January 25, 2013 - The Geneva School

THE COURIER
THE GENEVA
SCHOOL
NEWSLETTER
JANUARY 25, 2013
Celebrate
The Geneva School’s
Roaring 20th Anniversary
An Auction Benefitting Geneva Students
Saturday, March 9, 2013, 5:45 pm
JEANS & JEREMIAH’S COMPETITION
The annual auction is the single largest fund-raising event in the
life of the school. The proceeds support the annual fund, which
provides critical resources to cover the difference between the
annual operating costs and tuition income. In other words, the
success of the auction and the annual fund help ensure that each
of the 460 students will continue receiving a distinctive, firmly
grounded, Christian classical education that prepares them academically for future studies.
A successful auction must have “prizes for everyone.” So, the
Jeans & Jeremiah’s competition is in full swing! What can you
do for Jeans & Jeremiah’s?
• Think of places where you spend money every day or even
just occasionally—dry cleaners, car wash, lawn service, restaurants, family outings, hotels, gift shops, clothing, salons,
home maintenance, and the list can go on and on!
• Ask those places for a donation. We have a great story
to tell them! We have 350 guests who raise, on average,
$170,000. Businesses would love to market to this group!
• Purchase a gift certificate or items that you know others
will want to buy and donate those to the auction. We can
group things together to make a lovely basket.
Here is a list of suggestions that may help as you think about an
item or items that you can donate or secure from someone you
know.
Family Favorites
• Games, books, outdoor play items, sports equipment,
movies, toys, or a playhouse
• Restaurant gift certificates
• Services such as home repair, interior design,
landscaping, photography, organization/cleaning, party
planning, graphic design, or painting
• Lessons for activities such as piano, art, golf, horseback
riding, violin, drama, karate, etc.
• Gift certificates to your favorite places to shop for
clothes or gifts
Experiences/Vacations
• Fishing trips, scuba trips
• A cruise, a sailboat trip
• Vacation home in the mountains? Near water? Out
west? Up north?
• Tickets to concerts, sporting events, or plays
• Catering services
• Spa packages, haircuts, wellness services
• A dinner with … ?
• Hotel, bed & breakfast
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• Transportation such as airlines miles, airline tickets,
private plane, or limousine/car service
• A ride in a helicopter, on a blimp, or in a hot-air
balloon
Treasures
• Antiques, silver, collectibles, china
• Signed memorabilia: sporting, historical, one of kind,
or musical
• Artwork: oil paintings, sculptures, glass, or watercolor
• Jewelry
• Instruments
Wine
• Wine valued over $20 a bottle for the wine wall
• Wine valued less than $20 for the tables
If you do not ask, the answer is always no.
It is amazing how many businesses and individual service
providers are willing to make a donation if asked. Please think
of items that you would like to bid on and ask someone for
just that!
Become an Auction Sponsor!
Sponsoring the annual auction directly supports our students. Sponsorships provide critical dollars for financial aid
and student programming. Simply stated, sponsorships impact the life of a student and their Geneva experience.
If you would like to become an auction sponsor, RSVP to the auction and indicate which level of sponsorship you
would like to purchase. Details of each sponsorship package are given below. If you have any questions, please contact Katie Deatherage.
$10,000 “The Chrysler” Sponsorship
• Table for 10
• Premier table placement
• Your table’s own Geneva birthday cake (choice of
flavors)
• Full-page advertisement in the evening program
• Recognition on the Geneva website
• Personal runner for priority checkout
• Scrolling logo on the BidPal iPod Touch bidding device
$5,000 “The Imagineer” Sponsorship
•
•
•
•
•
•
•
Table for 10
Premier table placement
Your table’s own Geneva birthday cake
Half-page advertisement in the evening program
Recognition on the Geneva website
Personal runner for priority checkout
Scrolling logo on the BidPal iPod Touch bidding device
$2,500 “The Puttin’ on the Ritz” Sponsorship
•
•
•
•
•
Table for 10
Premier table placement
Your table’s own Geneva birthday cake
Half-page advertisement in the evening program
Scrolling logo on the BidPal iPod Touch bidding device
$2,500 “All That Jazz” Sponsorship
• Two tickets to the auction
• Logo on the volunteer t-shirts or on a canvas tote
bag that every guest will receive
• Half-page advertisement in the evening program
• Recognition on Geneva website
$1,000 “The Charleston” Sponsorship
•
•
•
•
Table for 10
Your table’s own Geneva birthday cake
Quarter-page advertisement in evening program
Recognition on the Geneva website
Page 3
Everyone can make a donation
20th
• Do you have a gift certificate that you could donate?
• Could you ask a restaurant or store for a gift certificate or gift basket?
• Do you sew, bake, grow wonderful roses, or have
any other creative talent that could be turned into a
donation? Get creative.
• Do you have tickets to any sporting events?
• Do you have a condo or vacation home?
• Could you or someone you know donate a service,
merchandise, wine, or an experience ? Ask them.
• Do you know any generous people you could bring as
guests to the auction? Invite them.
ADVERTISE IN THE AUCTION PROGRAM
FULL PAGE
7.5 x 10
$300
HALF PAGE
7.5 x 4.75
$200
QUARTER PAGE
3.5 x 4.75
$100
BUSINESS CARD
3.5 x 2.25
$50
Ads can either be submitted “camera ready” (300 dpi jpg or high resolution pdf ) or you may submit photographs
and text with instructions. All photographs must be high resolution digital images (300 dpi).
Download the ad form from the website
www.genevaschool.org/auction
FOR ALL YOUR AUCTION NEEDS,
GO TO THE WEBSITE:
• Auction 2013 RSVP: It couldn’t be easier—RVSP to the auction
online and pay either by credit card or check.
• Auction 2013 catalog: Take a peek! Explore all the items available
at the auction. This page will be updated daily.
• Donate to the uuction: The auction is a community venture and
depends on everyone securing donations. Donation ieas and the
donation form can be found here.
• Jeans and Jeremiah’s competition: All the rules for this schoolwide competition are given here.
• Ads and Sponsorships: Market to a great audience: 350 guests
from TGS and the Orlando community will be there. See what
advertising and sponsorship options are available.
• Bidding with BidPal: Bid with an iPod Touch bidding device this
year. Watch a short instructional video.
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AUCTION
2013
CATALOG
OF ITEMS
AUCTION
2013
RSVP
Memories from the Early Days of TGS
By Robert Ingram
Dr. R. C. Sproul is President of the Ligonier Academy of Biblical and Theological Studies, and founder and chairman of Ligonier Ministries. Additionally, he is the minister of preaching
and teaching at St. Andrews Church in Sanford, Florida. His
radio ministry, Renewing Your Mind, is heard daily across the
country, and he is the author of over 80 books, 300 lectures
series, and 80 video series. His teaching career spans 50 years,
and he has taught at numerous seminaries including both
the Orlando and Jackson campuses of Reformed Theological
Seminary.
RC and his wife Vesta were two of the founding board
members of The Geneva School in 1993.
