DOCSLIB.ORG

The Brooklyn Latin School Virtual Open House

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Brooklyn Latin School Virtual Open House The Brooklyn Latin School Virtual Open House Mission The Brooklyn Latin school provides a classically focused, liberal arts education with an emphasis on public speaking. Our aim is to provide the groundwork for an understanding of the foundation of our society, while developing the leadership capacity of our discipuli so that they may serve as leaders in our communities. Brooklyn Latin was founded upon five essential features, which serve as guiding principles that reinforce not only the mission of the school, but also the strong culture and community we strive to cultivate: 1. Declamation 2. Seminar 3. Uniform 4. Nomenclature 5. Latin Nomenclature A distinctive feature of our school, all members of our community utilize a set of terms and phrases daily. Many of the phrases are Latin, reinforcing our commitment to classical education. Moreover, these phrases help to distinguish our school identity, promote a sense of tradition, and connect our current discipuli not only to alumni, but also to the classical past. Here are a few examples: Phrase Meaning(s) salvē (to a one person), salvēte (to more than “Hello,” “Good Morning,” “Dear,” (for emails) one) SAL·way, sal·WAY·teh valē (to one person), valēte (to more than one) “Goodbye,” “Farewell,” WA·lay, wa·LAY·teh discipula (f.), discipulus (m.), Student diss·KIP·u·la, diss·KIP·u·lus discipulae (f.), discipulī (m. or mixed) Students diss·KIP·u·leye, diss·KIP·u·lee Seminar An important component of the classical tradition is the belief that through debate and discourse with peers, thoughtful citizens and principled leaders are created. During Socratic Seminar, discipuli lead discussions in which they converse about thought-provoking questions related to the unit of study. Through these verbal, evidence-based discussions, discipuli learn the value of working together to create knowledge and deepen their understanding. Uniform The uniform of the Brooklyn Latin School is one of the most conspicuous aspects of the school, fosters our sense of community, and highlights the diverse backgrounds and innate character of our discipuli. When they wear our uniform, our discipuli signal to themselves, to each other, and to magistri that they are dedicated to developing their minds, growing as leaders, and striving to become the best version of themselves. Declamation The Brooklyn Latin School subscribes to the belief that to be a true leader in any field, one needs to be well spoken and that mastering the art of speech involves mastering all of the arts. All discipuli take part in declamation, where they memorize a passage of literary or historical significance and deliver it before their peers. As a result, discipuli learn to speak clearly and with confidence, following Cicero’s advice that one crucial ingredient to becoming an eloquent speaker is practice. We have continued the tradition of Public Declamation during the pandemic. Here is the most recent performance from 12/17/2021 Latin The study of Latin forms the core of The Brooklyn Latin School’s mission to offer a rigorous, classically focused, liberal arts education. All discipuli take Latin for all four years at TBLS and have the option to take Classical Greek. As the mother of all Romance languages, studying Latin provides discipuli with a unique introduction to several modern languages. Furthermore, because of its unique relationship to English, studying Latin also expands vocabulary and helps discipuli understand complex rules and patterns in English grammar and syntax. International Baccalaureate Program TBLS is the only specialized high school to offer the International Baccalaureate program and is one of the few schools in the world to be IB for All. During their junior and senior year, discipuli only take college-level, IB courses. Discipuli interested in pursuing the optional IB diploma have additional rigorous responsibilities: successful completion of an extra course titled “Theory of Knowledge,” a 4,000 word academic research paper for their Extended Essay, and a CAS Portfolio, which is a compilation of non-academic experiences and reflections on those experiences that provide a fuller look of the diploma candidate. The IB is a holistic program that believes that students should grow both academically and personally to be a well rounded learner through experiences, reflection, and international-mindedness. International