The Highlands Journal - Spring 2020

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The Highlands

ournal A PUBLICATION OF HIGHLANDS LATIN SCHOOL

Spring 2020

Second grade students enjoyed the “Little House on the Prairie� party on January 30, 2020.

Dear HLS Community, It is hard to believe we are over halfway through this 2019-2020 school year. It seems like just yesterday we were listening to the bagpipes at the Opening School Ceremony and walking into classrooms for the first time. What has made time fly as quickly as it has? This school year has been full of some extraordinary things.

This year, the Upper School Christmas Cantata was hosted at a new location. Last year, the sanctuary at Crescent Hill was filled to the brim with family, friends, and alumni who came to watch this beloved performance. In order to accommodate such a bountiful turnout, this year the Cantata was held at the Alumni Chapel at the Southern Baptist Theological Seminary.

The chapel was lovely, and the performance was even lovelier. The HLS Christmas Cantata, regardless of the location, continues to bring our school together to celebrate and give thanks for the coming of our Lord, Jesus Christ. Even prior to the Cantata over 60 alumni attended the third annual Alumni Pre-Cantata Party at Whitehall Mansion.

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

A D M I N I S T R A T I O N Cheryl Lowe, Founder Shawn Wheatley, Head of School Kelly Booker, Principal Matthew Dickie, Upper School Asst. Principal Jason Borah, Grammar School Asst. Principal Tara Luse, Director of Primary Instruction Krista Lange, Lead Teacher of So. Indiana Chelsea Murray, College Counselor Mary Melchior, Office Manager Mary Dick, Administrative Asst.

Returning from Christmas break we immediately got back to work in the classroom. By the end of January, all 2nd grade students (68), from all three campuses, enjoyed “Little House” parties upon completion of the Laura Ingalls Wilder book Little House in the Big Woods by wearing pioneer dress, square dancing, and playing period games, while enjoying snacks such as churned butter with bread.

Things also got dramatic in the Grammar School, as 3rd, 4th, and 5th grade students put on their annual productions of The Banquet of the Gods, Famous Men of Rome, and Robin Hood (respectively). This year also saw 56 of our 6th grade students complete their 70-stanza recitations of the famous Horatius at the Bridge poem at the end of February!

The HLS athletic program made the big decision to switch from the Kentucky Christian Athletic Association (KCAA) to the Kentucky High School Athletic Association (KHSAA). This move to the KHSAA will allow our teams to compete against larger schools and will limit traveling distance for all high school teams.

Speaking of athletics, our basketball teams have just wrapped up another successful season. The varsity boys finished their regular season with a record of 16-4, and the varsity ladies finished 7-10. A record number of students played basketball this year, with 21 teams in the 4th-12th grades at both the Crescent Hill and Spring Meadows campuses competing!

The Drama Troupe is hard at work preparing for the spring production of The Sound of Music. The set is being completed, dance numbers are being fine-tuned, and finishing touches are being added to the costumes. The production will take place on March 20-22 at the Clifton Center Theater.

It is not hard to see how this school year has flown past so quickly. Everyone is busy with activities outside of the classroom! It is a testament to our students and families that, even with these outside activities, they remain so committed and successful inside the classroom. For example, our seniors are active and engaged in many HLS activities, but they are also stellar, accomplished students. Our 19 seniors have received close to 60 acceptances to various colleges and universities. They are skilled multi-taskers capable of excelling in all areas.

It fills us with joy to look back and see all the wonderful things our HLS community has accomplished. As we move forward, it is our prayer that we finish this school year with the same energy and motivation with which we began.

Sincerely, Shawn Wheatley Head of School

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K

A LU M N I SPOTLIGHT

What are your fondest memories of HLS? The girls’ retreats were always my favorite! The weekend trips were always fun, and I felt like I always got to know someone better who wasn’t in the same grade as I was. At my first girls’ retreat in 7th grade we got to try on the new uniforms (that were implemented the following year) and do a photo shoot! That was a fun memory and is funny looking back on it how excited we were about the new uniforms.

