DRAGON WINGS St. George’s Episcopal School
2016-2017 ANNUAL REPORT PRINTER’S PROOF
Head of School Larry Collins
Mark Peek Chair, Board of Trustees Board of Trustees Lindsay Boatright, Secretary Andy Bush Suni Clements Larry Collins, Head of School Lucinda Dallas Jessica Deen Chris Edwards, Vice-Chair Laura Edwards, Past-Chair Jim Granum Alvin Goldstein Leigh Hancher Enid Lofters-Jones Jay Matthews Phillip Mouchet Mark Peek, Chair Hal Rahn Daniel Searcy, Treasurer Rev. Nancy Shepherd, Ex-Officio Jackie Smith Lori Tucker Nicole Walters George Weldon, Ex-Officio
HEADlines a message from our headmaster
This spring many activities on campus emphasized the values St. George’s possesses. We continued to see success in the classroom, but the students also enjoyed experiences outside of the classrooms as well. Students observed Holy Week with various opportunities, participated in Peter Pan, and lead many service projects. Our high school hosted our second Muddy Trail Run to benefit the African Children’s Mission and toured multiple colleges. Our students continued to excel in athletic competition. Sophomores Milz Cain and Anna Matthews won the girls doubles tennis state championship. They claimed SGES first individual state championship. Our varsity golf team won the region championship for the second year in a row and placed 4th in the state tournament. This printer’s proof highlights a few activities that embody our mission as a school. In addition, this publication provides a thank you to our families and friends who have given so generously to SGES this far in the year. In August, we will publish our annual report listing all of our supporters and this printer’s proof is an opportunity to say an early thanks to those who have given to date. As we plan for the future, we would like to approach foundations and endowments and we hope to increase the percentage of participation among all of our groups. We have 100% of our Board of Trustees and faculty and staff who have given to this year’s annual fund. We are grateful to the many who have given to SGES this year. If you have not yet given to the 20162017 annual fund, we encourage you to consider a gift by June 30th. Thank you for your partnership. Larry Collins Head of School
Ash Wednesday Eucharist Students in 3rd -10th grade participated in our annual Ash Wednesday Eucharist. Scripture readings, songs, prayers, communion, and the imposition of ashes were all a part of this wonderful tradition for St. George’s students. In the message our Chaplain, Derek Larson spoke words of hope and reflection for our students, challenging students to find ways love one another.
Stations of the Cross Holy Week Chapel Each morning during Holy Week, SGES Chapel recognized different aspects of Lent. From marching through the halls with palm branches remembering Jesus’ entry into Jerusalem, to recalling the last supper, to retelling the story of Christ’s death by walking an ancient tradition called Stations of the Cross, students lead in each of the 14 stations, singing and reading scripture together. The 5th graders played a big role in the service by coloring illustrated posters of each station and displaying them along the way.
To Serve Means To Change Lives St. George’s has a long history of giving. In fact, students live out the mission to serve with respect regularly. In meaningful ways, students lend their support to the various needs of the community and to the world. While the High School recently sponsored the 2nd Annual Muddy Trail Run, which benefitted the African Children’s Mission and raised over $700 to help African orphanages, St. George’s students also helped much closer to home many times this year, including Stepping Stones, collecting over 45 pounds of pop top tabs for Ronald McDonald House in Macon, Trick-or-Treat for Unicef, collecting socks for Rushton’s Hope, Five Loaves and Two Fish Food Pantry, Agape House, Salvation Army, Operation Christmas Child, Project Linus, among many other service projects throughout the year.
High School College Tour High School students recently completed tour of five colleges - UNC, Wake Forest, Furman, ELON, and Clemson - as part of their college advisement. Students have the opportunity for this trip each year while in high school.
THIS IS toLearn with passion
Left: During the month of January, the kindergarteners were introduced to the various species of penguins. They concentrated mainly on the emperor penguin - its physical characteristics, diet, life cycle, habitat, and more. The penguin unit was topped off with the kindergarteners making their own penguin eggs and them hatching on the last day of study. The kindergarteners had a blast!
Right: The High School students completed field trips to the State Capitol and to Quad Graphics. These are hands-on experiences for students to see beyond the classroom.