Baccalaureate Program During their sophomore year at the school, discipuli will receive more detailed information about the IB program, course offerings, and choose one of the following electives to fill out their schedule for Junior/Senior year: All Discipuli take the following IB Discipuli choose ONE of the following courses to courses take as their IB Elective ● Biology (HL or SL) *Offerings contingent on budget and staffing ● English (HL or SL) ● Chemistry (HL Only) ● Math (HL or SL) ● World Religions (SL Only) ● History (HL Only) ● Classical Greek (SL Only) ● Latin (SL Only) ● Computer Science (SL Only) ● Spanish (HL or SL) ● Theatre Arts (HL or SL) ● Visual Arts (HL or SL) TBLS Curriculum IB Electives in blue Extracurriculars at TBLS Below is the list of clubs, activities, and sports teams offered in person during the 2019-2020 academic year. However, during this remote/blended period, all sports teams are on pause. To support discipuli interests and endeavors, we have expanded our club offerings this year, maximizing the flexibility of our current virtual environment. This document has the full list and descriptions of clubs offered during this remote/blended time. Asian Student Alliance Hip Hop Club PSAL Wrestling (Winter) Badminton History for Action Public Declamation Black Student Alliance Investment Club Queer- Straight Alliance Boys Basketball (Varsity) Key Club Saltare Boys Basketball (Junior Varsity) Latineer Science Bowl Cheerleading Literary Magazine (Libellus) sine finibus (Christian Club) Chess Math Club Singing Coding League Mock Trial/Moot Court Soccer (Fall/Spring) Cross Country (PSAL Fall/NYRR Spring) Model UN Speech & Debate Club Cross Country Assistant Music Production STOKEd Drama Muslim Student Association Student Senate Environmental Club National Honor Society Studio Art Feminist Student Union Overclock Study Club (After School Study Hall) TBLS Ensemble Girls Basketball (PSAL) PSAL Baseball (Spring) Yearbook Girls Volleyball (PSAL) maximās gratiās et bonam fortūnam! Thank you for considering our school. If you have any questions, please reach out to our Parent Coordinator, Ms. Palma-Cheng at [email protected]. We wish you all luck and good fortune in your future academic pursuits. Here is a brief summary regarding the SHSAT and admissions processed as released by the NYC DOE: ● The registration period for the SHSAT closes on January 28. Interested students and families must contact their middle school counselor for more information. ● For eighth grade public school students, the exam will be administered at your middle school beginning January 27. ● Here is the 2021 NYC High School Admissions Guide (including the specialized high schools).
Load more

Recommended publications
  • JOHN W. O·Malley, SJ JESUIT SCHOOLS and the HUMANITIES
    JESUIT SCHOOLS AND THE HUMANITIES YESTERDAY AND TODAY -2+1:2·0$//(<6- ashington, D.C. 20036-5727 635,1* Jesuit Conference, Inc. 1016 16th St. NW Suite 400 W SUBSCRIPTION INFORMATION, EFFECTIVE JANUARY 2015 THE SEMINAR ON JESUIT SPIRITUALITY The Seminar is composed of a number of Jesuits appointed from their prov- U.S. JESUITS inces in the United States. An annual subscription is provided by the Jesuit Conference for U.S. Jesuits living in the United The Seminar studies topics pertaining to the spiritual doctrine and practice States and U.S. Jesuits who are still members of a U.S. Province but living outside the United of Jesuits, especially American Jesuits, and gathers current scholarly stud- States. ies pertaining to the history and ministries of Jesuits throughout the world. ALL OTHER SUBSCRIBERS It then disseminates the results through this journal. All subscriptions will be handled by the Business Office U.S.: One year, $22; two years, $40. (Discount $2 for Website payment.) The issues treated may be common also to Jesuits of other regions, other Canada and Mexico: One year, $30; two years, $52. (Discount $2 for Website payment.) priests, religious, and laity. Hence, the studies, while meant especially for American Jesuits, are not exclusively for them. Others who may find them Other destinations: One year: $34; two years, $60. (Discount $2 for Website payment.) helpful are cordially welcome to read them at: [email protected]/jesuits . ORDERING AND PAYMENT Place orders at www.agrjesuits.com to receive Discount CURRENT MEMBERS OF THE SEMINAR If paying by check - Make checks payable to: Seminar on Jesuit Spirituality Payment required at time of ordering and must be made in U.S.
