PDF - The Geneva School

THE
C
OURIER
GENEVA'S HOME-FIELD
ADVANTAGE ...
OCTOBER 2016
APRIL
2016
What's Inside
2
From the Headmaster (Rev. Robert Ingram)
Page 4
Wonder Why (John Riley)
Page 5
Confessions of a (Formerly) Uncheerful Giver (Anne Classe)
Page 6
Have it Your Way: Thirty Minutes a Day Exercise Challenge (Lou Jones)
Page 7
Auction Wrap Up
Page 8
Western Narrative Seminar (Kevin Clark & Andrew Smith)
Page 12
Florida Everglades Exploration (Robbie Andreasen)
Page 14
Painfully Patient and Wholly Humble: Getting to Know Joe Moon
(Lisa Hines)
Page 16
Common Arts: Exploring a Techne-logical Education (Ravi Jain)
Page 19
Knight of Comedy
Page 21
Alumni Notes
Page 22
College Counseling Corner (Scott Thigpen)
Page 25
Human Freedom and Responsibility (Dr. Mike Beates)
Page 26
Spring Concerts
Page 28
Dates for Your Calendar
Scan this QR code to view specific details about
each event on the TGS calendar located on the
TGS website: genevaschool.org/calendar
April 18–21:
6th grade retreat at Southwind
Wednesday, April 20:
2nd grade Exodus play rehearsal
Thursday, April 21:
Exodus play performance
Friday, April 22:
STUDENT & FACULTY HOLIDAY
Monday, April 25:
Chamber Choir & Orchestra Concert
Wednesday, April 27:
K4 theater trip to the Orlando Shakespeare Theater to see Elephant and Piggie's - "We're in a Play!"
Friday, April 29:
2nd grade Wekiva River canoe trip
3rd grade Purim Feast
4th grade luncheon with knights and mistresses
Saturday, April 30:
Knight of Comedy
Monday, May 2:
AP Chemistry exam
5th grade Leu Garden's Lewis and Clark trip at Harry P. Leu Gardens
Tuesday, May 3:
College Acceptance Lunch for seniors
Wednesday, May 4:
AP English Literature and Comprehension exam
1st grade Mothers Day Boat Tour
Thursday, May 5:
AP Calculus AB & BC exam
Kindergarten Mother's Day Tea
Friday, May 6:
4th grade Knighting Ceremony
AP US History exam
AP Art (portfolios due)
Saturday, May 7:
PSAT Strategies Session
Spring Senior Dinner
Monday, May 9:
AP Physics C-Mech & AP Physics C-E&M exam
May 10–13:
8th grade Boston trip
Wednesday, May 11:
AP English Language exam
Athletic Awards Ceremony
Friday, May 13:
2nd grade Egypt Day
K4 Three Piggy Opera
AP Latin exam
Saturday, May 14:
Youth Sports Fun Run
May 16–18:
Senior orations
Tuesday, May 17:
6th grade Apollo 13 movie showing
Thursday, May 19:
Grammar School Spring Concert
Friday, May 20:
Dialectic and Rhetoric Awards Ceremony
Front page photograph by Melissa Blyth. Photograph on this page by Robert Ingram—a sixteenth century inscription from the medieval walled city of LeBaux,
France. The inscription reads, "Post Tenebras Lux" (After Darkness, Light) which was the motto of Geneva, Switzerland, and the motto in The Geneva School's
crest. Other photographs in this issue were taken by Jacques Blais, Anna Classe, Randy Dooling, Shelley Downward, Trisha Dunnavan, Alison Epps, Cole
Foreman, Kellie Harding, Stefan Herzog, AnnMarie Hoyt, Robert Ingram, Kelley Jain, Ben Reynolds, Melissa Spilman, and Stacia Wares.
3
"FOR WHO HAS DESPISED THE
DAY OF SMALL THINGS?"
(Zechariah 4:10)
I
I have quoted this Old Testament verse to myself constantly during the twentythree years of Geneva's life, and I have often encouraged some of the fainthearted with it as well. The refrain "when, oh when" is a familiar reprise.
Others have sung this same refrain in former days. When visiting our younger
daughter Sara and her family in Greenville, SC, over spring break, we spent a
lovely afternoon at Furman University. As both our Sara and Katie graduated
from Furman it is a favorite place to rekindle fond memories. This year,
however, I noticed a new addition to the campus portrayed in the following
picture, framed by both of our "Greenville" granddaughters.
This white frame building consisting of two academic rooms is the original
Furman University. Built in 1851, Dr. James Furman used the south end and
Dr. Charles Judson the north end. There is every reason to suspect that those
first students had to be reminded not to despise the day of small things. Now
a highly selective liberal arts university in the southeast, Furman has a student
body of 2700 and a campus comprising 750 acres.
From the
Headmaster
Rev. Robert
Ingram
"Small" Geneva things have led to a forty-four acre campus, and recent
commitments of $6 million to build out all of the infrastructure and outdoor
athletic venues. We have now embarked upon an $8 million campaign, which
when coupled with a mortgage loan, will fund the construction of facilities to
house 750 students. The Movement in G campaign is rewriting the refrain to
"now, oh now." Join us and hasten the day when "faith shall become sight."
4
WONDER WHY
John Riley,
Chairman, TGS Board of Governors
M
My two daughters have recently gone
through the rigorous college application
process. Shannon is a junior at Furman
University and Brooke is a freshman
at Davidson College. Watching them
during this stressful time (thank you
Scott Thigpen), I became a quasi-expert
on what colleges are looking for in an
applicant. Interestingly, it is the essay
that really sets students apart.
One notable college had a supplemental
essay that was simply titled "Why"? This
reminded me of a philosophy question at
another college asking the same question
… a student received a grade A with the
answer "Why not?" Although I wouldn't
recommend that for a college essay (or
perhaps even Mr. Clark's rhetoric class),
it is a very interesting answer.
So now with my children recently
graduated, I have had many people ask
me why I would sign on as chairman
of the Geneva board of governors. My
answer: Why not? Geneva is my passion.
I know of no school that comes close
to preparing a student for success other
than Geneva. And I know of no other
ministry that can so exponentially impact
the kingdom.
What is success? To me, it is a student who
loves beauty, thinks deeply, and pursues
Christ's calling. Every year, we graduate
artists, musicians, athletes, scientists,
historians,
thespians,
storytellers,
servants, classmates, teammates, and
friends. They recognize beauty (and
goodness and truth). They are deep
thinkers. And they listen and respond
to Christ's calling. They know who, and
whose, they are.
... there is no better use of
my time. We are making a
difference because our students
are making a difference. They
are influencing everyone they
encounter because they are
winsome and they are prepared.
It's an exponential formula.
Geneva has always overachieved in most
everything it has done. Our faculty is
truly elite. We have by far the most
National Merit finalists per capita in
Central Florida, and our graduates are
being accepted to the best schools. Our
fine arts (music, drama, and visual arts)
frequently win accolades. We finished
fourth in the state in Division 2A athletics
last year, commonly beating our much
larger rivals. Yet, the real success comes
after students graduate. When we release
our seniors into the world, you can hear
the trumpets above. These students go
outside their Geneva experience and
flourish. They are prepared and they
are having an impact on the culture.
When people ask why I serve, why my
passion, I simply say there is no better use
of my time. We are making a difference
because our students are making a
difference. They are influencing everyone
they encounter because they are winsome
and they are prepared. It's an exponential
formula.
It is also why I not only give (talent, time,
and treasure) but why I get excited to
ask others to do the same. We have had
an incredible donor base over the years
and that is what it takes to raise up an
institution. It doesn't come from a few
patrons, it comes from a community.
Yes, Geneva is a community of faith
and learning, but it is also known as a
community of generous givers. As we
make our new campus a reality, it will take
the same continued commitment from
the whole community. I am jazzed about
Geneva, what we are doing and where we
are going. Thank you for allowing me to
be part of this incredible journey.
BUILDING A MASTERPIECE.
LEAVING A LEGACY.
5
CONFESSIONS OF A (FORMERLY)
UNCHEERFUL Giver
Anne Classe, Advancement Coordinator
C
haritable giving has never been a
personal priority for me. In fact, I
might even be what fundraisers would
call "donor-resistant", preferring my
money to be right where I left it … in
my pocket. In my defense, I was not
raised with the practice of stewardship, of
sowing seeds into God's kingdom. Don't
get me wrong, my people were generous
to a fault. For a friend in a bind, we
would give the shirts off our backs
and the last dollar in our pockets. But
plugging into a kingdom-giving effort
with God-sized visions? We left that for
the people who could make God-sized
gifts. In my family, we were raised with
a different vision called the "American
Dream" which my father relentlessly
pursued to give his family a better life
than the one he had. There is nothing
wrong with the pursuit of prosperity
through hard work, determination, and
personal initiative. But if left spiritually
unchecked it can create monsters of fear,
ingratitude, and entitlement, all of which
I've struggled with.
