best opprtunities and pursue excellence in mind, soul, and body. And that they never forget who they are. Who are we? TNT!!
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why
the liberal arts are needed
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recently read an article published on December 17, 2020, in Inside Higher Education titled Opportunity Knocks for Liberal Education by Matthew Moen. The article was published just three weeks before the Capitol riots - a moment that will live on in our memories and history textbooks for year to come. As the title suggests, today stands an incredible opportunity for those who believe in the value of a liberal arts education. Timing can never be more important, despite efforts often made to minimize, or even eliminate, the intrinsic worth of such an education. At its very heart, a liberal arts education consists of two complimentary streams: the pursuit of truth and the creation of virtuous citizens. Truth is right now the only antidote to the civil unrest so palpable in today’s society. The creation of virtuous citizens is central to building a strong democracy set forth by our founding fathers over 200 years ago. Truth is a unifying principle that resides outside the person. It is not something we conform to us; rather, we conform to it. As the medieval philosophers put it: truth is the adequation of the mind to the thing which resides outside of ourselves. Acknowledging this very important fact requires people from diverse backgrounds, regardless of political affiliation, to come together and engage in civil discourse - all directed towards to an understanding of the truth. Acknowledging the objectivity of truth, and striving for it, helps pave the way for the cultivation of virtue. Virtue, as discussed in the Winter issue of Pillars, is a habitual act of doing what’s right. No one displays courage, or lays down their life for a lie, but only for something that is true and right and outside of ourselves. As C.S. Lewis puts in his Back To Contents
great books: a defense
landmark essay on education, The Abolition of Man, if we acknowledge the objective truth, or value, of something, only then can we form what Lewis calls “Men with Chests.” Deny truth, and we can no longer have virtue, and as result - we end up abolishing man. Truth and virtue are at the heart of what it means to be a human being. Moreover, as it stands, truth and virtue are at the heart of a liberal arts education. Students who receive a liberal arts education are taught to pursue truth, beauty, and goodness in all things. They are taught real knowledge; they are taught to think for themselves; weigh all sides of an argument; consider different perspectives; discuss ideas; and communicate with eloquence and force. And so again, we ask ourselves, “Why are the liberal are so desperately needed?” Especially today when the rest of education seems to be saying the opposite. As Mr. Moen puts it, “liberal education teaches students to discern truth and be good citizens, and those are needed to help heal our nation.” Never before, at least not since the mid 1800s, has our country needed so much healing. Rhetoric that seeks to divide is not the answer; he who yells the loudest in the halls is not the answer; violence is never the answer. The answer lies in value of a liberal arts education. The work we are doing in the classrooms of True North sits squarely in the middle of what is needed to fix our nation: truth and virtue - the pillars of a liberal arts education. The voices of the ancients and founding fathers could never be more important. Therein lies a tremendous opportunity for the liberal arts. Let us stand on the rooftops and sing its praises; let us be promoters of the liberal arts and humanities and “open up its door lest is stay shut.”
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he Acton Institute recently published an article by Josh Herring on Preserving an Inheritance: A defense of the Great Books. In this article, Mr. Herring offer an approach to selecting texts that incorporates three principles. The texts should be: 1) recognizably great; 2) sufficiently difficult to require a teacher; and 3) suitably beneficial to the formation of the moral imagination. These three principles are faithfully used by True North in selecting its books. To begin with, what makes a book “recognizably great?” According to Herring, a book is considered great if it is considered worthwhile to read, discuss, and is valued, 50 to 100 years after its publication; i.e., 50 to 100 years after the immediate buzz has worn off. In other words, one cannot determine the “greatness” of a book from up close. Time must create distance between the book and reader. If, after this length of time has passed (50-100 years), the book is still worthy to be read, discussed, and is valued, then - and only then - can it be considered up for nomination to make the “great” book list. The books that are included in Mortimer Adler’s Great Books of the Western World have stood the test of time (and meet the other criteria as well). However, these are not the only books that are recognizably great. J.R.R. Tolkien’s The Hobbit was first published on September 21, 1937. It is a book that meets the the test of time, and most
would agree that it meets the standard of being a book still worthwhile to be read, discussed, and valued. It has sold over 100 million copies worldwide and has been translated into over fifty different languages. It is a book that our 6th-graders read at True North. The enduring success of the Hobbit can be considered in contrast to books like Diary of a Wimpy Kid, or Percy Jackson, which experienced incredible success in the beginning, but has since faded away. It is doubtful that anyone will give these books a second look in 50-100 years from now.