I was also on the volleyball team from the year that it was created (my 7th grade year) to my senior year. Many of my fondest memories come from being on the team! We were a tight-knit group, and we always had a blast playing and practicing together. My senior year we went to state for the first time, and I’ll always remember the game against North Hardin that qualified us for the state tournament. We were so excited!

How do you think HLS prepared you for college?

HLS prepared me to have the self-discipline and work ethic to keep up with assignments and do well in college while still having a good balance between school and home life. I got married in college, and I don’t think I could have balanced school, work, and being a wife without my HLS background.

Katherine Cornett HLS Class of 2015

Katherine (Roy) Cornett started her time at Highlands Latin School in 6th grade, during the 2008-2009 school year. She graduated in 2015, a member of the last class to graduate from the Crescent Hill campus. She attended college in Georgia for one year before returning to complete her degree at the University of Louisville. She married her husband, David Cornett, in 2017. Last year, she graduated with a Bachelor of Science in Business Administration and began working in the accounting department at Memoria Press.

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What do you do now?

I work in the accounting department at Memoria Press, which is the publishing company behind Highlands Latin School. Our office is on the second floor of Cooke Hall at the Spring Meadows campus, so it has been fun to see how HLS has grown since I was in high school! I never went to school at the Spring Meadows campus, but I do remember going to see the second floor of Cooke Hall in high school when it was unused and in its original condition. I’ll just say it looks significantly better now as our office!

Tell me a bit about your life outside of work. What do you do for fun?

I really enjoy cooking and baking. I’ve always loved cooking, but recently I’ve been baking my way through a bread cookbook! I enjoy making different types of bread and sharing them with my friends and family. The bread I make most often is focaccia (mostly because it doesn’t take quite so much time as others). My husband and I also got a puppy in August, so he takes up a lot of our time—in a good way! We took him to the mountains over Christmas to do some hiking and we all had a blast.

Do you have any advice for current HLS students?

In high school there were times that I felt like HLS pushed us too hard or expected too much of us, but I am so thankful for the education I had!

Real life expects a lot of you too, and I saw a lot of college students who were not at all prepared for being working adults.

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Focus on Faculty:

Dr. Charlie Suer

by Chelsea Murray

It seems that Dr. Charlie Suer is involved in just about everything the HLS Upper School has to offer.

His car is always among the first in the parking lot on school mornings, and it is just as often the last to leave. Though a lover of mathematics, Dr. Suer’s influence reaches beyond the walls of the classroom.

In the three years he has been part of the faculty, he has become an indispensable, well-beloved member of the HLS community. When I asked him to tell me about his job at Highlands Latin School, his response was lengthy. “I arrive at 7 a.m. for Math Lab every morning. At some point, I have taught every math course offered at HLS except trigonometry, computer science, and advanced math. After school could be any one of several activities: I am a faculty advisor for the House of David, I’m in charge of designing and building the sets for the Drama Troupe (with a team of students), I have coached teams in Science Olympiad, and this year I started a Math Club.”

Really, Dr. Suer is always helping. In addition to all these official responsibilities, he’s a go-to support for new faculty members, the first person to volunteer when chaperones are needed, and regularly helps Mrs. Mary Melchior with the most difficult clues on her daily crossword puzzle.

Born in Cincinnati, Ohio, Dr. Suer is the oldest of three children. He earned his bachelor’s degree in mathematics at the University of Dayton. It was there that he met his wife, Erin, who he says is his biggest inspiration because “she is incredibly talented and intelligent, she works hard, and she pursues the things that are important to her.” After getting married and graduating, he and Erin moved to Kentucky, where he began work on his Ph.D. at the University of Louisville. Upon completing his doctorate, he worked as a visiting professor at Centre College in Danville, Kentucky. When he was offered a position to teach math at HLS, he was thrilled and remarked that it “felt like coming home to a city we loved and could call our own.”

