Our History & Governance

In 1980, a small group of families who desired the very best in education for their children founded Cair Paravel School. They did not represent a certain church, organization, or political persuasion. However, they were friends who shared a common vision for educating their children.

Several of the founders were greatly influenced by their participation in the Integrated Humanities Program at the University of Kansas. They desired to provide an education for their children that would culminate in a similar dynamic learning experience. In addition to the KU professors, the greatest influence on the founders was the twentieth century Christian philosopher and author, C.S. Lewis. It was from his Chronicles of Narnia and the castle of Cair Paravel that the school’s name was adopted.

In 1985, Cair Paravel purchased the former Clay Elementary School building. Constructed in 1926 in the Tudor style, it was designed by architects Thomas Wilson Williamson and Ted Greist, who later designed the Perpendicular Gothic-styled Topeka High School.

In 1987, Cair Paravel merged with Topeka Latin School to become Cair Paravel Latin School. The “Latin” part of the name represents the language that formed Western Civilization and emphasizes the classical nature of the school.

In 1991, a gymnasium and science lab was added to the original building. In 1995, a cafeteria and two additional classrooms were added.

Board Governance

The Board of Directors of Cair Paravel Latin School meets monthly to establish policy, review the financial affairs, and evaluate the effectiveness of the long-term strategic plan.


Cair Paravel Latin School was a charter member of the ACCS in 1994 and received full accreditation through ACCS, beginning in October of 2014. The school is also an approved member of the Kansas State High School Activities Association.

Cair Paravel Latin School does not pursue accreditation with any government agencies. This is done deliberately because the goals and objectives of such regulating agencies are often antithetical to the mission and vision of CPLS. This policy has in no way hindered CPLS graduates from successfully seeking degrees in higher education. The liberal arts education that every graduate receives prepares them thoroughly for higher education and our experience shows that colleges and universities are eager to enroll CPLS graduates.