Bob Ingram (laughing): RC, tell me again, why did we start
The Geneva School twenty years ago?
RC Sproul: I can remember going down to CNL with you,
Jim Seneff, and some other folks to Jim’s strategic planning
center. We were brain-storming together about the needs for
the Orlando area—within the same theologically Reformed
tradition we needed a seminary, college, and Christian school.
That meeting at CNL occurred right about the same time that
you, Laura Grace Alexander, and I were doing some research
at Ligonier Ministries on educational practices. As part of that
research we were reading Doug Wilson’s book on Christian
classical education entitled Recovering the Lost Tools of Learning: An Approach to Distinctively Christian Education. We were
excited about the prospect of a Christian classical school, so
we decided to go ahead and start one. The original board
members were Vesta (Sproul) and I, Marjean (Ingram) and
you, Marlin and Laurie Detweiler, Laura Grace Alexander,
and Mike and Barb Malone.
Bob: Yes, I remember that a number of us were reading Doug’s
book that spring. I suggested that we have a Memorial Day
picnic at the Detweilers where we could talk about it. No one
gathered for that picnic dinner with any idea that it would
result in the formation of a new school. We were simply going
to enjoy a great conversation. Yet, by the end of the evening we
had constituted ourselves as the board of The Geneva School!
How’s that for entrepreneurial leadership! The next morning
we all scattered with a to-do-list and 90 days later we opened
in September 1993 with 34 students. I wouldn’t counsel anyone to do that again!
RC: If you are asking about me personally—why I wanted to
help start Geneva—it really goes back to when our kids were
little and we were still living in Pennsylvania. We took our kids
to Washington, DC for a couple of days so they could see the
historic sights. We went to all the normal places—the Capitol,
the Whitehouse, Ford’s Theater. Then we went to the National
Archives which is in the shape of a rotunda. In one portion
is the original Constitution of the United States and directly
opposite is the Declaration of Independence. There are also
cabinets around the rotunda that contain other less-significant
documents, including several letters of correspondence from
the Founding Fathers. There were quite a few people in there
and I was walking around reading all these things. I was struck
when I realized that most of these men were not educated in
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the leading European universities. Instead they were taught
here in the colonies and yet their literary composition and
strength of argumentation was extraordinary. Not only was it
precise and articulate but there was a lyrical quality to it that I
had not seen anywhere before. It reminded me of the philosophers and theologians of the 15th and 16th centuries. When I
read these men who were educated in one-room schoolhouses
in colonial America, it made a huge impact on me. Very shortly thereafter I read Dorothy L. Sayers’ essay, “The Lost Tools
of Learning,” in which she gives an historical survey of the
methodology of a liberal arts education involving the trivium
and quadrivium and the impact of pragmatism in the United
States, particularly under Peirce and Dewey. The whole structure of education had been changed by these modern and progressive pragmatists. A few years later, we were reading Doug
Wilson’s book. He had had the same epiphany about the crisis
in education as I had, but he did something about it rather
than just lamenting it.
According to the Christian liberal arts tradition, we believe
that human nature is constant, fallen, and redeemable through
the work of Christ. People are people in every time, place, and
culture. What this means is that wisdom gained three thousand years ago is relevant to us today. Educational methods
which brought forth great civilizations, cultures, faith, and the
arts in centuries past are still valid methods today. Education
must preserve and transmit our Western heritage unto the
next generation. The constancy of human nature validates the
continuing methods Geneva is using as a Christian classical
school.
You have heard me tell the story of when our eldest child went
to school. At the open house about six weeks into the semester
the principal very meticulously described the purpose and reason for every aspect of the curriculum. I asked the questions,
“What criteria do you use to determine which specific purposes you select? What is the ultimate purpose that drives your
selection? In other words, what kind of child are you trying to
produce and why?” The man’s face turned
white and then went beet red—he admitThe constancy
ted he had never been asked that question
before and frankly did not know the anof human nature
swer to my question. His confusion terrivalidates the
fied me. We have all these purposes with
no Purpose. But what we have in classical
continuing methods
education is a very well thought-out idea
Geneva is using as a
of how to develop human thinking, huChristian school.
man behavior, and human insight. That
is why I absolutely love it and never stop
recommending The Geneva School.
Bob: Last spring I went to Williamsburg
with our fifth grade class. While we were
touring Monticello, a number of the exhibits had plaques that said, “Thomas
Jefferson was the product of a classical
education, therefore.…” Our students
saw this and it was a wonderful external
validation of what we are doing in our
Geneva classrooms. Our tour guide proceeded to lament that the classical education that produced men like Jefferson,
Adams, Franklin, and Washington was
no longer available to students today. RC, you should have
been there to see and hear how our students told her about
their education at Geneva!
Were we crazy to attempt to reconstruct a model of education
that had been dormant, if not extinct, for so long considering
the progressive nature of public education and most private
schools?
RC: On the surface it might appear as ridiculous and crazy.
However, the wisdom of a folly is demonstrated by its consequences. I think the best answer to that question is history which has shown that we were not crazy at all. When we
started the Ligioner Valley Study Center in the Pennsylvania
mountains in 1971 that seemed to me to be a crazy venture,
too. I thought we would have very little opportunity to make
an impact, but we had something new and different and we
were meeting people where they needed it. In 1993, there was
already a disenchantment of the educational establishment in
America—people knew that something was wrong. Classical
education has a proven track record of centuries, even though
the learning environment has changed radically since the classical era, the Middle Ages, the Renaissance, and even the 18th
century. However, the constituent nature of human beings
has not changed.
Page 6
Bob: The point that you are making is one that we talk about
a lot—every pedagogy presupposes an anthropology. That is
to say, every differing understanding of who people are will result in specific educational goals and methodologies to achieve
those goals. With Dewey’s pragmatism, if we want to engineer
strictly social outcomes of good citizens, then the curricular
goals of public education are designed for that purpose. If
we think that people are primarily economic cogs in a machine and we need laborers to fill slots in manufacturing and
businesses, then we are going to educate children to be good
workers. If our vision of the future is globalism, we educate to
support that concept. At Geneva, our understanding of man
being made in the image of God results in a curriculum that
promotes virtuous scholarship and human flourishing. That is
the issue behind the questions you asked the principal, right?
I remember the theme of the talks that you used to make in
promotion of TGS, that people have despaired about having
a good Christian education—that is, rigorous academic study
combined with a truly Christian understanding of faith and
practice. Most people concluded they had to settle for one or
the other and it was impossible to find both. Does Christian
classical education hold out more promise that these two can
be brought together successfully?
RC: Absolutely! I remember I used to hear people say you
could get a good education or you could get a Christian education. The perception was that Christian schools offered a
third-rate education with a spiritual halo over it. People were
sheltered from moral difficulties that they might find in the
public school, but the education was inadequate. That was
the conclusion most people drew, but it certainly didn’t mean
it had to be that way. What you have at Geneva is, in my
opinion, the marriage of sound theological practice and sound
pedagogy.
has been eradicated now. So many parents don’t realize that
massive changes have occurred with the secularization of education. I know it is a burden economically to put children in
a private school, and particularly when the private schools are
not that great in some cases. But this is again why I love The
Geneva School. It is worth that sacrifice. What I say to parents
is if it means selling your house, get your kids in there.