book is simply about an evil ring, friendly Hobbits, and a cool wizard named Gandalf. When in reality, there is so much more meaning, layers of meaning, an entire philosophy behind the book. Tolkien was trying to communicate some profound truths about the nature of man in this book and used a lot of symbols to do it. Lastly, Herring believes that great books need be beneficial to the formation of the moral imagination. Edmund Burke first used this phrase to refer to the human capacity to imagine moral realities. Russel Kirk later used this same term to refer to our ability to imagine life in a different vein than we experience it. According to Herring, there are certain books better able to do this than others. There are certain books that better shape students’ conceptions of the good.
The Hobbit, again, is a great example. Reading the book is not going to make someone more ethical. But one The second criteria for “greatness” for Her- is clearly able to see the ring is that the book must be “difficult to re- differences between good quire a teacher.” This does not mean help and evil in the text, and it is in decoding words to be able to read the our hope, as educators and text, but help in analyzing the text, being parents, that our students will able to put the text into proper context, ultimately choose the good. and help in using certain hermeneutical keys for proper interpretation. Students also In the end, these great need help in grappling with issues or ideas books are the books we that are often presented in great texts want our students to read (e.g., the battle between good and evil, and grapple with. These are which is so significant in The Hobbit). the books that True North Books, like The Hobbit, are laden with reads and defends. meaning. Without proper guidance from the expert teacher, students may think the Page 6
F
Friendship
or the typical middle school or high school teenager, nothing is more important than friendship. This is a natural and normal time in their lives when their peer group takes center stage and adults often get sidelined; it is a time when teenagers think adults live in a separate world from themselves and therefore cannot relate; it is also a time in their lives when the true meaning of friendship can never be more important. What does it mean to be a true friend? How do you know when you have found one? Aristotle saw friendship as one of the true joys in life, and felt that a life well-lived must include truly meaningful and long-lasting friendships. According to Aristotle, there are two kinds of friendships: accidental friendships and friendships of the good. Accidental friendships can be further categorized into two categories: friendships of utility and friendships of pleasure. A friendship based in utility is a friendship based on mutual benefit. In this kind of friendship, people are friends based solely on what one gets from the other. It is temporary. As soon as the benefit ends, so does the friendship. Think of a business or work relationship. You may enjoy your time together, but as soon as the situation changes, so does the connection.
Honor
the friendship. Friendships based on virtue take time to build. In this kind of friendship you are truly looking out for what’s best for the person. Think of friendship in which people live in community together, a married couple, or any situation in which one individual wants to help make the other person - better. You need to get to really know the person. What are his or her strengths or weaknesses? What is it going to take for this person to grow: be a better student, athlete, friend, or spouse? It is the kind of friendship that takes a lot trust. Aside from their depth and intimacy, what’s great about this type of friendship is that it includes rewards from the other types (they are pleasurable and mutually beneficial). When you care for and respect a person, you get joy and pleasure from the relationship; you also benefit from receiving emotional and mental health. A As mentioned, this kind of friendship takes time and trust, and intention, but when it blossoms, there is nothing more true, good, and beautiful. For as Aristotle says, “Friendship is not only invaluable, but also beautiful. Being a good friend and being a good man is the same thing.”
A friendship based in pleasure is also short-lived. It is the kind of friendship we find mostly in young people. Think of young people in the same class (or school), or playing XBox Live, or playing on a sports team together. Their emotion is grounded on how they feel during certain conditions, or during certain activities, or at any given time. As long as the mutual parties gain some kind of enjoyment in something external, the friendship will last. However, when either person’s preferences, or tastes, or conditions end, inevitably, so does the friendship.
And so, how do we know we have a friendship that is based on utility and / or pleasure, or a friendship that is based on the good? How do our True North students decipher shallow from deep friendships? It is important to ask yourself the following questions: am I truly seeking what’s best for my friend; will this or that thing make him or her a better person, more virtuous? For example, If I give my homework to my “friend” to copy, is that really being a friend to him or her? Is it going to make him or her a better student? If I know my “friend” is doing something illicit that I know can be potentially harmful, am I talking to him or her, or trying to get help?