    [Show full text]
  • Elementary and Grammar Education in Late Medieval France
    KNOWLEDGE COMMUNITIES Lynch Education in Late Medieval France Elementary and Grammar Sarah B. Lynch Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Elementary and Grammar Education in Late Medieval France Knowledge Communities This series focuses on innovative scholarship in the areas of intellectual history and the history of ideas, particularly as they relate to the communication of knowledge within and among diverse scholarly, literary, religious, and social communities across Western Europe. Interdisciplinary in nature, the series especially encourages new methodological outlooks that draw on the disciplines of philosophy, theology, musicology, anthropology, paleography, and codicology. Knowledge Communities addresses the myriad ways in which knowledge was expressed and inculcated, not only focusing upon scholarly texts from the period but also emphasizing the importance of emotions, ritual, performance, images, and gestures as modalities that communicate and acculturate ideas. The series publishes cutting-edge work that explores the nexus between ideas, communities and individuals in medieval and early modern Europe. Series Editor Clare Monagle, Macquarie University Editorial Board Mette Bruun, University of Copenhagen Babette Hellemans, University of Groningen Severin Kitanov, Salem State University Alex Novikoff, Fordham University Willemien Otten, University of Chicago Divinity School Elementary and Grammar Education in Late Medieval France Lyon, 1285-1530 Sarah B. Lynch Amsterdam University Press Cover illustration: Aristotle Teaching in Aristotle’s Politiques, Poitiers, 1480-90. Paris, BnF, ms fr 22500, f. 248 r. Cover design: Coördesign, Leiden Lay-out: Crius Group, Hulshout Amsterdam University Press English-language titles are distributed in the US and Canada by the University of Chicago Press. isbn 978 90 8964 986 7 e-isbn 978 90 4852 902 5 (pdf) doi 10.5117/9789089649867 nur 684 © Sarah B.
    [Show full text]
  • JOHN W. O Malley, S.J
    JESUIT SCHOOLS AND THE HUMANITIES YESTERDAY AND TODAY ashington, D.C. 20036-5727 Jesuit Conference, Inc. 1016 16th St. NW Suite 400 W SUBSCRIPTION INFORMATION, EFFECTIVE JANUARY 2015 The Seminar is composed of a number of Jesuits appointed from their prov- U.S. JESUITS inces in the United States. An annual subscription is provided by the Jesuit Conference for U.S. Jesuits living in the United The Seminar studies topics pertaining to the spiritual doctrine and practice States and U.S. Jesuits who are still members of a U.S. Province but living outside the United of Jesuits, especially American Jesuits, and gathers current scholarly stud- States. ies pertaining to the history and ministries of Jesuits throughout the world. ALL OTHER SUBSCRIBERS It then disseminates the results through this journal. All subscriptions will be handled by the Business Offce U.S.: One year, $22; two years, $40. (Discount $2 for Website payment.) The issues treated may be common also to Jesuits of other regions, other Canada and Mexico: One year, $30; two years, $52. (Discount $2 for Website payment.) priests, religious, and laity. Hence, the studies, while meant especially for American Jesuits, are not exclusively for them. Others who may fnd them Other destinations: One year: $34; two years, $60. (Discount $2 for Website payment.) helpful are cordially welcome to read them at: [email protected]/jesuits . ORDERING AND PAYMENT Place orders at www.agrjesuits.com to receive Discount If paying by check - Make checks payable to: Seminar on Jesuit Spirituality Payment required at time of ordering and must be made in U.S.