Bob: As a pastor, undoubtedly the question is asked of you,
“How should I educate my children?” What do you say to
parents who are seeking wisdom concerning how they should
raise their children?
RC: I remember we had board meetings several times a month
at first. I remember pizza for dinner at every one of those
board meetings. We ate a lot of pizza! I remember trying to fix
up that original building on 17/92 in Maitland [that has since
been demolished]. All that blue paint! I remember my own
grandchildren attending Geneva; I remember making hundreds of decisions at every level of concern; I remember the
enthusiasm of faculty, students, and parents. I remember how
hopeful we all were that “right now counts forever.”
RC: When you and I were kids there was such a close relationship between the community, the family, and the public
schools. Our Sunday school teachers were our school teachers. There was no politically correct agenda; progressive methods were not nearly as pervasive; educational standards were
higher; and you could entrust your children into the care of
teachers and administrators. It was a healthy environment.
But unfortunately that is not the way it is now. When we were
kids back in the 1950s, public education still retained some
of the values and benefits of its classical roots. Sadly all of that
Bob: We have actually had that happen. Do you have any
funny memories from twenty years ago?
Bob: You are right about the amount of time we spent in meetings in those first few years. It was overwhelming. It seemed as
if we should have been able to start a small country, let alone
a new school.
If you were to envision what a Geneva School graduate might
look like or be able to do, what
would your hopes and aspirations be?
RC: This might not make a lot
of sense to some people, but I
envision them as junior grade
Gordon Clarks. [Dr. Gordon
Clark was an American philosopher and theologian who
died in 1985.] One of the
finest books I have ever read
is his book Christian View of
Men and Things. He spells out
a Christian view of history, a
Christian view of philosophy,
a Christian view of economics, a Christian view of science, etc. I see these graduates
coming out with a context for
learning. When I was a freshman in college I declared myself a history major and took a
history and civilization course
looking at the span of history
from the ancient Egyptians
to modern times. I quickly
realized I had no structure in
which to understand history. It
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was all just facts to me and I was completely lost. I changed
my major to philosophy and after a while I was able to go
back and take some history courses, this time with a framework for understanding. In classical education, students are
given the framework for learning for their whole lives—not
just the next four years of college. However, they will be so far
ahead of the game going into college.
Bob: This is so true. I am reminded that the plural of anecdote is data—everybody has one good story, but do you have
enough of them to plot a convincing trajectory that such stories are normative? It is not universally true, but anecdotally it
is sometimes the case that freshmen students come back during
their fall break or at Christmas with stories of how they are so
well prepared to lead study groups and to tackle the content
they have been given. They recall classes they had at Geneva
taught by faculty with doctorates, and by contrast how few of
their freshman courses at college were taught by Ph.D.’s. They
have the context to make sense of what they are learning and
feel like they have an advantage over other students.
The school can’t be thought of separate from the church in
preparing young people to be leaders in their local churches.
We are not simply sending individual Christians off to college
to do their thing. There is a kingdom perspective to what we
are doing. How can a Christian classical school be a benefit to
the church? We don’t just want more intellectually bright kids
going out into the work place—we want mature Christians
engaging the marketplace and leading in ministry endeavors
through their local church.
RC: The church needs people who have a grasp of history and
a Christian world view. Our churches have suffered from a lack
of understanding of who God is. We need people who can be
agents of growth and ignite a reformation within the church—
people who have a deep understanding of the things of God.
When we started Ligonier Ministries we wanted to equip people for ministry and to raise up people who could help the
church be the church. We wanted to produce people who had a
grasp of the good, the true, and the beautiful as well as of faith,
hope, and love. We wanted people who had a grasp of church
history so that we are not doomed to repeat the same errors our
forefathers have made. In many respects what Geneva is doing
is closely related to what we have been doing at Ligonier for 42
years, only for more of an adult constituency. Don’t let Geneva
grow weary in that well-doing!
Bob: We are energetically pursuing that. Any final thoughts?
RC: We miss our involvement with The Geneva School and we
are so proud of where it is today.
From 1986–1995 Bob Ingram was the senior vice-president of
Ligonier Ministries. His friendship with RC dates back to 1971
when he was a sophomore in college.
Page 8
TGS Business
Directory
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Geneva community by submitting a listing
to the new TGS business directory.
Look on the
Support TGS tab on the website.
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schedules, rosters, directions, and
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ANNUAL FUND UPDATE
Dear Geneva community,
Education is enculturation—the breathing of the soul of
one generation into the soul of the next.
G.K. Chesterton
Education is much like gardening or athletics. It requires inspiration,
perspiration, and utilization of resources. In order to flourish, the
daily work of planting, tending, weeding, watering, pruning, and
fertilizing must all occur. Likewise, Geneva uses a detailed strategic
plan where many people pour out their talents daily to create an
environment in which our students have opportunities to grow and
flourish.
As you may know, tuition each year covers about 83% of the cost
to run the school. The remainder—just under one million dollars
this year—must be raised through ongoing fundraising efforts.
With these funds, we are able to recruit and retain an exceptionally
credentialed faculty, further develop a competitive sports program,
offer co-curricular opportunities for a range of student talents, and
have a socioeconomically diverse student body through much-needed
scholarship assistance.
Please consider supporting Geneva (even over and above the tuition
you may already be paying) by making a gift this year. Your gift bears
significance as Geneva’s development office and board of governors
seek financial support from beyond the school families.
Generosity is contagious. When Geneva can show foundations and
corporations that our families not only think Geneva is worthy of
support but have actually made a gift, they are more likely to give
of their time and treasure. Your participation in the Annual Fund
matters, and every gift counts!
Thank you for considering how you might come alongside Geneva in
this very tangible and critically important way. We are deeply grateful
for your partnership with us.
With a thankful heart,
Funds left to
raise by June 30
Funds pledged
to the annual
fund
Funds we hope
to raise at the
auction
Funds raised
through SALT
... A Geneva
Serveathon
Funds donated
to annual fund
since July
If you would like to make a gift that will ensure that our students
continue receiving this distinctive education, please go to
www. genevaschool.org/donate
You may also call Katie Deatherage at 407-332-6363 ext. 220.
Page 9
The Aeneid—A Capstone Endeavor
By Jeremiah Forshey
Virgil’s Aeneid has long been considered a capstone work in a
student’s high school education. In many ways, this classical epic
is perfectly suited to that position. The Aeneid is a story about
growing up, about leaving the familiar to establish something
new, about accepting responsibilities even when they run counter to our most powerful desires, about undertaking a painful
and difficult journey to fulfill a higher calling. Writing about
the Aeneid in his preface to Paradise Lost, C. S. Lewis said that no
one “who has read it with full perception remains an adolescent.”
for mercy. This has led some to say that Aeneas fails his father’s
charge, and therefore they read the story as the tragedy of a merciful man changed by a pitiless world of conflict. Keller disputes
this reading, arguing instead that, though Aeneas is a man with
a fitting reluctance for war, he had only one way to secure peace:
“In killing Turnus he ends the war with the Latins,” Keller concludes. “He brings peace with the end of his sword.”