My giving story began after I met and
married my husband John. Of all the
things he's taught me over the last
twenty-five years, it's been his ongoing
practice of giving that has challenged
me, grieved me, and changed me. In his
life, John learned the value of sacrificial
giving and stewardship. His family
experienced serious lack but instead of
holding onto the small amount they
had, they gave. They combatted fear of
scarcity with trust in God's provision,
and saw him come through time and
time again. Giving became an act of
worship and an expression of gratitude.
I have a vivid memory of one of our first
major disagreements, which happened
6
on the way to church. As I drove, John
pulled out the checkbook and began
writing a check for the offering. The
fact that a check was necessary made me
suspicious. The fact that it had two zeros
in it made me sweat. I reached into my
purse and pulled out a five-dollar bill,
my plan for the offering. Checks with
two zeros were for the other people; the
ones with bigger incomes and no college
loans or double car payments. Certainly
God understood we were on a tight
budget and could give us a pass until we
had more money to give. Apparently, my
new husband needed to review the latest
bank statement.
I
don't remember the exact details of
how we settled out that day; a new
wife can be just as stubborn as a new
husband. But I do remember how I felt:
afraid. Giving our money away meant
having less for us. It was simple math.
What if we needed it for an emergency?
How would we make ends meet this
month without it? How would we ever
save for a down payment on a house or
college or retirement or …? Let me also
pause and comment that we are called
by God to be stewards of all that he has
given to us, including making plans to
ensure proper financial health for our
families. So, I believe that planning for
retirement, investing in college funds,
managing daily expenses, providing for
future generations, and giving in order
to see God's kingdom come are all part
of the call to be wise stewards … while
also trusting in the truth of Matthew
10:29–31.
For me, the root of my fear boiled down
to a lack of trust in Christ; that I could
truly turn my life over to his care. I
constantly prayed for God's blessing
but lived as if it were all up to me. As a
result, I was always anxious, often selfish,
and barely grateful. Peace eluded me
and I couldn't see God working in my
life. I've heard it said that the opposite
of faith is not unbelief but self-reliance.
After all, why do I need God if I'm
doing it all myself?
G
eneva is a place where I have very
clearly seen God's faithfulness
through people's response to his call. I've
been continually inspired by parents that
invest in the mission and vision of the
school with their financial gifts and time.
Since the launching of the Movement in
G campaign late last fall, for example,
almost 80 families and friends of the
school stepped forward and committed
six million dollars to the new athletic
complex, which will be ready by the fall.
In fact, one donor was a student who
pulled money from a trust fund just to
be part of building Geneva's legacy for
years to come. I've also been witness to
students making donations with money
from lemonade stands and tooth fairies.
Big or small, every gift matters.
When it comes to financial giving, the
struggle for choosing faith over fear and
living out of a sense of gratitude has been
very real for me. There have been times
when I momentarily pined for taking
better trips, wearing better clothes, or
driving more expensive cars. But I think
God wants us to play a part in the story
he's telling. He wants us to see him
move the mountain or move us in the
process. When we allow God to use
our time, talent and treasure as vessels
to help accomplish his purposes, life is
richer, fuller, and more freeing. Our life
here is short, and we are here for such a
time as this.
Here are the challenge
finishers who worked really
hard to overcome barriers to
complete the month's goal:
Jason Barney
Hollie Benjumea
Sarah Cloke
Paisley Guzman
Christy Herzog
Brooke Holt
Bob Ingram
Lou Jones
Jill Kong
Anna Manuel
Kelly Mathias
Jill Schubert
Michelle Smith
Amy Welday
Elizabeth Yawn
Have It Your Way:
thirty minutes a day exercise challenge
Lou Jones, School Nurse
Fifteen of The Geneva School employees completed our
month-long employee wellness challenge: Have it Your
Way, Thirty minutes a Day. To complete the challenge,
they exercised in a variety of ways, for at least thirty
minutes a day, at least five days a week, from Feb. 1–28.
Cross training was encouraged to incorporate cardio/
aerobic, strength training, balance, and flexibility
workouts to strengthen a variety of muscle groups for
overall fitness. We started with forty challengers, but
illness, injury, and new grandbabies threw some of our
challengers off track.
Here are some of the ways our employees are working
to stay fit and be great role models for our students:
running, walking, elliptical machine, treadmill, weight
training, yoga, pilates, zumba, spin class, paddle
boarding, biking, core work, TRX, and more.
HERE ARE A FEW COMMENTS FROM OUR CHALLENGERS:
"Thanks again for this challenge! It was a great way to
stay active and knowing that now I really only have thirty
minutes, it made me get my workouts in when I could.
Loved it."
"This challenge made me accountable and kept me on task
through illness and busy weeks. Trying to get in the full
time requirement on my core days got me focusing more on
stretching and flexibility."
"I increased the time each morning that I spend exercising.
I will continue to push myself to do more. Thanks for the
challenge!"
"This was a tough one. Four days was easily doable, but that
fifth day was sometimes a challenge. Thanks for the push."
7
THE GENEVA SCHOOL'S 22ND ANNUAL AUCTION
An evening that supports Geneva students to
love beauty, think deeply, and pursue Christ's calling.
Thank You!
March 12 welcomed beautiful weather; scads of volunteers setting up well over 700
auction items; boots and bow ties a plenty; and 300 guests ready to kick-back, enjoy
some Southern hospitality Geneva-style, and generously support the mission of the
school. But the guests were not the only ones who made the evening a success—sponsors
and donors of items were equally as important to the amazing results of the Gala.
And so, we raise a glass of sweet tea to everyone who played a role in making the evening
one that provided over $200,000 of support benefiting students, faculty, staff, and
parents. To each of you—THANK YOU!
8
Auction Sponsors
4Rivers Smokehouse
Alilin Family Medicine
Barham Court Consulting
CNL Financial Group, Inc.
Entrenext Ventures
Fringe Benefits
JMHC
Red Lobster, made possible by Mr. and Mrs. Kim Lopdrup
Lowndes, Drosdick, Doster, Kantor & Reed, P.A.
Shutts & Bowen, LLP
Westbrook
View all the pictures
taken at the auction
Password: knightpics
(case sensitive)
Laura Grace Alexander
John & Anne Classe
Bob & Marjean Ingram
Ralph & Becky Martinez
Monty & Kelly Mathias
Bruce & Leigh O'Donoghue
John & Laura Riley
9
Those who Donated Items
Agurto Family
LG Alexander
Allen Family
Jeffrey Andre
Andreasen Family
Muffie Austin
Jenna Bagnoli
Monir Bajgah
Baldwin Family
Balmir Family
Bargamian Family
Barner Family
Ashley Barney
Bassford Family
Michael Beates
Hollie Benjumea
Libby Bess
Chris Black
Blais Family
Blyth Family
Bowman Family
Liz Bradford
Eric Bradley
Bravo Family
Merrill Brick
Julie Brielmaier
Kelli Brodrecht
Brown Family
Brubaker Family
Bruce Family
Cascante Family
Lisa Cashon
Cavanaugh Family
Shrell Chamberlain
Ciochir Family
Robert & Ann Clark
Kevin Clark
Matt Clark
Classe Family
Collins Family
Cooper Family
Coplin Family
Costar Family
Iola Cox
Scott Crews
Crosby Family
Daniels Family
Davis Family
Deatherage Family
Diehl Family
Dietel Family
10
D'Nelly Family
Dodds Family
Dooling Family
Betty Droescher
Katie Dunn
Dunnavan Family
Dunnavant Family