Aristotle did not say that accidental friendships were bad (as most friendships fall within this category). He just felt that they lacked depth and that there was a kind of friendship so much better (and more meaningful). For Aristotle, this kind of friendship is based on the good of the other. Rather than utility and pleasure, a friendship based on the good is based on a mutual appreciation of the virtues the other person values. it is the persons themselves and the qualities they posses that provide motivation for
Aristotle knew that friendship based on the good is the kind of friendship worth cultivating; it is the kind of friendship that can only be strengthened with time. And if they did thrive, they would last a lifetime. We are, and we become, the people we spend the most time with. As the saying goes, “Show me your friends, and I’ll tell you the kind of person you are.” Let’s make sure we forge friendships with those who we know are going to make us into better people. For life is too short for shallow friendships.
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ung proudly on the wall of each True North classroom is our Honor Code. It was developed two years ago by our current 10th-graders (then rising 8th-graders). Students were asked to work in groups and come up with what they value most in education - i.e., what’s most important to them as students. Each group came up with a set of different principles, which was narrowed down to the following honor code. As a True North Titan we pledge to: -Judge by character, not appearance -Strive for excellence -Value honor -Do what is morally right -Be courageous -Never cheat or lie -Be humble -Hold ourselves to a higher standard -We are friends pursuing the True, Good, and Beautiful.
out values, as useful as it is, seems rather to make man a more clever devil.”
Be courageous - As John Paul II said when he stepped out onto the balcony of St. Peter’s Square some 42 years ago when elected Pope: “Be not afraid.” Doing the right thing takes courage, especially today when most people are doing the opposite. It takes courage to swim against the cultural current today that confuses pleasure with the true meaning of happiness and believes that doing the right thing is whatever you say it is (or whatever most people are doing). Never cheat or lie When the students came up with this, this was in direct reference to schoolwork (homework, quizzes, tests, papers, etc.). Students know, intuitively, that cheating is wrong, and education can never be built on a lie.
Judge by character, not appearance - Dr. Martin Luther King, Jr.’s words ring true today as they did when he first gave his I Have a Dream Speech: “I have a dream that one day my children will not be judged by the color of their skin but by the content of their character.” At the end of the day, who we are on the inside will always mean more than who we are on the outside. Who we are on the inside is what makes us who we are.
Hold ourselves to a higher standard Whenever you stand for something “higher” (whether you are in political office, a leadership position, or a religious figure), you must hold yourselves to a higher standard. This is because people look to you as a model. At True North, we stand for virtue, truth, goodness, and beauty, and must hold ourselves up to this. Otherwise, we become a sign of contradiction and stumbling block to others.
Value honor - It’s in the name of True North...”truth.” If we are going to live lives filled with purpose and meaning, we must live our lives according to the truth. The entire structure of education is built on this foundation. Without truth, trust, honor and integrity, education will soon collapse. Education can only be built on truth, never on a lie.
We are friends pursuing the True, Good, and Beautiful - we are not only teachers, administration, students, etc. fulfilling a pre-defined role, we are first and foremost “friends” pursuing something great and grand and noble outside of ourselves. This is our mission at True North. This is our common purpose and common pursuit. Without this, we are nothing more than a bunch of people, coming to the same building each day, checking off a bunch of to-do’s. Our goals are much higher. These are the goals captured so beautifully in our Honor Code.
Do what is morally right - We must seek to always do what is morally right. This is the meaning of education - i.e., the building of virtue and character in our students. For, as C.S. Lewis says, education with-
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Our Dadeland Campus By chereen coile, assistant headmaster, Dadeland Campus
It's been a busy 2021 at our Dadeland Campus. Dadeland Campus construction is moving at a fast pace. It’s unbelievable to see the first floor of the building already standing tall. We are preparing to get the second story floor poured in a few short weeks. Our scholars have been working so hard the last few months both in and out of the classroom. It is amazing to see the growth in each of them. Scholars have been engaged in some great activities throughout the campus as well as at home. First grade has been investigating living and nonliving things. Kindergarten has been using manipulatives to create number bonds. Our scholars have been participating in extracurricular activities such as art club, sports, and enjoying the beautiful weather outdoors. It is amazing to watch them interact with their friends and develop friendships that will last a lifetime. Our scholars have been participating in extracurricular activities such as art club, sports, and enjoying the beautiful weather outdoors. It is amazing to watch them interact with their friends and develop friendships that will last a lifetime.