Sarah Brodrecht argues that though critical attention has focused
on the pietas of Aeneas, Dido too was a woman who powerfully
felt her duties and obligations. Though she fails in one significant
way (breaking a vow to her dead husband never to love again),
her single failure does not change the fact that she is “also marked
by pietas,” and indeed Aeneas and Dido found each other attractive precisely for that shared trait.
So I was pleased to read the Aeneid with the senior English class
this year. The discussions that came out of that experience were
thoughtful and invigorating, and the student papers were particularly good. The seniors displayed a receptivity to Virgil, sensitivity to his story, and facility with academic
argument that speaks highly of their efWriting about the Aeneid in
fort, ability, and education. Sometimes it
is nice to be reminded of the goal that we
his preface to Paradise Lost,
as parents, teachers, administrators, and
C. S. Lewis said that no
supporters are striving towards. I would
one “who has read it with
like to present to you four student essays
full perception remains an
that represent one part of that goal.
Lily Cloke’s essay reads the Aeneid as a
myth infused with Christian significance. There is a long tradition of allegorical readings of the Aeneid. It is, after
all, the journey of a faithful man called
out from the wreckage of his former life
toward a kingdom that is promised and
adolescent.”
Before you read the papers, I should disfated but must still be worked towards
cuss a Latin term that will come up often.
hardships. Though Lily shows
A link to the student essays through
Virgil describes Aeneas as “a man marked
her awareness of this tradition, she discan be found on the home tinguishes between allegory and myth
by pietas.” Pietas is the Latin root of our
words pity and piety, but as Mr. DeGroot
page carousel of the website. as C. S. Lewis understood it in his essay
told the class, it means far more than
“Myth Became Fact.” Lily reads the Ae“spiritual feelings” (as we often underneid as a myth that has spiritual applicastand—or perhaps misunderstand—piety today). In fact, pietas
tions for the Christian because of its participation in timeless
describes not primarily emotions but actions. Mr. Degroot despiritual truths.
fined it as “dutiful conduct toward those whom one owes obligaLike Keller, Jordan Stewart addresses the question of whether
tions, especially the gods, one’s country, and one’s family.” The
slaying Turnus represents a failure of Aeneas. Jordan is particuterm came up again and again in our discussions: What does it
larly concerned with whether Aeneas fails his much-lauded pimean to be a man marked by pietas? In what ways does Aeneas
etas, and he disputes critic W. R. Johnson’s argument that he does
show himself to be such a man? Does he ever fail that pietas?
and that the Aeneid should therefore be read as the tragic failure
Those questions, and sometimes their application to our own
of a good man. Jordan examines the uses of the word pietas to
lives, recurred frequently in class discussion and student writing.
argue that Johnson reaches his conclusion only because he misMany students’ essays were quite good, but these four were parinterprets pietas as “compassion” when it is better understood as
ticularly noteworthy. I will briefly summarize them here and endutiful conduct. Jordan also addresses a counterargument—that
courage you to read on the school website those that catch your
Virgil describes Aeneas as “blazing with fury” when he kills Turinterest.
nus, a phrase seeming to suggest that a moment’s passion had
mastered all other considerations—with an insightful applicaKeller Bright addresses a question of some debate among critics:
tion of Dantean thought.
whether Aeneas failed the charge that his father laid upon him
“to pacify, to impose rule of law, / to spare the conquered, battle
These four essays show our seniors at their best. I highly recdown the proud” (Fitzgerald 6.1153-4). Aeneas’s final act in the
ommend them both as interesting in their own right and as exlast lines of the story is to kill Turnus, the leader of the enemy
amples of the kind of virtuous scholarship The Geneva School is
forces, even after the man had surrendered and was pleading
trying to foster.
Page 10
Touring Cathedrals
By Trisha Detrick
As fourth graders delve into medieval history, they learn not only about historical events and famous people, but they also learn about the culture of the age.
They listen to the music of the period, discuss the evolution of languages in different areas, and partake in the beauty of each era through the study of art and
architecture. By January, these nine and ten year olds have studied Byzantine
architecture of Justinian the Great, Romanesque architecture of Charlemagne,
and the splendid symbolism embraced in Gothic architecture. Impressive as this
is, simple knowledge of such things is not the goal of learning at The Geneva
School. The goal is to stir the souls of our students to see the majesty of God in
all things. Therefore, head knowledge is not enough. Students must experience
our studies on a personal level to fully engage their minds, bodies, and souls.
To accomplish this, the fourth grade classes venture out each January to tour
churches in downtown Orlando and discover remnants of these three architectural styles in our own backyard. As we tour the Cathedral Church of St. Luke,
St. James Cathedral, and St. George Orthodox Church, students see a wide
variety of architectural elements and are moved by the beauty and purposeful
design of these three churches. Their understanding of medieval architecture
becomes more than head knowledge as the beauty of these churches resonates
in their souls. A piece of them is changed as they return to school and strive to
digest all they have absorbed through their senses. They find their gazes lifted
heavenward as their souls are touched by the grandeur of God. This is the art of
learning at The Geneva School.
Page 11
Is Your Math in Focus?
By Katie Faerber
Students curiously watch as their teacher reveals new
math tools to be used with the upcoming chapter: a balance and spring scale. “What will we study next in math
class?” they wonder. The bright and experienced Geneva
students quickly guess that we will be weighing things,
and further instruction offers them new vocabulary as
they understand that we weigh objects to measure their
“mass.” Next, students enjoy an illustrated book entitled
Weight, which allows them to connect with situations
where one might weigh something in the real world. Discussion bursts forth and every child has a story to tell.
After a few share aloud with the class, students continue
making connections and describing their experiences to
a buddy. Interest and excitement fill the room. To finish
the lesson, students are asked to become human balance
scales. They hold their arms out in a “T” position while
the teacher holds an object in each hand. Then, students
predict which object will be heavier by moving one arm
lower than the other just as a balance scale would. Students celebrate when the objects are put on the scale and
they find their predictions to be correct. Math class ends
to the disappointment of most students. Their curiosity
has been piqued; they can’t wait to measure more mass
and see what the next math adventure will be.
Page 12
This is just a small snapshot of how Math in Focus in
second grade captivates the minds, hearts, and bodies
of students. With this curriculum, math is more than
mere computation, memorization, and skill-building.
It also involves imagination, comprehension, and problem solving. Using heuristic methods (heuristic coming from the Greek word, eὑρίσκω, which means “to
find or discover”), students are taught strategies for better understanding a problem and narrowing down the
possible solutions, so that they can successfully apply
their basic skills to solve elaborate problems. Beginning
in first grade, students visualize numbers with the use
of manipulatives, creating number bonds with blocks.
