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FEATURES

08 12 18 MRS. MOELLER

COLLEGE

EUROPE

Every Geneva student knows the quick-witted, J. Crew-outfitted, always-wins-the-argument side of Mrs. Leslie Moeller, former debate coach and mom of three Geneva students. Junior Mary Claire Brock uncovers Moellerâ&#x20AC;&#x2122;s rich history with Geneva and the profound impact sheâ&#x20AC;&#x2122;s had on the school as we say goodbye to this legendary figure.

High school students need help navigating the big world of colleges. Deciding what classes to take to enhance your resume can seem daunting. Feedback from alumni, seniors, and college counselors can help ease anxiety when it comes to picking colleges and course loads.

Every year the seniors go on a trip together as class to Europe and it has always been a great experience for both the seniors and the teachers who go along with them. But from now on, it will be known as the junior trip. Sophomore Arianna Flores writes about how this change will occur and how both the seniors and the juniors will visit Europe this year.

DEAR GENEVA, “how lucky I am to have something that makes goodbye so hard.”-winnie the pooh As the new editors for the Geneva Quarterly have been selected, it has finally hit me that it is time for me to step down as editor-inchief. As May is approaching, I have taken the time to reflect on all the things I have accomplished and all the things I have yet to accomplish. Looking back to the first day I stepped foot on the Geneva campus, I recall the excitement of being in high school and entering a brand new world. However, what I had not realized was that I was entering an established community, the majority of students having been together since pre-school. This community shared childhood memories, there were family connections, same churches, a community in which I was an outsider. Immediately, I felt the embrace and love of my new classmates, their parents, and my new teachers. They invited me to be part of that established community. Geneva has truly formed me into the person I am today. In my freshman year, I was one of the lucky few that had the privilege of being part of the newspaper staff. As a newbie, I was entering into unknown territory. Little did I know at the time, that Newspaper class would end up being my passion and would ultimately be the class that would determine my college selection. I leave behind a great staff but take so much knowledge with me. Geneva has given me four great years of a Classical Christian education. Geneva has turned my faith into something I never thought possible. Geneva gave me Mrs. Ryden, (yes, I am going against what she has always asked us not to do, that is, talk about her). Mrs. Ryden taught me to believe in myself and most importantly, to believe in others. She taught me to value my education, my teachers and my family and to always give grace to those around me. She taught me to work for the things that I loved and felt passionate about. She taught me to become a better journalist. This journey is taking me far from home next year but I am grateful to my parents for giving me the fundamentals and the opportunity to be part of the great Geneva School of Boerne. Finally, as I wrap up my last Letter from the Editor, thank you to Mary Claire Brock and Emma Ingram for being both my right and left hand at times. Thank you to all the staff that worked so hard to make the magazine successful. I can only hope that I will be this blessed to hold this position at some point in my career again, but most importantly, I hope I can work with a team as talented as the one I am leaving.

BEHIND THE COVER

EDITOR-IN-CHIEF: sofia pedraza CHIEF-EDITOR OF DESIGN: emma ingram CHIEF-EDITOR OF CONTENT: mary claire brock INDESIGN EDITOR: hattie atkins EDITORIAL EDITOR: delaney young PHOTOSHOP EDITOR: summer stolle PHOTOGRAPHY EDITOR: reynolds walker INDESIGN: hunter hamon skylar tippetts carissa georgelos jessica wheeler EDITORIAL: corey bates arianna flores emme owens PHOTOSHOP: karlie daniels sara beth stolle ruth wacker PHOTOGRAPHY: allie martin ian comuzzi sean hollinshead sam ledoux ADVISOR: becky ryden To buy a subscription, contact rryden@genevaschooltx.org To advertise, contact sofiapedraza.gq@gmail.com This is a publication for the Geneva School of Boerne.

For this quarter’s cover, Sofia Pedraza staged a picture in the gym of a basketball. to salute the teams that worked so hard this quarter to make it to the playoffs.

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113 Cascade Caverns Road Boerne, TX 78015

{sub stories}

Editorial: Being a Teacher’s Kid Opposing views of being taught by your parent.

Grammar School

What has changed and what will always stay the same.

Prom

ACL

Basketball

35 39

A guy and girl perspective on the preparations for prom.

A round table interview with all the Genevians who have torn their ACL.

Welcoming Coach Boerboom into the Geneva community and various basketball players explain exactly what their particular team’s pre-game routine involves.

Spirit Week

A peek into the history of spirit week.

outdated?

42 Cuppencake

Ariana Martinez-Duvall (Class of ‘14) opens a coffee shop with the help of her brother and dad.

Three of our theologically inclined teachers, Dr. Rosheger, Dr. Short and Rev. Russell, offer their own responses to theques-

Study Hall Boredom How to overcome a 45 minute class period if you have no homework.

{in every issue}

24 36

Interview: Mrs Clifford AlumNews

This month The Geneva Quarterly was awarded Gold Medalist with the Columbia Scholastic Press Association. Several editors will travel to New York to attend the CSPA conference, in which they are elligble to recieve further awards.

Music Column: Vinyl records

A Day in the Life: Sutton Houser (Milton)

The Personal Survival Rate: Mr. Tye and Ms. Almarudis

tion posed.

Is Dating Outdated?

Is it really worth the awkwardness to couple up or has it become

Theological Debate

54 56 57 58

Humans of Geneva The Talon Geneagle Gazette Creative Writing

a Being It has its perks

Sophomore Jessica Wheeler shares about having her mother as her teacher and how it is not what everyone thinks, but it does have its perks. Some may think that teachers’ kids have an unfair advantage in the classroom, get a sneak-peak at upcoming assignments or are a general exception to all the rules, but this could not be farther from the truth. Case in point, the first quarter of my freshman year, during a lecture in Mrs. Blackstone’s history class, my phone went off. It was a mass marketing call that went out to the entire country. Instead of receiving special treatment because Mr. Shelton knows my mom personally, I still got three demerits (according to the policy at the time). Ironically, even though Wesley is a senior in the Senior Thesis class with our mom as his teacher, he actually gets less attention in class than his peers because our mom does not inform him about what is coming up. If anything, teachers have higher expectations about organization, responsibility and grades when their kid is their own student.

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I would never want my mom as a teacher.

I'm sure your dad is your favorite teacher.

But it’s got its upside, too. For Wesley, finding food for the bottomless pit that is his stomach is never a problem, with the occasional teacher break-room leftovers. Having “Mrs. Wheeler” as my mom has its perks: I often know my teachers before having them in class because my mom can become friends with just about anybody. She also has an affectionate and sociable personality that is shown through her classroom. People often call it ‘home-y’ or ‘a home away from home’ because of the welcoming and comfortable feel with the available warmth on dreary or cold and rainy days. My mom says she enjoys having her own kids in class: “Seeing classroom dynamics and getting to know and love the people you are around most of the day is a pleasure. To me, especially your class (sophomores), teaching has been like having an extended family.” Before we started attending Geneva, my mom remembers feeling that my siblings and I were missing out on something great: “Before y’all came to Geneva I was frustrated because I was teaching something that I knew y’all weren’t getting.” Once the three Wheeler children became Geneva students, my mom was glad to teach us the lifelong skill of writing and being able to assess literature that she loves sharing with other people. “God gave you to me as my children, so I consider it a privilege to share something with you that is important and enjoyable to me and that I would not get to do anywhere else.”

Do you like being made fun of by other teachers because they know your mom?

Oh, so that's how you got that grade. So, you get to school early and leave school an hour late.

you probably get special treatment because everyone knows your mom.

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teacher’s kid But it also has drawbacks Sophomore Karlie Daniels expresses her thoughts on having her mom as her teacher. Although it has its ups it also has its downs. Karlie shares the disadvantages of the teacher-mom relationship.

What do you think about your mom's class?

Do you like having her as a teacher?

Many people say, “It must be nice to have your mom as a teacher.” Although there are many perks to having a parent as a teacher, there are some downfalls too. For example, I never get to be away from my mom. Everyday I wake up, get ready for school and get in the car with my mom. When we get to school I get four to five class periods away from her but then I have her Chemistry class and have to see her again. At the end of the day, I go to track practice for an hour or two but I am still with my mom. She is the sprint coach, so she is coaching me the whole time. After practice, we drive home, in the same car, together. When we get home, I take my stuff upstairs, then go back downstairs to eat supper, where I see my mom once again. So, basically the only time I get away from her is when I am doing homework, which, even then, does not always happen. Many people get the choice of going to a school function, but not me. My mom often says, “I have to go, so you have to go too.” For example, the Harvest Festival is fun for a while, but after an hour or two, it gets really boring. However, I cannot leave because my mom has to stay and clean up the Milton booth after the festival is over, and I have to help clean up as well, which ends up making me stay at school for another hour. Another reason why it is bad having a parent as a teacher is because they cannot go back home to get things you forgot, because they have classes to teach. So many times when I was little, I would forget my violin at home and I would have to go to Orchestra class without it. I would end up copying music history out of a textbook for the whole class period. Many times, when we learn something new in Chemistry class, people ask me if we have a pop quiz or what a quiz looks like. To be honest, I do not know. She does not tell me anything about it. Many people think that because I have my mom as a teacher, she goes easy on me. However, my mom has said to others, and me, that she goes harder on me than her other students.

What's the test going to be over?

I bet it's nice to have her in class.

I bet he's harder on you because he's your Dad.

We had decided before our kids were old enough to go to school that we didnâ&#x20AC;&#x2122;t want them growing up having to set aside their faith when they went off to school in the morning. We wanted them to have the opportunity to learn about Christ as the center of all parts of their lives. I believe that at Geneva we integrate the biblical worldview into everything. I grew up in a world where there was a separation between what is private (like your faith) and what is public (like your politics). Here there is no separation. That distinguishes us from public school. At Geneva, we also work to develop the habit of analytical thought in students. The goal is not just to introduce students to a bit of logic but rather to make it such a consistent requirement that it becomes difficult for our students to slump back into unthinking consumption of whatever seductive alternative our culture is currently offering. Itâ&#x20AC;&#x2122;s not that our students wonâ&#x20AC;&#x2122;t ever bedeceived. Rather, the goal is to make it harder for them to choose to be deceived and a little less comfortable for them when they are because we hope that somewhere at the back of their minds will be the nagging thought that they know the truth and only the truth can make them free. That distinguishes us from both public schools and other Christian schools.

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TheMoellerLegacy Every Geneva student knows the quick-witted, J. Crew-outfitted, always-wins-the-argument side of Mrs. Leslie Moeller, former debate coach and mom of three Geneva students. Junior Mary Claire Brock uncovers Moeller’s rich history with Geneva and the profound impact she’s had on the school. By Mary Claire Brock Chief Editor of Content

e all recognize her eloquent speech. The orange heels and pencil skirts. Her graceful yet commanding presence. She embodies the beauty of a “determined, intelligent, focused” woman, as described by Dr. Autumn Dawn Galbreath, who preceded Moeller as Board President. Many have described her as friendly, well-spoken, gracious and professional. “Leslie a very capable person, with the ability to do many things.” former board member Scott Travis said. “But even more significant is that she has the ability to recognize ability in others…a rare trait when coupled with Leslie’s heart to see the people around her achieve their best.” But the thing that Moeller is most passionate about is obvious. Her desire to glorify God and extend the Kingdom shines through her every word and action. Commenting on her faithfulness, Head of School Brad Ryden notes, “I have seen her in difficult and demanding situations stop and pray for God’s wisdom and blessing. In the midst of great triumphs, she deflects any praise that may come her way, pointing to God instead. She has lived and led according to the standard of Non Nobis – ‘not to us, O Lord, but to your name be the glory.’ During their search for a “Christian education”, Moeller and her husband had never heard of a “classical Christian” education. After visiting with her mom who had recently received her Master’s Degree at Dallas Theological Seminary in Adult Christian Education, Moeller decided to explore this movement toward Christianity combined with academic excellence. At the urging of Robert Thornton, who was discussing building her house at the time, it was suggested to Moeller that she look into Geneva-- at the time a very new start up “classical Christian” school. Given the fact that Moeller had always been frustrated by the lack of a rigorous thought process in the modern educational system, a classical Christian school seemed to be the right fit. So she researched extensively and soon thereafter enrolled her son in Geneva. From that humble beginning and a combination of God’s calling and, truthfully, out of necessity, she not only helped shape the vision of Geneva, but helped that vision become reality. “I think of myself as a bridge spanning the gap between good ideas and those good ideas becoming reality,” Moeller said about herself. Her visionary perspective was evident to those working alongside her. David Brock, who served on the board with Moeller for several years, epitomizes her forward thinking philosophy by recalling one of her oft quoted phrases: “Our constituents are unborn.” Moeller has worn many hats during her tenure at Geneva, some of which include Board President, teacher, debate coach, Personnel Committee Chair, music docent, play director, tour guide for the first eighth grade DC trip and mom. Moeller exemplifies faith in God’s provision as she has consistently stepped out in faith

Photo by Ian Commuzzi

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to make substantial impacts on the culture and identity of Geneva knowing, all the while, that the seeds of her contributions may not bear fruit for years to come. Dealing with the “crisis de jour” and the realities that are faced by any school leader, Moeller relied on her faith in God to yield each problem so when the problem hit, it was in fact manageable. This faith enabled her to calmly evaluate and find a resolution for situations at hand. During the tenure of her service on the board, she, along with all __number of families, watched God’s provision once again as the Cascade Caverns campus opened just in time for the first day of school. Three days prior to the opening of the present campus, Moeller recalled being told that it was nearly impossible to have electricity before the first day of school. Yet, in accordance to God’s faithfulness, the lights were on when the school opened its doors. In her various positions, Moeller witnessed God providing innumerable times. “If you hang around Geneva much,” Moeller said, “you’ll have more of those [stories of God’s perfect provision] than you can remember.” Her pursuit of excellence and determination has helped shape the character and identity of Geneva and has provided a foundation for current students and for the “unborn constituents.” As evidence of her commitment and thoroughness, I asked Mrs. Moeller a series of questions. Her response was eleven pages of pure eloquence. She believes classical education needs to move toward educating the next generation of leaders to further our communities and societies. She reminded me that “as Christians, we must believe that all truth is God’s truth which means that when people are trained to pursue truth and identify false thinking and lies, they are trained to follow a path that will inevitably lead them to Christ.” As a Christian thinker, Moeller integrates the function of education into her role as a Christ follower. “Dr. Budziszewski, our recent Mars Hill speaker, said we should think of college campuses as the mission field and Christian professors as the missionaries. I suggest we take him seriously and train our students towards that end with the highest ivory towers in the country as our target. To look at it from a slightly different perspective, there are school aged kids that will be our leaders in only a couple decades. They are being trained how to think and what to think in schools right now.” Teaching was not always her forte and first love. Moeller received a B.A. in English Literature and Economics from The University of Virginia and a law degree from Boston College. At one point she even contemplated a major in Biomedical Engineering and French. When Moeller first came to Geneva, she admittedly was unfamiliar with the idea of a classical Christian education but she and her husband, Eric, had a general idea of the type of education they wanted for their children. “We wanted them to have the opportunity to learn about Christ as the center of all parts of their lives.” Moeller said. “I’ve always been frustrated by the thoughtlessness I see in so much of our society. As a democracy, we are dependent upon the choices and therefore the thought processes of our citizens and yet I don’t find that those thought processes are, on the whole, particularly rigorous.