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Dr. Suer’s time at Highlands Latin School has been remarkably student focused. He says, “Teaching at HLS gives me so many opportunities to interact with students on different levels. From coaching a Science Olympiad team of two, or working with a 10-student set building team, to teaching a classroom of 15 or 16, and being the faculty advisor for a house of 50-60, I love getting to know the students as individuals, and as the student body of a fantastic school.”

“HLS is a place of growing and training students’ minds and souls. It is a place where students are eager to succeed academically, but also gain invaluable training in how to be an upstanding person in both their personal and public lives. I see students who are able to carry on a conversation without looking at their phones, and yet those same students are prepared to write a professional email when necessary,” he remarks.

His daily goal is “to instill wonder in students at what they have learned that day.” If you were to watch Dr. Suer teach, even for just a few moments, you would see this daily goal being put into practice. His enthusiasm and his helpful nature foster a love of learning in each of his students. When thinking about long-term goals, he says, “I’m always looking to expand my horizons and take on new challenges. I’ll always be a math teacher, but Drama, Science Olympiad, and the House System have all been great experiences.

Who knows what the future may hold!”

Dr. Suer and his wife, Erin, have been married for eight years. They are members of Highland Baptist Church.

What Moves You Forward?

by Jason Borah Students, picture this: The running back carries the football, in slow motion, under dramatic light. A defender closes in for the tackle. Players collide, followed by the skillful, instinctive spin. The running back is free. The ball moves forward. Across the screen, the words appear: Passion moves us forward.

This ad played during the Super Bowl is aimed at you and those a little older than you. It teaches a lesson in the “school of popular culture,” and that lesson is this: Don’t look to achievement or others for motivation. Look inside yourself. What will get you through those tough moments is your passion. This ad says that how you feel, your personal desire, is the source of your power to overcome challenges. All you need to pull off that dramatic spin move, to advance that football, is you.

There’s a big problem, though. The lesson of the commercial is false. Anyone who knows anything about sports knows that what gets you past tough challenges is not your feelings. It is your strength, agility, and instinct, developed through hard work and adversity. When that running back collides with the defender, he doesn’t pause to search his feelings—he acts. And his action is in sync with his training. The saying is true in sports and it applies to academics: You play how you practice. Practice hard, study hard, and be prepared to reap the benefits in your game and in your schoolwork.

How you feel is part of the process, for sure. But do not be deceived: How you feel is an important part of your life, but it is not who you are. You are a person made in the image of God. You have emotions, yes, but you also have knowledge, skills, memories, intuition. All of these have been trained and developed in you by parents and teachers so that when you collide with challenges, you’ll have the wherewithal to make the right moves, to overcome the obstacles, to master your studies.

The experiences you have had, the lessons you have learned, the teachers you have encountered—all of your success is built upon these things. Your feelings are a bad place to find motivation. They are not what moves you forward. Keep your eye on the task at hand. Trust your parents. Trust your teachers. Trust in what you know and what you can do. These are all the things that will move you forward. 

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Teaching, Deligh

HLS Grammar

by Chelsea

At the end of February, Grammar School students from each HLS campus donned costumes and took the stage to perform the annual Grammar School plays. Students in the 3rd grade performed The Banquet of the Gods, 4th graders performed Famous Men of Rome, and 5th grade students reenacted scenes from their literature book, Robin Hood.

Complete with beautiful sets and period-appropriate costumes, these annual productions have become an essential part of the HLS Grammar School experience.

Tanya Charlton has been part of HLS since the beginning. Now the curriculum director at Memoria Press, she reminisces about the early days and the beginning of this tradition: “I taught the first 5th grade class at HLS (graduating Class of 2011), and we were all excited as we read Robin Hood together.” When her students, excited by the characters and action in the story, asked if they could perform a play, Mrs. Charlton assembled the first Robin Hood script from the dialogue of the book. She remembers, “Mrs. Cheryl Lowe agreed that we could do this for their parents if we could make it presentable. I knew nothing about drama, so I enlisted Mr. Ken Dennis to help me block it. He showed up at a few rehearsals and taught me a lot. That first year, we didn’t have any stage set, and the kids were responsible for their own costumes

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and props. We looked a little ‘ragtag,’ but we pulled it off, and it kept growing so that eventually the entire Grammar School was attending along with 5th grade parents. As the school grew, we backed that down to only 4th grade students so that they could see what was coming and be excited to get to 5th grade. This play began to be an emblem of being a 5th grade student, and someone had the idea that 3rd and 4th grades needed their thing too. I remember Mrs. Lowe saying 3rd and 4th grade plays were a good idea since 5th had the Robin Hood play and 6th had Horatius at the Bridge.”