Students demonstrate how a number can be broken into
parts to make the whole. As students move into second
grade, they transfer this background knowledge of number bonds to support their understanding of bar models. With bar models, rectangular bars are used and then
drawn to represent numbers in a story. Students use these
pictures to help them work out real-world story problems
and discover the correct answer. As the stories become
more complicated, even requiring two steps, students are
asked to dramatically act them out to enhance their comprehension and imagination skills. With the playfulness
and security of a prop or costume, the potential
anxiety and stress that could come from a challenging math problem is eased, and students find
themselves able to experience the story and uncover effective problem-solving strategies.
Watching students engage in Math in Focus for
the past few years has been like watching someone with their first set of binoculars. One picks
them up and holds them in their hands, looking
curiously. Bringing it to their eyes, disappointment
arises as everything looks fuzzy. Some might put
them down and walk away, but the curious, tenacious person will discover the knobs on the front
and begin moving them. It takes some time, but finally the eyes adjust and clarity comes. The picture
is beautiful and invigorating; it was worth the patience
and effort. In the same way, students are given tools in
math class at The Geneva School. After instruction and
support, students find the tools left in their own hands.
With each new problem, they must adjust their tools, using them in a way that will make the problem clear and
comprehensible. Does it require perseverance and diligence? Of course. But, the satisfaction of bringing it into
focus and truly understanding the meaning of the problem is worth it. For years to come, the “binoculars” will
be used to discover “new scenery” and to further delight
in the wonders of God’s mathematical world. Students
will habitually access the numerous heuristic strategies
and mathematical skills that they experience in the Math
in Focus curriculum, and it is our hope that they will be
able to apply these in ways so that their math will always
be in focus.
Are you Smarter than a Second Grader?
Can you solve the following
second grade math problem?
How many rabbits
have to get onto
the third see-saw to
balance it?
See the back cover for the answer
Page 13
Alumni Notes
Skinner Family
Kimberly Damm ’02: Kimberly graduated from Rollins College with a B.A.
in Philosophy in 2006. She earned an M.A. in Environmental Studies from
Brown University in 2011. Kimberly is currently working as a public affairs
associate at SKBKnickerbocker, a democratic public affairs and political firm
in Washington, DC.
Brouck ’02 and Janie Jacobs: Brouck graduated with B.A. in History from
the University of Florida. He received a law degree from Florida A & M in
Orlando. He worked for three years as a prosecutor in Orlando and St. Louis
before starting his own law firm in Pinehurst, NC in September 2012, where
he practices trial law. Brouck and Janie were married in October 2010.
Ritchie Family
James ’02 and Abigail Skinner: James graduated from Samford University in
2006 with B.A. in History. He earned an M.B.A. from ITT Technical Institute
via their online classes while working in their admission department. He is
currently working in his family’s real-estate investment business in DeLand,
FL. James and Abigail were married in May 2005 and have two children:
Emily (October 15, 2010) and Molly (November 1, 2011).
Jeb ’03 and Tara Beates: Jeb graduated from Geneva College in 2007
with a B.A. in History and a minor in English. He is currently working for
JusticeWorks Youthcare as a family resource specialist for Berks County, PA.
Brent Berry
He and Tara were married in May 2011 and their son Jackson was born in
August 2012.
Victor Boyer ’03: Victor graduated from UCF in 2007 with a B.S. in Electrical
Engineering. He went on to earn an M.S. and is currently working on a Ph.D.
in Industrial Engineering with a specialty in modeling and simulation. Victor
also works full-time as a technical consultant.
Laura Cross ’03: Laura graduated from Rollins College in 2007 with a B.S.
in Elementary Education. She is currently working as a second grade teacher
at Annie Lucy Williams Elementary School in Parrish, FL (near Bradenton).
Beates Family
Gingie ’04 (Maynard) and Eric Yetter: Gingie
graduated from Vanderbilt University in 2008 with
a B.A. in Economics and History. She spent a year in
India ministering with the International Justice Missions
before going to Vanderbilt University Law School. Gingie
graduated from law school in 2012 and is currently
practicing law at Hunton and Williams in Washington
DC. She and Eric were married in August 2010.
John ’04 and Rachael ’04 (Pennington) Ritchie:
John graduated from UCF in 2008, after spending two
years at the University of South Florida, with a B.A. in
Philosophy. After graduation he spent four years on active
duty as an Army engineer officer, with one deployment
to Afghanistan. He transitioned to the Army Reserves in
2012 and is currently working as a process control manager
Page 14
at Northwest Pipe Company in Kansas. Rachael owned her
own photography business for three years but is currently
focusing on motherhood. She has just a few classes left to
finish her degree in photography, which she may pursue at a
later date. John and Rachael have a daughter Hannah (July
22, 2011) and are expecting a son in June 2013.
John ’04 and CarrieBeth Candeto: John graduated from
Furman University in 2008 with a B.A. in Economics and
Asian Studies (double major). After working in Singapore
for three years, he earned an M.S. in Management Science
from the London School of Economics. He is currently
working in London for Concentra, a leader in advanced
analytics and software development.
Melissa ’05 (Stevens) and Josh Reali: Melissa graduated
from UCF in 2009 with a B.A. in Marketing and minors
in Economics and Psychology. She currently works here in
Orlando in marketing for a logistics company, Intelligent
Global Pooling Systems (iGPS). Melissa and her husband
Josh have three children: Ashton (12/18/08), Owen (June
14, 2011), and Quentin (December 24, 2012).
Reali Family
Quentin Reali
Casey Vaughn ’05: Casey graduated with a B.A. in
Communication Studies and minors in French and
Journalism from Clemson University in 2009. She earned
an M.A. in Journalism from the University of Texas at
Austin in 2011 and is currently working in Greenville, SC
for FOX Carolina as a web producer.
Leah ’06 (Heinsch) and Ryan McDaniel: Leah graduated
with a B.A. in Political Science and a minor in Christian
Studies from Union University in 2010. Following
graduation, she spent six months in the Philippines. Leah
and Ryan were married in April 2012 and she is currently
working for Embraced by Grace, an adoption agency in
Casselberry, FL. Leah and Ryan will move to New York
City in the summer of 2013 to pursue full-time missions,
bringing the gospel to Muslim students and immigrants.
Leah and Josh McDaniel
Amanda McPhail ’06: Amanda graduated with a B.A. in
Mathematics and Mathematics Education from Samford
University in 2010. She is currently working on a master’s
degree in Education and Social Change at the University
of Miami while working full-time as a teacher at Miami
Northwestern Senior High School. Amanda teaches Algebra
I (honors & regular) and is the Mathematics Department
Chair.
Christalyn ’06 (Steers) and Alex McCrum: Christalyn
graduated with a double major in philosophy and
international politics from Seattle Pacific University. She
and Alex were married in July 2010. They are both currently
living and working in South Korea as English teachers.
Page 15
Daniel Stevens ’06: Daniel has just finished a five-year enlistment in the
Army. His service included two deployments to Iraq and Afghanistan. Daniel
currently lives in Winter Springs and is looking to enroll in college in the fall.