THIS IS toServe with respect Plarn Project
Students in 3rd - 5th grade worked on a two month project making mats for homeless shelters. They began the plastic bag collection project in January and used Division Chapel days to work on crocheting the mats.
THIS IS to Live with purpose Chapel is an important time of faith development for St. Georgeâ€™s students. While 8th grade students begin Chapel Talks each January, our High School students are also invited to give a Chapel Talk. High School students Gray Long and Sam Potter have both inspired others through their Chapel Talks this semester. In 8th grade, the Chapel Talk program helps students with interpersonal and oral communication, but at its core is the unwavering value that growth cannot happen without reflection. Writing and delivering Chapel Talks allows students to get to know one another on a more personal and deeper level. Pictured above: students received a glow stick, reminding them to be the light of the world, following Chapel. Pictured left: Gray Long speaks to the wider SGES family through his Chapel Talk.
THIS IS to Lead with integrity
Our High School Students recently partnered with our Early Childhood to work on STEAM concepts. Students worked on measurement and weighing skills while participating in hands-on designing, building, and shaping structures. This openended process allowed our Early Childhood students to problem solve, and it gave our High School Students a great opportunity to lead and mentor these younger students.
Alumni Spotlight Brett Upson 2002 Alumni
What does SGES mean to you and how has your experience at SGES prepared you for life? SGES will always hold a special place in my life. During my time at SGES from 1996-2001, I was able to develop many friendships and relationships that still exist today. The higher standard that was always set in the classroom, in extracurricular activities and on the playing field prepared me to always be my best and to never settle for anything less. The mission of SGES is to learn with passion, serve with respect, live with purpose, and lead with integrity. How has that shaped you? The mission of SGES could not be more fitting for my everyday life. Working in the profession of law enforcement is everything the SGES Mission describes. Every day I have to learn the new ways of the world. I have to learn new techniques to solve crimes, new ways criminals are trying to beat the system, and most importantly, new ways to protect myself and my co-workers. All the learning is done with passion. Without having passion for this job and what we do every day you cannot successfully complete your daily tasks and the main task of returning home safely. Serve with respect- Each day I come into contact with many different types of people. These people may be witnesses, victims, suspects, or just ordinary people. I have learned that no matter what the situation is you will always gain more knowledge from a person through respect. Live with purpose - Each day I have to live life with a purpose. That purpose is to serve and protect the people I have taken an oath to protect. Lead with integrity - Integrity is one of the only things that cannot be taken away from you by
anyone else. Integrity is what you are judged on and how you are viewed by everyone you interact with. Especially in law enforcement if you lose your integrity you no longer have any footing to stand on. Since your time at SGES, have you looked back on any particular memory or specific experience at SGES with particular affection? I don’t have a specific experience I can think of. I do remember thinking back when I was in high school and remembering how much SGES prepared me for my future as far as the academics were concerned. I do often look back though and look at the great progress SGES has made. I remember being in the first year it opened at Sacred Heart with only a few classes until now with having a high school.
After Graduating in 2010, I began by working career at Canongate Golf Clubs. While employed at Canongate Golf Clubs I worked in marketing, sales and operations. In 2012, I successfully completed Basic Law Enforcement Mandate training and was hired by the Griffin Police Department. While at the Griffin Police Department I served the citizens of Griffin as a Patrol officer and K-9 Handler. In 2014, I was hired by the Georgia Bureau of Investigation to be a crime scene specialist. I am currently assigned to the Region 3 field office in Americus, Georgia. All GBI CSS are required to attend the National Forensic Academy and Body Farm as a part of their training. I successfully completed the 11 week training at the NFA and Body Farm in Knoxville TN in September of 2015. Since then I have been involved in many major investigations including death penalty cases, and police shootings throughout the state of Georgia. As a little side note I recently returned from a week-long trip to the Republic of Georgia. While in the Republic of Georgia I had the opportunity to teach 20 Georgian Crime Scene investigators a basic Crime Scene class.