Mrs. Laura Bateman and Mr. Brett Vaden were tasked with writing the 4th grade play, Famous Men of Rome.

It recounts the deeds of important figures in the Roman Empire.

Mrs. Anne Parry, who has been teaching 3rd grade at HLS since 2006, recalls the origin of the 3rd grade Banquet of the Gods play.

“In 2009, after a few years of strong encouragement from the administration, Brenda Janke and I reluctantly wrote the first version of the play in the school computer room during our spring break week.

We weren’t totally sure about what we were doing,” she says, “but with some brainstorming and the help of our curriculum, we pulled together a plan. We borrowed entire sentences and paragraphs from the D’Aulaires’

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ighting, Moving:

ar School Plays

lsea Murray

book for the characters’ speeches.

Our goal was to make the play as simple as possible and to have it be adaptable to varying class sizes. We also had a variety of students, some who would be very comfortable on a stage and some who would rather crawl under the stage than stand up in front of an audience.

So we created roles that would suit both types of students: gods and narrators. We even had two parts that had no spoken lines so that any super-shy students would still be able to participate. Krista Lange took the lead in organizing the banquet and the props. We were so very thankful for her! The parents supplied costumes and props. Many of us learned how to properly wrap a toga and how to more effectively use safety pins. Some of the parents donated props or costumes after the play and we saved them for the following year.”

had siblings who had performed in the play. It became a rite of passage for the younger students—something they look forward to being a part of.”

The first performance of The Banquet of the Gods took place on April 14, 2009. Since then, all three plays have continued to develop.

When the rehearsals are finished and the stage is set, students, parents, and teachers look forward to the exciting moment each year when a 3rd grade Homer takes the stage and recites the opening line, “Welcome, weary travelers. Please make yourselves at home. I, Homer, shall tell you a tale as you rest your weary souls.”

“Mrs. Janke, Mr. Jason Borah, several 5th grade teachers, and I adjusted the wording of the plays as needed to make it easier for the kids to understand and/or say,” Mrs.

Each of the three plays is something of a milestone for students, an event to anticipate and an opportunity to build character. The excitement of casting, rehearsals, and performances brings life and energy to their lessons. For the Grammar School students, the ancient Greek gods, famous Roman figures, and citizens of Nottingham become more than just test answers or characters in their literature book; they come to life through each rehearsal and performance. Memorizing lines requires dedication, and reciting for an audience requires bravery and spirit. The entire process is one that reinforces the goals of an HLS education: Docere. Delectare. Movere.

To teach, to delight, and to move.

Parry recalls. “The students grew in confidence and excitement about the play since many of them got to see it when they were in 2nd grade or

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Why Books Are Important

by Martin Cothran

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n 1929, c h i ld r e n’s b o ok author Anne Parrish was visiting Paris. She left her husband at a cafe to visit one of the city’s many bookstores.

T here she fou nd a copy of Helen Wood’s Jack Frost and Other Stories, a favorite of hers from childhood. She returned to t he c a fe, s at dow n, a nd showe d her hu s ba nd wh at she had found. He opened the book, turned a couple of pages, and paused. He handed it back to her, opened to the flyleaf.

There, in the hand of a child, she read, “Anne Parrish, 209 North Weber Street, Colorado Springs, Colorado.”

T he book she had fou nd half a world away turned out to be her very own childhood copy. It was as if she had found a long-lost friend.

A book is just a physical object. And yet, as every book lover knows, it is something more than that.

