Latin Reflections

LATIN R E F L EC T I O N S Lessons we have learned in 40 years

A Collection of Essays Mary Yorke Robison Oates Class of 1983

For the Founders On the occasion of our 40th Anniversary A special message from Jackson, a kindergarten student: “ I love Charlotte Latin because I get to live the dream.�

I. ON FOUN DATION

Without phonics, we couldn’t sound out Charlotte Latin.

In the midst of peace, love and happiness, the Founders endorsed tradition.

II. ON LEADERSHIP

It is not enough to be bright and well prepared,

it is critical our children go into the world and lead.

III. ON READ INESS

Success comes in due time.

There is genius in Flip−Flops.

I V. ON INCLUSIVITY

“Always stick up for your friends and never exclude anyone.

I learned that on the playground.”

-BEKAH, fourth grade

The world is a big and beautiful adventure.

V. ON FINANCES

Money can be a problem.

Especially if you don’t have it.

VI. ON PROFESSIONAL DEVELOP MENT If we nourish our teachers,

we will nourish our children.

VII. ON COMMUNITY

“It is the parents that put this school together.”

-JANET THIES, Founder

VIII. ON SET TING

Latin is more than a pretty place.

IX. ON STR ATEGY We like a plan.

X. ON SPIRIT

We love traditions, and we hate the colors green, gold, and black.

XI. ON FELLOWSHIP

Food is good.

Friends are better.

XII. ON CULTURE

“Let’s just build a School.”

-BOB KNIGHT, Founder

CHARLOTTE LATIN SCHOOL 1970-2010

I.

ON F OU N DAT I O N Without phonics,

we couldn’t sound out “Charlotte Latin.”

If it is the letter “C” wall card day in the first grade hall,

you will hear the students chanting, “Clicking camera,

clicking camera, Ka, Ka, Ka.” You might even see the

children dressed up in colorful camera costumes clicking

down the hall, and they will definitely be blinking their eyes like any good flash would do. To minimize the significance of such a Latin tradition would be to overlook how “it” all started. The story of Frank and Janet Thies and Bob and Betsy Knight sitting on their neighbor’s brick wall

discussing public schools in the mid 1960s is a well-recorded story at Latin. But what most don’t know is that these two

Charlotte business men and their wives were frustrated with the specifics: they believed in phonics-based reading

instruction, liberal arts preparation, excellence in teaching, an understanding of the classics, and leadership.

In their minds, the Charlotte Mecklenburg Schools had

abandoned the traditional strategies that made formal

education work. Specifically, the Founders pinpointed novel approaches to teaching reading like “whole word� methods

in place of phonics and utilizing open block classes, where a student might study history and English at the same time, but master neither. They loved public schools and knew

many teachers were frustrated as well. The only solution

they identified to solve the problem was to choose a non-

public alternative. But Mrs. Thies, especially, was not

interested in boarding school and not only was Charlotte

Country Day School enrolled to capacity, it wasn’t a match

for the Thies and Knight pedagogy. After many meetings on

the wall, they decided to dig deeper. Mrs. Thies tells the

story that early discussions at the A&P supermarket with many friends convinced her there was interest in another

private school option in Charlotte. Her instinct was correct and soon they formed a working board to hammer out the details of starting a school.

And if they opened a private school,

one thing was for sure. They were going to teach phonics.

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“At Charlotte Latin I learned that blending is not important.

It is very important.�

- KATE, first grade

In the midst of peace, love and happiness, the Founders endorsed tradition.

Some early skeptics asked why the Thies and Knight

families didn’t just wait for openings at Charlotte Country Day School to become available if they wanted to leave

public schools. The first polite reply was that the school

was full, but to dig deeper, Mr. Thies felt that Country Day wasn’t a solution for the problem at hand. Charlotte was a growing city and there was a need for another good

independent school, and it was a bit too trendy for them.

After all, Country Day had open block classrooms and that

was one educational concept the two couples were dead set on avoiding.

If they were to form a school, they would insist on a

classic, formal foundation: phonics instruction for reading, English teachers for English, and History teachers for

History. And like the first public schools in America, the Latin schools of Boston, students would study Western

Civilization, ancient and modern languages, and a variety of core academic courses.

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The Founders felt strongly that the students should

know “from whence they had come� and the students must become leaders. Forty years later, the formula still works.

With a college preparatory program to rival any in the

Southeast and a voluntary student Service Society that logs

thousands of hours annually in the greater Charlotte

community, Latin has achieved the balance of learning,

exploring, and giving that the Founders envisioned.

Then, as now, dedicated teachers were essential.

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From the beginning, the Founders insisted on hiring top-

notch teachers to teach courses that they loved and in which

they had a mastery of the subject material. This approach was quite the opposite of the trend in the 1960s when schools

combining core courses like English and History in a “block”

of time were commonplace.

As Mr. Thies observed, “I realized my child was learning

English or History but not both.” With a lean budget and a big plan, the Founders sought the best teachers they could hire. It just so happened that the best teachers, in fact,

taught, coached, and led extracurricular activities, and still do today, creating lasting friendships with their students in the

classroom and beyond. By identifying great people and

committing to a generous Professional Development budget,

Latin has supported and encouraged teachers’ pursuit of a life of learning, the ideal model for our students.

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“If you have a different philosophy, you don’t go someplace and try to change their philosophy.

You start your own.”

- FRANK THIES, Founder

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CHARLOTTE LATIN SCHOOL 1970-2010

II.

ON L E A DE R S HI P It is not enough to be bright

and well prepared, it is critical

our children go into the world and lead.

In the earliest documents defining Latin’s mission, the

Founders made it clear that they never wanted Latin

students to be elitist. Many of the Founders struggled (and

resisted) the idea of moving their children from public

education, because most felt strongly that their children

should support their community. In the first mission

statement, it stated that “all students must be leaders,”

which was later changed to “all students should be leaders.”

It would be interesting to understand why the language

shifted, but the change to the word “should” perhaps was

the genius. Forty years later, Latin’s enviable Service Society is one hundred percent voluntary; the challenge to serve creates a strong call to action.

“My favorite Latin tradition was our holiday outreach project.

I love how we give and not just receive.�

-SARAH, eighth grade

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The 2010 issue of the Admissions Office’s viewbook

states, “In the spirit of teamwork and collaboration for the

common good, the Latin graduate should demonstrate morally

courageous leadership to turn a personal passion into a concrete

contribution to his or her community.”

