FPD Winter Magazine 2015 by FPD Communications

FPD

WINTER 2015

FIRST PRESBYTERIAN DAY SCHOOL

magazine

Explore FPDâ&#x20AC;&#x2122;s

Center for Discovery

How FPD Fosters

Lifelong Learners Why

Christian Education?

Winter 2015 In this issue:

Features

Center for Discovery The Year it All Began

Christian Life

Leadership Through Service Fields of Faith Why Christian Education

On Campus

Fostering Lifelong Learners Another Sort of Traveler Student Achievements Robotics Serves Others

Sports

Softball Wins Region Cross Country Wins Region Vikings Have Spirit Fall Sports Recap

Fine Arts

All The World’s a Stage Theatre Recap Making Music Art Insight

Alumni

Alumni in Politics Homecoming Recap Alumni Notes

Advancement

Annual Fund Update Wilson-Anderson Family Pavilion Golf Tournament

“like” First Presbyterian Day School, FPD Alumni, and FPD Athletics. Follow us: @FPDSMacon and @FPDVikingSports School Videos: www.vimeo.com/fpdmacon

Educating and equipping students to change the world for God’s glory.

FPD Magazine First Presbyterian Day School 5671 Calvin Drive Macon, Georgia 31210 Phone: (478) 477-6505 www.fpdmacon.org Administration and Staff

Gregg Thompson, Headmaster Dr. Barry E. Shealy, Assistant Headmaster Matt Kitchell, High School Principal Molly Pearson ’87, Middle School Principal Wade Putnal, Lower School Principal Charlie Parrish, Chief Financial Officer Chris Childers, Facilities Director Cheri Frame ’89, Enrollment Director Jennifer Barfield, Advancement Director Greg Moore ’84, Athletic Director Brad Thompson, College Counselor Andrew Strickland, Fine Arts Director David Bass, Technology Director Beth Burnsed ’00, Communications Director

2014-2015 Board of Trustees Mrs. Tammy Beall Mr. Paul Cable Mrs. Lara Carlton Mr. Bill Ennis Mrs. Saynor Foshee ’86, (Chair) Mr. Henry Hicks Mrs. Tracy Jones Mrs. Patti Martin The Rev. Chip Miller, Ex Officio Mr. Rick Mixon Mr. Wynne Pearson ’96 Mr. Steven Rumford ’99 Mr. Charles Scurry Mr. Jay Strickland ’81 Mrs. Monique Tidwell Mr. Gregg Thompson, Ex Officio

Design: Tyler Shores Writing: Arrin Burgand, Beth Burnsed, Stephanie Garrison, Amy Kenney, Chandler Lee, Greg Moore, Wade Putnal, Dr. Barry Shealy, Andrew Strickland Printer: Panaprint Photography: Tyler Shores, Andrew Brooks, Beth Burnsed

From The Headmaster Dear FPD Family and Friends, Reading through the articles in this winter edition of the FPD Magazine, I’m again reminded of how God has uniquely gifted each of us. You’ll read of what our current students are doing both on and off campus as well as our graduates here in town, our nation and around the world. In Psalm 139 David writes of how intimately our creator God knows us and the wonder of His plans for us from the moment we were formed. The gifts and talents He’s blessed us with are as wide ranging as the variety of faces we see around us. Each is unique and special – we are fearfully and wonderfully made! I trust the stories and glimpses into the individuals and families of your extended FPD family will be an encouragement to God’s faithfulness. It is an amazing privilege to play a small part as a school family in developing those gifts and talents. One of the great joys I have is seeing the support our students give to their peers as we compete, perform, create works of art and struggle through the challenges of honing God’s unique gifts. The sense of investment in the work to improve and accomplish together as a school is seen by broad based participation and attendance by students and families to watch and celebrate the efforts of their fellow Vikings. It takes a lot of effort and commitment to pursue excellence and accomplish big things – that effort and success is what we celebrate together. As you read about the various involvements and interests of students past and present, may we in the extended Viking family continue to commit to a lifetime pursuit of honoring our Lord Jesus. May He use us in serving those in our sphere of influence with the gifts and talents He’s blessed us with and may we commit to pray for God’s best in this pursuit for one another. Because He is faithful, Gregg Thompson

FPD Magazine is published by the First Presbyterian Day School Communications Office. Contents may be re-printed with permission of the school. For questions or comments, email: beth.burnsed@fpdmacon.org

On The Cover

Learning chess at Center for Discovery.

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Features

Exploring FPD’s

Center for Discovery

f you drove onto campus on a late afternoon during September you may have noticed some tiny ballerinas skipping off to class, young tough-faced football players hustling to practice, a group of strong ladies pressing through a series of boot camp exercises, or a class of energetic young tennis stars honing their skills. Welcome to FPD’s Center for Discovery!

“When members of our faculty visited a similar program in 2013, we quickly realized that this was a further way to expand learning opportunities for students as well as open our doors to the community,” said Gregg Thompson. “We have been pleased with the response and believe the Center for Discovery has tremendous potential.”

In July 2014, FPD introduced the Center for Discovery, an opportunity for students and adults to learn beyond the typical classroom environment. The goal of the program was to offer unique learning opportunities for FPD students and the community that were in line with FPD’s mission, showcased the school, and hosted in a nurturing environment. The response has been wonderful. By August, the Center for Discovery welcomed hundreds of students – both youth and adults – to over twenty classes.

During the first semester, adults participated in several fitness classes as well as an Interpreting the Bible program taught by Dr. Bruce Lowe of the Reformed Theological Seminary. Young students enjoyed a variety of academic, art, and athletic camps including Bricks 4 Kidz, ballet, gymnastics, tennis, computer programming, chess and more. Jill Amos, mother of second grader Haviland Amos, was thrilled about the opportunities. After Haviland participated in numerous courses including cheerleading, art, guitar lessons, and tennis, Amos remarked, “Haviland enjoyed the Center for Discovery tremendously. When Haviland plays her guitar and sings ‘The wise man built his house upon the rock’ with all the joy and love in her heart, it’s all I need to know she is thriving from the many opportunities offered by FPD and the Center for Discovery. I couldn’t be more pleased! ” From a mission perspective, FPD’s Center for Discovery is another way FPD is educating and equipping students to change the world for God’s glory. Each class is taught according to this mission. “When choosing our programming and teachers, we were very selective,” remarked Elizabeth Leslein, Director of the Center for Discovery. “While we wanted a large variety, we also wanted to make sure each class leader met our school standards and each student experience was in line with FPD’s values and mission.”

What’s in store for the spring. This fall, Leslein and Sloane Ivey, Coordinator for the Center for Discovery, began diligently reviewing the classes and making plans to expand and refine the programs for the spring semester. “During the fall, we were able to get a better idea of the types of programs that were favored and many parents and teachers came forward with some creative new ideas,” commented Leslein. “For the spring session, we added several classes that I think our families and the local community are really going to enjoy.”

“It is exciting to know that now FPD students, their families, and the entire local community can enjoy some really unique extracurricular activities all in the Christ-centered environment of the FPD campus.” - Elizabeth Leslein

Examples of new programs include a cake decorating class, cooking class, violin lessons, and a minimajorette class for girls. These will supplement some of the fall season favorites such as chess, ballet, gymnastics, yoga, guitar lessons, mini math mayhem, and leadership. “Ideas we have received for programs seem endless,” noted Leslein. “It is exciting to know that now FPD students, their families, and the entire local community can enjoy some really unique extracurricular activities all in the Christ-centered environment of the FPD campus.”

To register for Center for Discovery classes, visit www.fpdmacon.org/center-for-discovery or contact the Center for Discovery office at 478.477.6505 ext. 192. Classes are open to the community with options for students and adults.

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Features

The Year it all Began FPD’s First Year

n December 1969, a group of men and women from First Presbyterian Church sat at a boardroom table with a vision of founding a school based on Christian principles. They knew there would be many obstacles to overcome and mountains to climb, but they also knew they wanted to open the school the following academic year, just 10 months away! At the time, they had no confirmed location, no charter, and no staff. All they had was the goal and trust that this is what the Lord wanted them to do. That was all they needed. The following are accounts from some of FPD’s first board members, faculty, and students on how it all began.

Mr. Henry Middlebrooks FPD’s First Headmaster

What did you think when the board first approached you with the idea of being Headmaster of a school that did not even exist at the time? I distinctly remember a man named Ren Milor coming to my office [at Ellsworth Hall in Shurlington] and asking me if I might be interested. After talking with him I was very interested. The philosophy of the school was my life’s philosophy. It sounded like a great idea. The only problem I had was I didn’t know whether or not I was up for the job. When you start thinking about the fact that you are the only hire and you have to open a school in September, it’s a massive undertaking. Thankfully everything worked out. Any interesting memories from the first day of school? The night before the school opened it rained like it had never rained before. Calvin Drive was still unpaved and it became a mud pit. The next morning it was impassable by car, so we met all of the cars up at the top of the road with a long flatbed truck and transported the students to school in the truck. We made a lot of trips in that flatbed truck. Any thoughts about the first board and faculty? All the time I was at FPD, I felt nothing but support from the board. Everyone on the board was involved and everybody was informed. No one on the board was just there by name. Everybody worked. The faculty was like family. That was the hardest thing for me to leave when I retired. It was one big family working toward the same goal.