A book is not merely a vehicle for the transmission of abstract ideas. There is something about the tactile nature of a book that seems to embody what it tells us. It somehow incarnates the words written on its pages. A book is something we have seen with our eyes, which we have looked upon, and our hands have handled.

I am talking, of course, about paper books, not a Kindle or an iPad. These are not things we will ever happen upon later in life, in a far-off place, years after we have lost them. And if we did, they would be long obsolete.

A real book is never obsolete.

Any true book lover will tell you that it is not only the sight of a book, or the feel of it, but that even its smell can affect your soul.

When I was a child, my father had a set of Collier’s Encyclopedias that he had bought with what little money he had when he was a student at Clemson University in

the mid-1950s. They were among the few books we had in our house. They had a peculiar but pleasant smell that hit your nose when you opened up a volume.

It is said that among the senses, it is smell that you remember the longest.

To me, the smell of those encyclopedias was the smell of learning and knowledge. I will remember it until the day I die.

Books are artifacts: They are important for the ideas they relate, but they also have a life and a history of their own.

One of the books in my library is an old hardback edition of R. G. Collingwood’s The Idea of Nature. It is one of the great accounts of the shift from ancient to modern thought. But, beside the quality of the book’s content, it has a bookplate on the inside of the cover bearing the name of Richard Neibuhr, brother of the philosopher Rienhold Neibuhr. Richard was famous in his own right for Christ and Culture, one of the great books about how Christians should relate to the culture in which they live. In this copy of Collingwood’s book, once a part of Richard’s library, are Richard’s marginal notes on what Collingwood had to say. I bought it for $3.00 from a careless bookseller.

I mark in all my books, including this one. When one of my sons saw me marking in it, he protested and accused me of desecrating an otherwise valuable book. I looked at him calmly and said, “This book will now not only bear the marks of Neibuhr, but the marks of your august father. And since this book will one day be yours, I know my marks will only increase its value in the eyes of my devoted children.”

What could he say?

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

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From Scratch: The Value of a Homemade Lunch

by Chelsea Murray

Arroz con pollo, chicken tenders, and pasta primavera are but a few of the “fan favorite” items on the HLS lunch menu. Every day, students are served fresh, nutritious, homemade food. Mrs. Cyndi Schmitt oversees the menu, preparation, and service of the HLS lunch program, and she does not cut corners. Each meal is carefully crafted; the recipe is perfected. The refrigerator in the kitchen is never short on fresh produce, some of which is sourced from local growers.

Mrs. Cheryl Lowe, founder of Highlands Latin School, started the HLS lunch program with the goal of serving students food that they would eat around the table with their families. In fact, many of the recipes on the menu today are some of the Lowe family’s favorites. The BBQ sandwich rolls are made from scratch, and the bread for grilled cheese is always whole wheat.

Though the program began when there were less that two dozen students, the standard has not changed. All 700 HLS students are offered the same homemade, family-style lunch each day.

“I remember reading some literature from Highlands Latin which said, ‘If you don’t know where you come from, how do you know where you are going?’ The same can kind of be said for food,” Mrs. Schmitt remarks. “If you don’t know what you are putting in your body, how do you know what is in it? It sounds silly, but nowadays with all the convenience foods coming in boxes and plastic bags you really don’t know what’s in them. There are chemicals, artificial flavoring and coloring, components you didn’t know existed or could be considered food.”

“Cooking from scratch also gives us a sense of what our ancestors went through to survive. Imagine living in a time with no stores you could go to and just ‘pick up dinner,’ no drive-through windows. You went out to your garden to pick your produce and to the chicken coop or barn for your meat. When you get your food from a freezer there is no semblance that the chicken nuggets you are about to eat even came from a chicken.”

When someone asks Mrs. Schmitt why she cooks from scratch, her short answer is health. Her long answer is “appreciating and celebrating food for what it is.”

Anyone who has tasted Mrs. Schmitt’s chicken tenders and roasted potatoes will agree that appreciation and celebration are certainly key ingredients on this menu.