Through Latin’s service program, all high school

students are given opportunities to lead. With ongoing

projects at Seigle Avenue Partners, Charlotte Emergency

Housing, Allegro, Crisis Assistance, CHAMP, Alexander

Youth Network, Loaves and Fishes, Misty Meadows, the

Nevins Center, and Habitat for Humanity, students create sustained connections and are actively engaged in the

Charlotte community. In addition, students have traveled

to Africa, Brazil, Costa Rica, El Salvador, Mexico, Romania,

and Tanzania to lend helping hands. The Class of 2010 alone logged 14,473 hours serving others during their high school years.

By adopting “Inlustrate Orbem” or “Enlighten the

World” as the School’s motto, the Founders charted a course for student leadership at Latin. Personal advancement was not what the Founders had in mind. Through service and leadership, Latin fulfills a mission, but it also achieves so much more; it teaches the importance of personal 11

commitment to meeting others’ needs. As Head of Upper

School Lawrence Wall states, “When I arrived at Latin, I was delighted by the humility here. It seems that Latin

students just go about their business, efficiently and

thoughtfully, without reminding you what they have done or how well they have done it.”

Charlotte Latin’s motto also speaks to that very

humility. The Founders wanted the best academic

foundation for their children and grandchildren, but they

also wanted them to be good people. With such guidance, a culture of servant leadership is alive and well at Latin.

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CHARLOTTE LATIN SCHOOL 1970-2010

III.

ON READINESS Success comes in due time.

“If you are in the second grade, you know everything you need to know for now.”

-DAVIS, second grade

Based upon Davis’ assessment, it is clear that Latin is

doing everything perfectly. At least up until second grade.

The beauty of Davis’ comment is that it is clear the Lower

School is teaching exactly what needs to be taught at exactly the right time. While other schools may track students at a young age, Latin makes sure to develop the “whole child.”

One parent’s story of her kindergarten student illustrates this lesson:

“My son was in kindergarten and taught himself to play chess.

When I asked him how he did it, he said, “I just watched Uncle

Bill.” Then when I told him to count to 300 to pass the time on a long car trip, he said, “ I can’t do that; I’ll have to do 5 sets of 20 three times.” Curious that my silent son seemed to have some

advanced mathematical ability, I made an appointment with

Claudette Hall, who was Head of the Lower School at the time.

When I sat down, she said, “I’ve been waiting for you to figure out

how bright your little fellow is.”

To which I answered, “I was just worried he was simple.”

“He’s not simple,” Mrs. Hall said. “He is quiet…and I don’t

mean shy.”

Puzzled, I listened.

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Mrs. Hall explained, “Your son is spatially gifted and at

another school, he might be scooped up and advanced rapidly in mathematics. But he has a way to go on his verbal expression,

which is why he is in the perfect place. We have to help him find the words so that he can excel in every subject.”

The funny thing about this story is that she was totally right.

We just sat back, let the School direct him, and he became an honor student. And more importantly, he had fun along the way. As he

got older, he wasn’t a savant in math, but he became quite quick-

witted and a bit of a joker. I was delighted in fourth grade when he kept pulling cards for talking too much.”

Such a small anecdote rings of great truth; giving

the child a chance to achieve balance only helps him stand up better.

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There is genius in flip−flops.

On the random chance that you might be invited to eat

lunch with a brand new sixth grade student, you would see a universal image: more than one hundred students dressed in

a remarkably similar, self-imposed uniform, eating pizza and french fries. The first two weeks of school, FLIK, Latin’s

food service provider, must fry more frozen potatoes than it does the rest of the year combined. It makes sense. For a

child who started school in Latin’s transitional kindergarten class, he or she has had two purchasing choices in the lunchroom for seven years: hot lunch or cold lunch.

By the look of the plates, the sixth graders truly

embrace their newfound freedom. With the maturity to

navigate the many culinary choices (and the patience to wait in line), sixth grade students embark on their tremendous

leap in development. Other privileges, like playing on the

Middle School fields after lunch and wearing flip-flops, are

visible examples of what it means to leave the Lower School.

At a time when adolescence is roaring for some and dormant for others, Head of Middle School Debbie Lamm and her faculty work hard to make the journey through Middle 18

School as fun and graceful as possible. Developmentally, the Middle School student will change more rapidly than at any other period of time prior to graduation, and there is a

thoughtful method to making that work. Through choices, a safe-structured environment, and an appropriate level of

freedom, students build confidence. As Mrs. Lamm says, “It is not just a coincidence that Middle School students are

beginning to separate from Mom and Dad, so we give them

opportunities to make decisions on their own. Picking who

you eat with, or what to eat, what clubs to join, or what

sports to try are all freedoms that teach them who they are.�

By the time they transition from Middle School to Upper School, students have learned to take more initiative and

experience both the challenges and rewards of their choices.

The School works hard to create a comfortable and healthy community whose goal is not to be insular but rather to

teach each student how to develop values and grow into a strong and grounded individual.

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“I was most proud of my art print work in the 7th grade because I loved having the

freedom to make whatever design I wanted.”

-HEATHER, eighth grade

By high school, Latin students have learned how to

navigate academics, arts, service, athletics and friendships –

sometimes all in the same day. The students, too, are aware of the expectations they need to meet each day. With a virtual daily buffet of enriching options to select from,

students appreciate that achieving balance can require the

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most nimble approach. Yet, our students have learned that the faculty and staff and the entire Latin community all

want the same thing: children learning, growing, and

thriving in school so that when they leave, they will

continue on the path they have paved for themselves.

With clear communication and self-awareness, such a

balance is struck each day at Latin‌.and when it has the tendency to go askew, that’s okay, too. Latin is a great

training ground for seeking advice, for brainstorming, for

getting help with time management, and for seeking answers to tough questions. Long after the grades are forgotten, the

feeling of independence and preparedness has become hardwired in our students, creating a readiness necessary for the world beyond our doors.

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CHARLOTTE LATIN SCHOOL 1970-2010

IV.

ON I N C LU SI V I T Y “Always stick up for your friends and never exclude anyone.

I learned that on the playground.”