Daniel Stevens
Elizabeth ’06 (Schutz) and John Wagner: Liz and John both graduated from
King’s College in New York with a B.A. in Politics, Philosophy, & Economics.
They were married in August 2012 and are currently living in Poughkeepsie,
NY where John is a television reporter and Liz is an SAT teacher for Kaplan.
Melissa Gunter ’07: Melissa graduated from Samford University with a B.A.
in Communication Studies in 2011. She is currently pursuing a masters
degree in Social Work at the University of Alabama while working as an
assistant community director, where she supervises 24 resident advisors in the
largest all-female residence hall on campus.
Amanda ’07 (Rowden) and Robert Hallock: Amanda graduated from
Rollins College in 2011 with a B.A. in English. She is currently teaching
sixth grade at The Geneva School. Amanda and Robert are expecting their
first baby in June.
Andrew Yates ’07: Andrew graduated from the Illinois Institute of Technology
in 2011 with a B.Sc. in Computer Science. He is now at Georgetown University
working on a Ph.D. in Computer Science.
Abbie Beates ’08: Abbie graduated from Jacksonville University in 2012 with
a B.S. in Biology. She is currently on staff with Campus Outreach, ministering
at Jacksonville University. Abbie hopes to gain some work experience in the
medical community next year before going to medical school in 2014.
Kara Jones ’08: Kara graduated with a B.A. in English and a minor in
Environmental Studies from Davidson College in 2012. She is currently on
the faculty at Trinity School at Meadow View in Falls Church, VA teaching
earth science, global perspectives, and working as an assistant in the music and
drama departments.
Jordan ’08 (Kong) and Marques Kyles: Jordan graduated from Palm Beach
Atlantic University with a B.A. in Cross Cultural Studies in 2012. She and
Marques were married in November 2012 and Marques recently accepted
a position with the Fellowship of Christian
Athletes as campus ministry director at
Northwestern High School in Rock Hill, SC.
Jordan is enjoying newly married life and seeking
employment in Rock Hill after working with
inner city youth in Chicago for five months.
Nick Wise ’08: Nick graduated from Furman
University in 2012 with a B.A. in Philosophy and
a minor in Business/Economics. He is currently
enrolled at Stetson Law School in Tampa, FL.
Ryan Delk ’09: Ryan is finishing up his last few
classes at UF remotely while working full time in
San Francisco, CA at a tech start up called Gumroad
(www.gumroad.com), where he works on growth,
partnerships, and business development.
Page 16
Elizabeth and John
Wagner
Jordan and Marques Kyles with
Jill, Dave, and Jade Kong
Sign your children up for one of Geneva’s amazing summer
camps. At Geneva, engagement in learning does not stop at
the end of May. Each summer Geneva offers a variety of summer camps for students (and sometimes adults) of all ages.
Taught by our talented faculty, your children will enjoy enhancing their skills, learning new ones, and building team
unity and winning spirits.
The grades mentioned in the camp/class descriptions below refer to the grade a student will enter in the fall of 2013. Camps
that do not have the minimum number of campers signed up
by May 17, may be cancelled. If so, a full refund will be given.
DON’T DELAY - REGISTER NOW!
www.genevaschool.org/summercamps
Page 17
A Gift Never to be Taken for Granted
By Beverly Downward
Our eleventh grade son and ninth grade daughter had
the joy of spending this past Christmas vacation with a
couple of their young-adult cousins. Being the youngest
of the cousins has always been special, but this Christmas
it was thrilling to see them be able to hold their own in
deep doctrinal and theological conversations and to see
their passion for the truth shine late into the night and
early morning. The older cousin is a fairly recent graduate from Cornell University. The other cousin is presently in his first year at Reformed Theological Seminary in
Jackson, Mississippi. Late into the evening they discussed
topics ranging from history, math, science, philosophy,
theology, Latin, and many aspects of God’s word. The
richness of the education they are receiving from The
Geneva School was so evident. Their grandfather, who
has helped to make it possible for our children to be at
Geneva, was moved beyond words as he saw how his investment has not been in vain. What a memorable time
this was, for I know it was a mere glimpse at the seeds
that have been planted in our children who have been
so greatly blessed with a Christian education and a rich
heritage. This is the legacy their grandparents and we as
parents have hoped and prayed would begin to take root
and, Lord willing, be carried forth in their lifetime and
for generations to come.
There have been so many positive opportunities and experiences for growth at Geneva through the years with
the enriching curriculum, field trips, sports, Christian
influences, service opportunities, and positive relationships. The Geneva School has been there during the great
and hard times in our children’s lives. Seven years ago,
when their younger brother became very sick and a lot of
change ensued for our family, Geneva was there to help
with this transition.
Since Danny’s first day of kindergarten in 2001, we have
experienced a genuine desire from the administration,
faculty, and parents to partner with us in leaving a legacy
of love to our children. It is our responsibility as parents to teach, instruct, and guide our children. We are so
grateful that The Geneva School has been there year after
year, through the long haul, to help us as parents in molding and nurturing our children’s character. Parenting and
educating is never an easy task. There are great moments
for sure, but there are many difficult,
overwhelming, and discouraging
times too. Geneva is a place where
we have experienced God’s grace and
love. The Geneva School is partnering with us as we strive to engrain in
our children a genuine love of learning, a desire to seek after truth, and a
deep understanding of God’s love for
them—a dynamic legacy that will,
Lord willing, bear fruit for generations to come.
Like many Geneva families, we earnestly seek God on a yearly basis and
ask that he make his will known to
us by providing financially for our
children to return the next year. We
truly live each year praying and hoping that God will provide in this way
according to his will. As a family, we
know that The Geneva School is a
gift never to be taken for granted.
Page 18
Three Rs
from the
Office of Admission
Recruiting
You can help us foster a “culture of recruiting” at
Geneva by telling people about the great things
your students are doing. Better yet, invite them
to attend a prospective parent event or schedule
a tour. Word of mouth is our most effective
advertising, and we encourage you to
to anyone you would want to become part
of our “community of faith and learning.”
reach
out
Referral
In an effort to encourage and reward you for
referring your friends and family, we offer a
generous tuition credit of $250 for current
families who refer new families/students who
apply, enroll, and attend Geneva. We are
delighted that twelve TGS families have claimed
their
for successfully referring
families whose students enrolled this year.
$250 credit
The referral form (on the website * and sent
home with grammar school students) makes it
easy: just give us names and contact information
and the way you’d like us to reach out to them
(phone call, email, or snail-mail invitation to a
prospective parent event or tour). If you have a
number of families that you want to introduce to
Geneva, you can host a coffee in your home. Our
admission staff will gladly come and share what
it means to have the gift of Christian classical
education.