Rachel Durrum
Faith Family
Farley Family
Olga Ferroni
Fetter Family
Foley Family
Ford Family
Foreman Family
Forrester Family
Frazer Family
Frost Family
Ellen Geer
Gentry Family
Godwin Family
Gonzalez Family
Gordon Family
Gray Family
Guirges Family
Gunter Family
Halloran Family
Hamil Family
Roger Hamilton
Harding Family
Dan Harger
Carol Beth Haynes
Heidmann Family
Keli Helgoth
Henderson Family
Hendrix Family
Herbert Family
Hering Family
Aspen Herzog
Christy Herzog
Lisa Hines
Holt Family
Hoyt Family
June Huggins
Hunter Family
Incinelli Family
Bob & Marjean
Ingram
Robert & Fannie
Ingram
Liane Jackson
Jain Family
Jimenez Family
Joe & Christine
Johnson
Ross & Ashley
Johnston
Lou Jones
Nicole Klaers
John & Karen
Koestner
Kopitnik Family
Kyle Family
Lane Family
Lees Family
Christina Leger
Sharon Leigh
Lemieux Family
Jill Lewis
Limber Family
Little Family
Mei-Ling Liu
Long Family
Lopdrup Family
Donna Love
Sarah Madsen
Mages Family
Magruder Family
Mariniello Family
Martin Family
Martinez Family
Mathias Family
Joan Mattingly
McCann Family
Nadine McDaniel
Meyer Family
Christine Miller
Milward Family
Mitchell Family
Tamara Molyneaux
Joe Moon
Lois Morton
Kathy Muether
Munoz Family
Murray Family
Muto Family
Sarah Nadelkov
Andrew Nelson
O'Donnell Family
Leigh O'Donoghue
Ortiz Family
Panzella Family
Ana Pastrana
Paul Family
Evan Pederson
Eric & Susan
Pederson
Kathryn Peters
Petrak Family
Pollack Family
Pollard Family
Mickey Poole
Pridgen Family
Jennifer Pruitt
Dan Pugh
Rolando Quiles
Quintana Family
Rader Family
Raesly Family
Amanda Raffenaud
Ransom Family
Melissa Reali
Reece Family
Renfrow Family
Reudelhuber Family
Reynolds Family
Rhoden Family
Richards Family
Carole Ridinger
Brooke Riley
John & Laura Riley
Rivers Family
Angela Robinson
Rowen Family
Saldarriaga Family
Samano Family
Jennifer Sandberg
Franziska Schmidt
Beryle Schreck
Jill Schubert
Schwartzman Family
John Sebastian
Segarra Family
Hannah Seneff
Shiflett Family
Michelle Silvia
Sloan Family
Slockett Family
Andrew Smith
Brian & Michelle Smith
Debbie Smith
Katie Lynn Smith
Springhart Family
Michelle St. Peter
Sarah Stander
Monica Starr
Kelly Stephens
Jordan Stewart
Lorrie Stewart
Stokes Family
Strasberg Family
Sullivan Family
Elisabeth Sutton
David & Mary
Margaret Sutton
Talesnick Family
David & Colleen
Taylor
George & Eleanor
Taylor
Barry & Holly Taylor
Jonathan & Nicole
Taylor
Luke Tevebaugh
Scott Thigpen
Christine Thompson
Annette Vargas
Anne Vercheski
Vollenweider Family
Walter Family
Weir Family
Wermuth Family
Reggie & Kamillia
White
Wiechart Family
Gordy and Kate
Wilhite
Candace Wilhite
Wilson Family
Naomi Wise
Zirbel Family
... and
over
200
business
donors
Those who Purchased Items
Merrick & Sandra Agurto
John & Sarah Jane Alexander
Laura Grace Alexander
Jay & Ann Alilin
Robbie & Janet Andreasen
Jeff & Carrie Barner
Mike & Mary Beates
Steve & Candice Blomeley
Kyle & Kathryn Bourne
Robert & Katherine Bowser
Chris & Laura Bravo
Grant & Kelli Brodrecht
Kris & Diana Brown
Jim & Amy Bruce
Buffalo Bills Shooting Store
Kennan & Lyn Burch
Robbie & Aimee Burns
Carla Byerly
Anthony & Jill Cabreira
Brad & Sara Cain
Roger & Justine Cascante
John & Anne Classe
Gordon & Sarah Cloke
David & Holly Collins
Charlie & Judy Costar
Chuck & Tam Costar
Ken & Delora Credle
Scott & Julie Culp
Jim & Karen Daniels
Clay & Katie Deatherage
Warren & Melissa Dietel
John & April Dodds
Jason & Katie Dunn
Roger & Trisha Dunnavan
Christopher Elfrink
Jill Ellison
Kreg & Katrina Faith
Bryce & Anna Fetter
Amy Fitzsimmons
Doug & Cheree Foreman
Jason & Emily Fraser
Alan & Maureen Frenkel
Philip & Priscilla Fretwell
Walter & Suzanne Fritz
Darren & Amy Frost
Ellen Geer
Dave & Clare Gentry
James Georgiades
Lance & Jeannie Gilmet
Dan & Charlene Glancy
Marcos & Sherri Gonzalez
Steve & Christina Gordon
Charlie & Saundra Gray
Tony & Lacey Gray
David & Theresa Griffith
Glenn & Linda Gunter
Tom & Debbie Halloran
Herndon & Kellie Harding
Vern Harnapp
Carol Beth Haynes
John & Amy Heidmann
Gregg & Heidi Heinsch
Jimmy & Alli Hendrix
Martin & Susan Hering
Stefan & Christy Herzog
Ron & Lisa Hines
Tim & Allison Holden
Hutchison Family Foundation
Gayle Ingram
Bob & Marjean Ingram
Ravi & Kelley Jain
Joe & Christine Johnson
Dan & Anne Johnson
Ross & Ashley Johnston
David & Lou Jones
Beat & Jill Kahli
Roy & Linda Kobert
Bob & Amy Kyle
Sandy Lacher
Edgar & Barbara Lane
Jason & Lindsay Lees
Richard & Sharon Leigh
Bryan & Jill Lewis
Matthew & Anna Limber
Robert & Polly Little
Steve & Louise Long
Kim & Lillian Lopdrup
Sarah Madsen
Jason & Meg Mages
Michael & Chrissy Martin
Lou & Lourdes Martinez
Ralph & Becky Martinez
Kelly & Monty Mathias
Christopher & Sarah McCann
Ruth McDaniel
David & Rachel McDaniel
Jacob & Mandy McKague
Bobby & Carole Meeks
Mark & Linda Meyer
Lee & Rachel Mitchell
Dan & Liz Moore
James & Patricia Morrell
Mike & Kendal Natale
Doug & Caryn Neway
Bruce & Leigh O'Donoghue
John Paul & Sarah Olsen
Andy & Victoria Ortiz
John & Diane Paccione
David & Melissa Paul
Rebecca Payne
Al & Belle Penny
Kathryn Peters
John & Beverly Phillips
Perry & Mickey Poole
Anthony & Michelle Prisciandaro
Dan & Tinna Pugh
Amanda Raffenaud
George & Teta Amel Rahi
Betty Ralls
Joe & Victoria Raymond
Brian & Mary Reece
Randy & Samantha Renfrow
Rudy & Susan Reudelhuber
Jim & Nancy Reynolds
Chuck & Lou Reynolds
Ron & Hope Richards
Jack Riley
John & Laura Riley
John & Rachael Ritchie
John & Monica Rivers
Angela Robinson
David & Julia Romaine
Dan & Rebecca Rood
Michael & Shiomi Rowen
Franziska Schmidt
Beryle Schreck
Stewardship Matters
Angelo & Julie Segarra
Edward & Michele Selvaggio
Dayle Seneff
Tim & Michelle Seneff
Doved & Tammy Sexter
Jeff & Shelly Shafer
David & Lisa Shaw
Scot & Heather Shiflett
Tom & Jayne Sittema
Brian & Rachel Smith
Andrew & Keri Smith
Verne & Debbie Smith
Monica Starr
Scarlet Stewart
Michael & Angela Strasberg
Crosland Stuart
David & Mary Margaret Sutton
John & Barbara Taggart
Noah & Tracy Talesnick
David & Colleen Taylor
Jonathan & Nicole Taylor
Kirby & Julie Thompson
Aaron & Christina Tissue
Jon & Marianne Trevisani
Rick & Lisa Troutman
Kurt & Mary Ellen VandeStreek
Annette Vargas
Richard & Tiffany Walters
Fritz & Julie Wermuth
Reggie & Kamillia White
Luder & Mary Lou Whitlock
Justin & Matthew Wiechart
Gordy & Kate Wilhite
Mike & Naomi Wise
Tim & Elizabeth Yawn
Ormend & Mary Yeilding
Jerry & Lona Youderian
Johnny & Lai Zaporteza
Thank You
11
Western Narrative Seminar
Kevin Clark (Academic Dean) and
Andrew Smith (Director of the Upper School)
O
n April 6 the senior class joined several rhetoric school faculty
to participate in our eighth annual Western Narrative Seminar.
The seminar, which we conduct each spring at CNL's da Vinci Center
in downtown Orlando, is a culminating event in our curriculum.
With rich conversation at the center, it embodies our curriculum's
emphasis of the verbal arts of grammar, dialectic, and rhetoric.
I
ntegration is a hallmark of Christian
classical education. There is a variety of
ways that the curriculum comes together
at Geneva, some subtle some exciting.
When we speak in the grammar school of
the arts of language and the arts of math,
for example, it is to raise the profile of the
liberal arts of grammar and arithmetic
as the basic integrating principles in the
curriculum. More visible but still on
the intellectual end of the spectrum is
the organization of the Bible, literature
and history curriculum in grades two
through ten around historical eras. We
seek to cultivate the love of story, in part,
by looking to literature and the biblical
narrative in historical context.
12
Ironically, it is easy to miss just how well
everything fits together as we encounter
the curriculum in the day-to-day life of
the school. This is why we plan special
days and events, where we in effect step
back to appreciate the whole. Think of
the culminating days and the class plays
in the grammar school—the fourth grade
knighting ceremony, for instance, or the
first grade trip to Fort Christmas to see
Jimmy Sawgrass.