-BEKAH, fourth grade

Latin embraces any opportunity to teach, but never

does a child learn more than on the playground. In a set of

surveys given to randomly selected Lower School students, Bekah’s sentiment was repeated again and again to the

question, “What have you learned on the playground?” (A

few also answered, “Don’t play football with Mr. Gutmann.”)

From the first day, Latin opened its doors as an

integrated school, and it was the first independent school in Charlotte to do so. And while Latin’s academic criteria attracts a similar type of student, the School has made

intentional efforts to create a balanced and interesting class

profile year after year.

With a growing number of legacies each year, Latin is

still committed to admitting new families. Both groups

bring intrinsic value to the School; the familiar faces bring a sense of history and tradition, and the new friends add richness and fresh perspectives.

As we grow into the best School we can be, we must be

deliberate and clear about who we are. When a growing concern surfaced over religious diversity in 2006,

Headmaster Arch McIntosh worked hard to uncover the fears and discomforts of the families. Led by Mr. Nick

Wharton, Latin’s first Director of Diversity, a school-wide effort tackled the complexities of religious practices and beliefs, and helped define what Latin stood for as a nonsectarian school. Through productive and provocative

discussions, Mr. McIntosh and Mr. Wharton led the School

community to a place of consensus, and their leadership and individuals’ compassion illustrated the model of what makes a community work.

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The world is a big

and beautiful adventure.

Mrs. Heidi Carpenter, the Director of Latin’s

International Studies Program, is making great progress toward an important goal: she believes every Latin

student should travel abroad before he or she graduates.

With study abroad trips and home stays with our Sister

Schools in Argentina, France, Germany, Italy, South Africa and Spain, and exchanges with our Chinese Sister School, opportunities abound.

Through hosting students annually from these

schools, Latin students have a firsthand glimpse into the

traditions, trends, and interests of other cultures. As the CLS Travel Mission Statement says, “…The School

provides CLS students with the opportunity to gain an

understanding of other cultures, which teaches them to accept, respect, and embrace diversity, and in turn, to learn and to appreciate their own culture.”

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These relationships offer Latin students and their

international friends great memories and moments together,

often resulting in repeat visits and deep kinship. As in other

developing areas of Latin’s curriculum, our parents have been on the front line, supporting the School’s requests. Through

hosting Upper School exchange students to pioneering the

Global Partner’s Social Study initiative in the Lower School,

parents have been a helpful resource. Latin’s commitment to global awareness helps round out the Founders’ vision of an

excellent education: if the children learn Latin is a safe place

to take risks, they will develop confidence in their decisions.

If they can then take that confidence into the world and

create an awareness for all that they have, all that they know, and all that they can be, they can, perhaps, enlighten the world, as our motto decrees.

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“When students leave Latin, they need to be prepared to survive and thrive in the vast richness of our world.”

-VISITING LECTURER ON DIVERSITY

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CHARLOTTE LATIN SCHOOL 1970-2010

V.

ON FINANCES Money can be a problem.

Especially if you don’t have it.

As the Founders worked to open Charlotte Latin, and

they were hammering out decisions as small as paint color

to as large as academic curriculum, one constant remained.

There was no money. One of the funniest understatements recorded was Frank Thies’ comment in a video interview.

He said, “We had no money….which was something of an impediment.” What makes the quote humorous was the matter-of-factness of it. In other words, money was an impediment, but it wouldn’t stop this group.

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The interest in the School was tremendous, and

everyone enrolling understood the costs would be two-fold: they would pay tuition, and they would be expected to give to help build the facilities. But even with 425 students

enrolling, the Founders understood the costs to operate a first-class school would be expensive.

The group could envision mission, purpose, and a sense

of community, but sometimes the “vision� had to be

replaced with reality. The land, quite frankly, was too far out of town and plagued with drainage issues, but it was

affordable, there was a lot of it, and the developer, Charlie Erwin, was willing to carry the loan until the group could pay. The group had to think fast and reload. Too

committed to turn back, a delegation of the Founders, led

by Mr. Alan Dickson, went to the big banks in town and

finally achieved the balance needed by securing a loan from a consortium of Wachovia, First Union, First Citizens, and

NCNB. A sign of the times, no doubt, but in 1970 personal relationships went a long way.

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In the first decade, Latin had little but needs. The

School grew steadily in terms of buildings, student

enrollment, and staff. The parents took over where the Founders left off and gave both time and effort to the

School. It was very evident that the parents were behind

the School and would tackle any job, whether it was hosting a school-wide Attic Sale or driving a bus load of tennis players to a match across town.

With the “can-do” attitude of the Founders as a beacon,

the parent body modeled collaboration and teamwork. By

1977, Latin was the youngest school to earn its Cum Laude

Charter, by the early 1980s Latin had won its first (of many)

Wachovia Cups, and by the late 1980s, Latin launched a fleet

of buses to transport all those “in town” children. By

attaining each of these milestones, Latin made a name for

itself in fundraising. With no annual campaign, Latin

created an innovative model “to raise what we need” through the New Family Campaign. By asking new families to make a multi-year pledge to supplement tuition costs, Latin

balanced the books in the black each year. By introducing periodic capital campaigns, Latin also had success raising

money for needs and wants. By 2008, Latin’s endowment reached an all time high of $24 million, surpassing all the other area schools. (Not that that matters, though!)

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With a solid endowment, a tremendous waiting list of

applications, and an envied academic reputation, Mr.

McIntosh and the Board of Trustees studied what growing

needs the School faced. In operation almost forty years, the School had literally outgrown certain spaces. There were too many tubas for the band room, too many unsafe dirt

roads on the playing fields, too many children in the lunch

line, and somehow the fifth graders had gotten bigger than they were in the 1970s.

So the Board of Trustees announced a new fundraising

campaign: the Foundation of the Future Campaign. The

campaign would address providing space for Latin’s ever

popular theater and music programs, and it would make the

South Campus safer with a proper Field House for fast

approaching storms and adequate road access for emergency vehicles. The Claudette B. Hall Lower School would be expanded and renovated, providing better space for our growing fifth graders and a multi-purpose room for our

youngest Hawks to eat lunch at their convenience, rather

than rush them through the over-crowded lunchroom. Best yet, the Lower School would include space for a full-time

childcare facility for the infants and very young children of

the faculty and staff. The fundraising went like clockwork to achieve the $17 million goal.