“The higher standard that was always set.... prepared me to always be my best and to never settle for anything less.” Obviously SGES is proud of who you have become since graduating. What are some things you’ve done and been involved in since your days at SGES? I left SGES and attended Spalding High School. While at Spalding I participated in varsity Golf, Soccer, and Football. After Graduation I was awarded a full scholarship to Vanderbilt University to play football. While at Vanderbilt I received several academic and football awards. Those awards included SEC academic honor roll multiple times. Vanderbilt Honor Roll two times. Several SEC Special Teams Player of the week. Three out of four years I received the Team Special Team MVP. In 2008 I was named the Music City Bowl MVP. In 2009 I was named 2nd team All-SEC and was named to the teams Honor Council.
What, if any, advice would you give to a current SGES student? The best advice I can give is to do what makes YOU happy. Money is not everything. Pick a career that you can wake up every day and not call it a job. Brett was a recent speaker for the SGES Community Lunch and Learn series, a collection of local speakers who volunteer their time to educate the community on various topics of interest. Lunch and Learn series are held quarterly, open to anyone, and are always free of charge.
What do you love about working at SGES? I love the relationships I am able to build with the faculty, staff, and students. They are my “family away from my family.” It’s great getting to work with a group of students that invest into your life and your family’s life the way I try to invest into theirs. What’s your favorite part of the day at SGES? Helping the students I tutor learn the way his or her brain works. I love individualizing education and working one on one with students. It’s an amazing feeling knowing that I contributed to the success of a student.
Faculty Spotlight Brandy Tuttle
High School LEADS Coordinator/ Early Childhood Science Teacher / Tutor
What kinds of things do you do in the classroom to instill the mission of SGES in the students you teach? The high school LEADS program was designed with the purpose of putting our mission statement into action, cycling through four themes: LEARN, SERVE, LIVE, and LEAD. In a given month, our students may work on their college résumés in week one, complete a service project in week two, tour a museum in week 3, and teach an early childhood STEAM lesson in week four. This program makes it easy to instill the SGES mission in the high school students.
In what ways have you seen students grow as individuals because of the LEADS program? Our 9th grade students just completed a book project that required them to read a “life lesson” book and then present these life lessons to the class. Dr. Edwards and I encouraged the students to think about their personality and try to choose a book that could strengthen a personal weakness. I listened to students speak about how they are now more self-aware of some of their character flaws. I wish I had done this type of project in high school! I have watched EVERY high school student step into a leadership position in some way, shape or form. Whether by heading up a committee on the Student Activities Board, being the founding member of a club, volunteering to give a chapel talk, creating a petition for something you believe in, or creating a volunteer opportunity for your entire class to serve together. Leads is designed for each student to find his or her niche and lead in his or her own unique way. Students are put into settings where they are treated like young professionals. They become accustom to mature conversation and in turn I have seen them all develop more respect for each other and those around them.
About This Proof The St. George’s Episcopal School Annual Fund Printer’s Proof serves as a draft for the 2016-2017 Annual Report. This proof includes gifts made to the Annual Fund between July 1, 2016 and May 1, 2017. It does not include Get-Away Gig donations, purchases, or gifts in kind. These will be in the final Annual Report.
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+ Send a check payable to St. George’s Episcopal School. Thank you! Every Gift to St. George’s Episcopal School Makes a Significant Difference Whether it is large or small, it has a meaningful impact on the students and faculty. We value the many ways you contribute your resources to St. George’s. In addition to the Annual Fund and Georgia GOAL Scholarship, please consider the following options: Matching Gifts - Many employers will match the amount of your contribution to St. George’s through a matching gift program. Contact your human resource office to inquire. Planned Gifts - Planned giving can include bequests, life insurance policies, or making St. George’s the beneficiary of your will or revocable trust, charitable remainder trusts, or a beneficiary of your retirement plan, and let your cash flow and current financial planning continue uninterrupted. Endowed Scholarships - If you are interested in contributing to help a scholarship recipient, please let us know and we will provide you with more information. Gifts-in-Kind - these gifts include real estate, personal property, equipment and other in-kind items.