The Legacy Lives On Words from Leslie Moeller geared toward younger parents

1) Believe that the faculty and administration love your child, pray for your child and will work incredibly

hard to do what is best for your child. This is more not less true for the kid who has difficulties, either academically or behaviorally. That doesn’t mean that they will make things easy for your child. They are more concerned about your child’s long term well being than his or her short term comfort and isn’t that the way you want it? As a mom of a high energy boy who often was not good at conforming himself to the classroom (and who got suspended not once but twice), I promise you that the toughest experiences are the ones for which we are now most grateful. God’s not kidding when He promises to use all things for good.

2) Remember that no matter how honest your child is, he or she only sees a small piece of the picture. If your

child has a problem at school (and he or she most certainly will) always start by looking for more information.

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Nor do I find that modern education is very good at developing those thought processes, integrating subjects, applying the lessons of history to the present or in general connecting the dots. Classical education seemed tailored for the very things that I had already found lacking.” Although maybe not by name, but by concept, she understood a classical Christian education. As a teacher, Moeller emphasized and instilled in students a lifelong desire to learn. In emulating the mission statement of the school, Moeller’s teaching philosophy and style was stimulating but not focused on imparting her own viewpoint. She taught the students to think for themselves and through that thought process establish their beliefs. In her words, “If I’ve opened a student’s eyes and they’ve started to reconsider their previous prejudices about what they like or don’t like, better yet,” Moller continued, “what they are good at or not good at; if I’ve encouraged a kid to dream a bit bigger, and even better yet if I’ve challenged the school to dream a bit bigger; if I’ve stopped anyone from settling for ‘good enough’ then that’s more impact than I would have ever expected before Geneva got hold of me.” The school experienced tremendous growth while Moeller served as Board President, in large part because of her astute planning and leadership. “She helped the board form its first strategic plan in 2008, thereby setting the school on a path to maturity and stability. She also co-led with Mr. Kevin Young the school’s first capital campaign from 2008 to 2011. This campaign added the Logic and Rhetoric campus, the Gymnasium and the Lyceum,” Brad Ryden said. Moeller acknowledges that though she is not the entrepreneurial type, and certainly not “risk adverse”, she is “willing to rush in where more prudent people hesitate.” This attribute prompted her to say ‘yes’ to Rob Shelton’s idea of starting a debate team. Stepping foot on 113 Cascade Caverns Road, one would quickly acknowledge Geneva’s acclaimed debate team. With little background in debate, Moeller soon learned the process which is involved in starting a debate program. “The problem was that no one knew what was involved in starting a debate team and no one had been willing to take it on. So they asked me.” Moeller added, “I didn't know anything about starting one either. I didn’t debate in high school but I did know how to put together an argument. It seemed to me that we could figure it out so I said yes, not really knowing what I was getting into (something else I do a lot of ) and that’s what we did—we figured it out.” As many know, Moeller and her family are moving back to Virginia due to a job relocation. The possibility of living on a farm in Virginia, like her grandparents did, excites Moeller: “I miss that the way many people here would miss Texas if they hadn’t lived here in almost 30 years. It’s been my dream for a very long time to have an old house and a farm like my grandparents’. It looks like God might be answering that desire although we haven’t found the farm yet. We’re still in the early looking stage.” Though she is physically moving on, her contributions will remain to enhance the culture and mission of Geneva for years to come. Her true impact of her contribution to Geneva will e unveiled for generations to come.

Endless be your legacy, Mrs. Moeller.

There is undoubtedly more to be found. That doesn’t mean that your child is wrong or that the school is always right. We faculty are fallible sinners. It simplymeans that you should start any inquiry with gracious, neutral requests for more information. Don’t load your guns until you’ve made sure you’ve got the whole story.

3) Enjoy your child every step of the way and not just when they please and delight you. He or she will do stupid

things; things that will embarrass you; things that you’ve taught them carefully and well not to do. He or she is a child and a fallible one at that. It is the nature of children to make poor decisions. We’ve all been there. We’ve either been embarrassed by our offspring or will be sooner or later. Don’t let the hiccups keep you from relaxing and enjoying your child exactly the way God created him or her, weaknesses and all. These days are precious and go far more quickly than you can imagine.

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PI CKING AN D CH OOSING Choosing between a private or public university By sofia pedraza editor-in-ch ief

Private When it comes to deciding between a public and private university, numerous factors need to be considered. Some of the fundamentals of this debate include tuition, prestige, graduation rates and a student’s success after graduation. For example, public universities have larger class sizes when compared to private ones. For students who enjoy the one-on-one teacher to student experience, private universities may be the preferred route. Cost is another area to be looked at. It is well known that public universities, on average, cost less than private ones. Let’s look at some of the most important factors that weigh in on college decisions and see if we can determine the better route.

TUITION:

According to the College Board, the average cost of tuition and fees for the 2014–2015 school year was $31,231 at private colleges, $9,139 for state residents at public colleges, and $22,958 for outof-state residents attending public universities. The main difference between private and public

universities is the way they are funded. Public universities are funded mainly by the state while private universities rely heavily on tuition and private donations. After the initial shock of the college tuition sticker price, it’s important to remember that private universities offer big financial aid packages and numerous merit scholarships, sometimes bringing down the cost to that of a public university.

REPUTATION:

Let’s start off by saying that U.S. News & World Report typically places private schools amongst the top 20 in its Best Colleges list. The question may be why the rankings are so consistent year after year. Some factors weighing in may be class sizes which are, undeniably, smaller at private school universities; admission into the top ranked universities on the list are among the toughest and the private school curriculum is extremely rigorous appealing to the top students in the nation. Although this is all true, it is beyond doubt that

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Ch o os i n g UNIVERSITY Public PUBLIC For many centuries there has been an ongoing debate on whether public or private universities are actually worth it. The main difference between public and private universities is how they are funded. many public universities have a large spectrum of classes and offer numerous degrees in comparison When it comes to deciding public to private universities. Yes,between it is trueathat public university or a private university, numerous factors universities have large lecture halls filled often with need to be considered. Some of the fundamentals a hundred or two students per class but it is not of this lifelong debate include tuition, prestige, uncommon to find a small sized class in a highly graduation rates and a student’s success specialized degree that you will not find after in a private graduation. university. For example, public universities have larger class sizes when compared to private ones. For students who enjoy the one on one teacher to GRADUATION RATE: student experience, private universities may be the There is a belief across the nation that students will preferred route. Cost is another area to be looked enter the college of their choice and earn a degree at. It is well known that public universities, on within 4 years. This belief has been proven false average, cost less than private ones. Let’s look at over the years. The National Center for Education some of the most important factors that play in on Statistics has shown a 57 percent graduation rate at college decisions and see if we can determine the public institutions versus a 66 percent graduation better route. rate in private institutions. This recent statistic was formulated in 2012 using the number of students Geneva students have excelled in both the private universities reported as successfully completing and the public universities. Our students have such their program in accordance with the 1990 Student a strong academic background that they can excel Right to Know Act. Studies show that this may be in any academic environment. Many students who due to the smaller, more intimate class setting that have graduated have told me that they felt very private schools offer. Due to the large number of

prepared for college work. TUITION According to the College Board, the average cost of tuition enrolled and fees in forpublic the 2014–2015 school yeartend students universities, classes was $31,231 at private colleges; $9,139 for state to fill up quickly, prolonging a student’s education. residents at public colleges; and $22,958 for outof-state residents attending public universities. SUCCESS AFTER GRADUATION: Financially, the public university benefits Regardless of whether a student graduates from outweigh those of private universities. Because a private or public university, the benefits of public universities are funded mainly by the receiving a college degree outweigh all the costs. state, tuition lessens making it the better financial The unemployment rates for those who did not option. Private universities do not receive these acquiring a college degree stand at 6.5%, which government benefits making them rely mainly on is comparable to the overall national rate of 6.3%. tuition and private contributions. Let’s not forget The unemployment rate for those that did acquire a that many private universities provide generous college degree falls to 3.2. The question remains, is financial aid assistance making it a possibility for college worth that high price? Statistics show that even those students that do not have the financial over a lifetime, earning a college degree will put resources to cover their tuition expenses to a you approximately $1 million ahead of those who private university. never earned a college degree. Winner: Public Is there a winner for this debate? No, not really. PRESTIGE Ultimately, the winner is the school each individual Let’s start off by saying that U.S. News & World student chooses as being the best fit for him/her. Report typically places private schools amongst the Both schools have pros and cons but both will top 20 in its Best Colleges list. The question may reach the final goal of achieving the most powerful be why the rankings are so consistent year weapon, education.

Choosing Wisely

The American College Test or The Scholastic Aptitude Test

VS.

ACT

High school seniors applying for college are required to take a standardized college entrance exam. These tests assess the academic readiness of the student. The SAT and ACT are the most popular standardized tests used today, and colleges accept both exams. Essentially, you have the option of choosing from two paths that will lead to the same destination. Which test is best for you, the ACT or the SAT? The Scholastic Aptitude Test, or SAT, was founded in 1926 and became a standard rite of passage for college bound high school juniors and seniors, testing knowledge of vocabulary and basic math skills. Today’s SAT tests the student in three subjects: reading, writing and mathematics. The SAT focuses more on a student’s innate college aptitude versus what they learn in the classroom. The SAT board is making changes to their exam starting in the spring of 2016. The board believes that the

- 1/4 pt

for every wrong answer

SAT

SAT test should be more geared toward what is most essential for college readiness and what the students are doing in their classrooms, like the ACT. In order to become more like the ACT, the SAT must change the way they score the test, the anatomy of the test, the time requirement, the essay section, the mathematics section and the reading and writing section. This new test will be easier for students to relate to and hopefully make higher scores. A professor from the University of Iowa later founded the American College Test, or ACT, in 1959. He developed this test in order to compete with the SAT. ACT President, Jon Erickson, states, “The ACT is a curriculum based achievement test. That is, by design, it reflects the type of practical material and information learned in classes and applied to a problem a student will face in college or outside the classroom.” Today’s ACT test covers the four major curricular areas of english, math, reading, science

- 0 pts

No penalty wrong answers

- 0 pts

No penalty wrong answers

X X X X

3 Hours & 45 MINS Mandatory _______________ _______________ _______________ _______________ _______________ _______________ _______________

3 Hours 50 MINS

(essay)

OPTIONAL _______________ _______________ _______________ _______________ _______________ _______________ _______________

and an optional essay. Erickson continues to explain the purpose of the test and remarks, “[The purpose of college placement tests] is to help students explore and choose postsecondary schools, and for the schools to recruit and enroll students that best fit their institutions.” He also states, “It is an opportunity to show what you know and can do, and it is fair in that all students have basically the same content and timeframe to complete it. It provides one piece of objective information for a college and scholarship agency to consider when reviewing and comparing students.” However, Erickson does express concern about the ACT, saying he would never want “students [to] stress out about the test or make it into something much more than what it is. It is only one piece of information about you. Your high school courses and grades, extra curricular activities, recommendations, interview and other supporting information combined forms your college application.” “The ACT is the most popular exam taken by students,” Erickson remarks. In 2013, around 1.8 million U.S. students took the ACT compared to the 1.5 million who took the SAT. “There are many reasons why students choose the ACT – many say it is more comfortable and familiar to what students do in their classrooms. Many teachers and principals prefer the ACT because they feel it is a better gauge

on how their school is doing and how they might improve their curriculum and teaching,” Erickson said. Making a choice on which test should be taken depends on the skills and capabilities of the student. If you are better at answering straightforward questions related to your curriculum, you will more than likely score higher on the ACT. The SAT test requires more critical thinking and reasoning skills. This could be a reason why the ACT has gained market share over the SAT within recent years. When asked the best way to prepare for the ACT, Erickson responds, “Most important, is take as many difficult highschool courses as you can and work hard in them. Your school work is your best preparation and it is what effects your ACT score the most, hands down.” He also adds, “Visit actstudent.org and click on test prep. There are a lot of free resources and tips, including practice test.” Regardless of the differences in the exams, both tests help to reveal a student’s readiness for college. When having to choose which path is best, you can be confident in knowing both exams maintain reliability in testing the academic readiness of a student being admitted to college today. “A student should review both exams and take the one they feel most comfortable with and that may present themselves to colleges in the best light. For many, taking both exams is a good option,” Erickson said.