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With an optimistic outlook, the building committee

engaged the faculty and sought input from the School

community to study what immediate and long-term needs

should be addressed: Where was our arts program headed?

What would full-day childcare entail? How could the South Campus be the safest? As the plans took shape, the

construction estimates trickled in, and it quickly became obvious that building costs were skyrocketing and were

significantly higher than the original budget. The raised

revenues, while impressive, were not in line with the new figures. The Board of Trustees knew the School’s

constituents were ready for improvements, but something didn’t seem quite right. At the end of the 2007-08 school

year, Mr. McIntosh announced that the Board had voted to wait to build. For many, the decision seemed wise and not

unlike what the original Founders would have done. No one knew at the time that it would be one of the smartest fiscal moves the School had ever made.

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As anyone in Charlotte knows, just four months and one

quarter after the Board voted to hold off on the

construction, the tides turned. With the worst economic meltdown since the Great Depression, the Charlotte

business community teetered on the brink of collapse.

Charlotte, after all, was a banking town. Mr. McIntosh was faced with a harsh reality. More than 600 families enrolled at Latin worked for one of the banks. He knew what weak enrollment looked like from his days in Arkansas. Even though many of the pledge dollars were in hand, Mr.

McIntosh understood the stress Latin families were facing.

He and the Board of Trustees labored over what Charlotte’s

financial crisis meant for Latin’s future. Preceding the

fallout, the Board had followed an instinct to halt building.

With pledges still coming in, the community still backed the future building, but the Trustees knew it was a shaky time

for the families. In a bold and gutsy move the Board made another brave decision: they voted not to raise tuition.

And when word got out, the town figuratively erupted. The other private schools were flabbergasted. But as Mr.

McIntosh said, “I talked to people every single day who had no job security. I understood their fear. As long as I could give the faculty a slight raise, I felt we should tend to our

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parents. It wasn’t a large amount of money in the balance, but it did illustrate that we are a family and that we care.

It was about compassion and good will, and the Board felt strongly we could do this and make ends meet.�

Both decisions, difficult and hardly unanimous, mark

just how discerning Latin is, especially when it comes to finances. Following the Founders, the current leaders

steward the School’s funds well. The good news, now, is that there is some money; however, the reality is that the

machine is bigger. As Latin matures into middle age, it will also assess what that future holds, needs, and wants.

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CHARLOTTE LATIN SCHOOL 1970-2010

VI.

O N P RO F E SS I O N A L D E V E L O P ME N T If we nourish our teachers, we nourish our children.

When Headmaster Emeritus Ned Fox was interviewed

weeks before his retirement, he was asked, “What are you

most proud of ? What is Latin’s ‘Hallowed Ground’?” His

quick reply was “professional development” for teachers.

“Latin provides infinite opportunities for teachers,” he added, “from travel abroad to enriching continuing

education, to individual development.” Latin’s Trustees and parent organizations have also ranked professional

development as top priorities, raising money consistently

for teachers’ needs. The Parents’ Council always roots for every teacher, and through annual fundraising,

appropriations are made for special “wish-list” items

teachers have requested. In addition, Parents’ Council gives

a percentage of total revenues raised to an endowment that

is ear-marked for professional development. Parents want

to support teachers for many reasons, but often from a place of humble gratitude. As a parent of a recent graduate said, “I never thought my son would accomplish so much by the time he left for college, and I can tell you, Latin, and the

teachers here, are the reason why. His experience has far exceeded my expectations and I am very grateful.”

Arch McIntosh was very impressed with Latin’s deep

commitment to professional development when he arrived,

and he knew firsthand how critical it was to teacher

retention. Having studied the growing trends of national

teacher attrition, he felt Latin treated faculty well, but he wondered how Latin, and other area schools, could chip

away at the disturbing fact that teachers, especially good

ones, were leaving the profession. Mr. McIntosh knew that collaboration was the key, and with a generous start-up gift of $1 million from the McColl Family Foundation, he

approached other educators in town to found Charlotte’s

first private-public professional development organization, the Teaching Fellows Institute. The premise of the

organization was simple: bring together master teachers from public and private schools and honor them with a 40

week-long symposium in a white glove setting with lovely

meals, keynote speakers, and time to “break out” into small groups and share best practices. The idea was to honor,

engage, and inspire the teachers so that they could return to the classroom ready to embrace the students and the world

of learning. In the process, teachers have not only restored their passion for teaching, but have grown more confident in the vocation and more engaged in their own leadership

track. Mr. McIntosh’s passion for professional development and his reputation for collaborating have created yet

another leadership opportunity for our School in the

establishment of the Teaching Fellows Institute.

Retaining faculty at Latin had always been fairly easy.

To look at the growing roster of faculty and staff with 25

plus years of service, the School has had a winning record.

Yet Mr. McIntosh and the Board of Trustees knew that

education in the coming years was a different story, and

Charlotte had several great private schools where teaching satisfaction was high. They wanted teachers to know that not only would Latin support their professional

development, Latin would also support their most basic needs that other schools often overlooked.

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“Mrs. Schaeffer was my favorite teacher

because she taught me to never give up on anything and follow my dreams.�

-SEAN, sixth grade

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With more and more dual-income working families, Mr.

McIntosh’s vision for Latin included a full-day childcare

facility, and with Board approval and revenues generated from the Foundation for the Future Campaign, plans were underway. Once again, a new Latin initiative, which

combined a growing need and a deep compassion for our

faculty, was founded. In the Fall of 2010, The Nest opened, providing care to the children of the teachers who care so much about Latin’s students.

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CHARLOTTE LATIN SCHOOL 1970-2010

VII.

ON C O M M UN I T Y “It is the parents

who put this school together.”

-JANET THIES, Founder

If Necessity is the Mother of Invention, then coming to

work at Latin in 1970 was a virtual invention factory. If

every teacher had multiple roles, so did the students. It was not uncommon for a student to stay after school for help in math, change into work clothes to build a set for the play,

and then either operate the clock at the basketball game or

be the point guard. In the same vein, the teachers were ever present, as were the parents.