It is not too late to become an SGES Annual Fund Supporter or to add to your gift. Make your tax deductible donation by June 30th, 2017. Online giving options available at www.sges.org
Annual Giving Fund as of May 1st, 2017 Thank you for giving to St. George’s Episcopal School Your generosity has made possible another successful year of academic excellence, spiritual development, and service to others. Saint’s Society ($10,000 +) Mary Bickers Walter & Paula Jones St. George’s Episcopal Church Founder’s Society ($9,999 - $5,000) Anonymous Chris & Michelle Edwards Trustee’s Circle ($4,999 - $1,000) Bruce & Susan Bartholomew Tim & Judy Cramer Jessica & Murray Deen Johnny & Betty Deen Joe & Pat Edwards Dan & Ashlee Fuller Byron & Carson Gleaton Jim Granum Josh & Leigh Hancher Eleanor Hyde Sid & Jackie Jennette June Jones & Enid Lofters Jones Lon & Myra Knowles Arthur Krepps, III Wes & Sandra Long Brent & Amy Matthews Jay & Elizabeth Matthews Phillip Mouchet Todd & Megan Potter Hal & Cathy Rahn Betty Rhodes Ed & Carlene Ritter Daniel & Stephanie Searcy Robert & Ginger Shapard Bill & Rev. Nancy Shepherd Spalding Hoisery Shoppe, Inc. SunTrust Foundation Matching Gift Program Russ & Nicole Walters Doug & Barbara Wren Robert Wright
Headmaster’s Circle ($999 - $500) Jim & Frances Burke Coleman & Suni Clements Larry & Melanie Collins Brian & Kerry Cross Jason & Destiny DeLoss Jean Everson Walter & Laura Geiger Taylor & Anne Manley Mark & Lisa Moore Clement Smetana Philip & Jackie Smith Harvey & Wanda Spear Larry & Marie Stover Meg Sullivan 1996 Circle ($499 - $100) Annonymous John & Kelly Bankston Nathan & Kelly Bell David & Margaret Brown Bob Chambers Rick & Cathy Chambers Doug & Shannon Cherry Michael Drake Steve & Kayla Echols Wayne & Charlotte Fallings Gordon & Carlene Feltman Todd Feltman Jay & Laurie Fisher Reid & Marcy Flanagan James & Jan Fortune Dan & Valerie Gill Ron & Susan Hall Greg & Mitzi Hammock Frank & Carolyn Harris Troy & Ellee Hilley Andrew & Lindsey Jackson Marty & Gena Jensen Janet Johnson Barclay & Jennifer McDaniel Graham & Page McDonald
Charlene McPherson Henry & Anne Moxley Stephen & Erin Mulder Alice Parker Patrick Powers Ron & Pattie Powers Jimmy & Susan Reddick Kevin & Jannellen Rigg Robert & Jan Rogers Ken & Diane Schutz John & Cara Shapard Lee Shepard Josh & Meredith Thacker Jerry & Mary Walker Conrad & Shirley Waller Donnie & Susan Watson Jacqueline Whalen Scanlon Engineering Navy and Cardinal (Under $100) Scott & Lisa Barrett Katie Buffington Chappell Collins Charles & Wendy Daniel Lee & Beth Davidson Bo & Mary Louise Guillebeau Jerry & Mary Herndon, Sr. Jim & Tammy Hill Derek Larson Charlie & Tracey Muise James & Ruth Mulder Tony & Diana Pearson Kevin & Debra Powell Geoff & Joan Voight
Georgia GOAL Scholarship as of May 1st, 2017 2016 Tax Year Chuck & Kim Bankston Scott & Lisa Barrett Bruce & Susan Bartholomew Nathan & Kelly Bell Brian & Emily Berner Nancy Blake Scott & Lindsay Boatright Roy & Leslie Brooks Yomi Awomolo & Suzanne Cole Richard & Mary Ellen Collier Larry & Melanie Collins Brittany Conley Alan & Christa Cook Hayward & Karen Cox Tim & Judy Cramer Bill & Alyson Dallas Lucinda Dallas Mac & Beatrice Dallas Charlie & Wendy Daniel