Critical Reading

Math

611

597

631

1839

497

513

487

1497

(Classes of ‘11-’14)

National * SAT Average (Classes of ‘13)

Writing

Mean

* According to College Board

52.4%

47.6%

of Geneva Graduates went to a private university

of Geneva Graduates went to a public university

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Picking and Choosing

Classes EJ Harpole Class of ‘13 (Rice University) What AP classes did you take in high school? How have you seen the AP classes that you took impact you in college? I took Calculus, Statistics, Physics, Latin, Chemistry, Dual Credit English and Spanish. They helped me see the importance of going to teachers for help and also figuring things out on your own. They helped me learn to realistically organize my schedule. They also gave me a step above other students who had never seen the material before, or allowed me to take more advanced classes freshman year.

Gray Moeller Class of ‘15 What AP classes have you taken in high school? What was your thought process in deciding which AP classes to take? Why did you decide to take so many? I have taken Chemistry, Physics, Latin, Statistics, Calculus, and Advanced Competitive Debate. When I chose my classes, both last year and this year, I chose what I thought would be most useful and enjoyable. Senior year is the last opportunity to receive the collective knowledge and wisdom of so many exemplary teachers. The more classes I can take the better. Next, I felt my responsibility to put my tuition to its most efficient use. Finally, with college acceptance in mind, a more rigorous course load is more attractive. Altogether, I would rather have a brighter and a more nourished mind than a few extra hours of lunch.

Often, high school students need help navigating the big world of colleges. Deciding what classes to take to enhance your resume can seem daunting. Feedback from alumni, seniors, and college counselors can help ease anxiety when it comes to picking colleges and course loads.

Mrs. Denton College Counselor How do you think universities look at an A in an AP class versus a B? I believe that admissions representatives want students to take rigorous classes in high school. They want students to challenge themselves by taking AP classes. I think a college admissions representative would look more favorably on a student who took AP classes and maybe received a B instead of an A, but they were at least trying to challenge themselves.

Marcial Brock Class of ‘13 (Texas A&M University) What AP classes did you take in high school? How have you seen the AP classes that you took impact you in college? I took Biology, Statistics, Calculus, Dual Credit English and Latin. The AP classes I took prepared me for the workload of college and having to stay up to date with the rigorous weekly schedule of my classes. I would recommend to any Geneva student to take AP classes. My preparation and organizational skills were improved and those skills alone have made the college workload easier to handle.

graphic by Summer Stolle

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Traveling to Europe The culmination Of a classical education

By Arianna Flores Staff

hat do Spring Break, pagan temples and the junior class share in common? All three of them come together this year when the Class of 2016 (juniors) embark on a journey to Greece and Italy from March 9th-18th. As we prepare to say goodbye to the class of 2015 (seniors), we also wave goodbye to the “Senior Trip” as we have known it for the last three years. While there were many motives behind permanently moving the Europe trip to junior year, the main reason involved the timing of the travel. In the past, the scheduling of the trip was difficult. If the trip were to take place over Spring Break, the seniors would be focused on their upcoming thesis and would not be able to fully enjoy themselves. The month of May centers mainly around thesis preparation and presentation. Scheduling the trip post-thesis and Commencement created conflicts with preparations for college and encroached on valuable family time. Furthermore, the graduates, having gained a certain independence, found it difficult to travel overseas with the rules that traveling with the school required. After a series of meetings, Mr. Ryden, Head of School, came to the conclusion that the hustle and bustle of senior year simply didn’t provide an ideal environment for a trip to Europe. In addition to the advantages of the timing of the trip, students also benefit from other perks that

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come with moving the trip from senior year. For year fundraising efforts. When utilized, a single one, the spring break travel rates are significantly student may raise close to $1,000 toward their cheaper than summer rates. If you signed up for trip through these fundraisers. the Europe trip as a freshman, the price for the trip Moving the trip to Spring Break also junior year is approximately $3,070. This year’s necessitates a change in the itineraries. The seniors, however, are paying around $3,890 per juniors’ and seniors’ itineraries for their trips this student. Although the senior’s itinerary includes year vary slightly, due to the length of each trip. a two-day extension, the difference in pricing The juniors will be in Europe for a little over is noticeable. The price difference becomes a week, while the seniors’ trip will take almost even more significant as the fundraising money two weeks. Both tours will focus on Athens, must spread further and further as the upcoming Greece and Florence and Rome, Italy. They will classes increase in size. The decision to move tour classical sites such as the Parthenon, the the Europe trip to junior year not only helps with Acropolis at Athens, the temples to Athena Nike, the timing of the trip, but also with the cost per Olympian Zeus, Apollo at Delphi, the Colosseum, student. the Roman Forum and the stadium where the Speaking of cost, taking an entire high school first Olympics took place. They will also visit class to Europe art from the involves extensive Medieval and “There is always room for new fundraising, Renaissance ensuring that periods, and fun ideas when it comes to every student who including fundraising, and in the past, classes the work of wishes to attend can. Director of artists such as have sold everything from Easter development Amy Michelangelo lilies to tamales to lasagnas and Metzger explains and Botticelli, even cascarones.” that volunteer as well as fundraising beautiful coordinators from cathedrals each class organize like St. grade-level fundraisers. While these fundraisers Peter’s Basilica. The seniors, however, get an are not mandatory, the school encourages all extra two-day extension to visit sites in Pompeii students to participate. There is always room for and Capri before they return to the states. new and fun ideas when it comes to fundraising, Though the senior trip has evolved over and in the past, classes have sold everything the years to an adventurous trip to Europe, the from Easter lilies to tamales to lasagnas and even very first senior trip was quite different. Mrs. cascarones. With the trip junior year, students Daniels, teacher and chaperone, remembers the begin fundraising the spring of their freshman first graduating class’ senior trip to New York year and continue into the fall of their sophomore City, and the stark differences between that and year. This typically involves selling products. the current student’s experience. Fundraising During their junior year students receive the completely provided the funds for the trip and earnings from Tuesday hot lunches, which tend not much advance planning went into making to be the most beneficial toward fundraising. In it happen. Of course, this was possible because the past, the seniors have received the profits that particular class was small and they remained from the Valentine’s Day Daddy-Daughter in the United States. The low-key trip lasted less Dance, but the dance will now be part of junior than a week, providing ample time for relaxation.

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Baggage Claim Graphics by Summer Stolle

Going on a trip to Europe requires a lot of things to pack. But for Daniel Wacker, it only requires the main essentials and a few extras. On the other hand, Kaylea Burt packs all of her essentials (which are much more than Wacker’s) and many more things.

Daniel 1. Some clothes 2. My eno 3. Deoderant 4. Mousse to maintain the fro 5. Hopefully a toothbrush

Kaylea 1. Polaroid 2. Sunglasses 3. 7 pairs of shorts 4. 5 t-shirts 5. Some pants 6. A few sundresses 7. Sunscreen 8. Starbucks giftcards 9. Makeup 10. Toothbrush 11. Books 12. Star Wars dvd’s to entertain Mr. Tye 13. All of my rings 14. Sandals 15. Tennis shoes 16. Dantes “Inferno” to entertain Mr.Southwick 17. Extra money for gelato 18. Toiletries 19. Gum 20. Sun hat

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Because it was for a shorter trip, they scheduled it before graduation and after senior thesis presentations. The students visited all of the major sites in and around the Big Apple, including Ellis Island, Broadway (they saw The Adams Family), the Empire State Building, Ground Zero, and Central Park. This trip, however, did have one thing in common with the modern Europe trip. Both offered a time of incredible bonding, fellowship and learning, making the trip an unforgettable experience for teachers and students alike. While the destination may be different, Shelly Ward, Europe trip coordinator, emphasizes the bonding and educational aspects of the trip. One of the most rewarding parts of her job, she states, is traveling with students to the various sites and seeing their faces light up with pure wonder and joy. Standing on Mars Hill where Paul famously spread the Gospel or seeing where Julius Caesar addressed the citizens of Rome in what would have been the heart of the Roman Empire, creates truly unforgettable moments for students. The faculty chaperones contribute to the overall experience as well, integrating all the sites with the classical schooling received at Geneva. They help to connect the dots between the sites and Geneva’s Humanities and Bible classes so that students can fully experience the sites from a physical and educational aspect. Mrs. Ward remarks, “I consider it my job to pique [the students’] interests. I want them to be fascinated and experience as much as they can.” Full of enthusiasm, Ward offers the analogy of a young child preparing to visit the zoo for the first time in order to summarize a Geneva student’s experience in Europe. A child may have heard about lions and elephants in books, and can make each animal’s sounds. However, when he finally arrives at the zoo and sees in person, everything he’s heard about and seen pictures of, it adds a whole other dimension to his concept of a tiger or a bear. It ties together all pictures and movies, and turns it into something new. The Europe trip is much the same in this regard; you think you know what Michelangelo’s David looks like, but when you see it for yourself in person, alongside your peers, you develop a whole new level of appreciation and amazement. It is the culmination of a Geneva education. Whether it be junior or senior year, spring or summer, the trip to Europe is truly a trip like no other.

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Chaperones As you already know, the juniors and seniors are both traveling to Europe this year for their class trip and, teacher chaperones are selected to join them. Three chaperones are going with the juniors trip while only two are going with the seniors. Mr. Southwick, Mr. Tye, Mrs. Evans and Mrs. Ward have been selected to go with the juniors and Mr. Russell and Mrs. Ward are going with the seniors. Here are their perspectives on some fun things about the trip.

What are you looking forward to most when you accompany the students in Europe? Evans: Sharing this experience with these students. Southwick: I look forward to seeing if Hunter and I can dead lift one of the fallen columns in the Roman forum. Ward: My favorite part of leading each trip is to be with the students when they experience amazing works of art and architecture for the first time. I love watching their faces as they see what they have read about and seen in pictures, comes to life. My favorite things to show the students are the School of Athens fresco by Raphael, Michelangelo’s The David and the view from the top of the Duomo in Florence. Tye: I am looking forward to spending time with the juniors again. I miss them! Russell: Gelato, Lemon Fanta, Karaoke, Espresso, Gyros, Mars Hill and spending meaningful and fun time with my students.

What is your biggest fear about going on the trip? Evans: Losing one of these fabulous students in ancient ruins. Southwick: Mary Liz’s sassiness. Ward: Losing somebody! (which, FYI, has never happened. Last year on the Senior trip there were 40 of us. I counted to 40 so many times! But just as many times I counted to 39!) Tye: Delaney Young. Russell: I don’t have any.

If you could only pack three things, what would they be? Evans: A coat, Lots of money (to buy good food and souveniers), and my phone (because it has a Bible and camera, to capture all the memories). Southwick: Lifting straps and knee wraps (see #1), Abby Leeder (see #4), and the book for tips for brat proofing your students (See #2). Ward: My camera, my pillow, and good walking shoes. Tye: My iphone (for music and facetime with my girls), a good book to read, and another good book to read. Russell: Bible, comfortable shoes and a toothbrush.

Have you been to Europe before? Evans: Yes, after college in 1984, my mother and I traveled to France, Germany, Switzerland, Austria, Italy and Greece. Southwick: Yes, with Abby, my favorite Leeder (Sorry Brooke) class of 2012. Ward: I have been to Europe several times. At my previous school in Houston I also led their Senior trip and last year I took the class of 2014 to Italy and Greece. This year, between the Jr. and Sr. trips, it will be my 5th time to Italy and 3rd time to Greece. Tye: Yes I have! My dad and I toured Switzerland, German and France back in 2000. I also went to England for a weekend. Russell: Yes, last year I went with the senior class of 2014 and in 1993 I spent 3 weeks in Germany.

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Old School:

Going Back To Our Roots

ar A new Gramm will s pu m School ca on to ti di students be a great ad e of the older m so r fo rd ha is it onderful Geneva but hind all the w be g in av le e mpus. Junior to imagin the current ca on e ad m ey s changed in memories th about what ha s te ri w g un Delaney Yo ol and Grammar Scho ays stay the what will alw same.

By Delaney Young Editorial Editor With the Capital Campaign in full swing and all the talk of a brand new Grammar School campus, lots of people are reminiscing about the early days of Geneva School. Maybe it’s because it’s a much bigger project than the Lyceum or the Competition Gym, or because our current Grammar School campus was built before anything else on the property, but this huge project has caused a lot of people to wonder about how the change will affect the school long-term. Even if these new buildings do accommodate heaters that function properly and thicker walls that don’t peel and crumble sporadically (we obviously really do need new classrooms!), lots of people are concerned about the culture of the school. Are we losing our roots? There are plenty of students here who will never forget Geneva’s early days. When the school had just moved to the property it’s on now, the playground was pretty empty, leaving a lot up to the students’ imagination. Greta Millett, junior, reminisces, “My favorite memory about old school GSB…. was playing ‘survival’ out on the old playground when there was just a tetherball pole, a swing set and some rocks. All the guys and girls would gather together and pretend we were surviving on an island with no parents. The girls would literally gather mud and water and pretend it was soup and we served it to each other.” Before there was a real playground, high school, or even 50 students at the school, teachers and students made much of little and established all kinds of fun traditions. Millett, junior Mary Claire Brock, and senior Hattie Atkins recall all the great things about Fridays in Grammar School: “Sometimes [Mrs. Dunn] would wear her Popsicle skirt which meant we got Popsicles, and sometimes she played accordion for us on Fridays! Grammar School Fridays will forever hold a special place in my heart…. It was basically one big party all day, every Friday.” A lot of kids can attribute the reason we know how to tie our shoes to the very patient Mrs. Gombert and almost everyone can thank Mrs. Evans for pulling at least one of their teeth when every other teacher was too grossed out. Some current rhetoric students even remember when the whole school gathered for assemblies on the rocks in front of the playground. Of course, Mrs. Dunn still declares random days to be “Popsicle Days.” Mrs. Gombert still frequents the playground, saying to kindergarteners, “Okay, first, you make the two bunny ears with your shoe laces…” But some of these stories about Geneva’s early years are almost foreign to the school’s newer families that know Geneva as our quickly growing and immensely blessed school. So, even though a new Grammar School campus will be built, new classes graduated and new memories made, the incredible foundation laid 15 years ago will continue to inspire and remind our student body of God’s faithfulness and great plan for the future. Our school continues to grow and progress because, since day one, we have remembered to look back and be thankful for God’s providence over this school.