Mr. Ed Middlebrooks

Member of the first graduating class at FPD. Current FPD Faculty Member. Do you have any fond memories of the first year at FPD? I got saved in the ninth grade on a retreat to Windy Gap, North Carolina. There were also many FPD firsts that occurred while I was a student here…..athletic victories, Spirit Week (vastly different than now), Prom, etc. How would you describe the first graduating class? My class was blessed. We were always the oldest group in the school, so we were able to set many of the policies and traditions. We also avoided being influenced by an older group ahead of us. FPD has obviously undergone many changes, what is the main thing that hasn’t changed? The main constant at FPD: God’s love is demonstrated here every day.

Mrs. Harriett Comer

Member of the first FPD Board of Trustees When you first heard about plans to start a new school, what did you think? Bill Elder, a member of the session, first called me and asked if I wanted to be involved. I immediately agreed. The church had been talking about it for a while so I was somewhat familiar with the plans. However, I had no idea we were starting from the ground up. I thought there was already a facility! What was it like the first year on the board? Very busy. We met on Saturday mornings, but we spent a lot of time outside of these meeting working on our individual projects. We had to make a lot of difficult decisions and everyone worked very hard. I was in charge of public relations. It was my job to get the word out. Any interesting memories from the first year? The night before the school was to open, the board was actually at the school laying sod using the light from our headlights. We didnâ&#x20AC;&#x2122;t have any outdoor lighting so we had to do the best we could. I also remember the quite unique concept of having classrooms without walls. It was a new idea that we had heard about and were going to try. All the classrooms were in one big room divided by partitions. However, very early on we decided this concept was not for us and by December of the first year, we had walls. There was a joke for a long time that one of the teachers, Mr. Floyd, got a bigger response from a joke he told from the class next door than his own classroom. We knew that was not what we wanted.

Mrs. Dolores Davidson

Member of the First Faculty Fourth Grade Teacher What inspired you to apply for a position at First Presbyterian Day School considering it was a brand new school? This was such an exciting project that we felt The Lord was leading the church to do! My husband, George, was one of the elders that was involved very early and we both felt that this was a very special project! We had strong faith that the Lord would show us how to succeed. George was also one of the early FPD Board members and three of our four boys would be enrolled at FPD. I was reluctant to apply, simply because I knew they would be looking for the best teachers they could find. Any special memories from that first year? I mostly remember the students in my class. They were very special to me. I remember writing each one a note welcoming them to our new school. My son Bob was in my first class. What characterized the school more than anything else? FPD was built as a Christian school with high academic goals. We believed in the school and we believed in each other. We mostly believed that this was what the Lord was leading us to do for Him as well as for the community and our own families. I am so very thankful to have been a FPD teacher.

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Christian Life

Leadership Through Service

+RZ )3'¶V 3URMHFW /HDG 7UDLQV /HDGHUV IRU 7RGD\ DQG 7RPRUURZ By: Amy Kenney, project lead coordinator ver the past decade, FPD’s Project Lead has progressed from a small leadership class to a service-focused headquarters. Project Lead’s goal is to teach, through experience, a variety of Christian-based leadership and service themes that will ultimately translate into a student’s lifestyle long after they leave. Students in Project Lead identify problems and find solutions while learning the demands of leadership and the need to assist in their community. The following are four key themes Project Lead students understand.

Leadership Starts with Service

Anybody can be put into a leadership position, but Project Lead cultivates an environment of service that allows students to earn that position of leadership. Working in teams, Project Lead members identify a need by taking the time to listen to others and help in a variety of settings. By doing so, the students gain an understanding of needs both locally and abroad. They then combine their desire to provide assistance with their leadership style and skills to develop a project that will help alleviate those needs. The students are responsible for organizing the various project elements, recruiting other volunteers, and finalizing details.

Discover A Service Passion

Through Project Lead, students are exposed to multiple opportunities for service. In this process, and with the help of the Project Lead advisors, students discover what really stirs their heart. By exposing students to a variety of programs, Project Lead helps students see how their unique personalities and skills can be used by the Lord in many ways and through many different

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organizations throughout their lives. Once they find that passion, the students are given the opportunity to be leaders and innovators as they develop initiatives that provide assistance in their service area of interest.

Find Ways to Serve

In order to help students develop these passions while presenting them with a variety of service opportunities, Project Lead has a three-segment organization. The three groups are: Within, Without, and Beyond. The Within group focuses on serving FPD as a school. This group sponsors the blood drive, leads occasional chapels, organizes Dress Down Days, and other school centric opportunities. The Without group focuses on service agencies in the local community such as food banks, Habitat for Humanity, Campus Clubs, and Rebuilding Macon among others. The Beyond group plans opportunities outside the borders of FPD and the Macon community. They host fundraisers and awareness events for global issues and missions. This three-segment approach teaches students that godly leaders are needed in all types of settings. They learn they can be leaders within their cohort, in their community, and internationally.

Serve Together and Learn Together

Each summer, the entire Project Lead team goes on a retreat to Camp Grace in Roberta, Georgia. This is a unique opportunity for the students to get away, focus on their relationship with the Lord, and bond with each other through team-building and fellowship. On the retreat, we give the students a leadership

profile that helps them understand their own leadership style and how that translates into their relationships with others. By understanding this concept, students can be better leaders because they realize their strengths as well as the strengths of their peers. They also take time on the retreat to consider the Lord’s direction for them, not only in connection with Project Lead, but also in their life in general. Rounding out the experience, the students put their skills and heart for service in action by assisting as volunteers for Camp Grace. Many of the students are so moved by the retreat, they return at a later date to serve as camp counselors. I have been blessed to watch dozens of students learn to thrive in a leadership role. Without consciously realizing it, they are motivating not only their peers, but also their parents, and the FPD staff and faculty. The skills they learn and the heart for service they develop are life-skills that can’t be distinctly measured, but can definitely be seen.

How to join Project Lead

Students who are interested in participating in Project Lead must apply before their junior or senior year. The application includes several short answer questions, a summary of the applicant’s testimony, and teacher recommendations.

For more information, email Amy Kenney at amy.kenney@fpdmacon.org.

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ctober 8 was a special night on campus as FPD hosted FCA’s Fields of Faith for the local community. Many students from FPD and multiple other schools committed and recommitted to Christ as they heard praise music, testimonies and a message from Florida State University Chaplain, Reggie Hutchins. Fields of Faith is a nationwide student led event hosted on athletic fields. Students invite, pray for, and challenge their peers to follow Jesus Christ. FPD is honored to have hosted this event for the Middle Georgia community for the past three years.

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Christian Life

:K\ &KULVWLDQ HGXFDWLRQ" By: Jim Drexler, Dean of Social Science at the Graduate School of Education at Covenant College in Lookout Mountain, GA.

“I would advise no one to send his child where the Holy Scriptures are not supreme.” Martin Luther’s bold admonition reflects the teachings of both the Old and the New Testament. Throughout the Bible, God differentiates between light and darkness, wisdom and ignorance, saved and unsaved, and Jesus himself clearly teaches that “he who is not with me is against me, and he who does not gather with me scatters” (Matthew 12:30). Whether you have been committed to Christian education for years or whether you are just now exploring the possibilities, consider the following from this perspective: How can Christian parents best fulfill their obligation to train and nurture their covenant children (Deuteronomy 6:4–8)? Specifically, what type of education effectively prepares children for “works of service” (Ephesians 4:12)?

Misconceptions About Christian Education

A Christian school is not a place where a few “ornaments” like prayer, chapels, and Bible classes merely complement an otherwise secular education. Genuine Christian education seeks to integrate God’s Word into every facet of the curriculum as well as all cocurricular activities. As the Puritan theologian Charles Bridges wrote in his commentary on Proverbs, “The religious training must not be the border of the garment, which might easily be cut off. It must be the pervading substance throughout.” Second, the phrase “Christian education” should encompass more than the study of religion. Unfortunately, many evangelicals have too narrow a definition. Christian education, they think, takes place only in Sunday school, during Bible studies, or at home during family devotions, but this view is too limited. The apostle Paul exhorts us to “take captive every thought to make it obedient to Christ” (2 Corinthians 10:5). Saint Augustine wrote that “every good and true Christian should understand that wherever he may find truth, it is the Lord’s.” Reflecting the same conviction, John Calvin wrote, “We shall neither reject the truth itself, nor despise it whenever it shall appear, unless we wish to dishonor the Spirit of God.” True Christian education relates God’s Word to every aspect of life. Third, a Christian school is not a “safe house” from the world. Many well-meaning parents think that the Christian school offers protection from the evils of the world. A Christian school is not a guarantee against sin. The difference, however, is that the Christian school disciplines by teaching students about God’s demands, and His forgiveness, grace and mercy. Finally, the Christian school is not a reform school for families who have exhausted other options to solve their problems. The Christian school should be their first choice, the place where Christian families, the church, and the Christian school can prepare students for effective lives of service in God’s kingdom.

The Necessity of Christian Education

We are living in what some have labeled a “Post-Christian Age.” In Against the Night, the late Charles Colson described our “barbaric” and “decadent” times as “The New Dark Ages.” The church itself is reeling under the onslaught of secularism as noted by the late Francis Schaeffer in The Great Evangelical Disaster. Waging an allout attack in order to win people’s hearts and minds, secular forces are winning on many fronts, including education. How should Christian families respond? Clearly, we should never despair, for the Bible teaches that “the earth is the Lord’s” (Psalm

24:1), that God’s Word will “not return … empty,” (Isaiah 55:11), and that the “gates of Hell will not overcome” His church (Matthew 16:18). God’s purposes and plans cannot be thwarted! We can do more than just hope and pray—this is the role of Christian education. We in Christian education do not want to destroy public schools. Their efforts involve Christian students, teachers, and administrators, and we need to support them. However, an educational philosophy that does not explicitly declare Christ as Lord, that does not integrate God’s Word into every action, that does not acknowledge God as the source of all truth, can only, in the words of Jesus Christ, “scatter.” The Bible clearly states that the unregenerate mind cannot please God because it places man at the center, assumes that human beings are basically good, actively suppresses the truth about God, and denies the supernatural realities of heaven and hell. The regenerate mind, from which Christian education flows, affirms the opposite: God is the creator and ruler of this universe; human beings, sinners from birth, are in need of redemption; all truth is God’s truth; and, man is not dependent on human reason alone. The question, therefore, is this: Does a secular education enable a student to think biblically about the world?