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On the Promotion
of the humanities BY Mr. Dan Finnegan and Dr. Marc Snyder, sunset campus Letters reading list, I use an analogy. Students begin in the 9th grade studying American history and literature as the tradition that is most familiar and immediate to them. This is like learning about your parents, which is, of course, where all education should begin. In Humane Letters 10, students move on to encounter the European tradition. I liken this to learning about one’s grandparents and great-grandparents. In this study, students deepen their understanding of something very relevant and near to them: themselves. Finally, in Humane Letters 11 and 12, students engage in a study, first of the Greek and Hebrew, and then consider their roots in an overview of Ancient to Modern. The first stage of this I liken to understanding one’s ancestors and nationality, and the latter stage to understanding what it is to be human per se, that is to having a deep understanding of who we are, within and transcending temporal contexts. The curriculum of Humane Letters is an attempt to explore a number of essential human questions, including:
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ften, my students ask me if I chose the text that we are reading, and this raises the question of why we read what we do in Humane Letters. The opportunity to answer presents a rich opportunity to reflect on what classical, liberal arts education offers to the few students in this country who are able to access it. The Humane Letters curriculum at True North has a history that goes back decades in its provenance and development, and is the product of the passion of many great educators and minds. The original Humane Letters curriculum was developed decades ago by the Trinity Schools in the Midwest of the United States, an educational movement that sought to restore an education grounded in an understanding of the foundations of western culture. Around 2007, the leadership of the Great Hearts schools examined and adopted it. The books we read in Humane Letters have been selected for the curriculum through decades of careful consideration and trial by some of the most visionary educational leaders in the country. There is nothing random about the list. When I explain the rationale behind the Humane Back To Contents
and Humane Letters students.
student understanding is built.
In addition to keynote presentations, and breakout sessions, from some of the most prominent educational leaders in Humane Letters, the symposium will highlight Socratic seminars involving students and educators centered on some of the greatest texts in Western Civilization. Since the core of any Humane Letters program is the Socratic seminar, or Socratic inquiry, this method will be used to engage all participants (yes, even True North parents will be invited to attend).
Socratic inquiry itself is a long-tested methodology, with a demonstrated history in reaching students of all abilities levels. Unfortunately, throughout time, this method has often been neglected, or even sometimes poorly implemented. True North recognizes the danger of implementing this model haphazardly, and this is why a symposium such as this will be so beneficial. Focusing not just on using the Western tradition as a source of core texts to be studied, but on providing training in the techniques necessary for implementing this curriculum in a way that is accessible to all students, True North believes it can help shape K-12 Humane Letters education across the education.
Socratic inquiry is an instructional strategy used by True North Humane Letters’ teachers primarily driven by structured questioning, which shapes the lesson through authentic engagement, thus fostering within students a greater depth of understanding. At the heart of Socratic inquiry is the art of crafting and posing subject-appropriate questions which develop students’ ability to listen, think critically, and respond thoughtfully to their peers.
Finally, the promotion of humanities in K-12 education would not be complete without an emphasis placed on the cultivation of virtue and leadership within its students. As Aristotle puts it, the end of Because Socratic inquiry is an instructional strategy that education is “eudaimonia,” which is often translatallows teachers to constantly assess individual levels of ed as “happiness” or “fullness of being.” As Aristocomprehension and respond with questions tailored to tle recognizes, the path to happiness is leading a student needs, it allows for lively and engaged classvirtuous life. There is no better way to cultivate the room interactions. By focusing on the depth and quality virtuous life within its students than through Socratof student understanding, rather than superficial metrics ic discussion. It is the hope that this symposium will like memorization of facts, the Humane Letters teacher is serve as a model for what is possible when teachable to guide all students to accessible agreements, using ers and students engage in thoughtful discussion these agreements as a framework upon which individual around important topics and great books.