Interview with Mary Clifford

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“I wouldn’t change a thing.” By Karlie Daniels Staff

Mrs. Clifford’s eye. The dark cloud is the tumor.

About 10 years ago, Mary Clifford, mother of junior Trevor Clifford and Jack Clifford (Class of ‘13) and Logic School teacher, was diagnosed with ocular melanoma after a routine eye check-up. She shares with staff member Karlie Daniels her incredible journey of faith and complete trust in God. When and how did you find out you had cancer? I had gone for a routine eye appointment, but had not had my eyes dilated for a few years. All I remember is the doctor viewing my inner eye and then leaving the room. She came back a few minutes later with another doctor. I was then asked if I knew of any growth in my eye. They had found a tumor (ocular melanoma, in the bootom left of my eye). When I asked if it might be cancer I was told not likely as it is very rare, but would need to be confirmed by an ultrasound and a specialist who I would see the next day. How bad was your cancer when you first found out?

Mrs. Clifford paddle boarding.

It was a medium-sized tumor, measuring 3.65mm. If a tumor is at 5mm, the treatment usually begins with enucleation, the removal of the eye. An internal melanoma is extremely aggressive and at 5 mm, metastasis has often occurred. This cancer usually then goes to the bone or the liver. So, it was not good when it was discovered, but not the worst-case scenario. Having my eyes dilated when I did and a thorough doctor saved my life. What were some of the emotions you went through?

Mrs. Clifford after her recovery

This is really the biggest battle I think: the emotions and attitude. At first of course, I was in shock. I very clearly remember sitting in the waiting room of CTRC in the med center and having a nurse hand me a booklet for patients newly diagnosed with cancer. I gave it back to her explaining I didn’t have cancer, but a melanoma. She gently sat me down and spoke with me. It was then it really sunk in. The emotions I went through were a real roller coaster. By the grace of God, I slept peacefully every night, but every morning I would wake up to the reality of the situation. We had about ten days before we received test results and would know if the cancer had metastasized or not. Which meant the very real possibility that my life might at that point only be a matter of months. It was hard to face but I remember making plans with my husband for his future and our two sons who were eight and ten at the time.

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Who were you encouraged and comforted by? My husband, Jim, was (and still is) awesome. He stood by me. The Lord linked me with an older couple at church, one of whom had survived cancer and so they really knew what we were going through. My ophthalmologist, Jean Holt, was also incredible. She is a strong Christian and really made herself available to me. I remember one day, before all the test results, feeling very alone and afraid. I called her and asked for the flat out truth if I was going to survive this. Her answer I will never forget: “I don’t know God’s will for your body, but I know He is with you.” She was always available to talk and pray. Did you grow in your faith through this experience?

Mrs. Clifford and her husband on the beach.

Definitely. When you are young (I was 39 at my diagnosis), life seems to stretch on forever before you, so you don’t think about your mortality. Now I was faced with the fact that all the things I was: wife, mother, daughter, friend, teacher,---- all those labels were just stripped away and the only thing I was (and really am) is a soul in need of my Savior. If everything else was to be taken away, I still belonged to Christ. And that was enough. I was blessed with incredible peace throughout the whole ordeal that I cannot explain. No matter the emotions or circumstances, there was always an underlying peace. How long did it take to cure the cancer? As the cancer had not metastasized, I did not have to have any chemotherapy. I underwent an intense radiation process called brachia-therapy. Basically, I underwent a surgery in which they detached my eye muscles from my eye and a radiation oncologist and retina surgeon sewed what looks like a gold bottle cap with radioactive iodine seeds to my eye precisely under the tumor. I was then put in a lead mask and sent home to radiate for five days, before another surgery to remove the radiation and sew the eye into place. It was a bit surreal. No one could be within so many feet near me and the hospital would use a geiger counter on me. This was in October 2005. In April 2006, I was pronounced cancer-free (I started teaching at Geneva the following autumn.) How do you feel (physically and emotionally) now after the experience of having cancer? Wow. I really don’t know how to answer this without sounding like a cliche. I am grateful and blessed. Truly. God has been so good to me. I have had a few bumps and complications since the cancer, but God used it in a mighty way in my life. Life is a gift. Every day. The good days, the bad days, really they are all good. I don’t live with the fears I used to, and I know the wonder of the life God has given me. I love my family, my friends, the life He has given me. Since the cancer I have done things like paddle board 21 miles to raise awareness for cancer and learn to surf. I don’t want to want to waste any of the precious time the Lord has graciously granted me. Whether I am with my family, teaching in a classroom, out on the water, or stuck in traffic, every minute is a gift.

Mrs. Clifford driving in her car.

Mrs. Clifford with her surfboard.

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Getting Ready Getting ready for prom always takes girls much longer than boys. Guys’ moms tell them to take a shower the day of the dance and just throw on the tux they got earlier that day, while girls spend weeks finding the perfect dress and take hours getting their hair and nails done, and putting on make up. Here, Reynolds Walker and Sofia Pedraza explain what they did to get ready for prom.

Reynolds Walker:

His Routine

1. I drove back from the regional track meet which took

about two and a half hours.

2. I took my car to get it washed which took about 30

minutes.

3. I went to the Boerne Flower shop to pick up my date’s

corsage.

4. I showered which took about ten minutes, because I had to shave.

5. I dried my hair and put texture paste in my hair, which took about 15 Minutes.

6. I drove to Pasha and met Hattie for dinner. 7. I drove Hattie to the Omni for the Dance. 8. I dropped Hattie off at her car after the dance. 9. We both drove to the Burt’s house for the after party. 10. I went to bed at 3:00am.

Total Time to get ready: 1 hour

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for

Prom

Sofia Pedraza:

Her Routine

1. I got my nails done which took about an hour and a half. 2. Then, I got my hair done, which took about two hours. 3. I did my makeup, which took me about 30 minutes. 4. I got dressed, which took about 10 minutes. 5. We all took pictures and helped Skylar Tippetts get ready because

she had just got back from track which took an hour.

6. We had dinner at the Burtâ&#x20AC;&#x2122;s house which took about an hour and a

half.

7. We rode in a limo to the Eilan and took pictures which took a really long time.

8. We went to prom about an hour after it started 9. We went to the Burtâ&#x20AC;&#x2122;s after prom and had pancakes. 10. I went to sleep at 1:30.

Total Time to get ready: 4 hours 10 min

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ACL anterior cruciate ligament

TEARS

Athletes have their fair share of injuries at any school, but recently Geneva seems to be home to an unusual amount of ACL tears. From Sophomore Tyler Navarro to teacher Mrs. Lunsford, from Juniors Hunter Hamon, Caleb Hohne, and Campbell Petrie to Senior Caroline Lunsford, each of their experiences was different from the next. Included in the wide range of victims is Mr. Shelton, headmaster of Rhetoric school. This round table interview explores the differences and similarities of each incident with their ACL. By Sofia Pedraza

Editor-in-chief

Sofia Pedraza: How old were you when you tore your ACL, and how did you tear it? Mr. Rob Shelton: I was 21 or 22 and I was playing a game of pickup basketball. I never hurt myself during organized sports, just when I am messing around. So in football, baseball and hockey, nothing. Hunter Hamon: I tore it November 23, 2013 in a football game and again on August 15, 2014 in a football game. Tyler Navarro: I tore it October 17, 2014 in a football game. Campbell Petrie: I tore it a year and a half ago in a soccer game and in September in rehab. Caleb Hohne: I tore it in December of 2012 during football playoffs. Caroline Lunsford: I tore mine in May of 2013 in an AAU basketball game. Mrs. Libby Lunsford: I was 42 and I was snow-skiing in Red River, New Mexico.

Did you tear your left or right ACL? Shelton: Left Hamon: Left Navarro: Right Petrie: Right

Hohne: Left C. Lunsford: Left L. Lunsford: Left

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What were your initial feelings? Did you know you had torn your ACL ? Shelton: All I knew was that it really hurt. I had never felt a pain like that. Hamon: First time I tore it I thought it was fine. I was actually doing sprints on the field at halftime. I mean it hurt a lot but I just thought I could play through it. Then I went back on the field for a play and they threw an interception so I went across the field to go take it and my leg just gave out on me and I felt an intense pain. I passed out for a second and then I woke up with Sam Tippetts trying to shake me a little. But the second time, I knew I had torn it immediately. Once you experience the pain, you just know what it feels like. Navarro: I was running towards the out-of-bounds and I made this tackle that I shouldn’t have. I just dragged my foot and I felt a sharp pain in my knee and I knew I tore it.

What was your recovery like? Shelton: I had to spend a week in the hospital, in a cast from my hip to my foot. But my rehab was probably not as painful. The worst part is the mental, because you don’t want that pain again. Hamon: The beginning is painful but then it slowly gets better. Once you are done with rehab, that’s a great feeling. Navarro: I have only been in physical therapy for two weeks. Hohne: Mine stunk because it didn’t hurt when I tore it, so I had an attitude, like, “Oh, I can get through this.” But, when I woke up from surgery, my block was already wearing off, so it really hurt. Rehab was a lot different for me. It was very hard. My problem was straightening and bending. C. Lunsford: My pain after surgery was not that bad, I don’t know why. Part of my leg is still numb. I remember my mom went to the kitchen to get an ice pack, and I wasn’t supposed to walk but I got up to go to the restroom, and that hurt so badly. But after that, whenever my mom was gone, I would always walk on it. Also, after being so active, and being so stationary for a long time, you don’t know what to do with yourself. L. Lunsford: It was long and hard recovery. I cried the first time in physical therapy after surgery. Laura and Danny Kasprowicz helped me rehab and were so positive and patient with me.

How long did it take you to walk after surgery? Mr. Shelton: I had a cast on for 6 weeks. Hamon: After my first surgery, I didn’t walk for 6 days. And my second surgery, I walked in about 4 hours. It’s all mental. Petrie: Yeah, me too.

What’s day to day life like now? Does it still bother you? Shelton: I took up hockey and skied and did a lot after my surgery. And to be honest, now my good knee hurts more than the knee I had surgery on. Once you get over the mental part of it, you are fine. Hamon: I would say the same, it’s all mental, and then you’re fine. Petrie: I’m still three weeks into rehab, but I think it’s just mental, especially the second time. Hohne: Mine actually doesn’t bother me. But you can feel when the weather is changing. When it gets cold it starts bothering me, it aches. C. Lunsford: Mine too. In games, mine will just pop for no reason, then I bend it and it is fine.

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What was the best thing after surgery? Shelton: My favorite part was Demerol. Since I had a cast, it would swell up and I would just endure as much pain as I could until my blood pressure got up so high, that I had to take something. Then I would just take the Demerol and enjoy the experience. I can still sort of remember watching shows, but sort of not. C. Lunsford: The drugs never really did anything for me, but I remember the best thing post-surgery was Netflix. Hamon: Sour patch kids. But you also just want to go run. I remember I went out and ran like four miles when I could. I used to hate running but now I enjoy it. That’s the one thing that made me really happy. Navarro: Sour patch kids for sure. Petrie: Yeah, I think I ate like over 200 of them. Hohne: I’d say the friends too.

Did you do anything funny when you were on pain meds? Shelton: There were some romantic intrigues as I recall. My wife told me this, I don’t remember. It must have been a ‘Demerol night.’ We weren’t married, we weren’t even dating yet, but I knew her and liked her. Her friend was actually the one that liked me, and they came to the hospital together, but the friend brought me cookies. My understanding from Kathleen was that I pretty much just ignored the other girl and was lavishing all this attention to my (now) wife. Petrie: The first time, right after surgery, when I woke up, apparently I had a dream about monkeys… and monkeys don’t wear clothes. It took them like 45 minutes to convince me to put my clothes back on because I thought I was a monkey. If you’re reading this, don’t do it. Hohne: The only thing with me was, I kept asking the nurse if I could go back to sleep, over and over again.

Have you torn, or broken anything else? Shelton: Tore a tendon in my bicep, tore my Achilles, broke my collarbone and broke my finger. Petrie: I fractured my femur, in between ACL tears. Hohne: I tore my ACL and meniscus. C. Lunsford: I tore my MCL, meniscus, and ACL. L. Lunsford: My ACL, MCL, torn meniscus and bone bruise. I also recently had a detached retina in my left eye.

Any additional comments? C. Lunsford: Don’t tear your ACL. Shelton: Yeah, don’t tear your ACL, but if you do, you can come to our “ACL meetings.”