Consider the reasoning of Charles Bridges: â&#x20AC;&#x153;To expand, without soundly enlightening, the mind, is but to increase its power for evil. Far better to consign it to total ignorance, inasmuch as the uninstructed savage is less responsible, less dangerous, than the well-furnished infidel.â&#x20AC;? Similarly, John Calvin believed that â&#x20AC;&#x153;a knowledge of all the sciences is mere smoke where the heavenly science of Christ is wanting.â&#x20AC;?

The Basics of Christian education

A genuine Christian education provides a quality liberal arts education that glorifies Jesus Christ and prepares students for lives of faithful and obedient service to Him. The Bible is the integrative force, and all administrators, faculty, and staff personally know Jesus Christ as Savior and Lord. Specifically, Christian education is an acknowledgement, an attitude, and an ambition:

Christian education is an acknowledgement about Godâ&#x20AC;&#x2122;s world. He created it, He holds it together, He rules it, and we have an obligation to learn all that we can about it. We arenâ&#x20AC;&#x2122;t simply learning about math, science, and history; we are learning about Godâ&#x20AC;&#x2122;s world. Christian education seeks to produce competent graduates who know the world as well as the One who created it.

Christian education is an attitude related to Godâ&#x20AC;&#x2122;s Word; therefore, studying Godâ&#x20AC;&#x2122;s world from the perspective of the Word is critical. We can understand life only as we view it through the â&#x20AC;&#x153;spectacles of Scripture.â&#x20AC;? â&#x20AC;&#x153;For with you is the fountain of life; in your light we see lightâ&#x20AC;? (Psalm 36:9). Seeking to bring all thought and activity under the lordship of Christ, we want our students to be passionate about their God, their lives, and their call to service.

Christian education is an ambition to do Godâ&#x20AC;&#x2122;s will. Because it is a lifelong process of transforming our minds, Christian education spans â&#x20AC;&#x153;the cradle to the grave.â&#x20AC;? We want our students to be â&#x20AC;&#x153;mal-adjustedâ&#x20AC;? to this world, to see the sin in themselves and in the world, and to commit their lives to the pursuit of justice, compassion, and integrity. As students study Godâ&#x20AC;&#x2122;s world from the perspective of the Word, it will enable them to do Godâ&#x20AC;&#x2122;s service. â&#x20AC;&#x153;We want to serve our culture,â&#x20AC;? writes Harry Blamires in The Secularist Heresy,â&#x20AC;? we want our culture to workâ&#x20AC;&#x201D;not because it is the only good we can conceive, and not because we are finally and securely at home in itâ&#x20AC;&#x201D;but because it is a great drama that we have been staged in, and it is good that we should play our parts well.â&#x20AC;? There are those who object to Christian schools saying: ti8F XBOU PVS DIJMESFO UP CF JO UIF ASFBM XPSME w 8IBU JT UIF â&#x20AC;&#x153;realâ&#x20AC;? world for Christians? Is it a world informed by secularism, or one dominated by the love, reconciliation, and forgiveness of Jesus Christ? ti8F EPO U XBOU UP BCBOEPO UIF QVCMJD TDIPPMT 8F XBOU PVS children to be a witness there.â&#x20AC;? Should the youngest members of Godâ&#x20AC;&#x2122;s kingdom be on the front lines, or is it wiser first to train and prepare them much like we would care for young plants in the garden? ti8F XPVME MJLF UP IBWF PVS DIJMESFO JO UIF $ISJTUJBO TDIPPM CVU we canâ&#x20AC;&#x2122;t afford it.â&#x20AC;? What better stewardship of personal and church finances than to use them for the education of covenant children? â&#x20AC;&#x153;Wisdom is supreme; therefore get wisdom. Though it cost all you have, get understandingâ&#x20AC;? (Proverbs 4:7). tiÄ&#x2021;F $ISJTUJBO TDIPPM JT IZQPDSJUJDBM w $ISJTUJBO TDIPPMT EP not claim to be perfect or without their share of sinners any more than churches do. The difference with the Christian school is the

way in which it deals with the sin, how it models restitution and accountability, and how it encourages repentance and restoration.

The Mission of the Christian School

The psalmist, writing to Godâ&#x20AC;&#x2122;s people, summarizes the mission of Christian education: â&#x20AC;&#x153;We will tell the next generation the praiseworthy deeds of the Lord, his power, and the wonders he has done. He decreed statutes for Jacob and established the law in Israel, which he commanded our forefathers to teach their children, so the next generation would know them, even the children yet to be born, and they in turn would tell their children. Then they would put their trust in God and would not forget his deeds but would keep His commandsâ&#x20AC;? (Psalm 78:4â&#x20AC;&#x201C;8, NIV). The Christian school, working together with the Christian home and the church, exists to fulfill these scriptural promises. The Christian school longs to introduce its students to the source of all truth. Therefore, the decision for a Christian education is the best choice a family can make. More than 450 years ago, Martin Luther preached a powerful sermon encouraging his listeners to stand firm in their faith and reminding them of the nature of the conflict: â&#x20AC;&#x153;Christendom must have people who can beat down their adversaries and opponents and tear off the devilâ&#x20AC;&#x2122;s equipment and armor, that he may be brought into disgrace. But for this work, powerful warriors are needed, who are thoroughly familiar with the Scriptures and can contradict all false interpretations and take the sword from false teachers. â&#x20AC;Ś Each Christian should be so armed that he himself is sure of his belief and of the doctrine and is so equipped with the sayings from the Word of God that he can stand up against the devil and defend himself, when men seek to lead him astray.â&#x20AC;?

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On Campus

Fostering Lifelong Learners How FPD’s Elementary School educates and equips our youngest Vikings.

By: Wade Putnal, Lower School Principal

hen I first arrived at FPD as a first grade teacher, I told my fellow teachers, “I have gone to teacher heaven!” Teachers at FPD are able to serve students like no other school I have seen before. FPD teachers have the amazing opportunity to see each student as a unique individual, not just a number, and work with each one as he or she progresses. No two children are the same. Each will master skills and abilities at different times. Some will prefer one subject to another, just like they prefer different food and clothing. Every parent thinks his or her child is unique. We think so too! With that in mind, FPD’s curriculum for the younger grades is based on a continuum of ages and stages and is inclusive of hands-on, interactive exploration that can be tailored to meet each student’s needs. In order to cater to students’ differences, but motivate them in a direction of growth and development, there are several principles that shape our method of teaching young learners.

Lifelong Learning

We want our students to not only achieve good grades, but also develop a passion for learning. Therefore, our focus, especially in our youngest students, is not simply achieving a high test score, but gaining an appreciation for academics and eagerness to learn. A desire for learning will take the students much further in the long term than a one-time grade on test. If we can foster a desire to learn, simply because learning is enjoyable, the students are more apt to continue seeking knowledge and information as they grow. They are also more likely to seek the correct answer to a question they miss on a test, rather than simply toss it aside.

Learning Through Play

While reading and math skills can be graded and tested, there are certain skills that cannot be quantitatively measured, but are just as important.

These include sharing, being patient, and respecting others. These are learned through activities that are often taken for granted such as playing on the playground, building with blocks, or painting colorful creations. Playing can be educational! It establishes basics that students will later need when working on team projects, patiently finishing a test, or finding a solution through creative thinking.

Connections

Just like pieces of a puzzle, when students see connections between topics, they see the full picture. FPD’s classroom teachers and co-curricular leaders work diligently to tie their lessons together. For example, when our kindergartners studied farm animals our elementary science teacher, Jenny Clausen, made homemade ice cream as a lab activity. While beaming with joy, the students discussed where the milk came from and how the milk turned from a liquid to a solid.

Even more important than connecting topics, is our commitment to connecting everything to biblical lessons. Our teachers rejoice in the opportunity to nurture budding young minds in God’s truth. Intermingled with structured biblical study in the classroom are reminders throughout the day. For example, science labs and art lessons begin with a Bible story or verse and music class includes worship and praise songs. We want children to know that God is the creator and maker of all things.

Nurturing a Servant’s Heart

No Christian-based education would be complete without the fostering of a servant’s heart. It never ceases to amaze me how much children want to show God’s love. The teachers and I have the wonderful opportunity as educators at FPD to nurture that desire. Through service projects and missions in each grade, the students’ childlike love spills over and they develop a heart for service. By the time they are in high school, when community service is required, their passion for service makes it a natural component rather than a forced endeavor. This servant’s heart is the foundation for their development as godly men and women who will be leaders in their respective communities.

Preparation for the Next Step

“We want our students to not only achieve good grades, but also develop

a passion for learning.”

I use the term “spiral” to describe our curriculum. At the beginning we introduce topics. After exploring these topics at one level, we circle back around to the beginning, but at a higher level. At this higher level, students recognize terminology and concepts that they can then apply. At each stage of the spiral,

our teachers have options for advanced learners and options for beginners so students can be challenged and assisted as needed. Our goals challenge and inspire children to be higher level thinkers and life-long learners.