    [Show full text]
  • Chronology of the Reformation 1320: John Wycliffe Is Born in Yorkshire
    Chronology of the Reformation 1320: John Wycliffe is born in Yorkshire, England 1369?: Jan Hus, born in Husinec, Bohemia, early reformer and founder of Moravian Church 1384: John Wycliffe died in his parish, he and his followers made the first full English translation of the Bible 6 July 1415: Jan Hus arrested, imprisoned, tried and burned at the stake while attending the Council of Constance, followed one year later by his disciple Jerome. Both sang hymns as they died 11 November 1418: Martin V elected pope and Great Western Schism is ended 1444: Johannes Reuchlin is born, becomes the father of the study of Hebrew and Greek in Germany 21 September 1452: Girolamo Savonarola is born in Ferrara, Italy, is a Dominican friar at age 22 29 May 1453 Constantine is captured by Ottoman Turks, the end of the Byzantine Empire 1454?: Gütenberg Bible printed in Mainz, Germany by Johann Gütenberg 1463: Elector Fredrick III (the Wise) of Saxony is born (died in 1525) 1465 : Johannes Tetzel is born in Pirna, Saxony 1472: Lucas Cranach the Elder born in Kronach, later becomes court painter to Frederick the Wise 1480: Andreas Bodenstein (Karlstadt) is born, later to become a teacher at the University of Wittenberg where he became associated with Luther. Strong in his zeal, weak in judgment, he represented all the worst of the outer fringes of the Reformation 10 November 1483: Martin Luther born in Eisleben 11 November 1483: Luther baptized at St. Peter and St. Paul Church, Eisleben (St. Martin’s Day) 1 January 1484: Ulrich Zwingli the first great Swiss
    [Show full text]
  • Highlands Latin School 2800 Frankfort Ave
    HIGHLANDS LATIN K-12 CLASSICAL CHRISTIAN SCHOOL to teach, to delight, to move “Prior to our daughter coming to Highlands Latin, she viewed learning more as a chore than something to be enjoyed. It has been enjoyable to watch her open up and ‘drink in’ her learning.” ~ HLS Parent Crescent Hill Campus - All School Photo Latin, mathematics, and music – three universal languages that develop the minds of students as no other subjects can. Spring Meadows Campus - All School Photo CLASSIC, ADJ. TIMELESS, ETERNAL, CHARACTERIZED BY FORM, STRUCTURE, DISCIPLINE, BEAUTY. In a world of gimmicks, experiments, fads, and “innovations” that don’t work, a classical education is based on methods that are time-tested and true. Your child only goes through school once. A classical education is what every child deserves. What is a classical education? A liberal arts education that emphasizes the study of languages, literature, logic, mathematics, and science; an education that emphasizes understanding the past in order to be prepared for the future. Why study Latin? Why study the Greeks, Romans, and Medievals? Because they provide the necessary foundation for understanding the modern world. If you don’t know where you’ve come from, you don’t know where you’re going! A classical education teaches students to think, to be lifelong learners. Anything less is mere job training. In a world of constant change, job training is not enough. A classical education used to be the only education. It still is. “A school should be an Alma Mater, knowing her children one by one. Not a factory, or a mint, or a treadmill.” ~ Cardinal Newman WWW.THELATINSCHOOL.ORG 502-895-5333 FACULTY QUICK FACTS A REMARKABLE FACULTY Our impressive faculty has much to offer.
    [Show full text]
  • Miadrilms Internationa! HOWLETT, DERQ
    INFORMATION TO USERS This was produced from a copy of a document sent to us for microfilming. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help you understand markings or notations which may appear on this reproduction. 1. The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure you of complete continuity. 2. When an image on the film is obliterated witli a round black mark it is an indication that the füm inspector noticed either blurred copy because of movement during exposure, or duplicate copy. Unless we meant to delete copyrighted materials that should not have been filmed, you will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., is part of the material being photo­ graphed the photographer has followed a definite method in “sectioning” the material. It is customary to begin filming at the upper left hand comer of a large sheet and to continue from left to right in equal sections with small overlaps. If necessary, sectioning is continued again—beginning below the first row and continuing on until complete. 4. For any illustrations that cannot be reproduced satisfactorily by xerography, photographic prints can be purchased at additional cost and tipped into your xerographic copy.