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The Painful Life of Robert Shelton Many students do not realize all the different sports Mr. Shelton has played and subsequently been injured playing. From football to hockey, Mr. Shelton has played hard and has paid the price for it. The following are accounts of his injuries, many of which he still has issues with today. By Hunter Hamon

Right Clavical

Staff

Hurt in a Hockey game

Left Bicep Brachii (torn) Hurt wrestling a friend

4th proximal phalange Pick-up football game

ACL (torn)

Pick-up basketball

Achilles Tendon (torn) Pick-up football game

Photo and Graphic by Hunter Hamon

DREAMS By Emma Ingram

COME TRUE

Chief-Editor of Design

This year, the Geneva community added a new coach to the athletic staff, girls’ basketball coach Eric Boerboom. The girls’ basketball team has welcomed him with open arms and loved getting to know him as their mentor and friend. The GQ staff thought it fitting to share Coach Boerboom’s history in basketball with the rest of the Rhetoric school students.

asketball has always been a part of Coach Eric Boerboom’s life. He has had a ball in his hands ever since he was a little boy. Growing up on a farm in Minnesota, Boerboom did not always have access to an indoor basketball court, but that did not stop him. He used an outdoor hoop that his father built in his barn to practice. Even as a child, Boerboom was dedicated to practicing basketball. He would spend hours outside working on his ball handling and shooting form. While describing how he would practice outside in the middle of winter, Boerboom said, “I would play with mittens and a snowsuit on. Sometimes, if it was snowing, I would have to shovel my court off so I could still bounce the ball.” Such dedication from a young child is rare and was a sure sign that basketball would always play a role in his life. Boerboom continued to play basketball in high school and college. After graduating from the University of Wisconsin, he was able to use his major in Sports Management and minor in Coaching to fulfill his childhood dream of being a coach. Boerboom spent his first five years after college working at Brazos Christian School, where he coached both the JV boys and Varsity girls basketball team. Six years after graduating from college, he returned to the University of Wisconsin to be the assistant girls basketball coach. After spending one year there, Boerboom and his family moved to Boerne, Texas so that he could work at Geneva. He hit the ground running

Why Did You Choose Your Jersey Number?

the moment he arrived here. Among fulfilling his other duties at Geneva, Boerboom quickly began organizing basketball practices and tournaments for the Varsity girl’s team. There was no doubt that he would be any less dedicated to his team than he was to practicing as a child. Coach Boerboom spends around an hour in the pre-season, 45 minutes during the season, and several hours during play-offs planning practices. Each practice is customized to what the team needs to work on the most at that time. He often decides what drills to do by watching game film from his team’s previous game. After every game, Boerboom watches the game film from that night and edits it. He gets the team stats and breaks down the film so that he can categorize it play by play: “I almost always watch the game the same night when I get home after the boys’ game, especially if I feel like there are things we did well or things we could have done better. Watching film dictates what we do in practice the next day and what we need to get better at.” His practices are not only well thought out drill-wise, each drill is planned down to the very second. He sets the clock for the specific time a drill is allotted and quickly shifts from drill to drill so that practices are efficient and productive. Geneva is lucky to have Coach Boerboom. His dedication will no doubt continue to help build an incredible basketball program.

“My name is Cinco. Cinco means five.”

“If Lebron could choose a third number, I know it would be number 20.”

“Kevin Garnett”

Cinco Winston Senior #5

Zack Jonas Senior #20

Matt Blackburn Senior #2

Pre-Game Pump Up Photos by Esther Rosheger

At Geneva, most sports have a particular pre-game routine the team completes before each and every competition. While sometimes practical, these rituals can also be ridiculous and amusing to put into practice. Here, various basketball players explain exactly what their particular team’s pregame routine involves. Girls Varsity Basketball “Before every game, we gather in the locker room during the fourth quarter of the JV guys’ game. Coach doesn’t come in to talk to us until there are around five minutes left in the previous game. We all sit in the cage of the locker room and talk about completely random things. Most of the time, we all just watch Esther (A.K.A Roo) because she is hilarious to observe. We even have an ongoing ‘Roo Quotes’ list where we document all the funny things she says. After Coach comes in and gives us a talk about the game, we gather in a huddle and pray together. Immediately after the prayer we do a chant called “Oh Chillalee”. This chant ends up in all of us jumping and screaming the made up words of the song. After that, Esther insists we take a team selfie for good luck (it takes a while for her to get a good one). We line up behind the doorway of the locker room when there is a little less than one minute on the clock in the fourth quarter. Since a minute on the clock usually means around three or four minutes until the game ends, we usually start doing random things like bang the walls, yell and jump around, have a dance-off, or make fun of each other (in a loving way, of course). When the buzzer buzzes we all run out onto the court and begin warm-ups.” -Emma Ingram, Junior Boys Varsity Basketball “Before every game, coach sends us into the locker room at the beginning of the fourth quarter of the girls’ game. While we wait for Coach P to get into the locker room, most of us are sitting down quietly... except Brian. By this time Brian has already taken multiple Ibuprofens and a 5 Hour Energy that he mixes in with his lime green Gatorade. Once doing this, he starts to yell very loudly and become very excited for the game. We then head into the bathroom, turn off the lights, and do our pre-game warm up chant ‘Kumbaya’ (not the children’s song). Dyllan Gentry leads us in the prayer. The chant ends with us yelling ‘Day by day we get better and better, ‘til we can’t be beat, won’t be beat.’ We all scream loudly and break out by yelling ‘Win!’ after our chant finishes. Once Coach P gives us our talk, we line up by the door and then come running out onto the court to Johnny Cash’s ‘God’s Gonna Cut You Down!’ It is pretty intimidating.” -Zach Greenlees, Senior

“I chose this number because I am twice as good as my brother.”

“It’s the number of fouls I should get per game. ”

Brian Cook Senior #13

Zach Greenlees Senior #10

Caroline Lunsford Senior #10

“I have secretly had a crush on Cinco this whole time... Just kidding, it’s the number of fouls I usually get per game.”

Lauren Peterson Senior #5

“I think it was my dad’s number. Plus, no one likes it and I felt badly for it.”

LEVEN Man

Tackling a New Game

Due to a change of events, the Varsity football program will be transitioning to eleven-man next school year. Players, coaches, and fans alike are excited for the upcoming football season, and ready to prevail as champions in the face of this new challenge. By Sam Ledoux Staff

At the beginning of the 2014 football season, the Geneva Eagles had one goal in mind: to win a state championship. They worked day and night for the trophy they had coveted for the last three years. After loads of the grueling and debilitating labor, it all paid off. The cheers of the entire Geneva community were heard in November when the Eagles triumphed over Watauga Harvest Christian. The Eagles finally won the TAPPS Division 1 State Championship in sixman football. This was truly a defining moment for the football program.

Now, the Eagles face an even more difficult challenge: starting up a Varsity eleven-man football program for the first time in school history. Athletic Director Scott Stolle expresses his excitement about what lies ahead for Geneva’s new football program. “This transition is a great opportunity for our school because there are too many people interested in our football program to just play six-man,” Stolle commented. “By moving to eleven-man, we will be able to serve more students.” Geneva has been to three consecutive TAPPS Division 1 state competitions. Coach Stolle concludes that the program could use more of a challenge. “We like to challenge our athletes and have them overcome obstacles to test their character. This process is one that will require physical and mental toughness, as well as spiritual toughness. This transition will not be easy but we will gain lots of experience for future years to come,” Stolle said. Because of the program’s lack of elevenman experience, Geneva has assembled a new combination of superb coaches. One of the coaches is Dean Herbort, who has thirty-five years of coaching under his belt. God’s plan led him to coaching at Geneva. “It was just an act of God,” he states plainly. “There really is no other way to put it. When Scott Stolle contacted me, it was originally for

reference to another coach. God pieced it together to where I would coach at Geneva, and I am very thankful for that.” When Coach Herbort first arrived at Geneva last year, he was welcomed with open arms. “The entire coaching staff and community of Geneva have really made me feel at home,” he said. His task last year was to coach the first ever Logic School elevenman team. Now he faces the challenge of building a varsity program from the ground up. “I have never done anything quite like this,” Herbort said. “This is a unique opportunity that God has challenged me with and I think it will be fun.” Coach Herbort isn’t the only coach excited about this new endeavor. Fellow Logic School football Coach Nick Champion is no stranger to football, as he played in high school and college. He explains, “Anytime you reach the pinnacle of success, it’s time for a new challenge. As athletes, these players are always looking for a challenge.” Coach Champion plans to aid the Eagles in accomplishing their goals. Coach Matt Arrufat also doesn’t intend to back down from this challenge at all. He expresses his loyalty to the program by stating, “I consider myself incredibly blessed to have had the opportunity to play a part in our title run last season. With that being said, the fact that we won the 6-man state title last year doesn’t mean much at all going forward. The slate is clean and it is time to prepare.” The coaching staff is obviously ready to take on this new chapter head-on. The players are also exited to see a change. Junior Hunter Hamon said, “I think it is a good step. I am excited to see the progress we will make in the future!” The future of Geneva football looks bright with both the wisdom of the coaching staff and athleticism of the players. Will the sounds of celebration and satisfaction of champions be heard once more at Geneva? Only time will tell.

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Spirit Week is an annual Rhetoric school affair in which each day is assigned a particular dress-up theme. Students are encouraged to take full advantage of these typically fun and goofy days with wacky costumes, bringing a light-hearted atmosphere to the campus. By Jessica Wheeler Satff

During one of the very first student senate meetings in Geneva history, Jeanne Arthur proposed the idea of having a Spirit Week. Because of the length of Geneva’s third quarter and lack of breaks, it seemed fitting that Geneva put its Spirit Week right in the middle of it. Every year, the student senate collaborates and brainstorms for the themes of the week under two constraints: there cannot be repeated themes within four years, and they cannot be too complicated to pull off short-notice or too simple that it is essentially a free dress day.

Raise YourSpirit

Photo by Jessica Wheeler

These annual Spirit Weeks have been a success mainly because, in the words of Mr. Shelton, “no one should be too cool to dress up.” He recalls the first day of the very first Spirit Week and seeing Jeanne Arthur arrive with a smile on her face. She had been nervous that people’s reactions would be sour and lame, and was relieved when she saw that her classmates and fellow high schoolers had embraced the theme of the day. The true purpose of Spirit Week is not to raise Geneva’s school spirit, but to raise each student’s spirit in the midst of a seemingly endless quarter.

alumNews

Nathan Evans ‘11 Jeanne Arthur ‘11

Jack Clifford ‘13

I am graduating from Baylor University with a major in Corporate Communication. I will be attending Vanderbilt University for graduate school in Nashville in the fall, pursuing a Masters in Education in the Leadership and Organizational Performance program. A big shout out to my brothers Albert & Zach! So proud of both of you.

I am a Visualization major at Texas A&M in my Sophomore year. I’ve been pretty busy at school this semester, being in a very work-intensive major along with having a job as a resident advisor in one of the dorms. Currently, I’m working on an animated mach-trailer for my studio, lots of drawings of figures and body parts for my life drawing class, and creating sounds and remixes in my sound design class. As for any future plans, I am planning on studying abroad in Germany in the Spring of next year to learn more about animation and graphics. Shout Outs to my brother, Trevor and my mom for being an amazing teacher! Also, my peeps in the journalism class and Mrs. Ryden for their outstanding work on the GQ.

I am a senior at Belmont University. I will graduate in May this year with a Songwriting Major. I won one of Belmont’s ASCAP Writers’ Nights, earning me a spot in Belmont’s “Best of the Best Showcase.”

Lydia Johnson ‘12 I am a junior Sociology major at Baylor University. Last semester I made the Dean’s List. I plan on staying in Waco this summer finishing up some credits before Senior year :) I’d love to travel and get my masters after graduation. Shout outs to my Mom! She’s amazing. She rocks. Also, a shout out to all the kids and families I know and love!

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Claire Lunsford ‘11 I am now a senior at Baylor, graduating in May with an elementary education degree. I am an intern at a local elementary school where I teach 1st grade with my mentor teacher. I have also worked at Kanakuk Kamp the past three summers and ended my time there this past summer. Geneva molded and shaped me into the Christian that I was when I graduated high school, but kamp challenged and humbled me into the believer I am now. I have been a part of Baylor All-University Sing the past few years and am currently practicing and performing for my last stage experience… WHAT?! I’m really going to miss this. I will travel as a nanny then look for a teaching position starting in the fall of 2016. I am so excited about this prospect and completely trusting the Lord with my plans.

Callie Ramsey ‘13

Nick Thornton ‘13

I am attending Washington and Lee University. I have a double major in Economics and English and plan on graduating in 2017. This semester I was elected to serve on my sorority’s Executive Committee as Director of Standards and Ethics. I was selected for membership in W&L’s Venture Club, a student run organization that provides direct consulting services to entrepreneurial startup companies. I became the Managing Editor of the Russian Area Studies Journal and I joined the writing staff for the campus newspaper, the Ring-Tum Phi. I have also been chosen to participate in W&L’s distinguished Washington Term program in 2015 so from April to June I will be living in Washington D.C. and working full-time at a political internship.

I am a sophomore at Baylor University playing as a redshirt freshman on the Baylor men’s golf team. I played in my first two D-1 collegiate tournaments recently, competing as an individual. As a team the No.6-ranked Bears (Golfweek rankings) took first place at the UTSA Invitational (Oak Hills Country Club, San Antonio), and third place at Bayou City Championship (Redstone Golf Club, Houston). [Nick posted a bogey free 3-under par 69 at Redstone in the second round, tying for 4th low on the day. Redstone Golf Club is the home of the PGA Shell Open, which is being held March 30-April 5. Nick’s next tournament travel will be March 13th, to Laredo Country Club for the Border Olympics Tournament.]