FPD’s philosophy and principles for teaching our littlest Vikings were featured in the October 2014 edition of Georgia Trend. Dr. Barry Shealy gave a great account of how FPD views the educational needs and progress of students in 3K through kindergarten. As quoted in the magazine, Dr. Shealy notes, “Experience - and a lot of research – says that the early childhood experience has a huge effect on your life later on and learning outcomes in a lot of different areas of development.”

While FPD students consistently score in the top percentile of the CTP4 standardized test, that is not the only measure by which we base our instruction. Each child is on their own unique path that God has set out for them. As teachers, we have a front row seat to see God in action and an amazing opportunity to encourage them on that path. We are very honored that parents have decided to partner with us in their child’s development and never take that responsibility dismissively. As it says in Proverbs 22:6, “Train up a child in the way he should go, and when he is old he will not depart from it.” That is our prayer every day.

fpdmacon.org // 12

On Campus

Another Sort of Traveler

FPD’s Juniors and Seniors Study Abroad in Orvieto, Italy C. S. Lewis describes “another sort of traveler” as one who lays aside their homeland experience and is immersed in foreign life to “come home modified, thinking and feeling as you did not think and feel before.” This summer a group of fifteen rising juniors and seniors and FPD faculty sought to each become this type of traveler. The group participated in a twelve day study abroad program that both immersed the group in contemporary Italian culture and took them back in time to the Italian Renaissance. The program was modeled after a college study abroad program with the students living in a single location, exploring the local culture, reading, participating in classes, visiting relevant sites, and responding in discussion and writing. The Studio for Art, Faith, and History of the Christian liberal arts Gordon College (Wenham, MA) offered their study abroad campus in Orvieto, Italy, and provided logistical and program support. Dr. John Skillen, a professor of English and expert in medieval and Renaissance literature, and our resident assistant, Gordon student Nathaniel, were invaluable to the experience.

Cultural Immersion

Imagine waking up and walking out of your 14th century convent home, down a narrow cobblestone street, to enjoy a morning cappuccino or espresso. Later visit a plaza market for fresh fruit, vegetables, nuts, and cheese. Enjoy fresh baked bread and pastries and a gelato on the way home. Of course, your meals range from a variety of pasta dishes, meats, and fresh vegetables (and, of course, pizza) prepared by our local cook, Chiara. You find out quickly that Italy is about the food. Italy is also about conversation and relationship. As our RA, Nathaniel, explained to us, bringing your current conversation to a natural conclusion is more important to Orvietians than any next appointment someone might have. The students came to enjoy the laid back time without cell phones and internet, walking wherever you needed to go, and conversations with local residents seated outside a coffee shop.

By Dr. Barry Shealy

Just keep in mind that everything closes for a break from around 1:00 in the afternoon until . . . well, when the shopkeepers decide their break is over. Orvieto is a town situated on the top of a volcanic tuff (a kind of mesa) surrounded by cliffs and about a mile long and a half mile wide. The town has been inhabited at least since the Etruscan times before Christ and is situated on a historically important route from Rome to Florence. The Umbrian countryside seen from the cliffs is a beautiful patchwork of vineyards, olive orchards, grain fields, and forests with mountains on the horizon. The theme of how to engage and experience the environment and sights was important for the group. We learned how to develop a slow and patient sketch of a scene before us and experience the sense of place and context rather than packaging everything in immediate Facebook-worthy snapshots. We saw this idea intensely as FPD art teacher Nancy Butler taught us the basics of landscape painting and, over several days, we each painted our own “snapshots” of the Umbrian countryside. Most of the works of art we studied were in their original locations (in situ) rather than in museums. During the era we studied, works of art were commissioned for particular sites and purposes, thus the context was very important to appreciating the work.

Interaction of Faith and Culture

Even today, it is often difficult to understand our faith apart from our culture. How does our culture impact our faith? How do we engage and evaluate our culture in light of our faith? How appropriate is the use of secular sources to further our understanding of the sacred? These are questions that have been raised throughout the Christian era and never more intensely than during the Renaissance. While during the medieval times Tertullian asked “What has Athens to do with Jerusalem?,” Augustine wrote, “Wherever truth is found, it belongs to [God].” For us as Christians, for example, is it okay to use Harry Potter and Star Wars to better understand our faith? The Renaissance exhibits a rich synthesis of Christian tradition and pagan classical Greek and Roman thought.

“Even today, it is often difficult to understand our faith apart from our culture.” The content of our studies and choice of sites were designed to help us understand and evaluate this synthesis and then ultimately critique synthesis in our own lives and culture. The focal point of our course was the San Brizio Chapel in the Orvieto Duomo. The 15th century frescoes begun by Angelico and completed by Signorelli depict the end times and final judgment. The works are interesting in their incorporation of images from Dante and such classical writers as Virgil. We also visited Subiaco where St. Benedict fled from the corruption of classical Rome and ultimately established the Benedictine monastic tradition. The Mount Oliveti monastery houses a frescoe cycle that relates the life of Benedict. Pope Pius II’s hometown of Pienza provided us an example of urban planning based on Renaissance ideals. Our trip also included days in Rome and Florence. As Christians, how do we respond to culture? Do we escape, but still serve from within our Christian communities, as the Benedictines might be described as doing? Or do we stay integrally part of culture both influencing and potentially being influenced? Of course, we identified both positives and dangers or challenges in both.

Thinking and Feeling

The centerpiece of our Roman and Florentine jaunts was the comparison of five statues of David ranging from early to high Renaissance and then the Baroque era sculpted by Verrocchio, Michelangelo, and Bernini. As much as one can read about, listen to lectures, and look at pictures of works of art representative of different eras, there is nothing like actually being in the presence of the work. You can actually feel the difference between Renaissance and Baroque when you are in the same rooms with Michelangelo and Bernini’s Davids. The students read Dante’s Inferno and selections from Purgatorio, Virgil, Pope Pius II, Bede, and Augustine among others. They studied the historical, political, commercial, and philosophical context as well as the art and architecture of the classical, medieval, and Renaissance eras. This intellectual background and experience generated very deep and insightful discussions. A favorite discussion of mine was how we come to know scripture and how we develop our images of the afterlife. For many during the

medieval and Renaissance eras, the church building was their Bible. The lower part of the Orvieto Duomo’ façade, for example, has four piers with each containing around a dozen marble bas-reliefs depicting stories from (1) the Old Testament history, particularly Genesis, (2) prophecies of redemption, (3) the New Testament, particularly the life of Christ, and (4) the last judgment. Of course, the interior of the various cathedrals we visited were full of vivid art representing biblical and other religious stories often with ceiling or wall sections or individual chapels following a theme. We agreed after viewing images of the judgment, that modern images of the afterlife are particularly anemic. One of our students, however, shared the idea of using a sunrise to think about heaven. Many of us respond to sunrises, sunsets, and grand vistas with awe, reverence, humility, and amazement. Try to imagine our response to heaven as this same sunrise response but multiplied infinitely. The student also noted that every sunrise is different and new and that if God gives us such variety in a sunrise (or sunset or vista), won’t he give us infinitely more sense of variety in heaven? We decided heaven will not be boring! We hope to return to Orvieto again in 2016. All who participated this year would agree that the experience has “modified” them as C. S. Lewis described. Learning in real context and on location is profoundly more effective than any lecture, reading, or video alone can be. Beyond the learning objectives of the course, the students were unanimous in the praise of taking time for long leisurely conversations, deeply experiencing our surroundings, and the unique sense of community we developed through these experiences. My prayer is that we can keep a grasp on this heightened sense of awareness and not be numbed again by the frenetic and disconnected pace we so often experience here at home. We talked about ourselves as epic travelers, like Aeneas, and our lives as epic adventures that are journeys to a destination and with a purpose. We look forward to providing the opportunity to another group of students to see, feel, and then think deeply about history, culture, and our faith in Orvieto and return modified, thinking and feeling differently for God’s glory.

fpdmacon.org // 14

On Campus

Student Achievements On and Off Campus Math Team

3rd Place at Mercer Tournament The FPD Varsity Math Team finished third out of twenty-nine at the Berry College Math Contest and third out of thirty-two teams the Mercer Mathematics Tournament in November. Team members competing at Berry College included Ruth Samuel, Jacob Cardis, Carter Floyd, Ru Yi Marone, Nicholas Shealy, Faith Marie Engle, Barret Ham. Team members competing at Mercer were Lucas Liang, Nicholas Shealy, Carter Floyd, Ru Yi Marone, and Jacob Cardis.

Exchange Club Youth of the Month Ru Yi Marone and Sumner Carlton

Ru Yi Maron (’15) and Sumner Carlton (’15) were selected as Youth of the Month for August by the Exchange Club. Youth of the Month recognizes hardworking high school students who attain high levels of scholastic achievement, community involvement and leadership. Maron and Carlton will compete for Youth of the Year in May.

Girls’ State and Girls’ Nation

Katherine Strickland & Faith Marie Engle This summer, two rising seniors, Faith Marie Engle and Katherine Strickland, attended Girls’ State. Girls’ State is a week-long session at Georgia Southern University based on instruction and practical application of the fundamental principles and procedures of city, county and state government. Faith Marie was elected Attorney General and Katherine was elected a U.S. Senator. As an elected Senator, Strickland had the opportunity to attend Girls’ Nation in Washington, D.C.

Whitney McKinley, 8th Grade

Mac Garvin, 8th Grade

Jordan McCallum, 8th Grade

Whitney McKinley placed fourth out of 104 ponies in the large pony division and was crowned champion of the large pony division for riders who own their own ponies at the invitational National Pony Finals in Lexington, Kentucky.