Why Do We Prioritize Mastery Learning?

by Leigh Lowe Highlands Latin School prioritizes mastery learning. We believe slow, thoughtful attention is required of books prioritized in a curriculum. In a single course, students typically study a limited number of texts. They are trained to delve deeply. You’ll see that this is our approach in every subject and every grade, from the high expectations for speed and accuracy with math facts to the intensive studies of trees, birds, or insects in science, from the conscientious and consistent training in Latin to a comprehensive study of The Divine Comedy in Upper School. Mastery learning ennobles both the subject and the student.

Mrs. Cheryl Lowe knew that quick surveys of a subject leave the student unfulfilled. She wanted students to learn that if a thing is worth doing, it is worth doing well. She hoped students would recognize that patience is required not only to learn something—it is required to love it. Learning about three trees allows a student to appreciate his yard. Learning about one hundred trees enables a student to appreciate God’s miraculous creation.

Our curriculum offers a cohesive plan, not just a compilation of well-meaning parts. Each lesson, each book, each course builds on the next in meaningful and intentional ways. For teacher and student alike, it’s rewarding and exhilarating to recognize connections, observe patterns and themes, and notice influences across the curriculum. This is what classical education affords. But it is slow attention to lessons that makes this complete experience possible. Approached this way, each exercise proves a small step toward a slightly less fragmented world.

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in case you were

WONDERING

Consider a book we all love like Charlotte’s Web by E. B. White. The book is brilliantly written, speaks to the heart about friendship, and provides an entertaining perspective of the family farm. A student could easily read Charlotte’s Web, fully understand the story, and have a memorable, enjoyable experience. But our goal is to train students in observation and discernment. We are seeking not merely knowledge, but wisdom. We are seeking mastery. We want our students to learn to recognize every morsel of goodness, truth, and beauty available. Did they notice that Fern’s last name is Arable and make the connection to Latin (aro, “to plow”)? Did they recognize the scientific reference to spiders in Charlotte A. Cavatica’s name?

Did they pause to consider the injustice that outrages Fern? Or compare Charlotte’s act of sacrificial love for Wilbur to similar acts in history? Did they recognize Templeton’s gluttony and compare it to the other vices? Did they understand that the word “yarn” is used to mean “story,” not “thread”? Did they stop to marvel at the miracle of Charlotte’s “magnum opus”—or at the miracle of spiderwebs altogether? Would Charlotte’s Web be as rewarding without a mastery approach? And for that matter, would any lesson?

HLS Senior Signs with D1 NCAA Swim Team HLS Senior Emily Leonard has been swimming since she was five years old. In the warm months and the cold ones, Emily shows up to school most mornings with wet hair. She’s been at the pool for hours already. The countless hours of hard work have paid off. In October, Emily was officially offered a position on the swim team at Saint Louis University, a Division 1 NCAA team.

Emily’s sister, Whitney (12th), and parents, Elleanor and Jim Leonard, attended her school signing.

“When I was first offered a place on the team at SLU I was really excited! It was the only school that I really wanted to go to, so I also felt relieved,” she says. Emily was also accepted to SLU’s 3+3 physical therapy program, which will allow her to graduate with her bachelor’s and doctoral degrees in just six years. Her interest in PT comes from personal experience. She says, “I have been in PT a lot for my shoulder and hip and it has helped me to get better.

Seeing how that helped me made me realize how I also want to help people to get back to being able to do what they love. I also have just always thought it is interesting how bodies move.”

Emily has felt supported by her classmates, teachers, and coaches throughout her swimming career, but she says her biggest support system is her mom: “She took me to every practice until I could drive. She brings me to all my meets and physical therapy. She also makes sure that I have everything I need like food and suits and equipment. She always believes that I can do whatever I set my mind to.”