What is happiness? How can I achieve it? What is good and what is bad? How might I tell? What is real? What is really real? What is a good life/living well? In Humane Letters students discover, more than anything else, the depths of themselves, as they proceed out of a foundation that, although invisible, does exist and comes before them, so that they might live examined lives, or, at least, might be more able to avoid the mistakes of history. The books we read in the curriculum are arguably the best means to this end; they come to us expertly considered, but not infallible. As True North continues with the Humane Letters project, it will weigh for itself and adjust a time-tried legacy.
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The emblem in the upper left corner of this article is the logo for the National Endowment for the Humanities (NEH). In January, True North secured a grant from the NEH for the purpose of hosting a symposium on promoting the humanities in K-12 education. This three-day symposium will be held in the Fall of 2021 or Spring of 2022 (TBD). The nature of the symposium springs forth from True North’s desire to transform Humane Letters K-12 education around the country. The symposium will bring together national leaders in humanities education, local Humane Letters teachers, Page 12
Around campus
A
s we come to the close of another quarter at True North, it’s always helpful (and fun) to take a peek into what’s been happening around True North’s campus. As our students, and teachers, can testify - it’s never a dull moment.
In Grammar School, our students continue to learn the basics of grammar: reading, writing, mathematics, and are filled with the joy of wonder (learning outside) and community (our class is a family). In Logic School, our students continue to enjoy the new academic building, including - not only their academic subjects, but co-curriculars as well. Middle School students participate - along with High School students - in co-curriculars every Thursday. In Rhetoric School, our students also enjoy co-curriculars (every Thursday), the deep discussions of their humanities classes, and - with student council elections now over with - the satisfaction of governing themselves! What’s most important is that our students (almost 100%) are at school in person and learning, while students throughout most of the country are still learning virtually (or perhaps in a hybrid model). We love to see their smiling faces and look forward to a great close to the year!!
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Teacher’s Corner by Betty Roca, 2nd-Grade, Sunset Campus
Coat of Arms (continued from page 15)
The True North second grade students in both Ms. Roca’s and Mrs. Dominguez’s classes just finished reading the book Knights of the Round Table. This was an introduction to them about King Arthur and the legendary Round Table. Although there are many questions related to King Arthur: Was he a king? Did Camelot really exist? Whatever the answers to these questions are, we read, studied and had fabulous discussions about the many noble knights that fought as fearless heroes to preserve honor, integrity, justice, goodness and truth. We read about many battles the knights fought in. In Medieval times, coats of arms were used to distinguish one knight from another. When a knight had on his full armor, he could not be recognized. Because of this, knights began to paint symbols on their shields to denote family descent, alliance, particular region, etc. It represented their personal identity. The students were challenged to think about how they would create their coat of arms that represents their own personal identity. Some of the things they drew were their hobbies, special talents, family and most of all virtues. The students then presented their own coat of arms to the class, explaining the words and images they chose to personally represent them. Sofia Lopez-Cantera shared about what she designed on her coat of arms, “On my coat of arms, I chose to write and draw about things that are important to me: my country, family, religion, pets. I also drew about things that I like to do: sailing, exercising, doing well in school. I like science and nature so I included them too. And finally I wrote the virtue that is most important to me - love.” I truly hope the students enjoyed learning about King Arthur and the Knights of the Round Table. It has been very rewarding seeing them enjoy Literature class this year, filled with rich discussions and fun activities like the coat of arms project. Back To Contents
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“Build a Dream”
Note from the Foundation Marc Snyder, Ed.D., Executive Director
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he first three orders of bricks have been officially installed in front of our brand new True North Gym, and they look beautiful! We are now taking order for our 4th installment of bricks. This is a tremendous opportunity to support True North in its “Build a Dream” Campaign, while leaving your family’s legacy at the same time.
Dear Titan Families & Friends, Hard to believe the 2020-21 school year is three-quarters of the way done. I think I can speak for everyone by saying we are all looking to get past Covid and to get back to “normal” - whatever that means. Yet, despite this school year being a pandemic year, it’s nothing short of a miracle what True North has been able to accomplish. Hats off to leadership, administration, teachers, students, parents - the entire community.