Mac Garvin was selected by his teachers to be the FPD representative at the Billy Lancaster Forestry Youth Camp. He learned about forestry, wildlife, and ecology and placed second in the end of camp evaluation.

Jordan McCallum competes on the

racetrack in the Pro Late Models division. He recently placed fifth in points and was awarded rookie driver of the year for his division.

Robotics Serving Others

n 2012, FPD students, William Roddenberry (’14) and Ru Yi Marone (’15), developed an idea to use their interest in robotics and to help others. As Ru Yi states, “Our general idea was that we could use our nerdy skills to benefit the community.” Macon’s Campus Clubs was the perfect venue. The afterschool program for underprivileged children had a huge number of robotics kits, tables, and a computer lab, but no one who could really use them to their full potential. The kits were sitting idly until Roddenberry and Marone stepped in. Beginning in 2013, the two tech gurus began working with four to eight kids in the robotics rooms. “Sometimes it is hard to get the kids to work since they often just want to play with the Legos! This is very much a work in progress, and I want to expand both the number of volunteers and the number of students,” says Marone. “We try to teach the kids about technology, science, or math while also allowing them to have fun.” This past summer, Roddenberry and Marone led the students in a “robot sumo wrestling” match. The two tech gurus made basic robot frames and allowed the Campus Club kids to add attachments so they could push other robots out of the ring. Roddenberry and Marone then taught the students about computer programming that would make the robots perform specific movements. For example, when the students typed in “360” this made the robot’s wheels turn 360 degrees. At another time, the students placed light sensors on the robots causing them to stop when they came to a black piece of tape, something that absorbed the light instead of reflecting it. Roddenberry graduated in 2014 and now attends M.I.T.; Marone is in the process of refining the program so that it can continue to grow and expand once he Robotics Wins Awards graduates this year. He currently works with FPD’s High School Robotics junior, Nicholas Shealy and his classmates in Team placed 2nd in their region Project Lead to formalize the program. competition on December 13, advancing to the state competition in February. The team additionally received two judges’ awards: The Design Award and Think Award. The three Middle School robotics teams competed in Dublin, Georgia the same date and all advanced to the Warner Robins Super Regional on January 24.

Marone and Shealy are welcome at any time to work with the students during their normal Campus Clubs hours. Marone hopes to establish formal sessions so more volunteers can participate and the students can work on distinct goals and objectives. “Doing this has helped me define how I can use my skills to help someone,” Marone remarks.

fpdmacon.org // 16

Sports

Finishing Strong T FPD Softball Wins Region & Takes Third in State he FPD softball team captured its ninth region championship in program history with a 4-3 come-from-behind victory over Tattnall Square Academy on October 9. The Lady Vikings weren’t done, though. FPD advanced to the GHSA Class-A Elite Eight in Columbus and, for a second consecutive year, brought home a third place finish in the tournament. “Finishing third in the state for a second straight year is something my teammates and I will never forget,” senior Courtney Lawrence said. “We gave it everything we had and have nothing to be ashamed of.

Fellow classmate Ashleigh Powers agrees. “The competition was really tough, which made getting as far as we did that much sweeter,” Powers said. For their efforts at the GHSA State Tournament, the Georgia Athletic Coaches Association (GACA) selected six Lady Vikings to the All-State Team. Sumner Carlton and Peyton Worsham were named to the First Team while Allie Parkerson and Carli Sutton picked up Second Team accolades. Lawrence and Jill Rogers were picked as an Honorable mention as well. Four players were also named to the Macon Telegraph’s All-Middle Georgia Team. Carlton, Worsham and Sutton earned First-Team honors while Lawrence was chosen as an Honorable Mention. FPD graduates a strong senior class in Carlton, Lawrence, Powers, and Katherine Strickland. “We won the region title and finished high in state because we never gave up,” Lawrence said. “We hope future classes continue that trend.”

Running Away With REGION Cross Country Wins Region

Second-year head coach Shane Hall and his Vikings finished 2014 on a high note by capturing their fifth consecutive GHSA Class-A Area 1 Championship at the Georgia Children’s Home on October 29. The top-4 finish vaulted the Vikings into the GHSA Class-A State Meet on November 8 where FPD brought home an eighth place finish, led by Will Martin’s 17:49 and Bryce Little’s 18:22. FPD also racked up two first place finishes at regular season meets in 2014 – the Stratford Invitational on September 17 and the Mt. de Sales Meet on October 15. Martin picked was placed on the All-Middle Georgia Cross Country Team for a third consecutive year. The Vikings will graduate six seniors in May – Nathaniel Carter, Brooks Hanson, Stephen Dance, Griffin Hicks, Cole Morton and Little.

Vikings Have Spirit This year FPD students brought it at each and every football game! FPD’s new Fanfare was a huge success. The pre-game headquarters for Viking students and families kicked-off each home game with performances by FPD’s drum line, games, music, food, bounce houses, and face painting. However, nothing could compare to the unprecedented enthusiasm of the Viking Squad. For FPD’s new student section, face paint and cheers weren’t enough. The Viking Squad went for full body paint, costumes, hair dye, shakers, and confetti cannons. There was no denying, this was Viking Nation. Their boisterous enthusiasm earned them the group title of “Fan of the Week” in the Macon Telegraph and a pre-game feature on 13WMAZ. In the end, they only had one thing to say – “Aye Aye, Captain!”

fpdmacon.org // 18

Sports

FALL SPORTS RECAP VOLLEYBALL (21-19)

FOOTBALL (7-4, 3-2 GHSA Class A Region 7)

The FPD volleyball team advanced to the GHSA Class-A State Playoffs for a third consecutive season, falling to Savannah Country Day in three games on October 16. FPD picked up key home wins over Stratford on September 16 (21), and Mt. de Sales (2-1) on September 30. FPD finished as the Area 2 Tournament Runner-Up in 2014, dropping its final match to Brookstone on October 11. The Lady Vikings graduate four seniors – Tesch Jerles, Madison Busbee, Alisha Napier and Mikayla Mobley.

The Vikings advanced to the first round of the GHSA Class-A State Playoffs for a fourth consecutive season, falling to Prince Avenue in Athens on November 21. “We had another solid season,” Athletic Director Greg Moore said. “Our guys worked hard from the beginning of summer camp all the way to the end. There is no faulting their work ethic and determination.” The Vikings started the season with a bang, defeating the AAAA Howard Huskies 26-25 in overtime on opening night, August 29. It was the first time a Bibb County public school and private school faced each other since 1965. “It just goes to show you that we can put things aside and focus on playing a very good high school football game,” Moore said. “It played a positive part in our community.” The Vikings also took their Homecoming game 42-21 over Mt. de Sales on October 10 and bested Wilkinson County 41-32 on Senior Night on October 24. FPD rattled off three straight wins from October 24 - November 7 to earn a bid in the GHSA Class-A State Playoffs as the no. 13 seed. For their efforts, the Vikings placed eight players on the GHSA All-Region 7-A Team. Offensive Team members included juniors Will McCormick (QB), Reggie Gantt (RB) and Robby Watson (OL) and seniors Jam Morris (WR) and

SOFTBALL (26-9, 11-1 Reg. 7A) 2014 GHSA Class-A Region 7 Champions, 3rd GHSA State Tournament The FPD softball team captured its ninth region championship in program history with a 4-3 come-frombehind victory of Tattnall Square Academy on October 9. The Lady Vikings weren’t done, though. FPD advanced to the GHSA Class-A Elite Eight in Columbus and, for a second consecutive year, brought home a third place finish in the tournament. (See story on page 17)

Jonathan Raines AUSTIN COX

Cole Thomason

2014-2015

FIRST PRESBYTERIAN DAY SCHOOL 8/15 8/29 9/12 9/19 9/26 10/3 10/10 10/17

Palmer Haynes (OL). Along with the five offensive team members, three Vikings were chosen to the Defensive Team: seniors Jonathan Raines (DB), Noah Groover (DL), and Cole Thomason (DL). Since joining the GHSA in 2010, the Vikings are 32-22 in league play.

BOYS CROSS COUNTRY Vikings finished 2014 on a high note by capturing their fifth consecutive GHSA Class-A Area 1 Championship at the Georgia Children’s Home on October 29. (See story on page 18)

GIRLS CROSS COUNTRY First-year head coach Holly Scott led the Lady Vikings back to the GHSA Class-A State Meet in Carrollton for a fifth consecutive time on November 7 by finishing fourth at the Area 1 Meet on October 29 at the Georgia Children’s Home. At the State Meet, the Lady Vikings placed 16th, led by McKenzie Peterson’s 22:13, which was good for 26th place individually. FPD’s highest finish in 2014 came at the Stratford Invitational, taking second place overall. FPD graduates just two seniors from the 2014 roster – McKenzie Bakkar and Sydney Wheeler. Nine juniors currently on the roster are set to return in 2015 – Madison Griffin, Casey Kilburg,

Central HS (7:30 p.m. @ Central) Howard (7:30 p.m. @ FPD) Monticello HS (7:30 p.m. @ FPD) GMC Prep (7:30 p.m. @ GMC) Lincoln Co. (7:30 p.m. @ Lincoln) Stratford Academy (7:30 p.m. @ FPD) Mt. de Sales (7:30 p.m. @ FPD) Tattnall Academy (7:30 p.m. @ Tattnall)

10/24 10/31 11/7 11/21 11/28 12/5 12/12 12/13

##' Wilkinson CO. (7:30 p.m. @ FPD) Twiggs Co. (7:30 p.m. @ Twiggs) Region 7 Crossover Game GHSA State Class-A Playoffs (Round 1) GHSA State Class-A Playoffs (Round 2) GHSA Sate Semifinals Playoffs GHSA State Finals GHSA State Finals

www.fpdvikings.com www.fpdmacon.org

Aurora Perez, Gracie Kate Rigg, Anna Roddenberry, Sara Lynn Slagle, Madison Wiggins, Brynna Wilson and McKenzie Peterson.