The parents picked up where the budget ran out. For

many, the days were long and eventful. Both office and

library volunteers have been a long-standing tradition at Latin. In the very early years, the Parents’ Council was

created to serve, support, and meet growing needs with energy and enthusiasm. Following the wish list of the

Division Heads, parents worked diligently and quietly to

support the teachers. Both Ned Fox and Arch McIntosh

marvel at the parents. Dr. Fox’s famous quote still

resonates, “Latin’s parents are the most resourceful people I have ever met, and truly the success of the School relies on

them and the relationships they have created and

sustained.” To Dr. Fox’s point, Mr. McIntosh adds, “Latin is

blessed with responsive parents rather than reactive parents.

They truly want to partner with the School and learn along the way. There is so much respect at Latin among the

parents, the faculty, and the children. Trust and respect

have cemented these relationships.”

One of the standing jokes among the faculty is that on

Parents’ Night, the parents emulate their kids. Or the other way around. The chatty student’s Mom is on the front row, raising her hand, and the daydreamer child’s Dad comes in

late having misread (or misplaced) the campus map. But the great truth in this lesson is that the children are as

resourceful as their parents. Many of Latin’s initiatives that have had the most impact have come from the students: in

1985, the students requested an honor code and put one into

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trial. It was also the students who begged for diversity and a

forum to voice diverse points of view long before Latin

budgeted for a Director of Diversity position, and it was the students who have sustained the service program and filled

commitments without it being a requirement for graduation.

These voices of change start early, as well. Mrs. Claudette

Hall, the former Head of Lower School, remembers when

some fifth grade students inquired why they couldn’t buy ice cream at lunch. When she explained it was a storage issue

due to a lack of freezer space, they proposed an alternative: let each grade buy it one day a week. Hence, the ice cream

policy as it currently stands.

“There is a warmth and ease the faculty and students

share with one another,” says English teacher Maria Klein.

“They enjoy each other and speak openly without a point of

business.” These relationships foster an openness that makes learning and leadership natural and successful, creating an

environment where paths can be forged and encouragement given to achieve great things.

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CHARLOTTE LATIN SCHOOL 1970-2010

VIII.

O N S E T TI N G Latin is more than a pretty place.

Strong and successful communities are created by great

people, no doubt, but when a beautiful setting is added, it creates a sense of place. Latin’s Founders, while pinching

pennies, splurged on brick rather than concrete blocks and insisted on windows to permit views when the architects

pointed out that the current trend in schools was to omit

them. The Founders wanted the children to daydream, and they didn’t care too much about trends. With the red

Carolina clay and the naturally wooded campus, the soil was rich and the canvas was blank. Through each stage of

growth and development, certain aspects of the landscape stayed constant. The covered walkways, the benches, the

sculpture, the gardens, and the spaces to convene outdoors

have defined the place we know as “Latin.” These common

areas have offered the teachers and the students spaces to

talk and share “without a point of business,” creating lasting friendships.

The twenty-two gardens provide a backdrop for Latin’s

world-class sculpture, so generously given by the Ike Belk

family. The students literally live within the sculpture,

sitting on the bases, reading, visiting, or meeting each other.

Such connections are not unusual in a school setting, but to experience the inspiration and beauty of great sculptors

from around the world is an everyday occurrence for Latin’s community. The correlation between the Art Department’s success and the School’s surroundings shouldn’t be

underestimated. The faculty has clearly prepared the students to be area leaders in both national and local

awards, but the culture that art is important and that

professional art and student art can be displayed side by side has helped merge art and aesthetics, defining that essential sense of place.

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“A great day at Latin is a day in the spring when it is sunny and our class decides to use the outdoor classroom.�

LESLIE, eleventh grade

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Facilities like the Beck Student Activities Center, the

lunchroom in Founders’ Hall, and the Media Center also

bring together brothers and sisters, neighbors and cousins, creating links to the past and the future. To see a first

grader high-five his seventh grade buddy on the way to the

track highlights that those friendships count and are cemented by those shared moments.

One of the most common and endearing images is to

pass a group of high school boys, clearly important

stakeholders on campus, playing a childhood game of

Frisbee, four square, or hacky sack with each other or with a teacher passing by their game. The banter and laughter

seem such an important reprieve from Chaucer, or splitting ions, or advanced algebraic functions. And yet, the

highlight of what they learned on any given day may be that Coach Tim can hit a three-pointer nine times out of ten.

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CHARLOTTE LATIN SCHOOL 1970-2010

IX.

ON ST R ATE G Y We like a plan.

The story (or Latin legend, if you prefer) goes that the

concept that evolved into Charlotte Latin School began as

Mr. and Mrs. Knight and Mr. and Mrs. Thies shared

conversations sitting on a neighbor’s brick wall in their

Eastover neighborhood. Apparently from there, the plans

for the School became formalized in Cam and Catherine Faison’s garage apartment, around the corner. Same

neighborhood. More friends. As the interest in a new

school snowballed, Mr. Thies and Mr. Knight knew they had to delve deep into planning. They assembled a strong

working Board, which included Mr. Frank Thies, Jr., Chair; Mrs. Irwin Belk, Vice Chair; Mr. Cameron Faison,

Secretary; Mr. Robert V. Knight, Treasurer; Mr. Patrick

Calhoun; Mr. Thomas C. Creasy, Jr.; Mr. Alan T. Dickson;

Mrs. Cameron Faison; Mrs. Robert V. Knight, Jr.; Dr. John R. Pender, III; Mr. W. Howard Pitt, Jr.; Mr. John B.

Stedman; and Mrs. Frank R. Thies, Jr. From the word

“go,” decisions would have to be made quickly yet with lasting consequences. This group revered several core

values: 1) the school should have a traditional curriculum

with phonics-based reading and an appreciation for

Western Civilization; 2) the school should be run like a

business and operate in the black; 3) all students should be leaders; 4) important core values of a great liberal arts

education would be the academic foundation; 5) the best teachers would be hired; and 6) excellence would be expected in all endeavors.

This group spent countless hours researching

pedagogy as well as business models, raising monies to

support the upstart, managing a major construction job,

and hiring teachers and staff. They also had to recruit, tell their story, and ignore the critics. How was Latin any

different than the “white flight schools” formed in 1970?

The Founders devoted more than three years of planning

and were responding to the curriculum in the schools, not to the racial issues. If anything, this group wanted to create an old fashioned, hit-the-books basic that the 56

public schools they attended as children espoused. In doing

so, Charlotte Latin was thoughtfully and carefully planned, opening its doors in September of 1970 as the first

integrated independent school in Charlotte.