The Western Narrative Seminar serves a
similar purpose in the rhetoric school. As
its name suggests, it is a day for stepping
back and considering the whole story that
has led us to our moment in modernity.
The integration of the day is actually not a
historical theme, however; it is a question
that provides students an extended time to
consider the real-life implications of what
they have learned from the study of history,
literature, and the Scriptures. We spend the
day considering, in the words of St. Paul's
letter to Titus, how to live self-controlled,
upright, and godly lives in this present age.
This is an immanently practical question
and one that each of us as Christians must
answer—not simply with our lips but with
our lives.
This is an extraordinary day—in the
obvious sense that it is not an ordinary
school day, as well as in the sense that most
teenagers are not engaging in extended
discussions with peers and adults about
questions of human flourishing and faithful
Christian living. We structure the entire
day to reflect its extraordinary character,
both the specifically academic aspects of the
seminar, but also logistics and the itinerary.
T
he day began with students (in
professional dress, not uniforms)
and faculty converging on Park Avenue to
navigate public parking, purchase SunRail
fares, and, for the commute, a doubletall-whole-milk-latte from Barnie's. When
considered in the abstract, any one of these
things might not seem that significant;
their combined effect, however, is to move
students across an imaginative threshold,
where they are no longer students working
on assignments under the tutelage of their
teachers. They are rather junior colleagues
invited to join in an adult conversation
for which their whole education has
served to prepare them. By the time they
arrive at the fantastic venue of CNL's da
Vinci Center, they are well primed for the
conversation.
W
e started our day's work with a
short essay from the philosopher
Josef Pieper called, "Work, Spare Time,
and Leisure." In just a few pages, Pieper
demonstrates to his readers that these three
basic ideas and experiences in life have
vastly different meanings depending upon
one's understanding of what it means to
be a human, made in God's image. After
giving the students about thirty minutes to
carefully read the essay, we separated them
into groups to discuss Pieper's arguments
and what they mean for our lives today.
Having the time to read and then engage
in shorter discussions, the students and
faculty members all came back together
for a longer discussion. Even though the
students had never read this essay and most
of them had never heard of Josef Pieper, all
of them caught on quickly to the thrust of
his argument and could connect it to other
ideas and readings they have been exposed
to as TGS students. Several students were
even able to explain and apply Pieper's
arguments in relation to their own senior
thesis arguments and research.
T
he next topic of discussion was
introduced and led by history teacher
Dr. Grant Brodrecht. Dr. Brodrecht helped
the students see the importance of asking
fundamental questions about American
culture, including the ideas and practices
that have shaped the society we inhabit
today. After breaking the students into
groups again to discuss these issues, the
group came back together to talk about the
ways in which American culture is in line
with Christianity and the ways that it is
not. What became clear to the students was
that the culture around us is never valuefree, and some aspects of it that we might
take as "normal" or "neutral" are actually
antithetical to living the Christian life.
After spending about an hour to eat lunch
and continue discussions in less formal
ways, we all gathered together again to read
and reflect on some ideas from the book
Desiring the Kingdom, by James K. A. Smith.
One of the main points of the book is that
fundamental to being human is the fact that
we are worshipers, that is, we are people
who love and desire, and our actions are
always motivated by those loves and desires.
Furthermore, Smith argues that one way
our desires are shaped is through habitual
practices. To exemplify his arguments, Smith
uses the example of going to a shopping
mall and describes it as a kind of liturgical
practice. This helped the students to see
more clearly that the world we inhabit daily
is always pushing them in one direction or
another, and that even our most mundane
practices, as they become habitual, shape
our desires and motivate our actions.
T
he final discussion of the day,
which took into account all earlier
discussions, was focused on what it would
look like to live in such a way that our
faithfulness to Christ actually shapes the
culture. To prime the discussion, we read
excerpts from an article by Robert Louis
Wilken called "Christ as Culture." The
students were able to see that the cultural
issues we face today are best strategized
about by first considering our own history
and practices as members of Christ's body
on earth.
O
ne of the best aspects of the Western Narrative Seminar is
watching the students have these great discussions and see that
they actually care about them. The structure of the day does not include
artificial academic hoops for the students to jump through for the sake
of resume building. Once again, as we have seen in previous years, our
current senior class rose to the occasion and engaged in thoughtful
discourse about some of the most significant issues that they will ever
face as participants in God's kingdom. We are honored to be counted
among their teachers and are filled with hope for their futures.
13
Florida Everglades
Exploration
Robbie Andreasen
Life Science, Biology, and Anotomy & Physiology Teacher
14
E
Every year Sarah Madsen and I have the privilege
of leading the ninth grade class on a week-long
camping trip in the Florida Everglades National
Park. The group drives down on Monday,
arriving with enough time to set up tents and our
cooking area. On Monday evening and all day
Tuesday we hike through the various ecosystems
found throughout the southern end of the
park. On Wednesday we canoe through a local
pond area, and on Thursday we leave the park
and head to Key Largo for a day of snorkeling.
On Friday we break camp and return home to
Winter Park. It is a great trip to learn about how
all of the various parts of ecosystems interact with
each other. It is also a great time to see the beauty
of God's creation and foster deeper relationships
within the class. Accompanying us as chaperones
on this trip were Randy Dooling, Stefan Herzog,
and Stacia Wares.
Every year I tell my students that God provides
for each class what they need. Some years get
idyllic weather, others get their tents flooded. This
year was a great year because the class handled
adversity well, enjoyed the blessings, and had the
heart of servants. The mosquitoes were fairly bad
this year compared to other years and there was
not a whole lot of wildlife because the water levels
were high. We were blessed with the campsite we
had wanted and prayed for because initially it was
closed due to flooding and not due to open until
later in March. God provided the best spot on the
whole camp, and for that we were all thankful.
The snorkeling was some of the best we have had
in the nine years I have been leading this trip.
All of the chaperones noted how great the trip
was in part because of how well the class as a
whole would step-up and help even before a
request could be made. I look forward to what
great things God will do with this ninth grade
class as they grow through their next three
years at Geneva.
John Allen: Alligators, sharks, and friends: just some of the fun of the Everglades!
Our trip to the Everglades was a once-in-a-lifetime experience that I will never forget.
Canoeing, hiking, and snorkeling were enjoyable, but encountering the natural
wilderness with my best friends made it much more than just a school field trip. It
was special and unique to have time to sit down at night with friends after a long
day of learning and laughter and talk about how much fun we were having while
anticipating the next day of priceless experiences. One of my favorite memories
was the canoe trip. Josh Eastham and I were partners. We paddled through the
mangroves, laughing while singing our favorite country music and talking with
our fellow canoers. Simple experiences like these are the things we'll reflect on and
remember for years to come. Overall, the Everglades trip was one of the best weeks of
my life and I'm grateful for the opportunity to grow closer to my classmates and learn
about God's creation at the same time.
Taylor Smith: The Everglades trip is something I will never forget. Most of us have
been together since kindergarten so we're all pretty close, and walking through
the woods while being bitten by what seemed like hundreds of mosquitoes gave
us something to which we all could relate … itchy legs and an appreciation for
Benadryl. While that sounds absolutely terrible, and I assure you it was not very
pleasant, it made the end result that much better. When we came out of the woods,
we walked down a long and relatively bugless road that ended with wooden docks,
a refreshing wind, and water. Sitting on the dock with friends surrounded by a cool
wind was refreshing to body and soul.
Throughout the week we did several different activities, but one I will always
remember is the canoe trip. Personally I loved it and I thought it was really relaxing,
but canoeing for an hour and a half while running into every mangrove and being way
behind the group with Mr. Andreasen paddling in circles around us was not at all what
I was expecting. My canoe partner was Sally Park, who's been my close friend for a
while, but this experience really bonded us together like never before. This activity gave
us the opportunity to relate over our weak upper-body strength and each other's lack
of canoeing skills. When we finally arrived at the end of the trail, second to last, we got
off the canoe to hear that almost everyone else had an easy time paddling and enjoyed
talking with friends around them. We laughed and hugged each other promising to
never canoe as partners again unless we had a motor and lots of snacks.
While this was unforgettable, my favorite part of the trip was definitely going
snorkeling. The water was clear and beautiful and the life inside the ocean was even
better. Swimming through the water, I was surrounded by fish who had no fear of
me. As I looked down I was able to see corals and even a small nurse shark. That
night everyone gathered around the fire to worship and sing together while Rachel
McDaniel played the guitar. It was a great way to end an active trip of uncontrollable
laughter, creating in us an inseparable bond.
15
Painfully Patient and
Wholly Humble:
GETTING TO KNOW JOE MOON
Lisa Hines, Drama Teacher
Well,
what do you
think?