Re-enrollment
From January 22 through February 1, current
families can
per student on
enrollment fees for next year. Some grades will
fill, so enrolling now guarantees a spot as well as
saves money. Don’t forget to start the enrollment
process for younger siblings who are ready to join
the Geneva community!
save $200
* Look under “Introduce a Friend to Geneva” on the
Admission tab of the school website
Page 19
Jordan Stewart: Scholar Athlete
By AnnMarie Calo
Here at TGS, we have come to expect
academic achievements. We’ve also
come to expect a certain amount of success on the playing field, as well. It isn’t uncommon for some of our brightest scholars also
to be those shining on the playing field. However, this past December, one of our student-athletes was
recognized with a very prestigious award. Jordan Stewart,
a senior, who has been at TGS since kindergarten, has
distinguished himself as one of our nation’s elite by being
named to the 2012 National Soccer Coaches Association
of America (NSCAA) High School Scholar All-America
Team.
This award was given to only 37 boys in the United States
this year, and Jordan is the only recipient in the state
of Florida. It distinguishes him as one of the best high
school soccer players on the field AND in the classroom
in 2012.
Coach Mike McAvoy, who has been coaching at TGS for
eleven years, cannot keep the pride out of his voice when
discussing this honor. “He’s definitely a leader. Jordan
is like a coach out on the field.” When given a chance
to score, “he finishes his chances.” It’s one of the reasons
Jordan currently holds the school record for goals (86)
and points (204), and holds the second spot for TGS career assists (32).
His Latin teacher, Nick DeGroot, had this
to say about Jordan in the classroom, “His
natural talent and hard work aside, Jordan
is marked by a maturity that prompts him
to ask really good questions.” Dr. Grant
Brodrecht added, “Jordan is the kind of
student who makes teaching enjoyable and
easy; he is obviously intelligent, but perhaps more importantly, he is always curious—and it’s the kind of curiosity needed
to do outstanding academic work as he
moves on from The Geneva School.”
While very surprised by all of the attention,
Jordan says he is most proud of the recognition his teachers have shown him. They
are the people he looks up to and are some
Page 20
of his role models. He also is quick to point out that the
team’s success this season is due to an entire team effort.
With an overall record of 13-2-1 and a district record
of 7-2-1, they are looking forward to doing well in the
upcoming district tournament, into regionals, and hopefully, states. “The sky’s the limit with this team.”
Jordan and his family attended the annual NSCAA AllAmerica Team Luncheon in Indianapolis on January 19
where he received his award, being honored along with
other All-America team members at the youth, high
school, and college levels.
College Counseling News
By Scott Thigpen, Director of College Counseling
1. Academic Excellence: Christian colleges
are just as academically rigorous as their
secular peers. For example, students at
Gordon who pursue graduate school
are accepted into the most competitive
graduate programs in the world, often
beating out students who graduated
from Ivy League institutions.
2. You do not have to check your faith at
the door. Christian colleges actively seek
the integration of faith and academic
experience.
Welcome to the New Year from the College
Counseling Department! Juniors are taking
college tours and standardized tests, seniors
are opening up those oversized college
envelopes while their parents gleefully fill
out the FAFSA, and families everywhere are
taking down their Christmas lights, with
the exception of my neighbors.
It was a pleasure having Dr. Michael
Lindsay, President of Gordon College and
member of Geneva’s board of reference,
give our homily during chapel on Tuesday,
January 7. Afterwards, he also told our
sophomore and junior students all about
Gordon College. In his presentation, Dr.
Lindsay highlighted the importance of
pursuing a Christian liberal arts education.
He also discussed the differences between
attending a Christian college and a secular
one. Allow me to emphasize a few points in
his presentation which I feel are worthy of a
second mention.
In the US alone there are over 4,000
institutions of higher learning; while a
surprising number of these had their
beginnings as Bible colleges and seminaries,
the vast majority today are not faithbased. There are just over 100 evangelical
Christian colleges and universities in the
US today. Gordon is the flagship evangelical
college in New England, and one of only
a handful of nationally-ranked Christian
liberal arts colleges. When compared to
secular institutions Christian colleges have
five particular strengths:
3. The education that students receive
integrates the whole person, combining
faith and learning that nourishes and
enriches the heart and soul for the things
which God desires. The Christian faith
provides the established framework
through which knowledge is understood
and taught.
4. Statistics show us there is a good
probability we are going to meet two
important people in college: our spouse
and our best friend. The community
that is found in Christian colleges is filled
with the kinds of people that Christians
want to be friends with and become.
5. At Christian colleges, the student life
actually contributes to our flourishing.
Good times outside of the classroom
are not defined by conforming to this
world where the “work hard–play hard”
mantra is so common. The alcohol
and hook-up culture that is prevalent
at many of today’s secular institutions
does not hold sway in vibrant Christian
communities.
While many Christians have been and
will continue to be called to attend secular
institutions, it would behoove us to take a
serious look into Christian higher education.
May we not overlook its value and prestige.
I urge you to keep our senior class in your
prayers. The decision to choose where to
spend the next four years of their lives will
have a profound impact on each of them for
the rest of their lives.
What is a Liberal Arts College?
The country’s 252 liberal arts
colleges emphasize undergraduate
education and award at least
half their degrees in the arts
and sciences, which includes
such disciplines as English, the
biological sciences, physics,
chemistry, history, political science,
foreign languages, and the visual
and performing arts, but exclude
professional disciplines such as
business, education, and nursing.
There are 225 private liberal arts
colleges, and 27 are public (source:
US News and World Report).
Other features that distinguish
a liberal arts college from a
university or state college are as
follows:
• Small size: The majority of
liberal arts colleges have fewer
than 5,000 students, and most
are in the 1,000–2,500 range.
• Faculty focus on teaching:
Professors at large universities
are often evaluated for their
research and publishing first,
and teaching second. Teaching
has the top priority at most
liberal arts colleges.
• Focus on community: the
interaction of faculty and
students is of high value at a
liberal arts college. Due to their
small size, the overall education
environment tends to be more
intimate and personal than at
larger universities.
• Residential: The majority
of students at liberal arts
colleges attend full time and
live on campus. There are far
more commuter students and
part-time students at public
universities (source: Allen Grove,
about.com).
Page 21
“Have this Mind Among
Yourselves ...”
Dr. Michael S. Beates, Dean of Students
coming would happen. Yet he was
still able to perform miracles, and we
are loathe to say that he relinquished
his divinity in any fashion. To some
degree, this kenosis, this emptying, is
a mystery.
If your student is in 9th grade or
above and I spent a semester with
him or her in New Testament Survey, try this: ask them about the
“kenotic hymn of Christ” and see
if their memory takes them back to
classroom conversations about this
crucial passage in Paul’s letter to the
Philippians.
This passage is one of the three most
important New Testament texts
(along with passages in Colossians 1
and Hebrews 2) that teach us about
the divinity of Jesus. Many scholars
and commentators believe that Paul
adapted verses 6–11 from an early
hymn of the church. In those brief
verses we learn that believers already
considered Jesus equal with God (v.