Murray & Jessica Deen Tim & Miranda Dender Nat & Shannon Doughtie Gary & Fay Drake James & Lynn Dunaway Chris & Michelle Edwards Jim & Laura Edwards Joe & Pat Edwards Todd Feltman Jim & Jan Fortune Dan & Ashlee Fuller Joel & Christy Fuller Scott & Brooke Gammill James Garverick Byron & Carson Gleaton Jim Granum James & Elaine Grubbs Judy Hamilton Thomas Hamilton
Greg & Mitzi Hammock Sid & Jackkie Jennette Walter Jones Sr. Scott & Jennifer Key Lon & Myra Knowles Jay LaRue Tony Martinez Barclay & Jennifer McDaniel John & Sue Mixon Phi & Annette Mouchet Charlie & Tracey Muise Steve & Erin Mulder Jim & Susan Murray David & Holly Ortiz Jonathan & Emily Oâ€™Steen Tony & Diana Pearson Artie & Kim Potter Todd & Megan Potter Hal & Cathy Rahn
Kevin & Jannellen Rigg Jeff & Angela Rooks Deborah Ruffin Pat Ryan Kelly & Jennifer Smith Brian & Ashley Taylor Charlotte Thacker Josh & Meredith Thacker Ryan & Lori Tucker William & Brandy Tuttle Rodney & Stephanie Tyson Brian & Tracee Upson Geoff & Joan Voight Eric & Jessica Watson George & Gina Weldon Drew Whalen Doug & Barbara Wren
2017 Tax Year Bruce & Susan Bartholomew Nathan & Kelly Bell Brian & Emily Berner Nancy Blake Scott & Lindsay Boatright Seth & Emily Brown Yomi Awomolo & Suzanne Cole Larry & Melanie Collins Alan & Christa Cook Karen Cox Lucinda Dallas William & Alyson Dallas William & Beatrice Dallas Charles & Wendy Daniel Murray & Jessica Deen Tim & Miranda Dender Nat & Shannon Doughtie Gary & Fay Drake
James & Lynn Dunaway John & Gigi Edwards Gigi Suzane Edwards Jim & Laura Edwards Joe & Pat Edwards Todd Feltman Dennis & Gay Fortson James & Janice Fortune Dan & Ashlee Fuller Joel & Christy Fuller James & Carson Gleaton Jim Granum Jim & Elaine Grubbs Judy Hamilton Tom Hamilton Greg & Mitzi Hammock Sid & Jackkie Jennette Walter Jones
Charles & Myra Knowles Arthur Krepps Jay LaRue Tony Martinez Barclay & Jennifer McDaniel John & Sue Mixon Philip & Annette Mouchet Charles & Tracey Muise Stephen & Erin Mulder James & Susan Murray David & Holly Ortiz Anthony & Diana Pearson Steve Peters Artie & Kim Potter Todd & Megan Potter Harold & Cathy Rahn Kevin & Jannellen Rigg Jeff & Angela Rooks
Deborah Ruffin Patrick Ryan Joel & Susan Scanlon Clement & Debra Smetana Kelly & Jennifer Smith Brian & Ashley Taylor Charlotte Thacker Josh & Meredith Thacker Ryan & Lori Tucker William & Brandy Tuttle Brian & Tracee Upson Geoffrey & Joan Voight Andrew Whalen Doug & Barbara Wren
Allocate a portion of your Georgia taxes to benefit students at SGES. If you have not participated in this program, talk with Larry Collins for more information.
GO DRAGONS! St. George’s is committed to creating an environment that encourages all students to excel. Whether it’s a competitive and experienced athlete, or a student who wants to try something new, St. George’s stresses sportsmanship, teamwork, and effort as students develop into self-confident athletes. Our athletics program offers a wide range of sports, including basketball, soccer, tennis, cross country, clay target sports, volleyball, golf, track and field, and cheerleading.