"What would you like it to be? Spades?
Diamonds? What works best for you?"
I stare at Joe Moon.
"Seriously?" the woman next to me asks,
"He's kidding, right?"
Joe's eyes meet mine.
"Do you want me to keep it as spades?"
"No," I sighed. "He isn't kidding."
We are on a plane headed for Boston,
playing a simple card game.
"Why can't you do anything like a
normal person?" I shout at him.
"I just want to make sure that you both
enjoy the game." He says. "I'm sorry."
"Make it diamonds," the woman next to
me says and we all continued to play the
most infuriating card game I have ever
played in my life, all the way to Boston.
As I played that game, becoming more
and more annoyed, I realized that I only
had myself to blame.
16
I met Joe Moon ten years ago, when I
started working at Geneva, but I didn't
really get to know him until I moved
into his classroom. I had just become the
chair of Junior Thespians and did not yet
have my own desk at the school. In order
to plan the schedule of events, I needed
a place to spread out. I was bemoaning
this fact in the crowded workroom at our
school when Joe overheard me and told
me I was welcome to move a table into
the corner of his room. It was from this
location I got to really see the way Joe
Moon works, which is not like a normal
person.
In those days, Joe taught logic to twelve
to fourteen-year-olds, which, if you
really think about it, is impossible. His
approach is hard to explain, except to say
that he plays a constant background tune
of service and humility that gets stuck
in your head without your realizing it.
At the beginning of the year, every year,
the students would come in, scrambling
for seats, tossing their backpacks across
the room, and jostling each other to get
the seats they wanted. Joe would quietly
watch them from his desk or stool in
the front of the room. A normal person
might have fussed at them, or given
instruction, but, as I said, Joe does not
do things like a normal person. Instead,
he would wait until the right time, then
begin with the questions.
Two students might be arguing over
who got there first and he would ask,
"Did you not see that the ladies haven't
all found seats yet? I am sure that, as
gentlemen, you would not want to sit
down until all the ladies have found
their seats." Next, he would begin
the discussion of whom one should
defer to, or allow to go first. He would
begin always with a question, and their
answers would always lead to yet another
question. Now, if you have not had the
pleasure of living with middle school
aged people, you might not realize how
ridiculous they can be with their answers.
You might not know that they delight in
giving wrong answers to questions with
an obvious answer. They find great joy
in seeing if they can take the teacher or
parent off track. They revel in pointless
arguments where they might change
their subject or their premise simply for
the sake of keeping the argument alive,
which is actually their end goal. This
approach of questioning adolescents
is irrational! I would sit at my desk
listening in on this conversation feeling
like my head was going to explode.
"Just tell them what they should do!" I
wanted to scream.
But, Joe is extremely patient, painfully
patient, infuriatingly patient. This
conversation might stretch over several
days, depending on the class. Joe asks
a question. They give an answer. He
responds with another question. I find
this method extremely inefficient and
tedious. No normal person would
approach adolescents in this manner. It is
a method highly unlikely to end with the
desired result! However, every year, the
students reach the same conclusion. They
should defer to the smaller and younger
students. They should defer to adults.
They should defer to students who are
older. They should defer to each other.
They should defer to everyone because
that is what Jesus would have them do.
Wow, I would think, he wasted all
that class time for that. He should
have just told them how to behave and
enforced it. That is what I do. That
is what normal people do and it is a
very successful method. Then, I would
notice, over the course of the year, the
students would come into the room
differently. They would hold the door
for each other. The boys would stand
aside until the ladies found their seats.
Anytime I had to leave the room, a boy
would automatically jump up and get
the door. Every year.
As I watched this phenomenon, I had to
admit that he was somehow having an
effect on their behavior. But how could
this work? It wasn't just the questioning.
He is also constantly modeling this
deferential, considerate behavior. He
17
will say yes to any favor you ask of him that he has the
power to grant. Would you walk over to Aloma during
your break and get my car for me? Sure. Would you
take my crossing guard duty so that I can enjoy the
Pancake Breakfast? Sure. One time, I just wanted to see
how long he would argue with me if I tried to let him
go through the door first. I had to give up because I
was going to be late to my next class.
And asking the students why they enjoy him so much will not help
to understand how his way works. I have tried. I asked them why
they like him so much, even though he never answers their queries
directly. Here is what they told me:
Still, I was incredulous. How could he be affecting the
students' behavior? That was when I began noticing
some strange things happening in my own actions. I
was standing in the grocery line and noticed that the
woman with the crying toddler behind me looked
frazzled and impatient, so I insisted that she cut in
front of me. Someone cut me off in traffic and my
anger rose, then a voice inside my head suggested,
maybe they have a really important reason to be acting
like that. Slowly, it began to dawn on me: Joe was
affecting my behavior. That annoying song he plays in
the background all year, every year was getting stuck
in my head! While I can acknowledge that this is a
good thing, I still don't understand how or why Joe's
way works.
"At Ties That Bind, someone was really cold and he took off his
jacket and gave it to them."
I don't understand why the students actually seek
him out during breaks, lunch, and even after school
to subject themselves to his exasperating questioning.
Often you can find them following him down the hall
seeking answers, yet only receiving more questions!
There was a bidding war over his teacher experience
at the auction, an experience where he actually
promises to ruin your favorite movie! "Mr. Moon will
deconstruct the movie's deeper meanings, subversive
plot lines, logical fallacies, etc." was the actual promise
in the description.
"He doesn't just make you think, he makes you more thoughtful."
18
"You can get simple answers from anyone."
"He shows you your flaws, and he models Christian behavior so
well, he can get away with that."
"Once I dropped my lunch and he gave me his green beans."
"He talks to middle schoolers like we are adults."
"He came into our room one time after we sang a song about
wanting to be a servant and said that he wanted to let us know
that he wanted to be a servant to us. He actually teared up telling
us how much he cared about us."
"He will drop an entire lesson plan to spend the whole class
period to answer one student's question about faith."
"He is self-deprecating, but he isn't fishing for compliments. He
means it."
"He's mysterious."
None of it makes any sense. I once told a colleague that I am not always
sure what Jesus would do in a situation, but I knew what Joe Moon
would do because I have seen him in action. He would do the right
thing, the hard thing, the unselfish thing. And he would do it over and
over again until you questioned your own actions and your own motives.
So, my advice is to approach Joe Moon with caution. If you aren't careful
you may discover that he can shape your heart and desires like he is
shaping the hearts and desires of your children. And never invite him to
play a game of cards.
COMMON ARTS:
Exploring a
Techne-logical Education
Ravi Jain
Physics Teacher
R
Recently I went fishing with our family
and some friends on a glistening stretch
of the Intracoastal Waterway. Some of the
boys caught hermit crabs on the beach
while others tried their luck with a pole.
As I stared into the tackle box to choose a
hook, memories of my grandfather taking
me fishing in Michigan flooded my mind
from over thirty-five years ago when I
was their age. I remembered cleaning fish
alongside my grandmother using a bottle
cap nailed to a piece of wood. This time it
was my turn to teach. I showed my boys
how to bait a hook, how to cast, and how
to keep your line taut. We watched fish
jump and birds swim. They compared
conchs to hermit crabs. While both live
in shells, they are quite different creatures.
Later in the afternoon we delighted to see
dolphin fins emerge beyond the mangroves.
At one level this was just play—recreation.
But at another level this was learning. The
kids were learning new things about marine
animals, water, and the physics of casting.
But they were also applying the lessons they
had already learned at The Geneva School
about sea creatures. While we all enjoyed
ourselves, there was another principle at
work which I reflected upon. What was the
occasion for this fun, learning experience?
A fishing trip—just the common art of
fishing.
The Geneva School natural science
department, or department of natural
philosophy if you prefer, has enjoyed
delightful and exciting conversations of
late. As we have considered how to make
our curriculum more hands on and how it
could comport better with our Christian
classical distinctives, we have spent a lot
of time asking "what is science for?" One
might respond, "It is to get things done,
of course. With science and technology
you can build bridges and rockets." Others
may prefer to recall fond memories of their
Wow! experiences in a science classroom.