Competition Cheer The 2014 FPD competition cheerleading team started strong in their first season competition at Mary Persons High School in Forsyth, Georgia on took home a 1st place trophy. This win helped the girls stay determined and focused. Their second competition was at Union Grove High School in McDonough, Georgia where the girls took home a 3rd place trophy. Despite several injuries and hurdles the team faced this season, the girls continued to push through and finished 12th in their division. Coach Murnan is extremely proud of her girls and how each of them persevered.

VIKINGS online For live sports updates, follow the Vikings on Twitter: @FPDVikingSports or Facebook: www.facebook.com/fpdathletics. For sports calendars and information visit www.fpdvikings.com

fpdmacon.org // 20

Fine Arts

All the World’s a Stage How FPD Theatre programs extend beyond school. By: Andrew Strickland, FPD Director of Fine Arts When I first came to FPD, one of my colleagues caught my attention with a conversation about the arts and creativity. Creativity, he suggested, was one of God’s most precious gifts to His children. Being involved in the arts for most of my life, I agreed with him strongly, yet his reason surprised and touched me. To him the act of being creative, of using our God-given talents, was a chance to experience – if only in the most infinitesimal way – what it was like to be the creator of all things. Every act of creativity, every artistic performance to my friend is an act of worship, a reflection of being designed in God’s image. Now in my twelfth year at FPD I am still amazed at this powerful gift of the arts.

In the case of my chosen artistic area of theatre, it is truly a gift that keeps on giving! Many people who have a chance to come and enjoy the performances of our actors probably never think of the power of theatre outside of just a medium for entertainment. Yet our theatre students are being prepared for the world outside of FPD in many ways through their experiences in our theatre classes and performances. The theatre curriculum at FPD is treated as much like a college-preparatory program as our academic subjects. Our advanced students train in advanced acting techniques such as the Stanislavsky acting method, dialect and accent work through introduction to the International Phonetic

Alphabet, physical training in dance and period movement styles, and numerous other areas that would be more commonly found in college acting programs. I enjoy hearing back from our graduates who have gone on to study theatre in college. They often find themselves ahead in their university theatre classes because of the groundwork provided at FPD. Yet to me the power of theatre in the lives of my students reverberates in places others might not expect. For many high school graduates, developing communication skills is one of the most difficult parts of transitioning to college and the professional world. Speaking in front of groups of people can be difficult if not absolutely terrifying. During my time at Ole Miss I taught speech and communication skills to the

“The use of the voice, development of self-confidence, and the ability to instantly adapt make our fine actors fine speakers as well.”

students in the business, pre-law, and pharmacy programs. I was amazed at the struggles these advanced students had with communicating with each other, let alone large groups. For our theatre students, they enter the college world having spent a large portion of their high school experience communicating with an audience. While performing the words of Shakespeare is not the same as addressing a business meeting, the same basic skills are at the heart of both. The use of the voice, development of self-confidence, and the ability to instantly adapt make our fine actors fine speakers as well. Even more than public speaking, they are comfortable simply communicating with other people. No matter what career path they may ultimately follow, that skill will always be one of the tools they use most.

To me, this power to connect with others is just another manifestation of the true heart of the theatre experience at FPD: community. In some ways, working on a play or musical here is a different social experience. On many shows, students from grades 6 through 12 work together to create the final performance. Normal social barriers between the different age levels fade. I have watched a culture develop during rehearsals in which the older students support and mentor their younger compatriots. This is not something that I mandated but an honest expression of support and caring. The theatre students have an ownership of the program and take personal responsibility in helping it to flourish and develop. In theatre we call this sort of group “experience ensemble.” Ensemble, in short, is the sense that every part of a production, every actor, technician, director, designer, and volunteer, is a vital part of the whole. At FPD I feel this experience goes further, nurtured by the love of Jesus Christ into a powerful Christian community. I hope everyone will have the opportunity to become part of our ensemble, whether as an audience member, cast member, volunteer, or supporter. Theatre, like all of the arts, has the power to perform miracles within each of us; that small spark of the Creator leading us onward.

fpdmacon.org // 22

Fine Arts

On Stage &W dŚĞĂƚƌĞ ĂƉƟǀĂƚĞƐ

ONE ACT -‐ Commedia dell’Arte

For the first time, FPD Theatre students created their own play for competition using the commedia dell’arte style. Commedia is an old Italian performance tradition in which actors learned a stock character type and then created plays by performing their character in a variety of situations utilizing standard pieces of comic action. These character types are still familiar today: the doddering old man, clever servant, bragging soldier, clueless professor, etc. FPD Theatre brought this challenging acting technique into our world, using the classic character types to explore current events and modern problems.

ELEMENTARY -‐ Princess Who?

FPD’s third through fifth graders brought to life a wonderful fairytale story this fall with “Princess Who?” When a girl wakes up in the forest, she has no memory of her past. As she makes her way through the Misty Forest, hoping to somehow find her way home, she meets several fairytale characters. Some are helpful and some dangerous, yet all have information that helps our fair maiden recall her own story, eventually revealing her true identity as a princess.

Making Music &Ăůů ^ĞĂƐŽŶ ZĞĐĂƉ

FPD’s chorus, bands, and ensembles presented two wonderful performances this fall season. The academic year began with the fall band concert featuring FPD’s Concert Band, Symphonic I and Symphonic II Bands with students in grades fifth through twelfth. They performed several works featuring composers such as Charles Ives, Richard Wagner, and Robert Sheldon. Later in the season the chorus and band joined together for a joyful Christmas performance. The holiday spirit continued the following week with a stage full of elementary angels accompanied by the fifth grade band and chorus. Outside on the football field, the FPD Marching Band and Vanguard kept the spirit going with various Latin themed performances this season. The Marching Band competed at the Oconee Classic Marching competition at the end of September and placed second in Class A competition, receiving an overall Superior Rating. In October, they competed at the McEachern Marching Invitational in Powder Springs, Georgia and placed second in Class A competition, receiving Superior ratings in Musical Performance, Musical Effect, and Drum Major.

Save the Date for these winter/spring performances January 29-30 February 10 March 5-7 April 16 April 30 – May 2 May 5

Middle School Play: “Unplugged” Winter Band Concert Spring Musical: “Titanic” Fine Arts Night Spring Play: “As You Like It” by William Shakespeare FPD Jazz Night fpdmacon.org // 24

Fine Arts

Art Insight /ŵĂŐŝŶĂƟŽŶ ƌƵŶŶŝŶŐ ǁŝůĚ

Elementary By: Arrin Burgand, lower school art instructor

n elementary art my goal is to expose each child to a variety of art mediums including chalk and paint. We discover new techniques that help students bring their imagination to life as well as study many different works of art. I believe once the child has an understanding of how the medium can work the technique will soon develop and students will enjoy their creations as they master the plan. It is simply delightful to watch a student, who has had no prior experience with art, begin to discover their artistic potential. I love to teach individuality and how imperfection can become a student’s markings or art style. God has given us all a gift and character and I love to use His examples to teach children how we are all different and unique as well as the art we create.

Middle School By: Stephanie Garrison, middle school art instructor

n the Middle School 3D class we recently looked at the artist Pablo Picasso. We took cardboard pieces turned them into different shapes to make Picasso 3D faces. We then added facial details with different shapes and painted them. The students were able to add wire and bead details to the face, then attach them to wood blocks. This piece (upper left) is by 8th grader Abigail Dean. We also made pinch pot owls and elephants. We took two pinch pots, attached them together, and smoothed the pots into one piece. We then added clay facial features and texture. Lastly, we bisque fired then glazed fired. This piece (bottom left) is by 8th grader Kailey Bohan. In the 6th grade art we made funny clay monsters. We took pots and attached them. We then cut out mouths and added details. The students added eyes, hands, and hair. We bisqued and glazed fired them. This piece (above) is by 6th grader Julie Ann Grice.

High School Nancy Butler’s High School art students describe the inspiration behind their artwork.

Beck Muse, 11th

Tesch Jerles, 12th

The reason I love art so much is because I am a perfectionist. In everything I do, I must do my absolute best. Art provides a challenge in that there are always areas in which you can improve. My favorite piece? Body totem. I just think this is one of the best pieces I have done. We were assigned to do a totem pole or a bell of different objects. I chose to do hands and feet.

Art, for me, has always been a wonderful and effective means for self expression. The opportunities are endless and you can communicate whatever message you are feeling. One of my favorite pieces is named “Degrees”. It is a charcoal drawing of three wrenches. Over the summer I attended a month-long program called Governor’s Honors where I studied art. We were given a tool and asked to draw it how we perceived it. This was my first experiment with charcoal and quite different in subject matter than my usual art. My goal for the piece was to portray movement and texture.

Hannah Hurt, 11th Art gives me a way to display my emotion and add my style to a piece. I am interested in drawing, painting and photography, but I think all art forms are spectacular. My favorite photograph, “Galopagos, Life of a Local,” I took while in the Galapagos. The sun started to drop, I looked to my right, and captured what I saw. It is a photograph of a local man walking the beach after a day of surfing with the sun setting behind him. It turned out to be my favorite picture from the whole trip.