    [Show full text]
  • Jesuit Secondary Education in America and the Challenge of Elitism
    For Richer, For Poorer: Jesuit Secondary Education in America and the Challenge of Elitism Author: Casey Christopher Beaumier Persistent link: http://hdl.handle.net/2345/bc-ir:104064 This work is posted on eScholarship@BC, Boston College University Libraries. Boston College Electronic Thesis or Dissertation, 2013 Copyright is held by the author, with all rights reserved, unless otherwise noted. Boston College The Graduate School of Arts and Sciences Department of History FOR RICHER, FOR POORER: JESUIT SECONDARY EDUCATION IN AMERICA AND THE CHALLENGE OF ELITISM a dissertation by CASEY CHRISTOPHER BEAUMIER, S.J. submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy August 2013 © copyright by CASEY CHRISTOPHER BEAUMIER 2013 For Richer, For Poorer: Jesuit Secondary Education in America and the Challenge of Elitism Casey Christopher Beaumier, S.J. Professor James O’Toole, Advisor In the 1960s American Jesuit secondary school administrators struggled to resolve a profound tension within their institutions. The religious order’s traditional educational aim dating back to the 1500s emphasized influence through contact with “important and public persons” in order that the Jesuits might in turn help direct cultures around the world to a more universal good. This historical foundation clashed sharply with what was emerging as the Jesuits’ new emphasis on a preferential option for the poor. This dissertation argues that the greater cultural and religious changes of the 1960s posed a fundamental challenge to Catholic elite education in the United States. The competing visions of the Jesuits produced a crisis of identity, causing some Jesuit high schools either to collapse or reinvent themselves in the debate over whether Jesuit schools were for richer or for poorer Americans.
    [Show full text]
  • RPJS 001 01 Grendler.Indd
    Brill Research Perspectives in Jesuit Studies 1.1 (2019) 1–118 brill.com/brp Jesuit Schools and Universities in Europe 1548–1773 Paul F. Grendler University of Toronto, Emeritus [email protected] Abstract Paul F. Grendler, noted historian of European education, surveys Jesuit schools and universities throughout Europe from the first school founded in 1548 to the suppres- sion of the Society of Jesus in 1773. The Jesuits were famed educators who founded and operated an international network of schools and universities that enrolled students from the age of eight or ten through doctoral studies. The essay analyzes the organiza- tion, curriculum, pedagogy, culture, financing, relations with civil authorities, enroll- ments, and social composition of students in Jesuit pre-university schools. Grendler then examines the different forms of Jesuit universities. The Jesuits did almost all the teaching in small collegiate universities that they governed. In large civic–Jesuit uni- versities the Jesuits taught the humanities, philosophy, and theology, while lay profes- sors taught law and medicine. The article provides examples ranging from the first Jesuit school in Messina, Sicily, to universities across Europe. It features a complete list of Jesuit schools in France. Keywords schools – universities – education – Jesuits – Europe – France – Italy – German- speaking lands – humanities – philosophy Part 1: Schools 1 The First School: Goa, Gandía, or Messina? The Jesuits founded three schools in the 1540s. Although primacy claims have been
    [Show full text]
  • BOOKS and the LIBERAL ARTS 5.1 E Artes Training Is Chapter Considers
    CHAPTER FIVE BOOKS AND THE LIBERAL ARTS 5.1 e artes training is chapter considers the distribution of books reviving the liberal arts among the educated Norwegian population. Why devote an entire chapter to the occurrences of such books? e answer lies in the fact that the artes curriculum became an imperative, although in many ways an auxiliary tool, of early modern education, making books belonging to this educational scheme a vital asset of the learned library. e main impulse behind this development, at least within the Lutheran tradition, was Melanchthon’s stress on the liberal arts as the framework for all education: knowledge of Greek, for instance, was seen as obligatory for the study of theology and philosophy,1 while knowledge of the past, textual criticism and eloquence were also regarded as important assets for the educated elite. e artes curricu- lum was also prominent in the Danish-Norwegian educational system, and only towards the end of the early modern period, when new edu- cational institution arose, did the liberal arts begin to lose their hold. e liberal arts constituted a learned tradition whose inuence on the world of books was enduring; associated books demonstrated the same longevity as did certain other types of work among the general popula- tion and the clerical elite (cf. Chapters 3 and 4). Two institutions in particular came to serve as transmitters of the artes curriculum—Latin schools and the university. As we have seen Latin schools remained over a long period the only establishments to oer a wider curriculum to those pursuing a scholarly path.2 As such, 1 Olaf Pedersen, “Tradition and Innovation,” in Universities in Early Modern Europe (1500–1800), ed.