If you have not yet purchased your brick, it is not too late to purchase one and still have it placed in a prominent location in front of our gym. The commemorative bricks will be laid in front of our new 15,000 square foot gymnasium at our Main Campus and are a lasting way to honor True North students, favorite teachers, student accomplishments, and school pride. One-hundred percent of the “Build a Dream” Brick proceeds will go towards supporting the construction costs associated with our new academic building, 15,000 square foot indoor gymnasium, and are tax-deductible. There is a limited number of bricks; and they won’t last.
Think about it. While most schools have remained closed throughout the school year, True North was the first school to open its doors in Miami and has remained opened the entire school year. Pool testing and meticulous contact tracing has kept Covid cases to a minimum without any outbreaks or need of school closure. Over 90% of students are receiving in-person instruction every day, while teachers are continuing to manage virtual instruction for those online. And while we are not able to be all together like before, we have been able to slowly bring our community back together (albeit with proper social distancing, mask wearing, etc.). Assembly has started again for the older students; we had a High School art exhibit; and not even Covid can hold back our talented students from performing in the 2nd Annual Talent Show. Interestingly, the 1st Talent Show last year was the last time we were all together before we had to close school due to Covid. This 2nd Talent Show is quite symbolic nothing can hold back our Titans! On the Foundation side, it’s also remarkable what we’ve been able to accomplish. Despite being in existence from the beginning (2015), prior to this year, it’s been just - kind of - “out there.” Since taking over as Executive Director, the Foundation has not only begun to establish a name for itself, but has made tremendous progress raising much needed funds for the growth and development of True North. In just seven short months, the Foundation has been able to raise over $400,000. Not too shabby for being in the midst of a pandemic. Much of the money raised has been due to the overwhelming generosity and support of our parents. However, we have been seeking support externally from individuals and foundations. For example, we received a $50,000 grant from the Al & Janie Nahmad Family Foundation in support of our Science Lab and a $30,000 grant from the National Endowment for the Humanities to host a Symposium on Classical Education. Additionally, grants have been submitted to the Miami Foundation, Braitmayer Foundation, and the American Honda Back To Contents
Brick Campaign
Basic Level
Pillar of True North Sponsor
Cost: $125 per brick Brick Size: 4x8 Text Only
Cost: $1000 per brick Brick Size: 8x8 Lines of Text: 4 Maximum + Pillar or Titan Logo OR 6 Maximum (text only)
Titan Sponsor
Major Donor Brick Array
Cost: $500 per brick Brick Size: 4x8 Pillar or Titan Logo
Cost: $2,500 for 4 bricks Brick Size: (4) 8x8 Lines of text: 6 lines of text / four bricks + Pillar Logo
“The task of the modern educator is not to cut down jungles, but to irrigate deserts.” ~C.S. Lewis, The Abolition of Man
goes toward supporting the mission of True North, I am most excited about the opportunities that exist to promote classical education; the opportunities that exist to continue to be a leader in the classical education movement. I am happy to be able to use the newsletters and this journal as a platform for the promotion of classical education. I am even more excited about the many opportunities that lie ahead. All of which would not be possible without the support of the True North community. And so as we approach a much needed break this Spring, I would like to wish all of you a very blessed, safe, and restful time with your families. Warm regards, Marc Snyder, Ed.D. Executive Director Page 18
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Thank You to Our Generous Donors
Annual Fund
“Build a Dream” Brick Campaign
True North would like to say “THANK YOU” to its generous donors to our “Build a Dream” Brick Campaign
This lists represents donations made through February 23 and does not include those who donated through Give Miami Day.
This list represents bricks purchased through February 23.