Art Club Inspiring a new group on campus

aunched in the fall of 2014, FPD’s Art Club is open to high school students who are either currently enrolled or who have previously taken a high school art class. This year’s president is Beck Muse and there are twenty-three members. One of their first projects was creating clay bowls for the Empty Bowls program. Now in its fourth year, FPD’s Empty Bowls project is part of a national program created by the Image Render Group that raises both money and awareness in the fight to end hunger. For the FPD event, each bowl was handmade by FPD art students and sold at a FPD basketball game. All proceeds benefitted Macon Outreach and Daybreak Ministries. Through the year the Art Club will participate in other outreach activities as well as some permanent art pieces for the school.

fpdmacon.org // 26

Alumni

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ason Bragg attributes the start of his career as a successful lobbyist to an FPD civics class and soft drinks.

“Mrs. Gunn was a fabulous civics teacher who took a lot of pride making sure that we knew as much about our country’s structure of government as possible,” says Bragg. “The other thing that really helped shape my interest, especially in state politics, was tagging along with my dad to the Georgia Soft Drink Association’s annual legislative receptions held in Atlanta for our state legislators. I vividly remember spending time up there with their lobbyist.” Bragg attended the University of Georgia and graduated with a BBA in Marketing. Upon graduation he earned a lobbying internship with the Georgia Food Association and later went to work for the Georgia Republican Party during the 2004 election cycle. “Working on campaigns was a great experience, but it made me realize that I liked the lobbying side a lot better,” states Bragg. Bragg’s career as a lobbyist began in earnest after the 2004 election. Bragg worked with the Georgia Food Association for eight years before moving to Georgia EMC in 2012. As a lobbyist, it is Bragg’s job to advocate for the industry he represents and provide legislators with information on how pieces of legislation affect their members. When not meeting with legislators, Bragg travels the state visiting with the 41 EMCs in Georgia and monitoring regulatory activity on both the state and federal levels. If a student is considering a similar path, Bragg suggests they read the news, get involved with a campaign, and apply for internships in D.C. or Atlanta, but most importantly find something that they genuinely enjoy doing. “It’s a whole lot easier to get up for work when you’re doing something you truly love,” says Bragg. “I go to work every day doing something for which I really have a passion. No day is ever the same and each one brings new challenges and opportunities.”

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eigh Ann Wood Gillis still has the note Mr. Oliver Bateman wrote to her parents apologizing for giving her the “political bug.” That bug began when Gillis took her first internship in the summer of 1994 on Saxby Chambliss’ winning congressional race. Mr. Bateman, a family friend and former Chairman of the FPD Board, introduced Gillis to the campaign manager and from that point forward, Gillis was hooked. Gillis’s career in politics has been a whirlwind of campaigns. After graduating with a Bachelors of Arts with double majors in Political Science and Economics from Hollins University, Gillis served as campaign manager at Chambliss for Congress. During that cycle, she met then-Georgia State Senator Sonny Perdue, who had just switched from the Democratic to the Republican Party. “I set a goal to help elect the first Republican Governor and legislative majority in Georgia,” remembers Leigh Gillis. With that goal in mind, Gillis started her own company, specializing in political fundraising, and never looked back. In late 2001, Sonny Perdue announced his campaign for Governor and hired Gillis as his finance director. After a successful run, many additional campaigns soon followed. Gillis has worked for candidates running for city council to President. Most recently, she served as finance director for Senator-Elect David Perdue. By managing a talented group of finance staff, Gillis’s team raised over $10 million in seventeen months. “I like to think that I’ve helped make a difference by electing good people to various offices,” states Gillis. “The most fulfilling part of my career is the people with whom I have had the privilege to work. Many of the candidates, campaign leaders, and staff members over the years have become like family.” When not working in the “organized chaos” of campaigns, Gillis enjoys spending time outdoors with her husband, Jordan, and two children, Ann Bedford and Thomas. “We are very involved with the kids,” says Gillis. “I’m a Brownie Troop Mom and Jordan has helped coach soccer and t-ball for several years.” Gillis’s advice for any student considering a career in political campaigns: Intern! “Everyone I know in this business started as a volunteer or intern,” says Gillis. “Be willing to work long hours and roll up your sleeves. If you see something that needs to be done, do it.”

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Alumni

Once a Viking, Always a

VIKING

Homecoming 2014

PD’s Homecoming tradition brought back some wonderfully familiar faces to FPD’s campus as the classes of 1979, 1984, 1989, 1994, 1999, 2004, and 2009 celebrated reunions. Before the football game, friends and family gathered for a pre-game dinner of roast beef, roasted potatoes, and fresh green beans at the new Wilson-Anderson Family Pavilion.

Prior to the start of the game awards were presented for FPD Distinguished Alumni and FPD Service Award. The Distinguished Alumni Award went to Cheri Gunnells (’89) Frame. Frame has served as Director of Enrollment for FPD since 2010 and has made several contributions to her alma mater. While serving the school, she has helped FPD achieve record high enrollment, begin the FPD Downtown Campus, and develop a thriving International Program. The FPD Service Award was bestowed upon Dallis Jones. Jones’s great-niece and namesake, Dallis Foshee, received the award on her behalf. Jones was an original board member for First Presbyterian Day School and her three children are alumni. FPD’s George S. Johnson Stadium is named for Jones’ father and the library is named for Jones’ mother-in-law. She has remained a faithful supporter of the school. At half-time, first-graders Logan Johnson and Sophia Wrabel presented the Homecoming Representatives to great fanfare of the Viking Band and Vanguard. It was Senior Tesch Jerles who was crowned FPD’s 2014 Homecoming Queen. The Vikings capped off the evening with a 42-21 victory over Mt. de Sales. The Homecoming festivities continued on Saturday morning with the second annual Day School Dash 5K and 1 mile fun run followed by a lunch catered by Moe’s and an 1 soccer game. 8 7 alumni

1) Freshman Olivia Little (Led by father, Alen) 2) Sophomore Anna Claire Stietenroth (Led by father, Bryan)

3) Junior Abby Garnett (Led by father, Chuck) 4) Senior Alli Estes (Led by father, Mike) 5) Senior Meredith Hunnicutt (Led by father, Mike)

6) Senior Tesch Jerles (Led by father, Dr. Matt Jerles) 7) Senior Ashleigh Powers (Led by father, Ken) 8) Senior Sydney Wheeler (Led by brother, Tyler)

$/801, 127(6

John Adams (’77)

Mary-Claire Hill (’77)

Colonel Michael Smith (’85)

Ashley Frizzell (’91) Gilmore

1977

John Adams (’77) continues to live in Macon where he is a Senior Account Specialist with Sunovion Pharmaceuticals Inc. Dana, his wife, is a happy stay at home mom. Their son, John Ross, is currently attending Wesley Glen and their daughter, Lily, is 6 and is in the first grade at FPD. John enjoys spending time with his family. Devra Brown (’77) is in graduate school. She expects to obtain her Doctor of Physical Therapy degree by summer 2016. On-line education is a challenge; however, it is never too late to learn new things! Mary-Claire Hill (’77) retired on May 30, 2014 after 32 years as an educator and school counselor in South Pittsburg, Tennessee. She is currently pursuing a Master’s of Music Therapy at Georgia College in Milledgeville. For the past 3 summers she has worked for her sister Susan at Stutzman Farms Berry Hill in Pennsylvania. Dawn Sparks (’77) Shields is happy to have a new daughter-in-law, Nicole. Steven graduated from Mercer Law School and Scott from Spring Hill College in May 2013. Steven is working for the family company, GeoResults, in Atlanta, GA while Scott is out in Scottsdale, AZ working on his PGA Certificate.

1978

Dawn Sparks (’77) Shields

Lauren Geddings (’78) Halvorsen & Nina Geddings O’Neill went on a cruise supporting Wounded Warriors.

Gail McLeroy (’91) Stewart

Lauren Geddings (’78) Halvorsen

Cassie Head (’95) Davis

1984

1995

1985

1996

Kim Mills (’84) and her family visited Banff Canada/Lake Louise and Glacier National Park this past summer with her daughters Alex (age 12) and Rainey (age 10).

Colonel Michael Smith (’85) completed War College in the Summer of 2014, earning a Masters in Strategic Security Studies with an emphasis in Counterterrorism. Following graduation, he assumed command of the 28th Combat Support Hospital at Fort Bragg, North Carolina. His wife, Margaret, is currently teaching 6th grade English and 7th grade Bible at Fredericksburg Christian School, where their sons, William (17) and Luke (12) attend.

1991

Ashley Frizzell (’91) Gilmore and husband, Bill, celebrate the birth of their son, Alexander William, on April 23, 2014. He and big sister Rachel are keeping them very busy. Gail McLeroy Stewart (’91) and her family live in Hope Mills, NC. She has had the opportunity to be named Principal of Gray’s Creek Middle School in Hope Mills, NC. Her school consists of 6th through 8th graders with a total enrollment of 1060. She contributes her passion for education to her parents, Phillip and Helon McLeroy, who gave her a strong foundation on faith, love, and compassion.

Kim Mills (’84)

Sandi Hammontree (’96) Lynch

Cassie Head (’95) Davis and husband Will welcomed Harrison Crawford ‘Ford’ Davis into the world on March 12, 2014. He joined big sister Abbie, 13 and big brother Park, 10.

Sandi Hammontree (’96) Lynch and husband Steve Lynch welcomed thier son Patrick Arthur Lynch in August 2013. Sandi has taken a promotion with US Foods as District Sales Manager in Columbus, GA. Jessica Walden (’96) and Jamie Weatherford (’93) welcomed son Jameson Walden Weatherford into their lives this past June. Jessica is chronicling her new journey into motherhood on her blog maconcandy.com.