Brandon Vierek ‘14 I am a freshman atttending Texas A&M University. I am studying Agribusiness, and plan to graduate in 2018. Accomplishments: I only cried three times during finals week.

alumNews

Kendel Lipe ‘11

Kendel Lipe (‘11) with brother Christian Lipe (‘13).

I transferred this Fall from Civil Engineering to Biomedical Engineering and plan to pursue a career in either Physical Therapy or Prosthetics after graduation. I realized that I needed a career that deals directly with people and transformation/healing, not just computers. Classes are hard, but the small class size and material I am passionate about make it doable. Thanks to my gap year in Ecuador and the nature of Engineering, I will probably be graduating A&M in 2017, but hey, school is never too long if you are equipping yourself to do what you care about. Also, if anyone ever has any questions about my school or major, please feel free to email me! I have recently become a member of the vestry at the Episcopal Student Center and Church, and have been elected to serve as one of the Directors for Summer 2015 at the camp I grew up at: Camp Capers. It’s an amazing and overwhelming leadership opportunity, but I’m super excited! There are so many times I feel ‘set apart’ and better equipped thanks to my years at Geneva. I learn the concept rather than memorizing the facts, I know what I believe and can articulate those beliefs well (but lovingly) when called upon to do so. I am confident in who I am and that I have the leadership and ability to positively affect the people and world around me. Don’t take any of ya’lls time there for granted! Shoutout to all the teachers and parents who expected the most of me and believed fully that I could live up to that. You don’t find that very often in the ‘real world’, but my years there taught me to expect and believe in the best out of myself, and I can never thank you enough for that! Love and prayers to everyone there. Geneva will always be a family and home to me!

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To Date or Not to Date? That is the Question.... Dating is a part of every high school. Students get together and break up all the time. It’s usually not awkward after you break up, but at a small school like Geneva, it frequently is. Is it really worth the awkwardness to couple up or has it become outdated? By Carissa Georgelos

F Staff

or teens dating seems to be the highlight of our school years. However, at a school like Geneva, where everyone practically knows everyone, it can get a little awkward. Dating isn’t a bad thing, but why not be friends? You don’t need to date someone in order to hang out with them. Plus, it keeps the awkwardness out of the situation. The question therefore becomes, should we date or is dating (out) dated. Dating was first introduced so that in arranged marriages, the young man and young woman would actually talk before their wedding day. Later, this developed into courtship, where a man would try to “woo” a woman, which meant getting the woman to fall in love with him and ultimately marry him. Both families were usually very involved in the process. In fact, the courtship usually took place in the woman’s house under her parents’ supervision. In early twentieth century, “going out on a date” became the norm as couples began leaving the home to spend time together. This was an event exclusive to couples who were going to get married. Throughout the 20th century, dating became less about marriage and more about being social. Dating has changed so much in the past century, especially with all new technology. Some

would say dating has even been replaced with “hanging out.” Which begs the question: is dating outdated? According to Mr. Shelton, traditional dating can still be worthwhile and a God honoring pursuit as well. In fact, Mr. Shelton has written several articles on this topic and its appropriateness for Christian young men and women. Mr. Shelton believes that “you should see dating as courting your future mate.” He also says that if you cannot ever possibly see yourself married to them then you should not be dating that person because it is not fair to either of you. He also points out that the modern trend in dating involves a great deal of deception because people hide their undesirable traits so that the person they are dating doesn’t see the real you. “No wonder that so many, after marriage, exclaim, ‘That is not the person I fell in love with when we were dating.’” In Mr. Shelton’s view, as Christians, dating is God honoring when God is the top priority in the relationship and each person in the relationship seeks to discover who the other person is in Christ. So while hanging out may be the norm in our society, this goes against God’s desire for us. Thus, dating for the Christian is not outdated.

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Vinyl’s “Record” Comeback As vinyl records and all things vintage come back into style, record sales are increasing and lots of people are returning to the vintage way of listening to music. Senior Corey Bates describes and discusses the benefits of being a part of the “vinyl movement.” By Corey Bates Staff

he way that people listen to music has changed multiple times in the last 40 years. Vinyl records gave way to the portable cassette tape. After that came CDs, which were much more reliable, and finally the digital revolution and MP3 players. As cassette tapes became obsolete and CDs stuck around, the classic vinyl started to make a “record” comeback. The resurgence of vinyl started in 2012 with 4.5 million units sold, a 52% increase since 2011. This number has jumped even more reaching 7.9 million in 2014. The accessibility of vinyl has also grown in the last few years. The popular clothing store Urban Outfitters offers a large selection of vinyls in each of its 100 plus stores in the United States. These records range from new releases to classic rock from the 1960s. The MP3 and the ability to listen to music on phones made it easy to access any music a person could want; however, music lovers want more. Vinyl records are a physical representation of the music that they love. They can listen to their favorite album as they watch the record spin on the turntable. It’s not about the convenience that a digital copy offers; it’s about the experience. Jack White’s “Lazaretto” was the top selling vinyl record of 2014. The album’s success in vinyl can be attributed to the multiple features that can only be found on what is called the “Ultra LP.” Some of the many unique features are the way that side A plays from the outside in, the two tracks hidden beneath the center label (one plays at 78 RPM, while the other plays at 45 RPM), dual-groove technology (plays an electric or acoustic intro for “Just One Drink” depending on where needle is dropped), and the dead wax area on Side A that contains a hand-etched hologram of an angel that will appear when the record is spinning. White understands the importance of making an experience out of listening to the vinyl version of his records. Vinyl record sales only account for 2% of all music sales and they will never surpass the growing market of digital music. Vinyl is not the future of music, but it is a reminder of the rich history that inspires a lot of the music people listen to today. Vinyl is hearing the pop of dust and air pockets as the needle transforms a series of grooves on a disk into someone’s favorite album. Vinyl is the combination of the auditory and visual experience of music.

ling Lps of 20 Top Sel 14 zaretto - Jack Whi te 1 . La M - Arctic Monke A . 2 ys e u rn Bl - Black u T Ke 3. ys

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A Day in the Life of... Every quarter, we ask a student from the house of the quarter what their average day looks like. This quarter we asked Sutton Houser of the house of Milton. This soccer-playing, former class president has written down the events that transpire in an average day of his life.

Sutton Houser

7:00 AM- Wake up to my dogs jumping on my bed. 7:05 AM- Feed dogs. 7:15 AM- Have breakfast (my dad usually makes tacos). 8:10 AM- Leave for school. 8:20 AM- Arrive and spend ten minutes hugging and saying â&#x20AC;&#x153;hiâ&#x20AC;? to everyone. 8:30 AM- In Band, with my two other Baritones, watch Mrs. Evans yell at Mikaela in front of the whole class, while James and I constantly try to distract the band. 9:35 AM- Head to Math and pretend that I know what she is talking about. 10:25 AM- Go to History. Mr. Southwick talks about Muslims (makes me want to go on a crusade myself). 11:15 AM- Go to Chemistry and watch Dr. Lloyd try to work his smart board. Hogan constantly makes puns! 12:00 PM- Go to lunch and try to convince Mary Liz to give me her food (and a solid back massage). 1:05 PM- Head to Rhetoric. Mr. Tye shows us videos of his daughters.

Photo by Sean Hollinshead

2:00 PM- Go to Political Economics (Abbey Lipe always brings food). 3:35 PM- Go to soccer. Coach Marty tells us his life stories. Teigen tries to show us all up. 6:00 PM- Get home and work on homework until Young Life. 7:57 PM- Young Life. Will L., Trip S. and I dance all night. 11:00 PM- Go to bed.

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CUPPENCAKE

New bakery lounge opened by former Geneva student By Corey Bates Staff

Few eighteen year olds recieve the opportunity to help start a company from scratch. Ariana Martinez-Duvall, a 2014 Geneva School of Boerne graduate, was given this rare chance last summer when her dad, Felipe Martinez-Vaca, decided to enlist the help of her and her older brother, Diego, to start up a bakery and coffee shop called Cuppencake. Cuppencake describes itself as an “espresso bar and bakery lounge.” The design and layout are welcoming and laid back with steel and wood accents. The walls are a mix of brick, black chalkboard and a clean white, which adds a sort of “lightness” to the cozy atmosphere. The seating ranges from comfy couches to bar stools so everyone can find something to their liking. Cuppencake has quickly become the newest rave around the San Antonio and Boerne area. Martinez-Duval owns a small percentage of the company and worked over the summer of 2014 to start up the business. Getting a business up and running is not an easy task. It is more than just coming up with an idea of what you want the business to be and finding a place to put it. You must figure out the décor, the menu, the budget, how many people will be hired and in the twenty-first century you cannot expect a business to succeed without a proper website. Martinez-Duvall had a hand in many of these things: “I was a part of a lot of projects. I researched and decided on which Point of Sales (POS) system to use, ordered furniture, developed Gantt charts, found food suppliers and meddled a bit with the P.R. company we hired (helping with social media marketing and web design).” However, the difficulty of the project was not an issue for Martinez-Duvall; in fact, it was one of the reasons she enjoyed it so much. When asked what she enjoyed most about the process she said, “Getting to see the company start from the very bottom and having more responsibility than I would have ever been given at an internship or any other job at my age. Also, walking in on the day of opening and seeing that one of the business partners, Mike, decided to get a huge teddy bear to sit on one of the couches as a sort of mascot. The cute pictures that children take with it are never ending!” Cuppencake serves sweets ranging from decadent cheesecake to sweet homemade marshmallows; however, they have recently begun serving lunch from 11am to 2pm. At this time the menu is limited, only having two salads, a soup and braids, which is bread, stuffed with meats and cheese, but is expected to grow to a full menu in the next few months. When asked what she would recommend, Martinez-Duvall responded, “Try the conchas! Especially with the Mexican hot chocolate. The combination is a comfort food that I grew up on and something you can’t find at your everyday coffee shop or bakery. As far as the caffeinated drinks go, I prefer the Affogato because it’s espresso but sweetened with a scoop of vanilla ice cream. Also the cuppencakes are the most delicious way to eat a cupcake I have ever tried.” With the variety of options, there is something for everyone. Cuppencake is located in the Dominion Ridge Shopping Center and is open from 6am to 8pm.

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If God is All Powerful, How does man have Free Will? a theological debate Does Godâ&#x20AC;&#x2122;s power conflict with our free will? This incredibly important theological question has attracted the attention of Christian thinkers for centuries. Among these thinkers exist multiple schools of thought, several of which are represented on our campus. Three of our theologically inclined teachers, Dr. John Rosheger, Dr. Howard Short and Rev. Dirk Russell, offer their own responses to the question posed: how do you reconcile Godâ&#x20AC;&#x2122;s omnipotence and omniscience with human free will and responsibility?

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Dr. John Rosheger, Dr. Howard Short and Rev Dirk Russell take on one of the biggest theological questions of all time. Compiled by Davis Metzger, guest contributor

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Dr. Howard Short:

Molonism

the theological doctrine, formulated by Luis Molina, that the consent of the human will is necessary for divine grace to be effective.

One solution to the dilemma that God’s were in S, then P would do A’ (where P is any foreknowledge and foreordination present to hu- person, S any situation, and A the action perman freedom was first championed by the six- formed) and all fall within God’s middle knowlteenth century Jesuit theologian Luis de Molina. edge. His solution is known as Molinism, and I briefly Molinists argue that the above sketch prodescribe it below. vides the resources for solving the dilemma foreMolina distinguished three divisions in the knowledge and foreordination present to human structure of God’s knowledge. The first is nec- freedom. Using middle knowledge, they say, essary knowledge (knowledge of all truths that God is able to bring about the actions he provimust be and could be, such as ‘one plus two dentially prefers by bringing about the situations equals three’ and ‘Adam and Eve could exist’) in which persons freely perform his providential and the third is free knowledge (knowledge of preference. To illustrate, I am confident that were what will be, such as ‘Adam and Eve will ex- I to offer the Calculus students the opportunity ist’). Between necessary and free knowledge to take an exam collectively, they would freely Molina placed middle knowledge (knowledge of accept my offer. Now I do not plan to make this all truths about what would be were certain cir- offer, but I do nonetheless think this counterfaccumstances to extual of freeist, such as ‘Adam God is able to bring about the actions he dom is true. and Eve would eat providentially prefers by bringing about the situations God, howthe forbidden fruit in which persons freely perform his providential ever, knows were they placed preference whether this in Eden’). Molina counterfactusuggested that necessary knowledge could not be al is actually true. So whereas I can only plan different and was not determined by God (God future free decisions using counterfactuals that I does not decide that ‘one plus two equals three’ think are true, God can plan future free decisions or that ‘God has the ability to create Adam and using counterfactuals that he knows are true. Eve’) and that free knowledge could be different Is Molinism biblical? Consider two examand was determined by God (God does decide ples. First, in 1 Samuel 23 David is fleeing Saul that ‘Adam and Eve will exist’). Middle knowl- and hides in the town of Keilah. While there, edge, however, he said, is knowledge that could David asks God whether Saul will come to Keibe different and yet was not determined by God. lah and whether the people of Keilah will hand The reason is that truths such as ‘Adam and Eve him over to Saul. God affirms both, but neither would eat the forbidden fruit were they placed occurs. Why? David leaves Keilah. This is not in Eden’ must describe the free, self-determined false prophecy from God, but rather, says the actions of Adam and Eve. Hence they cannot be Molinist, by his middle knowledge God disclosnecessary (three has no choice about being the es to David what would happen were David to sum of one and two) nor can they be determined remain in Keilah. by God (Adam and Eve have no choice about A second example is from 1 Kings 22. eating the forbidden fruit if God decides that There, God is seeking to persuade Ahab to attack they will). Necessary or non-self-determined Ramoth Gilead so that there he will die. A spirchoices are forced choices, and the Molinist it comes forward and indicates that it will perthinks forced free choices are as incoherent as suade Ahab by lying to his prophets. God states married bachelors. Adam and Eve’s consump- that the spirit will succeed, and so it departs to tion of the fruit must be something they deter- persuade. Here, Molinists can say that God not mine; otherwise they would not be free and re- only exhibits middle knowledge (he knows what sponsible regarding that decision. Ahab would freely do were Ahab to hear from Statements about what free creatures would his prophets), but also that middle knowledge freely choose to do in any situation in which God explains God’s foreknowledge and foreordinamight place them are known as counterfactuals tion of Ahab’s death in a way that does not neof freedom. All are of them have the form ‘If P gate his freedom.