When Arch McIntosh arrived in 2001 for his on-campus

interview for the Headmaster position, he was surprised by how much the School had accomplished in just over thirty

years. Beyond the campus’ mature landscaping and

incredible sculpture collection, the School felt established

and focused, traits he felt often belonged to older schools.

In the words of Head of Upper School Lawrence Wall,

“Latin has a maturity and sophistication that other schools

seem to lack. I think it is because there was always an

understanding that everything didn’t have to be achieved in one day. There is a quality and a depth to what we do here that preserves traditions and makes Latin grounded.”

How then, had Latin specifically achieved such an incredible sense of place in such a short time?

As the Founders envisioned the mission, Ned Fox

implemented it, growing the School as it needed to grow.

Not unlike an adolescent, Latin grew in leaps and bounds in the ’80s and the ’90s, expanding in almost every way:

curriculum growth, higher enrollment, more specialized faculty, land acquisition, and campus facilities.

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By constantly returning to the key values of fiscal

responsibility, engaging faculty, setting high expectations for students, partnering with parents, and creating a culture

where each child is prepared for the world beyond its doors, Latin continues to thrive.

It was no surprise that Arch McIntosh was a great fit for

Charlotte Latin. He had a successful and long tenure at

Pulaski Academy, in Little Rock, Arkansas, and he was a

perpetual student, avid reader, and complete advocate of the

“whole child.” He passionately believed in leadership and wanted to see that Latin students understood how to

practice leading and serving others. He had a lovely young family, and he embraced Latin’s traditions and customs

instantly. He insisted on both classroom excellence and

after-school fun, joining in the pep rallies, sporting events, and encouraging an esprit de corps. He was warm and

friendly, but like any new sheriff in town, he would have to build credibility and trust.

Succeeding Ned Fox, the man who essentially

implemented the Founders’ vision, couldn’t have been easy.

He inherited a thriving school in a thriving city. Both Latin and the city of Charlotte had experienced boom-like

growth, and the summer the McIntosh family arrived, it 58

must have seemed like their new home and school were the safest places on earth in the heart of a warm, cocoon-like setting. Little did anyone know, just five weeks later, our

city and our country would face the most devastating attack on the homeland since Pearl Harbor.

The new school year was up and running and people

were excited to know the new Headmaster. On the morning of Tuesday, September 11, the first Parents’ Council Board meeting was scheduled in the Forum. In many ways, this morning’s tragic event would be the first of many litmus tests for Mr. McIntosh. The Parents’ Council Board, a

demographic like no other on campus, is comprised of about

fifty parent volunteers (mostly mothers) who are the secret

pulse of the School. These volunteers work behind the

scenes to help the School by assisting with communication,

fellowship, service, and fundraising. They oversee a corps of more than 1600 volunteers and work with everyone on

campus from the bus drivers to the Division Heads. In other words, they are connected.

On this particular morning, the meeting was packed.

Always a well-attended meeting as it signified the start of the year, it was not to be missed as everyone would get a first, and up-close glimpse, of the new guy.

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As the Board members settled in with a cup of coffee

and a slice or two of homemade banana bread, Head of Lower School Claudette Hall walked into the room

unexpectedly, her face completely ashen. Everyone

knew something was wrong. All eyes were on Arch.

She whispered something in his ear, and within seconds,

he responded.

He informed the group of the never-to-be-forgotten

attacks on the Twin Towers in New York City, explaining he didn’t have all the details, but that he would ensure the

School was safe. He calmed the group, many of whom had husbands and wives working in the New York financial

district, and on the fifth week on the job, he navigated with

poised agility how to lead a group of people in the midst of a national crisis. Director of Marketing and

Communications Judy Mayer described the way Mr.

McIntosh handled the day: “Mr. McIntosh knew instantly the gravity of the problem. He knew that he had to keep fear and panic at bay, and while he never minimized the

gravity, he supported and led us all. I remember thinking, if he can handle this, he can handle anything.”

While Mr. McIntosh would have preferred a light-

hearted, good news introduction to the Parents’ Council, 60

he instead was “baptized by fire” as they say in the stormy South. His actions were on the front line, and while he

could never have been prepared for such a tragedy, he

revealed something about his very core; he can strategize

and he can act. To look at his leadership style, it becomes clear how he understands issues and cultures.

Within days of arriving, he wanted to form an

Administrative Team – a group of all the division heads and

department leaders throughout campus. He put them all in

the same room, every Tuesday morning. He wanted to know them, and he wanted them to know each other. He

understood that a School as diverse as Latin, educating

children from ages 5 to 19, was a textured and rich fabric.

He also knew it had to be intricately woven to hold

together. Latin was thriving and he knew that, but with its growth, he wanted to make sure that all parts of the

machine worked together, and he wanted everybody to have

a hand in those operations.

In addition to his Administrative Team, Mr. McIntosh

wanted to make sure the School community was engaged and true to our mission.

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Through Board initiatives, the School launched two,

five-year strategic plans: Great Expectations, 2004-2009, and Seven Roads Intersecting the Future, 2010-2015. In

both, he made extensive efforts to gather information from as wide a base as possible. Through focus groups,

questionnaires and all-day workshops, Latin identified key issues in each plan that Mr. McIntosh committed to address. In both, consensus led the School to give

deliberate attention in the areas of diversity, academic

balance, servant leadership, financial and environmental

sustainability, ongoing civility, parent-school and student-

teacher partnership, and “nurturing creativity and a passion for learning.� By taking time to engage students, parents,

faculty, staff, trustees and alumni, Mr. McIntosh placed a

premium on communication and evaluation. Through the

process, Latin has delved deeply to learn who we are, from whence we have come, and where we might go. Through

both strategic plans, growth and progress are evident, and yet they continue to touch on the elements from our

Founders’ vision: inclusivity, excellence, setting, sense of

place, fiscal responsibility, and above all else, relationships.

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“My favorite teacher at Latin is Mrs. Oats because she taught me to always read directions and the fine print.�

-KIERA, sixth grade

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CHARLOTTE LATIN SCHOOL 1970-2010

X.

ON SPIRIT We love traditions, and we hate the colors green, gold, and black.