Please consider giving to our 2020-21 Brick Campaign https://brickmarkersusa.com/donors/tnca.html Abbas Family Abreu Family Aguerrebere Family Aguiar Family Alaya Family Aleman Family Alfonso Family Amador Family Amato Family Ammon Family Anguin Family Aragon Family Arce Family Arencebia Family Arencibia Family Ariola Family Arrojo Family Ayala Family Baez Family Barrenechea Family Bejel Family Bell Family Benetiz Family Bileca Family Bishop Family Blaya Family Blissett Family Bolanos Family Bryan Family Buonassi Family Cabrera Family Caderon Family Camacho Family Cardwell Family Carothers Family Carrazana Family Carreno Family Cartaya Family Castenada Family Castrillon Family Catlette Family Centeno Family Chin-You Family Chirini Family Chang Family Back To Contents
Chavez Family Christian Family Claro Family Coffey-Garcia Family Collazo Family Crane Family Crespi Family Davis Family D’Aquin Family De Guzman Family De La Cruz Family Desme Family Diaz Family Eguizabal Family Espinosa Family Fabian Family Farres Family Ferguson Family Fernandez Family Ferrari Family Fiallo Family Flores Gomez Family Foster Family Foti Family Galindo Family Ganovsky Family Garcia Family Gerber Family Gil Family Golburgh Family Gomez Family Gomez-Suarez Family Gonzalez Family Grassbaugh Family Harmond Family Hartsook Family Hendricks Family Henry Family Hickson Family Hoadley Family Hoyos Family Hsu Family Hubbs Family Infante Family Izaguirre Family
Izquierdo Family James Family Jimenez Family Johanson Family Jue Family Kaczmarek Family Keil Family Kepner Family Kercher Family Khawly Family Lazarus Family Lange Family Lazo Family Leibow Family Leon Family Locke Family Lopez Family Lowe Family Lufbery Family Macias Family Mallas Family Marin Family Marti Family Matijevic Family Mesa Family McMillan Family Morales Family Morrison Family Moyano Family Moyssidis Family Nodal Family Nunez Family Olsen Family Ortega-Gonzalez Family Ortiz Family Pacetti Family Pages Family Parker Family Parra Family Paster Family Penabad Family Pendray Family Perez Family Peterson Family Pezoldt Family
True North would like to say “THANK YOU” to its generous donors to our Annual Fund Campaign
Please consider giving to our 2020-21 Annual Fund Campaign https://truenorthclassicalfoundation.givingfuel.com/annual-fund Piedrahita Family Pinks Family Pino Family Posada Family Quincosa Family Quinones Family Ramon Family Rende Family Rivera Family Rodriguez Family Ronguillo Family Roque Family Ruiz Family Sakari Family Salgueiro Family Sallas Family Sanchez Family Santiago Family Santos Family Scantlebury Family Selman Family Sepulveda Family Serio Family Sharp Family Sirulnik Family Smith Family Soriano Family Sparaga Family Suarez Family Sullivan Family Tapias Family Thadhani Family Tirse Family Tix Family Trane Family Travis Family Triana Family Tsninev Family Undorfer Family Vargas Family Veres Family Viego Family Yague Family Zeledon Family Zinn Family
Abreu Family Amato Family Ameida Family Aragon Family Aranguren Family Ariola Family Assis Family Ayala Family Ayats Family Bello Family Bernard Thorn Family Bernard-Zeledon Family Bernal Family BarrenecheaFamily Cabrera Family Camacho Family Carothers Family Castillo Family Cata Family Davis Family De Guzman Family De La Grana Family Desme Family Escofet Family Fabian Family Fatemian Family Felipe Family Flores Gomez Family Foti Family Gajardo Family Gomez Family Gomez-Suarez Family Gonzalez Family Gonzalez-Diaz Family Grassbaugh Family Harmond Family
Harris Family Henry Family Hernandez Family Hoadley Family Hoyos Family Hubbs Family Jaimot Family Jimeno Family Jue Family Keil Family Khawly Family Lange Family Lopez Family Lowe Family Madrid Family Matijevic Family Maurer Family Molina Family Morrison Family Moyano Family Munoz Family Nodarse Family Olsen Family Ortega-Gonzalez Family Pacetti Family Pages Family Panne Family Paz Family Penabad Family Perez Family Perozo Family Pezoldt Family Pino Family Poli Family Ramirez Family Ramon Family
Reina Family Rodriguez Family Ruiz Family Sacks Family Santos Family Scantlebury Family Sirulnik Family Sintes Family Snyder Family Suarez-Wolfe Family Tamayo Family Tirse Family Toirac Perdomo Family (Ramirez) Toirac Perdomo Family (Romero) Toledo Family Tolley Family Torres Family Torres Matijevic Family Tsinev Family Underwood Family Zapata Family Zinn Family
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