    [Show full text]
  • Profile for College Admission 2020–2021
    Profile for College Admission 2020–2021 Latin School of Chicago, founded in 1888, is an independent, coeducational, Our Vision college preparatory school for students in junior kindergarten through grade twelve. The school is an urban campus located on the near-North Side of Our vision for educational excellence is Chicago adjacent to the 1,212-acre Lincoln Park. The upper school is located to reinforce the value of an exemplary on the southeast corner of Clark Street and North Avenue. Chicago’s rich liberal arts education that makes learning cultural and intellectual resources are integrated throughout Latin’s curriculum, inquiry-based, personal and inclusive. Our giving faculty and students numerous opportunities to take advantage of the approach expands each Latin Learner’s school’s urban location. capacity for purposeful learning—whether Student Body Service Learning in our school, our city or our world. Latin enrolls a diverse community of more than Latin students complete 30 hours of direct 1,189 students from 75 Chicago neighborhoods service with an at-need community before their and 12 surrounding suburbs. Our students are junior year, though most students continue to ambitious and talented; they think critically engage meaningfully with their communities Covid Statement: and are engaged in their learning. Latin’s upper in myriad ways throughout their high school school currently enrolls 497 students—39% experience. Through Latin’s Uptown Partnership, Latin ceased on-campus instruction in of whom consider themselves students of our students connect with a variety of agencies color—who come from different ethnic, and organizations in an urban neighborhood and March of 2020, but courses continued cultural and socio-economic backgrounds and embed service into their curricular and Project remotely for the remainder of the spring are nurtured in an environment that embraces Week experiences.
    [Show full text]
  • The Social Function of Schools in the Lutheran Reformation in Germany Author(S): Gerald Strauss Source: History of Education Quarterly, Vol
    The Social Function of Schools in the Lutheran Reformation in Germany Author(s): Gerald Strauss Source: History of Education Quarterly, Vol. 28, No. 2, (Summer, 1988), pp. 191-206 Published by: History of Education Society Stable URL: http://www.jstor.org/stable/368489 Accessed: 02/05/2008 14:25 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=hes. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. http://www.jstor.org The Social Function of Schools in the LutheranReformation in Germany Gerald Strauss One of the most interestingaspects of the GermanReformation for us to ponder is that of the educationalreconstruction attempted in all Lu- theranstates in the sixteenthcentury.
    [Show full text]
  • Printing and Reading Italian Latin Humanism in Renaissance Europe (Ca
    Printing and Reading Italian Latin Humanism in Renaissance Europe (ca. 1470-ca. 1540) Printing and Reading Italian Latin Humanism in Renaissance Europe (ca. 1470-ca. 1540) By Alejandro Coroleu Printing and Reading Italian Latin Humanism in Renaissance Europe (ca. 1470-ca. 1540), by Alejandro Coroleu This book first published 2014 Cambridge Scholars Publishing 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Copyright © 2014 by Alejandro Coroleu All rights for this book reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. ISBN (10): 1-4438-5894-3, ISBN (13): 978-1-4438-5894-6 CONTENTS List of Illustrations ..................................................................................... vi Preface ....................................................................................................... vii List of Abbreviations ................................................................................ viii Introduction ................................................................................................. 1 Chapter One ............................................................................................... 10 Social Networks Chapter Two .............................................................................................
    [Show full text]