6), and that in his incarnation, Jesus,
in some mysterious manner, “emptied
himself ” by taking on the likeness of
human kind. The verb ekenōsin (from
which the title “kenotic” comes) is the
key Greek word in the text. Aspiring
theologians love to talk deep into the
night about what this means. In what
sense did Jesus “empty” himself? He
certainly gave up qualities like omnipresence and omnipotence. By his
own admission, Jesus told his followers that he gave up omniscience when
he said that not even the Son of Man
knows when the day of the Lord’s
Page 22
Then the song goes on to tell us that
Jesus’ humiliation extended even further. He took on not merely humanity, but the role of a servant, willing
to go to death; not merely any death,
but the most ignoble form of death,
death on a cross. Then the song concludes with the great reversal: after all
this humiliation, God exalted him to
the highest place and promises that
all people will one day proclaim—
willingly or unwillingly—that Jesus
is God, the Lord of heaven and earth.
Great stuff!
But let’s be careful to remember why
Paul quoted this passage in the first
place. His goal was not deep theological reflection on the nature of Jesus
as divine and human, as humiliated
and exalted. What Paul said about
this is all true, of course, but not the
primary purpose. Paul’s purpose was
quite simply pragmatic—he was trying to help the young believers in the
church in Philippi know how they
should treat one another. And this
is where this passage speaks to us in
our educational community in a profound and relevant manner.
In verse 3 Paul says that self-interest
and conceit should not drive our
actions. Rather, in a manner quite
contrary to the drift of our day, we
are admonished to consider others
better than ourselves. Jesus had ev-
ery right to hold onto to his eternal
position as the Word. But in humility, he counted others—all humanity
generally, and God’s children specifically—as more important than
his rightful position at God’s right
hand in heaven. Self-interest is one
of the ruling mindsets in our culture.
“You’re worth it!” “You deserve it.”
“Have it your way.” We are sold this
idea hundreds of times a day through
media. But Paul tells the Philippian
believers—and us—that we should
look not only to our own interests,
but also to the interests of others.
Willing self-sacrifice is what Paul advocates for the believing community.
“Others-centeredness” is another way
to think about it, and Jesus is held up
as the prime example. Applications
to our community—students, parents, faculty, and staff—are legion.
Perhaps this is as simple as rendering
due respect to classmates, holding a
door, allowing another to be first in
line. Or perhaps it is the more demanding action of promoting the
good of one with whom we disagree
on some issue or another. Maybe it
means giving more time or resources
to enable the success of another.
Paul continues further in the same
passage, saying we should “do all
things without grumbling or disputing,” because we are to shine as
lights “in the midst of a crooked and
twisted generation” (vv. 14–15). I
was recently reminded that too many
people continue, against all evidence
to the contrary, to believe that people are essentially good. In 1944,
15-year-old Anne Frank, just three
weeks before being arrested by the Gestapo,
wrote this: “It’s a wonder I haven’t abandoned
all my ideals, they seem so absurd and impractical. Yet I cling to them because I still believe, in
spite of everything, that people are truly good
at heart.” Sadly, the darkness of sinful humanity
consumed her and her family. And we don’t have
to look far to be reminded of the brokenness of
the world we live in. The same darkness of Anne
Frank’s day continues to render its tragic damage in our own day as well. We live in a crooked
and twisted generation because apart from the
merciful redeeming work of Christ, we all walk
in darkness.
But this also brings to mind the saying on our
school crest: Post tenebras lux “after darkness,
light.” At The Geneva School, we are called to
live and walk fearlessly in the marvelous light of
Christ. In small ways every day, we can evidence
this light in the ways we consider others as more
important than ourselves. Such a perspective is
not only ours to think about, but to live. That is
a good thing!
Philippians 2:1–11
1
So if there is any encouragement in Christ, any comfort
from love, any participation in the Spirit, any affection and
sympathy, 2 complete my joy by being of the same mind,
having the same love, being in full accord and of one mind.
3
Do nothing from selfish ambition or conceit, but in humility count others more significant than yourselves. 4 Let each
of you look not only to his own interests, but also to the interests of others. 5 Have this mind among yourselves, which
is yours in Christ Jesus, 6 who, though he was in the form of
God, did not count equality with God a thing to be grasped,
7
but emptied himself, by taking the form of a servant, being
born in the likeness of men. 8 And being found in human
form, he humbled himself by becoming obedient to the
point of death, even death on a cross. 9 Therefore God has
highly exalted him and bestowed on him the name that is
above every name, 10 so that at the name of Jesus every knee
should bow, in heaven and on earth and under the earth,
11
and every tongue confess that Jesus Christ is Lord, to the
glory of God the Father.
Page 23
The Geneva School
2025 State Road 436
Winter Park, FL 32792
Up and Coming School-Wide Events
Re-enrollment for current families: Open enrollment begins on
February 4. Save $200 per child by re-enrolling by February 1.
Black & white candid photographs will be taken on January 31
at the main campus and on February 1 at ECC.
Prospective parent events:
Thursday, January 31, 6:30–8:00 pm (K4–12 at the main campus)
Thursday, February 28, 6:30–8:00 pm (K4–12 at the main campus)
Saturday, March 16, 9:00–10:30 am (K4 & K at ECC)
Thursday, April 11, 6:30–8:00 pm (K4–12 at the main campus)
Kindergarten store: February 6, 7, & 8 during lunch at the main
campus. Students at the main campus should come prepared to
buy!
Dialectic and rhetoric pancake breakfast: Tuesday, February 12,
7:45 am in the gym
Spring semester parent/teacher conferences (K4–1st Grade):
Wednesday, February 13. No school for K4–1st grade.
Winter break: February 14–18
Valentine’s Day babysitting offered by the 8th grade class:
February 14 & 15 at the ECC, 5:00–10:30 pm. Sign up by
going to www.genevaschool.org/babysitting. The password is
babysitting (all lower case).
Rhetoric dance: February 23, 7:00–10:30 pm in Mrs. O’Driscoll’s
back yard
Ninth grade everglades trip: February 25–March 1
Dialectic dance: Saturday, March 2, 7:00–10:00 pm in the gym
ANNUAL AUCTION: Saturday, Match 9, 5:45 pm at the
Country Club of Orlando
Order your yearbook NOW!
1 yearbook: $45
2 yearbooks: $85
3 yearbooks: $125
Nameplate: $5 each
Autograph booklet: $5 each
Price after Yearbook release: $50
Moms in Prayer: Join Moms in Prayer every Monday from 8:15–
9:15 am at the picnic tables on the main campus to pray for the
Geneva community. Please no young children. Please contact Julie
Tressler with questions at jktressler@cfl.rr.com.
Fathers Watch prayer group: Join with other dads every other
Friday from 7:45–9:30 am in the lower school library to pray for
and support the school, faculty, leadership, children, and families.
Upcoming dates are January 25, February 8, and February 22.
Please contact Chuck Costar for more information at ccostar@
shutts.com. Thank you for parking off-site during this time.
Answer to the math problem on page 13: 8 rabbits are needed on
the third see-saw to balance it. A pelican = 3 rabbits. Substitute the
pelicans on the second see-saw for rabbits, thus a goat = 5 rabbits. A
goat and a pelican = 3 rabbits + 5 rabbits = 8 rabbits.