Perhaps the Founders were not just visionary, but

downright prophetic when they selected Latin’s school

colors: navy and white. Did they pick navy because it would look good with anything, like the staple in every man’s

closet, the blue blazer? Did they pick white because it wasn’t garish or because another primary color in

publications would cost more to print? Who knows, but one thing is certain: our students like traditions.

From time-honored events such as Grandparents’ Day,

Daddy Does Kindergarten, and Senior Supper, Latin

students and parents show up in droves. When a good new idea emerges, like Marvelous Moms in May or the Moving-

Up Picnic, notebooks are assembled and recruits get tapped to start a new tradition.

Our mascot, the hawk, a beautiful, majestic local

resident of our wooded campus, is clearly on the endangered protection list as well; when the Communications Office announced on April 1, 2007, that our hawk would be replaced with a cherubic, boyish cartoon of Caesar

(complete with a laurel wreath and a toga), the students were outraged. They demanded their favorite soaring

predator be saved. The unrest was palpable, until one wise Hawk or Hawkette exclaimed, “It is April Fools’ Day!”

The good humored students enjoyed the crafty work of

the adults, but also realized how much they appreciated

their school’s image: navy and white colors, so understated

and conservative, coupled with a powerful bird of prey.

Imagine what Latin’s competition must think when we take

the field: they are prepared, they can soar above us with a

keen view of the world below, and they wore the right suit.

It must feel funny to be branded with green, gold, and black and be called the Bucs!

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“My favorite tradition at Latin is

the ‘hawk walk’ at the home football games.

I get pumped every time I see it.”

–HUNTER, sixth grade

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Walk into any classroom on campus and over the door

will be a blue and white sign bearing the words, “HONOR ABOVE ALL.” Whether the card is a reminder, an

endorsement, or just a statement, students and faculty alike

take pride in the Honor Code. Students constantly chatter

about what is or isn’t an honor offense, not out of fear, but from a place of practiced civility. One student writes, “I take comfort in knowing that I can leave my locker

unlocked and all my sports stuff unwatched in the Gazebo,

but I must admit I don’t think it should be an honor offense

to print color documents. That act is just a ‘lazy’ offense or

a ‘spoiled’ offense.” Awareness, alone, nods to the ‘everydayness’ of the Honor Code.

The Honor Code, too, is a nod to the many student

initiatives at Latin. As the story goes, the students

promoted adopting the Honor Code. Upper School teacher

Pete McEachern remembers that the 1985 Student Council, led by Michael Hinshaw, asked for an honor code and took the issue to Dr. Fox. Together, the administration, faculty,

and student leaders drafted the beginnings of a code. Now ingrained deeply into the School’s culture, students and 68

faculty work together through the Honor Council to review

cases and guide what the Honor Code means in daily life on campus.

In many ways, the Honor Code defines the Latin

community. For most students, their course load is rigorous and their extracurricular life, frenetic. With a strong

expectation that everyone is going to play by the rules, a

trusting community is formed. When a sophomore’s book bag went missing on Senior Prank Day, the student body

was outraged. Through multiple announcements and heated discussions, the bag was later found under an unused desk.

“My son talked about that book bag for 24 hours,” says a parent. “And it wasn’t even his book bag!” On so many

levels, the students understood the complexity of such a

situation. As one student said, “Can you imagine not having your book bag for two days? That is your lifeline to a year’s work.”

Honor means many things in a community, but

underlying it all, it means everyone can do his or her best

work without looking over one’s shoulder. It creates a place of trust and respect, hence, a place where community thrives.

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Shortly after Mr. McIntosh’s arrival, he led an initiative

to define not only how we addressed honor at Latin, but

also what our values were as a School community. The

“HONOR ABOVE ALL” placards were a first, intentional step to reinforce the message of honor, but Mr. McIntosh

wanted to advance the discussion. After study and careful reflection by the School community, Latin’s Board of

Trustees approved six core values that remind us of who we are: Honor Above All, Commitment to Excellence,

Leadership, Respect for Oneself and Others, Personal

Responsibility, and Moral Courage. These words, carved in

stone under Latin’s incredibly beautiful bronze hawk statue, are reminders to each student to fulfill the vision of the

Founders and to live these values when he or she strikes out into the world.

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CHARLOTTE LATIN SCHOOL 1970-2010

XI.

ON F E L LOW SH I P Food is good. Friends are better.

The Founders believed a cafeteria was a bad investment.

As Frank Thies writes, “We saw that a cafeteria was a

burdensome loss-leader at every school whose books were

open to us.” So the first year, Latin’s second employee and

longtime Administrative Assistant to the Headmaster, Mrs.

Janice Privette, ordered Dinner Bell Sandwiches, and

children and adults packed lunches. Shortly thereafter, the

Parents’ Council Hospitality Committee was born, adhering to the old Southern tradition: when in doubt, someone

should bring food. If the students “should be” leaders, then the parents “should bring” food. And the parents did. Not

only did the parent volunteers host luncheons for most any

occasion, they also lined the faculty lounge with homemade

“monthly treats.” No store-bought Oreos or potato chips for this group, unless of course they were an ingredient in some “to die for” recipe.

The Booster Club added to the food frenzy with the

popular pre-game barbeques and cookouts. And the Latin

Arts Association has added to the tradition, hosting lovely cookie receptions after the many student performances.

Classy Kitchen, a gourmet bake sale, proves to be the

quickest fundraiser of the year, offering the faculty and staff a great opportunity to stock up on freezable casseroles.

One volunteer adds, “The teachers bring their coolers!”

Not long after Mr. McIntosh arrived, he made sure the

kids were enjoying the same simple pleasures of years past, and he instituted the annual “Burgers and Bands” event.

When the Student Council considered cancelling one year

because they were worried the turnout might be poor as the

grill wasn’t in good shape, Mr. McIntosh made sure they had a new grill in time for the event.

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“My favorite moment at Latin was the day I met my best friends Will and Worth.”

– CHARLIE, second grade

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Despite Mr. Thies’ fears about the financial burden of a

cafeteria, Latin eventually converted the original library building into a full-service dining hall. Not only did it

provide students with a welcomed break from Dinner Bell

and Serv-o-mation sandwiches, it created another venue for catered events and special celebrations. Birthday

Breakfasts, Senior Snacks, and lunch buddies became commonplace.