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Rev. Dirk Russell:

Calvinism

the doctrines and teachings of John Calvin or his followers, emphasizing predestination, the sovereignty of God, the supreme authority of the Scriptures, and the irresistibility of grace.

I am going to answer the question by analyz- have two free beings interacting with one anothing and asking questions of the question itself. er something has to mediate that interaction. So It is my contention that the question leaves out the question that must be asked is this, whose an important factor and makes assumptions that freedom is ultimate? Or to put it differently, who bias it and make it impossible to adequately an- is sovereign? Too often when questions dealing swer from a Calvinistic perspective. Therefore, with human freedom are discussed, an attempt to actually answer the question I need to address is made to preserve human freedom even at the the missing factor and engage the assumptions. expense of God’s freedom. But human freedom First, the question is too broad and assumes is given by God and is therefore limited. God’s that the interplay between God’s omnipotence/ freedom is inherent, autonomous, and absolute. omniscience and man’s freedom is the same in If there is a conflict between man’s freedom and every circumstance. I do not believe that there God’s freedom, God’s freedom will always preis a unilateral way of describing the relationship vail. God is sovereign. between these particular attributes of God and The third thing I want to say by way of analman’s freedom. Just as I interact with people ysis of the original question is that it does not differently, and even that is dependent upon the give sufficient weight to the problem of human circumstances of our interaction, I believe that sinfulness and the bondage of the will that came God treats man’s as a result. freedom differently In 2 Timothy If there is a conflict between man’s freedom and in different situ2:25-26, Paul God’s freedom, God’s freedom will always prevail. ations. I see eviinstructs God is sovereign. dence in Scripture Timothy on to suggest that God how he is to can and has in fact interact with overridden the freedom of man. For example: unbelievers. In his instruction he gives witness God actively hardened Pharaoh’s heart in order to the unbelievers’ bondage when he says, “… to deliver Israel from slavery and bring glory to with gentleness correcting those who are in opHis own name. In Exodus 6:1 God told Moses, position, if perhaps God may grant them repen“Now you will see what I will do to Pharaoh; for tance leading to the knowledge of the truth, and under compulsion he will let you go, and under they may come to their senses and escape from compulsion he will drive them out of his land.” the snare of the devil, having been held captive Pharaoh did not do this according to his own by him to do his will.” Those verses certainly free will; he did it under compulsion. Another don’t seem to make a strong case for the veracway to translate the word compulsion is “by a ity of human freedom. But our bondage is even strong hand.” Pharaoh did what he did because worse than that verse reveals since we are not God made him do it. But we also see that God only in bondage to Satan but to our own sin as can work through the freewill sinful actions of well. Paul makes this clear in Romans 7:14 when his creatures to accomplish his will, this is clear- he says, “For we know that the Law is spiritual, ly seen in Genesis 50:20 and Acts 2:22-23. To but I am of flesh, sold into bondage to sin.” summarize, I do not believe that the interplay beGiven all that I have said to this point I think tween God’s omnipotence/omniscience and hu- it is clear that instead of asking about how God’s man freedom is the same in every circumstance, freedom and our freedom interact together, it is which means there is no simply way to reconcile better to ask how God overcomes our bondage them. to make us free. In short I believe that man is The second limitation of the question is that free but not autonomously free; man’s freedom it leaves out what I believe to be the most im- is marred by our sin and by our bondage to Saportant ingredient necessary to answer the ques- tan. In order to be truly free, which means living tion: sovereignty. It must be admitted that if man in submission to God and His word, God has to is free then God is free as well. But when you make us free. This is a work of grace.

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Dr. John Rosheger:

Thomism

the theological and philosophical system of Thomas Aquinas, who believed that both faith and reason discover truth.

Of course the French have produced love some so as to give them and only them phenomenal cuisine, wine, cheese, and John the desire to be saved? If He really loves all Calvin. But, have they created Lamborghinis, men, wouldn’t He give all men the desire to be cappuccinos, pasta, gelato, the Sistine Chapel, saved? For this and many other reasons, Aquinas and the intellectual giant Thomas Aquinas and the Scriptures affirm man’s capacity for (from which the term “Thomism” is derived). self-determined choices in the strongest terms I for one would like to hedge my bets on the possible. Aquinas says, “If there is nothing free corpulent friar from the small Italian community in us, but the change which we desire comes of Aquino (apparently the so-called Angelic about of necessity, then we lose deliberation, doctor was too fond of pasta and fried foods!). exhortation, command and punishment, and His position stands squarely in the long and praise and blame.” Against the so-called idea of venerable theological tradition of classical “irresistible grace,” notwithstanding the divine theism (hey, classical theism for a classical intent of saving Israel, the Jews willingly reject Christian school—it fits!), as exemplified by their Savior (Matt. 23:37). Whosoever wishes such luminaries as Tertullian, Origen, the early may take the water of life without cost (Rev. Augustine, Boethius, Anselm, and even C. S. 22:17). But, the question on how this genuine Lewis himself! Most importantly, his position capacity for human choice is compatible with has the advantage, I believe, of best representing God’s sovereignty still remains. the scriptural data, and may perhaps sound a bit Aquinas maintains that human actions falling more commonsensical to everyday folk. under divine providence can be free precisely So, what is the Thomist outlook on God’s because of what God’s sovereignty involves. sovereignty and human freedom? Space is very We are not free in spite of God, but because of limited here, but I will do my best to explain the God. Human actions are not free in the sense of Thomistic view. Aquinas very strongly affirms being independent of God’s causal operation, for God’s sovereignty. Everything, and I mean without this they would not exist. They are free exactly that, everything that happens does so in because God is making them free, because He accordance with what God intends. He makes all has arranged that they function independently of things to be and He directs them all to their end. the determining agency of other created things. Job confessed to To illustrate, God, “I know suppose you Our choosing and His determining happen miss watching that you can do all things; no simultaneously. God does not base his actions the Super Bowl plan of yours sequentially on man’s choices. and you record can be thwarted” it to watch it (Job 43:2). The Psalmist adds that God does later. When you watch it later, the entire game whatever pleases him (Ps. 115:3). is absolutely determined and cannot be changed. Yet, how does this lend room for human Yet, when the game happened, various actions agency, intention, and responsibility, especially were freely chosen. As such, the same events when Aquinas holds to the full-orbed position were both determined and free at the same of human free-will that says humans have the time. Assuming God stands outside of time uncoerced ability to choose for themselves, (in the eternal “now,” as some have called it), and that they could have chosen otherwise— everything, including the future, is present to the power of contrary choice? For Thomism, it God as if it is already occurring. God’s causal won’t do to define free-choice simply as doing activities, then, are coextensive with our choices. what we desire, as some Calvinists might want Our choosing and His determining happen to. Because, for these same Calvinists, it is God simultaneously. God does not base his actions who gives men their (positive) desires. But since sequentially on man’s choices. While we are God only gives the desire to some, this leads to self-determinatively making our choices, God is the problem of why did God not give the desire concurrently choosing to actualize our choiceto all? If God is in fact all-loving, and He is (1 making. Jn. 4:16; Jn. 3:16; 1 Tim. 2:4), how can He only

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TEACHER MAD LIB NEW TEACHER ON CAMPUS Compiled by Allie Martin Staff

As students at Geneva, we can all agree that when our teachers speak we can’t always hear them. Geometry teacher Mrs. Davis expresses how she feels about both the benefits and challenges of teaching at Geneva in this Mad Lib she wrote. Appreciate the irony as you fill in your own words, and compare yours to the others already filled out. As a

Teacher at Geneva, I was really feeling (Adjective)

lot of things!! I really enjoy the

at Geneva because they make teaching fun and (Noun)

challenging! My favorite thing to teach is Teaching

! I have enjoyed a (Emotion)

. (Noun)

(Same Noun)

challenges students to really

(Verb)

. I have also enjoyed being

challenged by my co-workers to be a better teacher and to focus on what is really most important: . I have (Noun)

(Number)

busy little __

at home so I rarely eat breakfast, (Plural Noun)

so it always brightens my day when we have ______________ teacher workroom and it makes my tummy very here and am looking forward to the rest of the

here. It is always in the

(Food)

(Emotion) _________________.

(Noun)

! I’m very thankful I get to work .

Mrs. Greenlees’s 7th period study hall filled it out and this was the result: As a JUICY Teacher at Geneva, I was really feeling WEEPY! I have enjoyed a lot of things!! I really enjoy the EYEBROWS at Geneva because they make teaching fun and challenging! My favorite thing to teach is UNDER WATER BASKET-WEAVING. Teaching UNDER WATER BASKET-WEAVING challenges students to really LUNCH. I have also enjoyed being challenged by my coworkers to be a better teacher and to focus on what is really most important: HASH BROWNS. I have QUIN-que (Latin Joke) busy little DAVIS METZGERS at home so I rarely eat breakfast, so it always brightens my day when we have PB&J here. It is always in the teacher workroom and it makes my tummy very PAINFUL! I’m very thankful I get to work here and am looking forward to the rest of the TERRORISTS.

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from

Water bottles have a become a huge and colorful part of the Geneva Rhetoric School culture. Students add stickers, strings and other accesories to personalize their water bottles. Editor Delaney Young gives students eight reasons to stay hydrated and keep their H2O close.

eight reasons to bring your water bottle to school By Delaney Young

IGHTENS

Editorial Editor

ELPS

AND PREVENTS HEADACHES

MAINTAIN BALANCE OF BODY FLUIDS

YOUR

Dehydration has been identified as a migraine trigger.

Water is essential for your body to function properly. Your body is composed of about 60% water!

OOD

IS ALSO AFFECTED

MMUNE

Hydrating decreases mood swings and helps stabilize your body.

SYSTEM According BENEFITS to research, gargling water FROM may even help WATER, prevent upper respiratory TOO!

EED

HELP FOCUSING?

infections.

WATER LUBRICATES

OINTS

Water gives your body a major productivity boost!

AND CARTILAGE, decreasing your chance of having cramps, sprains or joint pain.

EEPS

VERCOMES SLEEPINESS AND REDUCES FATIGUE

Water flushes out many of the toxins that cause your skin to inflame and break out.

SKIN LOOKING HEALTHYAND CLEAR

Every time you open your mouth to yawn, take a drink of water. Youâ&#x20AC;&#x2122;ve got a long school day ahead of you!

Compiled by Sara Beth Stolle Staff

...how well do you know your teachers?

MULTIPLE CHOICE 1. How many teachers teach at the Geneva School of Boerne? a. around 70 b. about 40 c. 127 d. 101

2. Which teacher has 3 tattoos?

a. Mr. Southwick b. Mrs. Taylor c. Mr Johnson d. Mr. Harrild

3. Which of the following jobs has Mr. Tye NOT had?

a. landscaper b. aquarium employee c. banker d. secretly haunted cave guide

4. Who went to Moanalua High School in Hawaii? a. Mr. Shelton b. Dr. Rosheger c. Ms. Almirudis d. Mrs. Milam

5. Who was the anchor for his or her high school broadcast?

a. Mr. Tye b. Mrs. Stricker c. Mrs. Ryden d. Mr. Harrild

6. What is Ms. Almirudis’ favorite animal?

a. dog b. cat c. owl d. she hates all animals

7. Which of the following states/countries has Dr. Rosheger not once lived in?

a. Utah b. Montana c. Alaska d. Italy

8. Mrs. Ryden was a shoe-buyer for which of the following companies? a. Nordstrom b. Sperry c. Neiman Marcus d. Tory Burch

9. Who played the saxophone in High School? a. Mr. Shelton b. Mrs. Peterson c. Mrs. Johnson d. Mrs. Taylor

10. Whose high school mascot was the hornets? a. Ms. Jacobson c. Mrs. Daniels

true or false

b. Mrs. Moeller d. Dr. Short

11. Dr. Rosheger hates coffee. 12. Mr. Harrild was an eagle scout. 13. Mr. Ryden used to have a big beard. 14. Mr. Johnson, Mrs. Johnson and Mr. Tye were in a band together. 15. Dr. Lloyd has taught numerous Zumba classes. 16. Mrs. Lester used to be a makeup artist. 17. Coach Stolle used to be a lawyer. 18. Mrs. Greenlees plays the piano. 19. Mrs. Stricker was a beauty queen (correction: she still is a beauty queen) 20.Mr. Milam got married while still in college.