1998

Tommy Cater (’98) coached offensive line at the University of Wisconsin-Eau Claire this past year. During the summer the Cater family moved to Colorado Springs, CO where Tommy will be coaching High School ball and wife Tammy will be teaching at the University of Colorado at Colorado Springs.

1999

Tiffany Thompson (’99) Buckthal and husband Eric announce the birth of their baby girl, Sadie Lucile. Sadie was born on March 11, 2014 at Fort Walton Beach Medical Center weighing 7lbs. 2 oz. She is named after her mother, grandmother, and great grandmother, Lucile Hanson, a retired FPD teacher.

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Alumni

Jessica Walden (’96) & Jamie Weatherford (’93)

Bryan Caldon (’03)

Logan Caldon (’01) Jones

Big brothers, Bradley (7) and Chandler (4) adore their new sister. Dr. Joseph Nichols (’99) and wife Katy moved to St. Louis, MO this summer. Joseph works as Assessment Coordinator and Assistant Professor of Educational Policy at Saint Louis University. He and Katy are traveling to India in December to work on a higher education collaborative between Saint Louis University and St. Joseph’s College in India.

2000

Mike Newlin’s (’00) daughter, Anna Paige, is 3 and had her first soccer practice this fall. Mike is coaching his son Joseph’s U6 team this year.

2001

Logan Caldon (’01) Jones, her husband Brian, and her brother Sean, flew to Washington State last spring to spend time with Bryan Caldon (’03) and his wife, Ali, before the birth of their son, Conor James.

2003

Bryan Caldon (’03), a Navy Nuclear Engineer, was honored on October 1, 2014 at Bangor Navy Base in Washington State following his promotion to Naval Commissioned Officer. Bryan is currently is working on his Masters.

2004

Kris Hattaway (’04) Vaughn married Ben Vaughn November 1, 2014 at Mulberry United Methodist.

Tommy Cater (’98)

Tiffany Thompson Buckthal (’99) Dr. Joseph Nichols (’99)

Mike Newlin (’00)

Kris Hattaway (’04) Vaughn Whitney Woodward (’04) Wolfe Chad (’05) & Elizabeth Patterson (’06) Bacon

Whitney Woodward (’04) Wolfe married Nick Wolfe, from Marietta, Georgia, on October 18, 2014 at Rhodes Hall in Atlanta.

2005

Chad Bacon (’05) and Elizabeth Patterson (’06) Bacon welcome their newest addition, Fuller Charles Bacon, on June 9, 2014. Molly Kinkaid (’05) Robinson graduated from Lipscomb University College of Pharmacy, receiving the Doctor of Pharmacy (Pharm. D.) degree. She and her husband, Andrew, live in Brentwood, Tennessee, where they attend Brentwood Hills Church of Christ. Andrew works at Brentwood Country Club, pursuing his PGA certification.

from Mercer University where he coaches football.

2010

Sara Kay Veal (’10) and Jordan Corbitt (’10) will be getting married in Macon, Georgia at First Presbyterian Church on June 6, 2015. Both are Georgia Tech students, Sara holding a Business-Accounting degree and Jordan graduating in May 2015 with a degree in Civil Engineering. Sara works as a Staff Accountant in Alpharetta, and Jordan will begin his job in June 2015 as a Land Development Engineer in Atlanta.

2011

Jarrett Clubb (’06) and Haley Causey (’06) Clubb welcomed a new baby girl, Clary Lee Clubb, August 21, weighing 6 lbs 14 oz. Clary is the granddaughter of Susan & Harold Causey and Toby & Karen Clubb.

Jeremy Greene (’11) has been working on his professional acting career. Over the last year he has worked on three reality TV show pilots and was accepted into the Second City Training Center in Chicago. He has been learning from some of the best comedy and improvisation instructors in the business and began his training this past June.

2007

2012

2006

Matthew Goings (’07) married Ashley Bene on June 14, 2014 at Indian Springs State Park. Matthew and Ashley met in college at the University of Georgia and now live in Atlanta, Georgia. Matthew attends law school and Ashley works in online advertising. Will Patterson (’07) graduated from Rhodes College in Memphis, TN with a degree in Business Administration and a Minor in Religion. Will will graduate this Spring with a Masters degree in Business Administration

Ramsey Wynne (’12) is currently serving as the President of the Georgia College Bass Fishing Club. He was recently featured in the student newspaper and is majoring in Management Information Systems.

Molly Kinkaid (’05) Robinson

Haley & Jarrett Clubb (’06)

Matthew Goings (’07)

Will Patterson (’07) Sara Kay Veal (’10) and Jordan Corbitt (‘10)

If you are an alumni of FPD, we would love to hear from you. Let us know what’s going on in your life by sending an e-mail to Amy Kenney at amy.kenney@fpdmacon.org or Eric Latimer at eric.latimer@fpdmacon.org. Jeremy Greene (’11)

Ramsey Wynne (’12)

Class of 2004 raises money for

Zach Morton Fund

In addition to enjoying their ten year reunion, members of the Class of 2004 raised money for a scoreboard splitter that will be a welcomed addition to the Zach Morton Memorial Gymnasium (The Zach). Zach Morton was a beloved friend and classmate to the Class of 2004. Pictured are (back row) Carlos Arzayus, Robert Cabe, Patrick Willis, Alex Smith, Chris Douglas, Andrew Lambert; (front row) Ashley Alexander, Mindy Finney Renfroe, Allison Moore Mitchell, Cissy Bates, Lauren Ware Brooks. The photographer was 2004 grad, Kris Hattaway Vaughn.

Remembering 1998 FPD Alumnus: Talvin Wynn (1979-2014) “I miss Talvin Wynn. Talvin had a big heart – loved to listen to old stories and laugh with his coaches and teammates. He wanted to be coached, and he made every effort to learn more about the game. Additionally, Talvin wanted to be a better person. He was very interested in character development and what he needed to learn about becoming a man of principle and moral discipline.” - Greg Moore, FPD Athletic Director

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Advancement

Annual Fund Update We are on our way to

Participation in FPD’s Annual Fund is off to a wonderful start! FPD would liketo thank each one of you who has made a gift or pledge. It is wonderful to know we are well on our way to reaching our goal.

reaching our

goal.

So far our numbers are as follows: 2014-2015 FPD Annual Fund Goal: $250,000 Total Received and Pledged to date for the Annual Fund: $236,000 Percentage of Parents Participating: 48% Percentage of Alumni Participating: 9% Percentage of Faculty and Staff Participating: 94% Percentage of Board of Trustees Participating: 100% The Annual Fund is a giving program created to expand and enhance the educational and extracurricular programs at FPD. While tuition dollars provide funds for the school’s basic daily operating expenses, private gifts are necessary for our programs to continue to grow and thrive. In God’s providence, FPD continues to have no dependence on annual giving to fund operational expenses like salaries or electricity. Instead, your FPD Annual Fund gift carries a lasting impact and goes to fund capital initiatives that support the school’s mission and have a direct impact in the lives of students, from smaller enhancements such as swim team competition equipment and art display furniture for the recently completed 20,000 square foot expansion of the Clark Fine Arts Center, to major investments such as the One-to-One tablet initiative and the Wilson-Anderson Family Pavilion.

Projects that the 2013-2014 Annual Fund supported:

Projects that the 2014-2015 Annual Fund will support:

Playground equipment 7th Grade Sound System in classrooms Colorado Timing System for swim team Art Tables Tubas Softball Scoreboard Pole Vault top pad

Replacement of the instructional gardens New kindergarten playground equipment New scoreboard equipment for the Zach Gym New Clark Fine Arts Center Theatre curtains 3Dimensional Printer - robotics and sciences Lab equipment enhancements And many, many more!

For more information about giving to FPD, contact Jennifer Barfield at 478.477.6505 ext 190 or at jennifer.barfield@fpdmacon.org

Wilson-Anderson Family Pavilion

n October 3, FPD friends and family gathered together to dedicate the school’s newest addition, the Wilson-Anderson Family Pavilion. The Wilsons and Andersons have enjoyed a positive, long, and loyal relationship with FPD. Mr. Richard “Jet” and Sharon Anderson have both served on the FPD Board of Trustees. They currently serve on the Board of Visitors and are members of the Day School Society. Their three sons - John, Bill, and David - each graduated from FPD. Dr. Larry and Rinda Wilson are current members of the Day School Society. Dr. Wilson served on the Board of Trustees and their three children – Summer W. Corrigan, Chris, and David – each graduated from FPD. It was the desire of these two families that the new pavilion be used as a facility that promotes relationship building through events that are indicative of the mission of FPD. Sitting adjacent to the FPD football stadium, the Wilson-Anderson Family Pavilion has already been used for pre-game functions at each home football game during the 2014 season. These events included the Homecoming Dinner, Senior Night Reception, Athletic Sponsors Reception, and New Family Dinner. The pavilion’s beautiful 36’ x 60’ space features a 24’ x 60’ covered portion that includes a large brick fireplace and hearth. The columns and fireplace were bricked to match the grandstand façade of the home bleachers and the roofing done is red metal to match the press box. The space provides a wonderful addition to the George S. Johnson stadium, and FPD is very grateful for the support of the Wilson and Anderson families.

16 GOLF thANNUAL

TOURNAMENT

Save the Date MARCH 23, 2015 WHERE: IDLE HOUR COUNTRY CLUB WHEN:

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