The Geneva School natural philosophy
department would, in addition to these
two emphases, add that our study of
the natural world should lead to a deep
understanding of the world around us
and culminate in praise. Thus as teachers
we seek to weave together wonder, work,
wisdom, and worship into our natural
science classes. As our department has
discussed how to do this, one theme that
we have explored is how the medieval
Christian culture was actually very protechnology. While their work participated
19
in wonder, wisdom, and worship, they really did get things done.
like navigation or blacksmithing (which appeared in later medieval
We in the twenty-first century are wont to forget the debt that the
lists) became more appropriate for upper class natural philosophers
technology of the contemporary period owes to the invention or
to investigate. For example, the Longitude rewards, awarded in
expansion of technologies in the Middle Ages. My colleague, June
England in the eighteenth century for new navigational techniques,
Huggins, recently relayed to me the story of how the transformative
energized many of the brightest minds of the time. In the late
technology of windmills, the engines of the pre-industrial world,
1940s German theologian Josef Pieper wrote on the balance needed
were only introduced to Europe from the East in the twelfth
between the artes liberales and the artes serviles. He noted how
century. The improvements in architecture in the medieval era led
"'servile work' and 'liberal arts' are twin expressions, and form, one
to the great European cathedrals, resplendent with glasswork and
might almost say, the articulation of a joint, so that the one is hardly
soaring ceilings. Improvements in agriculture, typified by the use
intelligible without the other …. For it is barely possible to think
of crop rotation, allowed the land to yield greater bounty. Many
of 'servile work' with any degree of accuracy without delimiting the
of us imagine the medievals were preoccupied with otherworldly
sense with reference to the 'liberal arts'."2
pursuits with their heads in the clouds and of no earthly good, but
Situating the study of technology within the broader context of the
the truth is more nuanced. Unlike the ancient Gnostics, Christians
common arts also roots the notion of work within a Christian vision
have traditionally upheld the goodness of the material world. Ora
of nature. Work is then understood as teasing out the possibilities of
et labora, or "prayer and work" was a motto for the Christian
an abundance inherent in creation instead of presuming that nature
monastic orders. Thus many of the seeds for the seventeenth
is intrinsically hostile towards man and scarcity is the norm. The
century revolution in natural science were actually planted in the
common arts summon images of the technologies of Rivendell and
medieval period. According to the famous Cambridge and Harvard
Lothlorien instead of those of Isengard and Mordor. They resituate
mathematics professor A.N. Whitehead, "Faith in the possibility
work alongside wonder. While the medieval list of common arts
of science, generated antecedently to the development of modern
need not constrain the examination of later technologies such as
scientific theory, is an unconscious derivative from medieval
lens-grinding, steam engines, or even microchips, it does offer
theology." As it turns out Christian classical education has a robust
an instructive trajectory for them. Note
heritage which can inform our vision of
that one motivation for better optics and
In
contrast,
the
curiosity
aroused
by
the
science and technology.
lenses (hence microscopes and telescopes)
common arts is a curiosity more likely
to sustain investigation into the causes
Thus, a natural science curriculum rooted in
was to improve navigation, and the steam
of the phenomena which a student
a traditional approach would seek not only
engine was invented by those within the
encounters in high school natural science metallurgical tradition of the blacksmiths.
to cultivate the liberal arts but to esteem
classes such as biology, chemistry, and
the common arts as well. Since ars is the
Consider the transformational role
physics. The best way to teach students attention to a garden and a few farm
Latin translation of the Greek word techne,
innovation and invention is to provide
looking for the foundations of techne-ology
animals could have on the students'
them
a
context
wherein
it
is
realistic
led directly to the medieval common arts.
understanding of nature. Introducing
that they could innovate or invent. The the skills needed for the other common
The Liberal Arts Tradition: A Philosophy of
common arts provides such a context.
Christian Classical Education, co-written
arts such as spinning, weaving, and
by myself and Kevin Clark, describes how
sewing for tailoring; or pottery, millering,
all seven of the liberal arts, including the arts of language and the
and butchery for cooking; or tracking, archery, and trapping for
arts of mathematics, provide the tools of learning. Recapturing the
hunting provides extensive exposure to the details of physical
significance of these arts for contemporary education is of crucial
situations which then provoke wonder and curiosity about the
importance. In the twelfth century Hugh of St. Victor tried to
natural world. How might intelligent guidance of a student while
identify seven broad categories of human endeavor that, in addition
processing a chicken or cleaning a fish offer many insights? One
to the liberal arts, were important for a holistic education. While
can build a mobile foundry to melt aluminum for about $10, and
we have referred to these as the common arts (Lat. artes vulgares),
the contemporary maker subculture offers innumerable projects
they have alternately been called by Hugh of St. Victor and Thomas
for teachers to explore. Gaming, cell phones, and drones operate
Aquinas the mechanical arts or the servile arts. Whatever they
only by magic for students, and without forging on to electrical
are called, the common arts describe the skills needed by all men
engineering and computer science students will likely never uncover
for providing the basic necessities of life everywhere throughout
the inner workings of these. In contrast, the curiosity aroused by
the world since time immemorial. Hugh of St. Victor listed them
the common arts is a curiosity more likely to sustain investigation
thus: fabric-making, armament, commerce, agriculture, hunting,
into the causes of the phenomena which a student encounters in
medicine, and theatrics. Note that these common arts help man to
high school natural science classes such as biology, chemistry, and
provide food, clothes, shelter, and safety to his family or town.1 The
physics. The best way to teach students innovation and invention
is to provide them a context wherein it is realistic that they could
categories were meant to be broad summaries of diverse endeavors,
innovate or invent. The common arts provides such a context.
and thus fishing, for example, would have been subsumed by
the common art of hunting. The ancient Greeks and those who
By attending to the common arts and the trajectory they establish
emulated them would have looked down on these common arts as
the students might also develop an entirely new vision of the role
beneath the station of a well-born man. But during the medieval
techne (art) and technology play in a civilization. Consider the
period, the Renaissance, and the scientific revolution these activities,
20
lament of Professor James Taylor, author
of Poetic Knowledge, as he bemoaned the
plight of contemporary college students,
"an entire preindustrial culture was missing
from these students' experience, and in its
place was our familiar modern life, artificial
and insulated more and more from direct
experience with nature and reality."3 In
order to cultivate a proper vision of nature
and the role of human art and technology
within it, our natural science curriculum
should build from a basis in the common
arts as well as the liberal arts.
While many of these themes have been
woven into the grammar school curriculum
for years, identifying this strand of the
common arts has offered a trajectory
to connect the upper to the grammar.
Suturing cats in anatomy and building
radar in the engineering club may represent
the final stages of a Geneva trajectory
for common arts, but the second grade
mummification of chickens (within
the common art of medicine, perhaps?)
represents the beginning of that same
arc. Recognizing that how we work and
interact with the world is a reflection of
our Christian faith and deeply held values,
teachers can then also discuss with students
how each of these practices reflects visions
of reality and man's role working within
and alongside of nature. These common
arts are hands on and provide loci to
integrate science with history, literature, and
even the fine arts around sets of practices
that have been around for millennia. For
even Jesus built out of wood and fished for
his supper. Thus, it is not just the traditions
of our grandparents that we convey when
we teach our kids how to fish. We stock
their imaginations with the skills and the
metaphors that they may one day need
even to understand the Bible. How much
more insight does Jesus' promise to make
his disciples fishers of men hold for those
who have actually learned to fish. Perhaps
the old adage is truer than we imagined,
"Give a man a fish and you feed him for
a day, teach him to fish and you feed him
for a lifetime." Maybe teaching someone to
fish feeds more than just the body. If we see
clearly, perhaps it provides an opportunity
to feed the mind and soul as well, to weave
wisdom and worship into wonder and
work.
1. If Hugh's list is considered in its most
expansive scope then these common arts
including medicine, defense spending,
entertainment, and trade account for
more than 50% of the GDP of most
developed countries. Thus close attention
to the common arts would also provide
a robust foundation for understanding
economics.
2. Josef Pieper, Leisure the Basis of
Culture, Ignatius. 21
3. James S. Taylor, Poetic Knowledge
(Albany, NY: State Univ. of New York
Press, 1998), 149.
21
Eric, Gingie, and
James Yetter
ALUMNI NOTES
Gingie (Maynard) Yetter '04: After completing her undergraduate
education at Vanderbilt University in 2008, Gingie served with
International Justice Mission for a year in India. In 2010 she
married her husband Eric and in 2012 graduated from Vanderbilt
Law School. Since then she has worked in the corporate law arena
in Washington, DC, and currently in Nashville, TN. On February
26, 2016, they welcomed James Irwin Yetter into their family and
Gingie is loving her new role as a mom.
Rachel McDougall, Alison Epps, and
Noelle Hartman and their children
Rachel (Maynard) McDougall '06, Alison (Stevens) Epps '06,
and Noelle (Patton) Hartman '06, inseparable as students at TGS,
recently had a mini reunion. Here they are with their children
Shelton McDougall, Hadley June Epps, and Sawyer and Walter
Hartman.
Joel and Abbie
Versace
Forest, Fran, and
Felix Newark
Foster Lerner '07 earned a BS and MA degree from Baylor
University in 2011 and 2012, respectively, and is currently
studying to become an osteopathic physician at Nova Southeastern
University College of Osteopathic Medicine, located in Davie,
Florida. When asked what makes an osteopathic physician
distinctive from an MD, he responds that osteopathic medicine
historically emphasizes the unity of the human body, spirit
and mind, seeking an integrated approach to medical care.