Head of Middle School Debbie Lamm laughs, “In

Middle School, we are trying to give the children

independence and yet invite the parents to join us. We’ve learned that food is the trick, and most of our volunteer

opportunities involve food. We have a lot of feasts in the Middle School.”

And while one coach scoffs, “These kids don’t NEED

snacks after they play a game, but it does invite the parents in, and that is important.”

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If it also provides an excuse to catch a glimpse of your

Senior, or watch firsthand what a swarm of 120 sixth graders look like at the China feast, without the children even

knowing they are being observed. At a time when kids are working hard to alienate parents, it is amazing how game changing a plate of brownies or cupcakes can be.

At the annual grade-level meetings, homemade

refreshments are provided and as the meetings sometimes

last long into the morning, many indulge for both breakfast and lunch. The food allows the parents to linger and to

know one another, and while it isn’t the food that makes

Charlotte Latin special, it does reflect an age-old value.

“Breaking bread” brings people together, in the most simple way, for the most basic need, and joins them to something much more substantial: a community.

If the adage is right that food fuels the stomach and

warms the heart, Latin’s table is bountiful.

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CHARLOTTE LATIN SCHOOL 1970-2010

XII.

ON C U LT UR E “Let’s just build a School.”

-BOB KNIGHT, Founder

To look back forty-five years, it is evident Latin’s

Founders were empowered and ready for change in the local

world of education. But if those Founders could have

dreamed the biggest dream they could dream, would Latin today be what they envisioned?

To study the many decisions, to measure the growth, to

identify the impact, and to compare Charlotte Latin on its

40th anniversary to the years that led up to the 1970 grand opening, it is nothing shy of amazing.

Those new to Latin can hardly believe it is but forty

years old. As a faculty member said, “It has the patina of a much older school.”

It has been well documented that the Founders bucked

the trends when establishing Latin’s pedagogy emphasizing

traditional methods of teaching. Yet this “traditional” group of Founders, who were local doctors, lawyers, and bankers, established a working board with both male and female

trustees, and they opened the school admitting both black

and white children in a time when public schools were raging over racial issues.

In 1977, at the same time that Latin became the

youngest school to be granted a Cum Laude charter, Beth

Schofield Miller ’77 was awarded the Morehead Scholarship,

establishing a long-running tradition of academic excellence that includes a local record of National Merit Semifinalists among both public and private schools in 2010.

With accolade after accolade including numerous

Wachovia Cups for athletic excellence, Scholastic Art and Writing Competition Gold Keys, “Superior” rankings in music competitions, and Blue Ribbons of Excellence, it

would be easy to imagine that Latin only cultivates its own 80

students. Yet, through an unrivaled, voluntary service

program and a commitment to global awareness via a vibrant international Sister School exchange, Latin has a history and a future of looking beyond its doors.

Launching the Teaching Fellows Institute in 2005, the

only public-private collaboration for area teachers, and

establishing a full-day childcare program in 2010, Latin

continues to serve our students and their families by looking beyond their grasp to extend their reach.

It would be simple to say the Founders were visionaries

and, therefore, Charlotte Latin was created to fill a void.

But it probably makes the most sense to listen to Founder

Bob Knight’s simple and yet complicated statement, “Let’s just build a school.” As he sat on the brick wall

commiserating about the plight of schools with his neighbor and good friend, Frank Thies, he could have just as easily

thrown up his hands in frustration and said, “Let’s go hit a bucket of golf balls.” But he didn’t. He said, “Let’s just

start a school.” He voiced what the Founders wanted to do, and so they did.

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And while there is truth that the Founders were

visionaries and saw a real need for the city, the success of the School came from something else. Charlotte Latin

School emerged from the red Carolina clay out of will,

attitude, and the often noted “can do� spirit. The Founders

had great ideas, but they had more than a plan, a budget, a

philosophy, and a curriculum. The Founders had heart. And

from that very simple place where leadership, kindness,

compassion, and a whole lot of savvy attitude intersect, Charlotte Latin began.

So today, forty years later, there are thousands of people

who have been forever changed because of the path you, the Founders, so carefully paved. To that, we all say, with humble gratitude, thank you.

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CHARLOTTE LATIN SCHOOL 1970-2010

ENDNOTE

To those who always help me, I say thanks. It is

common knowledge that I love this place more than about

any place in the world, and if I think about it, it is for many reasons. It was the first school I attended where I felt

valued. It was the first job I ever had, and the place I met my very best friend and husband, David. It is the only school my children ever attended, and the first place I

learned how “real” they were. I could list all the great gigs I have had here, but really, the reason I love Latin is because there is no other place I would rather work and play. As Caroline in kindergarten said, “You have to be nice to

everybody at Latin because you are always switching tables,” and another friend of mine named Jane, in the eighth grade, said, “My favorite teacher at Latin is Mrs. Ashcraft because

she taught me how to have fun but know when it is time to work.�

I don’t know which quote I like better, but I think they

both say it all.

I know I have learned (and am still learning) many

lessons at Latin, but none more important than the ones

that bring me closer to the many wonderful people in our School community. For our youngest, it all starts on the

playground, and these were some of my favorite gathered quotes that I couldn’t leave on the cutting room floor.

Besides, I think I will post them on my fridge to use as reminders of how to live life.

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ON TH E P LAYG RO U N D, I HAV E LE A R N E D… ...to be very safe.

–DREW

...to play with friends when they are lonely.

–ANDREW

...to play fair, be kind,

and learn different games.

–CASSIE

...not to go up the slide.

–WILKES

...that if you do the monkey bars too much your hands will hurt.

–ABBY

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...about sharing and caring for others.

–SAM

...not to climb over the gate or go in the woods.

–SYDNEY

...to play with everyone.

–MADDIE

...to never play tetherball with anybody taller than you.

–ANNABELLE

...to be a good friend.

–ARDEN

...to let your imagination run wild.

–JACKSON

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...when a friend is alone, go up to her and ask her to play.

–ASHLEY

...to get away from something that might cause trouble.

–SAM

...not to play football with Mr. Gutmann.

–DAVID

...that you are not always going to get the ball. Be patient.

–AUSTIN

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and the best one of all...

On the playground I have learned never to dribble the basketball on the playset, and never, and I mean NEVER,

mess with your brother when he is on the log. –LILLY

‌best to you all, Mary Yorke

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