House System Updates

“The House of Andrew has had

“The House of David has been

“ We are scheduling a house-

a successful year so far! We have

having a wo nder f u l yea r s o

wide dodgeball tournament,

been exceeding in service this

far! Our strongest area is house

service projects to Dare to Care,

year. My favorite house event

spirit, and we are currently

window washing at HLS, and

was our game night in January,

working to improve our service

a water war. We’re consistently

where we played Kahoot and

by volunteering in carpool and

dominating in club sports, which

underground church. Currently,

concessions. I look forward to our

I’m very proud of. We’re also

we have been working on the

future social and service events and

working on a year-end house

year’s house project, which

hope to finish this year strongly!”

skit, which will likely be a

will be presented in May.” - Chloe Walrad, Head of House

- Madison Miller, Head of House

scrapbook-style recap of our year.”

“This year the House of Patrick is excited about the house project, which we will perform in the third trimester. We recently helped plan the winter dance. We also had a service project at Franciscan Kitchen and will soon have another service project cutting boxtops for the school. One of our favorite memories from the year is face painting at the hayride.”

- Levi Shinabery, Head of House

- Emily Sedgwick, Head of House

Current House Points 1,230

1,170

1,201

1,166

News, Honors, and Awards Emily Steen (6th) was in Louisville Ballet’s The Brown-Forman Nutcracker at the Kentucky Center for Performing Arts in December 2019. This was her fourth year participating. She was a jockey.

Tanay Neotia (12th) was selected as a candidate for the 2020 U.S. Presidential Scholars Program. Of the nearly 3.6 million high school seniors graduating this year, Tanay is one of approximately 4,500 students to receive this invitation. In December of 2018, Tanay scored a perfect 36 on his ACT, and he continues to prove himself a truly exceptional scholar.

Judah Murdoch (11th) received the 2020 University of Michigan Book Award. This award is given to an outstanding member of the junior class on the basis of scholarship, involvement, and character.

Rachel McGraw (Class of 2019), freshman at the University of Louisville, has been accepted into the University Honors Scholars Program, which gives Honors students the chance to participate in interdisciplinary seminar courses and pursue international or national travel experiences.

Madison Miller, Chloe Walrad, and Tanay Neotia (12th) were named as Finalists in the National Merit Scholarship Competition.

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Arabella Fowler (11th) and her quarter horse competed in the North American Quarter Horse Show at the Kentucky Expo Center in November.

She took fifth in pole bending and sixth in barrels.

Hayden Cope (11th) participated in the Baptist Health Corbin MED Camp last summer. He was able to learn more about the healthcare field and gain hands-on experience.

Correction:

Abigail McGraw (Class of 2016) wa s n a m e d T o p D a t a A n a l y t i c s Student for 2019 at Western Kentucky University. She will be featured in the next publication of the Gordon Ford College of Business Ford Report. She was also awarded the WKU FacultyUndergraduate Student Engagement (FUSE) Grant for furthering her research as a double major in data analytics and economics. Abigail was also awarded her second inaugural internship with the largest credit union in Kentucky after having finished 18 months with Tennessee Valley Authority.

Truman Neuner (8th) was named the 2020 Highlands Latin School Geography Bee champion. Lincoln Staab (7th) was runner-up. Truman will take an online assessment to attempt to qualify for the Kentucky State Geography Bee this spring.

In the Fall 2019 issue of The Highlands Journal, two new additions to the HLS faculty were incorrectly listed as “Garrett and Jo Sorenson.”

HLS is honored to have Garrett Sorenson and Elizabeth Batton Sorenson as members of the faculty.

The Sorensons are both acclaimed international opera singers. Among many other honors and awards, Mrs. Sorenson has won the Metropolitan Opera’s National Council Audition, and Mr. Sorenson won a Grammy Award as a principal soloist on the “Best New Opera Recording” (The Revolution of Steve Jobs).

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

$8 General Admission TheLatinSchool.org

Tickets:

Choreographer

Janice Murdoch

Highlands Latin School Drama Troupe Presents

Musical Director

Dr. Louie Bailey

Holy Trinity Clifton Campus

Director

March 20 & 21 7:00 p.m.

2117 Payne Street Louisville, KY 40206

Teresa Boling

March 22 2:00 p.m.