Answer Key: 1:a, 2:d, 3:b, 4:a, 5:d, 6:c, 7:a, 8:c, 9:d, 10:False, 11:True, 12:True, 13:True, 14:False, 15:False, 16:True, 17:False, 18:False, 19:True, 20:True

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The Personal Survival Rate of Tye and Almirudis

By Hunter Hamon (with Elliot Veron) Staff

The PSR this quarter will feature Coach Almirudis and Mr. Tye. These PSR’s are, once again, completely hypothetical and exist strictly to provide a perspective of what might happen. Tye and Almirudis will be placed in the mystic jungles of Vietnam. Let’s just say Mr. Tye was not a fortunate son. Almirudis and Tye do not have much in common, except for their matching Geneva soccer jackets and shared dislike for Teigen Ahrens’ personality, yet they will be cast away into an unforgiving landscape where they must work together to survive. Day 1: The two parachute into the middle of the jungle through an opening in the trees. They exchange looks, then begin trudging into the wilderness. After about an hour of extreme silence with only the noise of footsteps atop the deep green foliage, Tye asks, “So, do you like cheese?” A classic conversation starter from the box office hit, She’s the Man. Almirudis just stares at him and remains silent. They finally stop for the day and decide to rest. During the night, Almirudis decides it’s best to survive on her own and disappears into the wilderness. Day 2: Tye wakes up to find that she is gone. He is left with only his replica light saber from Sharper Image (when that was still a thing) and some water to survive. With the repetitive noise of his light saber keeping him calm, he walks through the jungle towards the rendezvous point in silence. Meanwhile, Coach is busy sprinting through the wild with her unlimited endurance that she has taught the girls’ soccer team. She finds a river. She stops at the river to get a drink. To her surprise, the noise of her drinking becomes louder and more catlike. She looks up and straight into the eyes of a fullgrown Indochinese Tiger, a feline that is highly respected and feared by the Vietnamese population. Day 3: Mr. Tye wakes up in a nice bed with a crown on his head. Confused, he gets out of his bed and many tribesmen run into the tent to greet him, speaking a dialogue Tye recognizes from a Star Trek episode.

He learns the people think him to be a great god-king who possesses great power because of his mystic “firesword.” Tye uses this title as an advantage to learn more about the tribe, and he learns their ways. He reforms their government with his knowledge of economic backgrounds and helps set up a better society. The tribe takes him in as one of their own. Day 62: Tye and his tribe are in a search for more food and decide to walk down the river to locate an easier area of produce. As they walk down, they see two skeletons facing each other in deadlock positions. One is a tiger and another one is a female human. Tye speculates that it can only be one person: Almirudis. Her stubbornness was evident in the skeleton. Only she could have held her ground in the face of death. She conquered the tiger, but the tiger also conquered her. Tye suggests that their spirits were destined to meet here as a display of Mother Nature’s power in the circle of life. Day 100: Tye is chased out of the tribe after his light saber runs out of power and finds a man alongside a road selling spring rolls. He points Tye to the nearest town. Tye returns home with a grown beard, something that everyone thought was impossible. Tye and Coach have shown different skills that have not been seen in any PSR so far. Their lack of teamwork hurt them in the end, leaving Elliot and me with no choice but to give them a PSR rating of 2.

STUDYHALL ANTICS At Geneva, study hall can be super helpful during weeks when it seems like you are drowning in a swap full of tests and essays. However, on rare occasions, students find themselves with an empty planner and light weight backpack. Or they can not work up the strength to simply unzip their backpack and portray any form of diligence what so ever, and find themselves in a pattern of procrastination. In these cases, study hall seems like a drag. You’re forced to sit in another classroom filled with nothing but the sound of clicking pens, tapping pencils and your teacher’s fingers pounding the keyboard. In times like these, students spend their free study halls in all kinds of ways. The following is a list of ways people kill time. By Skylar Tippetts Staff

Note Passers Most study hall supervisors require students to remain silent for the majority of class time. However, in every study hall there are always a couple of social butterflies who are constantly being shushed by the teacher. After being told to be quiet several times, the chatty Kathys are forced to sit in silence attempting to finish their super important conversation that absolutely can not wait, in sign language or via note book paper. Passing notes is a popular way to communicate with peers during study hall.

Day Dreamers It is safe to say most rhetoric students regret the fact that they did not take advantage of their nap time in kindergarten. After only a couple of class periods, students tend to feel their eyelids get so heavy that they are forced to tape them to their foreheads. Trying to stay awake in class can be rough. Study hall might be the only class of the day where teachers allow students to sleep. Sleeping is a great way to spend study hall, especially if you don’t have work to do.

Doodlers On days when homework seems unusually limited, no due dates or assignments fill the columns in your planner. For some people this empty planner looks like an empty planner, but for others, it looks like a blank canvas just waiting to be filled with doodles. Whether they are practicing elaborate calligraphy or drawing swirly lines and flowers, an empty planner is the perfect place to express creativity. After all, you have to fill your planner with something.

Runaways

There comes a point in an excruciatingly boring study hall when the yellowish cream color of the walls seem like they are creeping closer and the peace and quiet feels more like screaming in your ears than actual screaming in your ears. The slow ticking of the clock only makes it worse and sometimes you just have to put your useless pencil down and face the fact that you have to get out of that time vacuum they call a classroom. So, to escape this terror, most students simply go to the bathroom, fill up their water bottle a couple times, grab some books from their locker, talk to some of their peers they pass on they boardwalk, and pick up some of those form thingies from the administration office. If you do complete these tasks yourself, you will be able to use up at least half of your study hall.

Pranksters

Instead of keeping their boredom to themselves, some people tend to bother everyone else around them until they become distracted as well. Its like a plague, most people call it senioritis, which is ironic because a lot of students can get symptoms as early as freshman year. Regardless, these kinds of kids were the ones to throw paper air planes and shoot spit balls at the teacher in third grade, and have not changed since then. They make faces and try to trick the teachers. There is usually a class clown that shows up in study halls.

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GQ PREDICTS HOUSES

Graphics by Summer Stolle

Every fourth quarter, the eighth graders are placed in one of the four Rhetoric school houses. This rite of passage welcomes the soon-to-be freshman into high school, and is always a day full of fun. The Staff of the Geneva Quarterly decided to predict which house each anxious eighth grader will be inducted into, taking into account relationships and personalities, among other things.

retz Cleo B one mC Willia breth al Ellie G ray Ana G ver l Gro Danie nnels u Kilah R chroder ew S Matth Tennison Noah ler Whee n a d r Jo Denie Austin entes Fu Aidan oseley M ie Cass Petty a d Ae n se Tong h Ro Hanna n Sladkey r y Kath

Janse Mason arker P r Kensi dlinge ie R a n n A eger h Rosh r a n n a H Salte Alyssa alter S Ashley aught V n e l Cal iga n Zun Natha Davis n Kately riffey G i b a G n Matso y e r ry Aub e n Mow Reaga Trevino ia Victor Wilson n il d Ma y

una w DeL d e r d n A ubbar Zach H etzger M Aimee oss n Be R lang mble Amy A Ayers Aisling arthel is B Xanth an r Borm r e Amb e el Cok Micha a Cox Jessic Egl e Brook furt Er Wyatt e Knox in el Jacqu tringer i r o K S

s Ahren Devon awe r Kira D user Ho Ethan Jarvis y Lindse l Jones al Marsh Broom c Tyler M Young n Natha aggs B Avery Biles n Vivia ft Cracra n o s r Pie ier il Fraz Abiga llmark Ha Haley amilton H Aidan oward Lilly H Ryert as Thom

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huMANs of GENEVA

The Geneva Quarterly staff is a huge fan of the instagram account and website created by photographer Brandon Stanton called Humans of New York. This edition, in an attempt to imitate his pictures and short stories with our own twist, we photographed and interviewed Geneva students living everyday life.

Photo by Allie Martin

Daniel Wacker : On Campus “The one thing I ask myself when I’m doing my Valentine’s photoshoot is, ‘should I strut for my haters?’ Just kidding. I am hanging up decorations for Mrs. Wheeler so I could get out of my study hall. Mrs. Daniels does not like it when we put Chaucer decorations up right by her classroom, so I am about to hang up more by her room.” -Daniel Wacker, Junior

Photo by Sofia Pedraza

Yearbook Staff : In Class “We are in crunch time as Mrs. Lunsford likes to call it. The breathing timer just went off to remind us to take a moment to relax. The breathing timer goes off once during class and Mrs. Lunsford looks at us and takes a deep breath. Then she goes back to talking super fast and everyone starts panicing again.” -Miranda Ward, Junior (standing up)

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Photo by Allie Martin

Mr. Shelton Discourses : On Campus “It is gratifying to be able to share meaningful conversation with the students. Here I was explaining how C.S. Lewis would have received the shotgun snap if he were the quarterback for the Oregon Ducks and how if he were the quarterback, they would have crushed Ohio State.” -Mr. Shelton, Headmaster (in middle)

“We are talking about the National Championship game between Oregon and Ohio State. It’s really unique to have a headmaster that is, I guess, “in the trenches with us.” Mr. Shelton is a great leader to everyone , but also a great aquatiance who can talk about anything. It’s something really special I think. We tend to take for granted. ” -Hunter Hamon, Junior (far right)

The Talon A publication of the School of Rhetoric The Geneva School of Boerne

Teachers and Students Missing! At a recent lunchtime gathering in Mr. Milam’s room, it appears the improbable has happened. From what we can gather from eyewitness survivors, several of the teachers and students started playing chess in between their moves during an X-Wing miniatures game; however, it was when they simultaneously started discussing an episode of Dr. Who that they simply vanished. AP Physics teacher Mr. Gardner believes that the confluence of three such nerdy endeavors opened a spacetime portal to a supernerd dimension. When asked if there is a way to reverse the process and bring our Genevites back, Gardner shrugged and suggested that perhaps two groups of guys in opposite deer blinds throwing a football back and forth while talking about girls might be effective, but the blinds would have to be in Mr. Milam’s room. So far, no effort has been made to conduct this experiment due to fears of opening an even more frightening parallel dimension.

Club Meeting News (all meetings occur during lunch) Scoffers Club: Next meeting Tuesday to roll our eyes and whine about rules we don’t like and to hear a report from the Committee for Mocking Hard Work. Pharisees Club: Next meeting Tuesday to scorn the Scoffers and to discuss the latest ways to look down our noses at others without giving off the vibe that we are indeed superior to them. Tolkien Club: Next meeting Monday to continue our lament over no house being named after J.R.R. Tolkien. …so are lunch Dr. Lloyd Fan Club: Always meeting. boxes.

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I never noticed those gators down there…Oh well, WEEEE!

Geneva Quarterly Ecition

In an effort to improve morale on campus, the administration (at the behest of the Student Senate) is making plans to replace the system of boardwalks with a series of zip lines and rope swings. Should be more fun, but it does come with a few unavoidable policy changes: -High traffic volume between classes necessitates adding 40 minutes to the passing periods; thus, school days will start at 6:30am and end at 6:30pm. -Increased liability drives up insurance rates; thus to pay the increased insurance, tuition is doubling. -Just for the fun of it, most buildings will now have gator ponds in between them (more incentive to use the rope swings properly).

Artist’s rendering of the basketball team going from the Rhetoric campus to the gym for practice.

As you probably know, we have a raccoon living under the boardwalk who is notorious for stealing lunch boxes. However, local animal rights advocates have noted that our raccoon has developed lactose intolerance and gluten and peanut allergies due to the foods his is eating from our lunch boxes. Therefore, they are asking us to to change our eating habits for the raccoon.

Change Your Diet Soon…

Raccoons are people too.

Save the Raccoon

The Geneagle Gazette

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Fear the Beard

By Ian Commuzzi

Q Is their a story behind your beard? A Yes! And while it may be true that

Uncle Si is one of my heroes, he has nothing to do with it. On New Year’s Day Brian Cook said to me during our basketball tournament, “Coach, you should grow a Duck Dynasty beard.” I told Brian that I would grow a beard as long as our team wins.

Q A

How do you maintain such a beard as yours?

Time. Patience. A comfortable couch on which to sleep at night. The most important lesson I have learned from this experience is that you have to think of your facial hair like the hair on your head if you want it to grow which, ironically, it seems the hair on my head refuses to do these days.

Q So, seriously. How do you take care of your beard? A Shampoo, conditioner, a strong comb, and regular

light trimming seems to be the best advice I can give for maintaining a beard. A pep talk every once in a while seems to work as well. Keeping your mind focused on the task is also helpful. I use a mental image of Zack Jonas’ Grandfather for a psychological advantage

Q What does your wife think about it? A Hey! Really? She loves it…are you kidding me, Jack?

Q What do your kids think about it? A They have expressed that I look even older and (the girls varsity basketball team will love this) fatter.

Q A

How does it feel to have the best beard on campus?

I am not sure I have the best. I think it’s the case that I have the only. I bet Dr. Lloyd could grow a mean Santa Claus.

Q Do you think you will ever shave it all? A As we speak, the boys varsity basketball team is

scheduled to play the area playoff game tonight at 8:30. If we win tonight we will play tomorrow for the regional championship. A victory will put us in the state championship next weekend. So, the beard is either coming off this Sunday or next. My hope is that I get one more week to nurture my homeless person-looking persona. (Alas...the beard came off this weekend)

By Sara Beth Stolle

2,247 The number of books in Mr. Russell’s classroom (Brian counted).

That Should be a Word

Debationship: (dee BAY shun ship)

When you have to argue with your ex-boyfriend becuase you are debate partners.

By Sara Beth Stolle

Creative Writing:

Writing poetry is not all the students have done this year.in the Creative Writing elective This semester the students have been squeezing out the creative juices from the lemons of their minds by focusing on memoirs and essays in a literary genre known as Creative Nonfiction. However, this particular poem was a fitting tribute by senior Lauren Peterson.

Lullaby Lay down your head and go to sleep. Think, if you must, of counting sheep. Tonight you are small, with hardly a care, drifting through dreams with your teddy bear. But, soon, all too soon, these days will be gone so sleep now in peace as I sing you a song. Dream happy things, like of ice cream and flying, while angels watch over and keep you from crying. Theyâ&#x20AC;&#x2122;ll stop each bad dream and send it away so you can sleep soundly and face a new day. For each day that comes has new highs and lows so slumber in peace, knowing I love you so.

By Lauren Peterson

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