High School Anatomy and Physiology Lab
Region Literary Essay Competition The following essays received awards at the Region Literary Meet
One of the rallying cries of the American Revolution was, “No taxation without representation,” and from this point forward, taxes have always been a focal point of debate in American economies. The idea of equality is one that the United States was founded on, and almost all Americans will tell you that it should be strived for in every possible instance. Today, the debate over taxation has moved to whether a flat tax, where all citizens pay the same percentage of their earnings, or a traditional income tax, where based on earnings, different citizens pay different percentages of their money, is fairer to the American people. Some argue that by everyone paying the same percentage of their income, the system offers complete equality. However, while there are some tangible benefits from flax tax plans, the income tax, where the rich pay a higher percentage of their money, is a fairer taxation system. There are three main reasons a traditional income tax is fairer to the American population as a whole. The first, though simple, is that the poor must be taxed at a lower percentage so that they have enough money left to buy necessities. In an income tax system, it is true that the rich pay more of their earnings, but this is because they can afford it. With a flax tax, the percentage that the rich would pay would decrease, and the percentage the poor payed would increase. This would leave already poor families without enough money to buy food or insurance, or even pay rent. The second reason, which is a continuation of the first, is that a flat tax shows an obvious bias towards the rich. Americans who already had more money would have to pay less, and those who have little money would have to pay more. This is inherently unequal and simply allows the rich to get even richer. A flat tax would hurt the middle class of America, and would only benefit the minority of the rich. Finally, a third reason is that without an income tax, the job of calculating taxes, which is done by the IRS, would effectively end. While the IRS is often seen as an intimidating, bully, and ineffective service, it employs tens of thousands of people and works to maintain equality between different financial classes. A flat tax would cause the IRS to cease to exist and would put thousands out of jobs. A flat tax only serves to benefit the rich and would put thousands of middle class employees out of jobs. For these reasons, an income tax is much fairer system to the American people. A flat tax, however, does offer some benefits. For one, it is a much simpler system. A percentage is set, and then all Americans pay that amount of their earnings. All the different taxes U.S. citizens have become accustomed to would cease, and taxes would become much less of a hassle. Flat taxes have already been implemented by a few countries, namely Estonia, and each one enjoyed limited economic success at first. While these arguments are true, they are not valid. While a flat tax may be simpler to compute, this does not make it essentially better than other systems. While the poor may be able to pay quicker, they still have to pay more. Also, countries like Estonia, which enjoyed brief and limited success, fell into turmoil and all the minor benefits a flax tax had given were completely wiped out. While a flat tax may be simpler, it is not the best taxation plan for U.S. citizens. The rich should have to pay a higher percentage when being taxed. A flat tax shows too much obvious bias towards other citizens, that the plan should not be put into effect. While there are a few benefits, a flat tax is not a good alternate. A traditional income tax helps ensure the greatest degree of equality between different people. Isn’t this what we all want? Sam Potter 1st place, Argumentative Essay
Essay on a passage titled: “Paul’s Case” by Willa Cather - a glimpse of Paul’s character In the passage, Cather introduces Paul to the audience as a clever but defensive student who appears indifferent to the rules and defiant of authority, but is actually conflicted. The reader can come to this conclusion because of Cather’s skillful characterization, both direct and indirect, of Paul through careful use of diction, detail, figurative language, point of view, and tone. The reader can pick up on several different aspects of Paul’s character. Perhaps most central to the passage, he seems to be uncaring in the face of correction, almost without conscience. While resentful of his situation, Paul also remains calm and in control throughout the passage. In fact, he is so in control that his reactions to the accusations and questions bother the teachers, leaving them “dissatisfied” and “humiliated”. He also seems to carefully regulate his outward appearance, holding a smile almost defensively, as if concealing something. The contrast of his defensive demeanor and casual defiance ultimately culminates into a less obvious truth; Paul gives the impression of being quite conflicted. The reader must work a bit to get this understanding of Paul, however. While Cather does use some direct characterization,