The discipline offers physical alternatives and adjuncts to
pharmacological solutions, including osteopathic manipulation,
where possible. In pursuit of his DO degree, he has been doing his
clinical rotations at Florida Hospital East Orlando for the past year.
His goal is to be able to integrate his Christian faith with medicine,
to provide quality medical care for Christians and non-Christians as
a unique ministry for God in the world.
Abbie Beates '08 married Joel Versace on March 20, 2016, in
Jacksonville, FL surrounded by many friends and family. Abbie
graduated from Jacksonville University in 2012 with a BS in
Biology. After graduation, she joined the staff team of Campus
Outreach (a college ministry) at JU where she served for a year
and met Joel. She decided she was not done with being a student
just yet, and is currently pursuing her masters of speech-language
pathology at JU (she considers herself a forever dolphin!). After
graduation, she hopes to work as a pediatric speech-language
pathologist in a medical setting or rehabilitation hospital. Joel
serves and works with college students as a full-time staff member
of Campus Outreach at JU. During their free time (which is
a rarity these days), Abbie and Joel enjoy going to the beach,
spending time with friends and family, working on DIY projects
(trying to be more like Chip and Joanna Gaines), and teaching first
graders more about Jesus at their church. They are excited for what
is to come as a newlywed couple.
Fran (Cloke) Newark '08 and her husband Forest welcomed a
new addition to their family on November 30, 2015. Felix Bruce
Newark is now four months old and doing spectacularly. Fran took
22
Chris and Jodi Randazzo
Chris Randazzo '08 married Jodi Temple on January 1, 2016.
Chris and Jodi live just outside Atlanta, GA, where Chris works for
Boosterthon.
Drew West '08 is living in Orlando and attending New City PCA.
He recently started a new job with Red Rhino Leak Detection,
a Christian-owned company based in West Palm, FL, working
as a repair technician, fixing all manner of leaks in pools. After
graduating from Geneva, Drew spent a year at UNF in Jacksonville,
and then return to Orlando to finish his AA degree at Valencia
College.
Ryan Delk '09 recently took a new position as VP of growth and
business development at Omni (www.beomni.com) and also serves
on the advisory board of eight tech companies.
Greg and Rebecca Miller
Rebecca (Lopdrup) Miller '09 married Greg Miller on April 9,
2016. A graduate of the University of Virginia, Becky currently
works for Amazon as a product manager for Prime delivery
experience and Greg is a software development engineer also with
Amazon. Becky and Greg will return to their home in Seattle after
honeymooning in South Africa.
Taylor and Carly Heinsch
Michael Ikegami and Alexa Knowles
a new position in March as a senior clinical trial specialist and is
enjoying the added flexibility this position allows with a little one
to look after. Forest works as a music teacher in Durham Public
Schools and spends his free time fixing their ever-ailing vehicles. It
is a busy but full life with many blessings.
Taylor Heinsch '10 met his wife Carly while at University of
Northwestern–St. Paul. They were married on June 20, 2015.
Taylor and Carly are living in the Orlando area while Taylor works
toward an MDiv through the Antioch School of Church Planting
and Leadership Development and Celebration Community
Church. Carly teaches fourth grade in the Osceola Public School
District.
Rachel Lopdrup '11 majored in industrial design with a medical
device design sub-specialty from Auburn University, became a
researcher and medical illustrator for a top minimally invasive
spine surgeon, then moved to Boston where she worked first
for Harvard Medical School and then with Dr. Pomahac's
face transplant team at Brigham and Women's Hospital. She
is currently doing research and medical illustrations for Dr.
Pomahac, the first surgeon in the nation to do a full face
transplant. She will soon begin assisting the team on a series of
large animal surgeries testing a device they are developing to
prolong the life of transplant limbs. Rachel is also currently in
Harvard's health careers program taking classes to enable her to
pursue medical school.
Michael Ikegami '12 graduated from the University of Alabama
in December of 2015 with a BS in Electrical Engineering. He is
also newly engaged to Alexa Knowles (whom he met in the Geneva
Consortium Repertory Orchestra). After spending some time at
home with his family and fiancée, he moved to McKinney Texas
(in the Dallas–Fort Worth area) in March to work as an electrical
engineer with Raytheon Space and Airborne Systems.
23
Emily Walker
Lily Cloke '13 (currently in Lyon, France): What, you might ask,
is she doing in France? Yes, that's right, she has been in Lyon, a
marvelous city in the southeast of France, since January. Technically
a junior at Grove City College pursuing a double degree in biology
and French, Lily managed to free up enough space in the biology
sequence to spend the semester abroad discovering the richness of
the French language and culture. The French education system leaves
hardly any room for interdisciplinary studies, so when she tries to
explain to her new friends that she is in Lyon studying French, all
the while pursuing a double degree in biology and French in the
US, and, what's more, hoping to be a nurse, they stop trying to
understand and blame her foolishness on the fact that she is from
America. Lily, on the contrary, blames it on her Geneva education.
The love of learning instilled in her by her teachers and friends
at Geneva has lead her to discover God's goodness and truth
wherever she goes, whatever she studies. In August she will return to
Pennsylvania for her senior year at Grove City College.
Grace Andrews '15 recently accepted a position to work at Big Sur
State Park in California this summer. She will be working alongside
A Christian Ministry in the National Parks (ACMNP). She will be
helping lead weekly worship services for employees and visitors of
the park, as well as working at the park for the entire summer. Grace
is currently a freshman at Stetson University, majoring in applied
mathematics and minoring in Russian. This year she was inducted into
Добро Слово (the national Slavic honor society), and is also involved
in club volleyball, Fellowship of Christian Athletes, and Pi Phi.
24
Shannon Riley
Shannon Riley '13 can hardly believe she will soon be entering her
fourth and final year at Furman University. After much internal
debate and strife, Shannon finally settled into a health science
major and is currently pursuing a BA degree in hopes of continuing
her education in an occupational therapy graduate program. Her
eyes have been opened to the growing demands of healthcare and
Furman has provided her with ample opportunity to experience
firsthand an array of fields most suited to her passions and interests.
This year Shannon has served as vice president of public relations
for Delta Delta Delta. Another of her favorite activities is coaching
at Girls On The Run, Greenville. This is a non-profit program for
girls in third through eighth grade with the mission of inspiring
them to be joyful, healthy, and confident through an experiencebased curriculum which creatively integrates running. It has been
refreshing for Shannon to spend her afternoons off campus with a
different population, reliving the joys and drama of middle school.
Lily Cloke (second from
left in green) with her
language class in Lyon.
Grace Andrews
Emily Walker '12 is now a senior at Florida State University. She
will be graduating at the end of April with a degree in psychology.
During her four years at FSU she has been involved in Reformed
University Fellowship (RUF) and Cru. These have provided
wonderful community and discipleship opportunities. Since 2009,
Emily has been to China four times and she has felt called to go
back long-term ever since her first trip. This semester she learned
about an English school in Dalian, China, and has accepted a job
there. At the end of May she will be moving to Dalian to teach
students ages two through eighteen. While there, she will continue
to pursue her study of the Chinese language as well as make friends
with college students at nearby universities.
Hello Geneva Community!
We are coming down to the wire here in the college counseling quarters as students have
until May 1 to make their decision. Our college recognition lunch is scheduled for Tuesday,
May 3. On this day our seniors will wear a t-shirt from the school they have chosen to attend
and will enjoy a special lunch. This year, faculty and staff are encouraged to join in on the
fun by representing their alma mater donning a t-shirt as well!
It was great visiting with Luke and Gabriel Pederson, Emma Sloan, and Kristen Gray in
late March at Baylor University. It is a blessing to see how our students continue to grow in
their faith and education after Geneva. After taking part in the inaugural Baylor Counselor
Experience I can certainly see why this has been one of the top schools on our students' lists
in recent years. You get a private, Christian education and a Division 1 athletic experience on
a beautiful campus with 15,000 students, and more than 140 majors to choose from. As long
as you are okay with the distance to Waco, Texas, it may be a school that is worth checking
out.
COLLEGE
COUNSELING
Corner
Scott Thigpen
sthigpen@genevaschool.org
321-422-0213
This year we have learned of and navigated through a couple of large changes in the college
admission process: the new PSAT and SAT, and the Free Application for Federal Student
Aid (FAFSA). And since change is the only thing that is constant, allow me to tell you
about another shift in the world of college applications that is on the horizon. There is a
new application platform called the Coalition for Access, Affordability, and Success that
is scheduled to open at the end of this month. It presently has more than ninety member
schools and is sure to add more. This list includes all Ivies, as well as many of the higher
selective schools in the nation such as Vanderbilt and Stanford University. You will also
find public schools on the list such as the University of Florida, University of Georgia, and
Clemson University. There are several criteria for membership. Public schools must have at
least a seventy percent six-year graduation rate. Public universities must have affordable instate tuition for residents of their state, and private schools must have a commitment to meet
the full, demonstrated financial need of admitted domestic students. The overarching goal of
this new platform is to improve the college application process for all students. It aims to do
this by streamlining the admission and financial aid processes, and allow students to begin
planning for college much earlier in their high school years.
The Coalition may very well represent a shift in higher education where no longer will the
application process be something you do in your senior year. The application may comprise
several different things that a student posts throughout their four years in high school—
possibly similar to a social media account that students begin as early as their freshman year.
Much is yet to be determined and no one at this time can predict the success and usability of
this new platform. You can check it all out for yourself at www.coalitionforcollegeaccess.org.
On a similar note the Common Application, which is comprised of nearly seven hundred
member schools, has created a Common Application Roll-Over Account. No longer does
a rising senior have to wait until August 1 to begin filling out their application. It will be
interesting to see in the ensuing months, and even years, if the shift continues to move
toward allowing students to begin the application process earlier and earlier. Rest assured that
I will be ahead of this process as I guide our families into doing what is best for our students.
That is all I have for now. Thanks for spending time with me on the college counseling corner!
Sincerely,
25
Human
Freedom
and
Responsibility
(PART 2)
Dr. Michael Beates, Dean of Students
I
n the last issue of The Courier, we discussed the sovereignty of
God: his control and providential care of all that happens. In
this issue we discuss the flip side of the coin as it were: human
freedom and responsibility.
We affirm the sovereign rule of God. But
as humans (and especially, I would say, as
Americans), we cherish the concept of free
will and freedom of choice. But if we are free
beings, then we must ask, "Can God be truly
sovereign?" The Scriptures (and the Church
through the centuries) affirm that God is
absolutely sovereign, but mysteriously has
allowed those made in his image to be free
agents who live and move within his sovereign
plan. As such, while his plan cannot be changed
or challenged by any human mind or power,
still we remain responsible for the choices we
make. In that sense we are free beings—free
to move within the realm of his sovereign will and care for
us. However, we are only free to act within our nature; such
nature, due to being sinful, becomes the root of our problem
as we neglect God's soveriegn decrees and purposes for us. This
tension has always been a source of wonder, encouragement,
discouragement, angst, or anger depending on the disposition of
the person contemplating. One interesting cultural attempt at
solving this is seen in the movie The Adjustment Bureau, where
angels who work for "the boss" constantly need to "adjust" a plan
book depending upon how humans work in concert with—or
break out from—"the boss's" plan.
26
Human Responsibility in the Natural Realm
Genesis 1 teaches that as people made in God's image, we have
profound responsibility as stewards on this earth. God has made
us with the ability to
reflect and to choose
how we will interact
with his created order.
God has given us the
earth to enjoy and to
manage, not as owners
but as stewards. We
are keepers of this
vineyard until the true
owner returns. We will
be judged as faithful
stewards or unfaithful
stewards depending on
our free decisions (see
the parables of Jesus such as the parable of the talents in Matt.
25:14–20 and the parable of the dishonest manager in Luke
16:1–13, etc.).
Understanding this responsibility has implication in every
realm of life: environmental, political, social, technological, and
certainly in relational and spiritual realms. History is replete with
examples (beginning with the simple ability to control fire or
invent the wheel to the latest breakthroughs in molecular biotechnology or space exploration) of how human decisions reflect
our willingness or unwillingness to follow God's command to
exercise dominion over the earth. But we are not autonomous
beings. Though Christians may disagree on issues of politics or
environmental stewardship, our primary motivation in all these
areas must be to glorify God in the created realm and seek (as
best we can in a fallen world) to honor him in our efforts.
Human Responsibility in the Spiritual Realm
When we turn to the spiritual realm, the question arises: If God
is absolutely sovereign, to what degree can humans be free and
responsible for their actions? John Frame, in his book The Doctrine
of God, gets to the heart of things when he writes: "we must
face the fact that our decisions are not independent of God, and
therefore our definition of freedom must somehow be consistent
with God's sovereignty over the human will" (p. 62). A. W. Tozer
articulates some aspect of this tension when he writes, "Man's will
is free because God is sovereign. A God less than sovereign could
not bestow moral freedom upon his creatures. He would be afraid
to do so" (Knowledge of the Holy, p. 118).
The Westminster Confession
of Faith says: "Although, in
relation to the foreknowledge and
decree of God, the first cause, all
things come to pass immutably,
and infallibly; yet, by the same
providence, he orders them to fall
out, according to the nature of
second causes, either necessarily,
freely, or contingently" (WCF
V.II). Westminster recognizes God
as the first cause, but also that he
gives humans freedom of thought
and action for which we are
responsible. We are reminded that
with his human freedom, Adam chose sin. Therefore we live with
the effects of the fall. Augustine articulated helpful categories in
this respect. He said that mankind lives in four categories. Prior
to the fall we were "able to sin"; after the fall we are "not able not
to sin"; in our redeemed state, we are "able not to sin"; and we
look forward to glory wherein we will "not be able to sin."
In Job, for example, God held Satan on a tight leash, allowing
him only so much power. The raiding hordes who stole and killed
were free agents, responsible for their own wickedness. When we
sin, we do so willfully and freely and we bear the consequences.
But as Joseph told his brothers, "Do not fear, for am I in the
place of God? As for you, you meant evil against me, but God
meant it for good, to bring it about that many people should be
kept alive, as they are today" (Gen. 50:19–20).
In a positive manner, God gives the church great responsibility
to build his kingdom. In the Great Commission (Matt.
28:18–20), we received the charge as God's agents to bring
good news to the nations. So Paul can say that though we are
like "clay jars" (2 Cor. 4:7) and ambassadors (2 Cor. 5:20),
the message of redemption is his, but he has given to us the
responsibility to speak this message of deliverance, salvation,
and redemption in Christ.
Responsibility and Culpability
Those who respond, by God's grace, to the gospel and are
adopted by God as children, are not free from responsibility or
culpability. Though we live under grace in the new covenant, this
grace must be balanced with the understanding that as free beings
we still (to some degree) reap what we sow. Though our works
cannot earn our salvation, nor as children of God can our works
cancel his divine saving work in Christ, yet our actions have
consequences. The foundation is Christ alone (1 Cor. 3:10–15).
But building on this foundation, our works may be found to be
solid and precious (surviving judgment) or our works may be
weak and temporal (consumed in judgment even if we are saved).
And all our deeds which survive do so to the praise of God who
enables us by his Spirit to perform such works. So Paul prays that
believers would be found to "be pure and blameless for the day of
Christ, filled with the fruit of righteousness that comes through
Jesus Christ, to the glory and praise of God" (Phil. 1:10–11).
Resolving the Tension
Both sides of this sovereignty–
responsibility tension are seen
in numerous places throughout
Scripture. But nowhere is this
perhaps more clear than in Peter's
sermon at Pentecost when he
said, "This Jesus, delivered up
according to the definite plan
and foreknowledge of God, you
crucified and killed by the hands
of lawless men" (Acts 2:23). The
death of Christ was according to
God's plan and foreknowledge. Yet,
Peter says "you crucified" him, and guilt is also laid on the hands
of lawless men.
In conclusion, D.A. Carson ties together the mystery of divine
sovereignty and human responsibility saying, "… the absoluteness
of divine sovereignty and the reality of human responsibility meet
in the human obligation to acknowledge divine sovereignty with
grateful humility" (Divine Sovereignty & Human Responsibility, p.
32). And again he says, the teaching of the Bible:
… maximizes human responsibility while simultaneously
abolishing merit theology. It maximizes God's sovereignty
in salvation history and in election while simultaneously
demanding that men believe. And it [the New Testament and
the Gospel of John in particular] presents Jesus as the final
demonstration of the way divine predestination and human
freedom under God are joined, not set antithetically against
each other (p. 219).
T
here is a level of mystery here. But let us remember Paul's
words: "Therefore, my beloved, as you have always obeyed,
so now, not only as in my presence but much more in my
absence, work out your own salvation with fear and trembling,
for it is God who works in you, both to will and to work for his
good pleasure" (Phil. 2:12–13).
27
The Geneva School
2025 State Road 436
Winter Park, FL 32792
rhetoric spring
concert
Featuring the music of the Rhetoric
Chamber Choir, Rhetoric Chamber
Orchestra, and Repertory Orchestra
Monday, April 25 , 7 pm
Redeemer Lutheran Church
(3377 Aloma Avenue, Winter Park)
grammar school
spring concert
Free Admission: Please bring nonperishable food items for the church's
food pantry.
Featuring grades 3–6, String Explorers,
and Philharmonia Orchestra
Thursday, May 19, 6:30 pm
TGS Gymnasium
Free Admission: Overflow parking is
available at the doctors office complex
next to the school.
The Geneva School • 2025 SR 436 • Winter Park, FL 32792
407-332-6363 • www.genevaschool.org