the description of his appearance, of the mention of his constant smile - most of what we know about Paul is expressed in the writer’s style. This includes diction, detail, figurative language, point of view, and the tone that these all compose. Cather uses diction in the passage to reinforce the idea of Paul’s unabashed bad behavior, using words like “flippantly” to show his attitude, “hysterically” to show the ridiculousness of it all, or “indispensable” to indicate frequent use of bad behavior. Diction is also used to help convey the conflict in Paul’s character; his father is said to find him “perplexing”, and the drawing master to find him “sort of haunted”. The author also uses detail to reinforce the rebellious nature of the character, telling the specific story of the English teacher in the second paragraph. Figurative language also plays a role in this description; imagery such as the contrast of Paul’s clothes with his flower or the whiteness of his smile brings the story to life, but also provides a visual symbol of his internal conflict. Beyond this, not much figurative language or abstract ideas are employed, but that in itself is a device that helps establish the tone. The narrator that is telling us all this is quite important a factor in itself. From the narrator, an objective third person, the reader gets a sense of the tone and author’s style. Because of the distinctive narrator, we get much more information thoughts from several characters, rather than just one. The narrator also comes across as quite matter-of-fact and formality. The formality comes from the advanced diction and syntax, while the matter-of-fact feel comes from a lack of flowery, “extra” figurative language, the formality itself, and a tendency for the narrator to point out lies, symbols, and connections in the story. These factors together allow the reader to draw his or her own conclusions about Paul and follow the story easily. This passage is an exemplary instance of writing being carefully construed toward a specific purpose. Cather uses several literary devices throughout the passage to express Paul’s nature to the audience. Through these, we see Paul the defiant schoolboy as well as Paul the on-guard puzzle of a young man. With a distinctive tone, Cather is able to give us this information, threaded with hints at an inner conflict or contrast, while giving us room to form our own impression of the character. The author, in summary, has easily accomplished the clear purpose of introducing a character through several channels of classic literary techniques - and all without going over a page. Sarah Elizabeth Davidson 3rd place, Rhetorial Essay
SGES students also placed in other categories at Region Literary - Sarah Edwards - 1st place Personal Essay; Chaz Martinez, 1st place - spelling; Emme Edwards, 2nd place - Humorous Interpretation; Isabella Bankston, 2nd place - girls solo; Molly Boggs, Cameryhn Dorsett-Flemister, and Isabella Bankston - 2nd place, Trio
Success found in athletics and academics by Milz Cain Tall, slim, and passionate- I was destined to be an athlete. From the time I was able to walk, I have always had a heart for sports. I had a racquet in my hand by the time I was four. I immediately fell in love with the feeling of running around the court, waiting for the perfect ball, and hitting a winning shot right down the line. Along with tennis, I was drawn to running and basketball. I can’t remember a time when I didn’t have practice for one of these sports, but I wouldn’t have it any other way. As I got older, my love for sports grew, however, so did my amount of schoolwork. Unlike my sports, I was not as devoted to my schoolwork. In learning to be the best me that I could be, I realized I had to develop the skills that drove me in sports and direct them towards academics as well. Sports had always come fairly naturally to me; however, this was not the case for school. Until the middle of fifth grade, I put about half the effort into my schoolwork as I did in sports. It wasn’t until I made my first failing grade that I decided I needed to start concentrating on my schoolwork. With the help of my teacher, Mrs. Eady, I began to put the effort that I put into sports into my studies to develop diligent study habits. I also believe that the competitiveness of my class helped shape my new study habits. I, like the rest of my class, hated to lose at anything - including grades. Bottom line: I learned a person sometimes has to do things (studying) she doesn’t like to do. With much hard work and help from my friends and teachers, I was able to earn all As and develop lifelong habits that will serve me in college and beyond.
Visual and Performing Arts at St. George’s Episcopal School offer students many avenues to develop their talents. This gallery of photos is a glimpse of student artwork and stage presentation. Art is taught at every grade level at St. George’s Episcopal School. From basic art techniques to practicing watercolor, mixed media, printmaking, sculpture, and other art mediums, students are free to explore creatively and independently.
Spiderman and the Flower Sheppard Brown
The Dalphenes Kaylin Drake
Sunny Flower Jett Takle
The Flower Jungle Camille Remington
Zebra at Daytime Bonnie Kate Matthews
‘Merica Luke Scanlon
Peter Pan jr.
idk man, idk Karli Waites
Ivory-billed Woodpecker Allan Muise
Turtles in a Halfshell Emily Powell
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Why give to the Annual Fund? To inspire St. Georgeâ€™s students to utilize what is learned in the classroom and empower them to make a difference in the world as leaders.
Annual Report Printer's Proof Edition of the Dragon Wings Publication