The
Gryphon Gazette
April 2015
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The Student Voice of St. George’s Independent School
• Volume XIII, Issue IV
Deans try colorful approach to excused absences Juliana Wall ’15
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n their first year of being in charge of the excused absence process, Deans of students, Mrs. Jill Reilly and Mrs. Kayla Irvine have implemented new steps in order to add accountability for the school and students. “Teachers plan their classes a week in advance, so having students request absence [forms] a week before they leave actually helps teachers plan schedules,” Mrs. Reilly said. Before anything else can happen, Mrs. Reilly must receive an email from the student’s parent, in order to document parents’ permission for their student to miss school. Mrs. Irvin then fills out a form with the individual student’s classes. There are three different colored forms, each color signifying a certain type of excused absence. Pink forms are for general absences, whether that be for family vacations, medical appointments, etc. White forms are for school sponsored absences that are not traditional class field trips such as chorus, anatomy, or Citizenship trips. Gold forms are assigned to college visits, which have special sections for College Guidance to sign off saying they are aware of what college you are visiting. Students are also asked to get an administrator at the college to sign an additional form in hopes that St. George’s can strengthen relationships with all of the colleges in which students
The four different forms all laid out together. Mrs. Reilly and Mrs. Irvin thought it best to color code the three main forms in order to differentiate the process of excused absences.
are interested. A second additional component to these forms is the color pen in which Mrs. Irvin initially fills them out. Blue ink means the student requested their excused absence in time and are able to make up work during the regular time period, which usually means the amount of days missed is equivalent to the days the student has to make up the work. “If written in red ink, though, the student was late in their request and although they are still technically excused for their absence, they will have to turn in all work they will miss
Juliana Wall ’15
before they leave,” Mrs. Irvin said. However, teachers do have the latitude to work with specific students if they see it necessary, otherwise, any work not turned in before the student leaves cannot be made up. Emails are sent to students when their forms are ready to be picked up from the memo box outside of Mrs. Reilly’s office. Once students have teachers fill out the form, they return it to the memo box and they are done. Although this process seems to help the administration, there has been some confu-
sion and slight frustration in students’ reaction. Part of the confusion is due to the fact that there was no clear announcement of these changes to the students themselves. When they went to get the form, they did not know what to do at first, in addition to the fact that these changes were implemented in the middle of the year. “Sometimes it can backfire on students because I had something come up last minute where I had to miss school and I had to turn in all my work before I left,” sophomore Kendall LoCascio said.
This being said, Mrs. Reilly strives to be able to come up with support plans for students in unique situations. Since the high school has been doing excused absences a certain way for a while, this new direction will take some time to get used to considering not everyone has gone through it yet. Mrs. Reilly hopes that they can get feedback from students and teachers in order to improve the system to make it easier on all parties.
Sports
Entertainment
Opinion
Cont. on Page 2
Top Stories News • Young Life at St. George’s
Features • Ali Mills 5k canceled
• You can dance if you want to
• International markets in Memphis
• Shot or not?
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April
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News
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The Gryphon Gazette
Athletic Overload?
Students limited to one sport per season
Nathan Weinreich ’15
Lexie Marotta ’15 A student is forced to choose between two sports in one trimester. Though track and field athletes were previously exempt, now all athletes are limited to one sport per season.
Courtney Harshbarger ’15 Nathan Weinreich ’15
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ecent enforcement of a policy that restricts students to one sport per season has caused an uproar among student athletes. The policy has technically been in place for years, with exemptions for the cross country and track teams, but those exemptions have since been removed. Last spring, track athletes capitalized on this exemption by participating in both track and water polo, but the exemption of the policy was terminated following the 2014 spring season. “The reason for the [exemption] was that those sports were small
in numbers and trying to fill spots,” Athletic Director Mr. Tom Densford said, “but it’s ideal to have kids play one sport in a season.” Mr. Densford noted that playing multiple sports per season was strenuous not only on the body, but also on the effort put forth in each sport, as well as students’ academics. Participation on the track team was large enough last year to remove the exemption, which is effective this season. “The one sport per trimester rule was created to ensure student athletes commit one hundred percent to one sport per season,” water polo coach Mr. Eddie Walsh said, “students playing multiple sports during a season often have to com-
promise their commitment to one team or the other due to conflicting schedules.” Student reaction to the rule has been mainly negative. “I do not think that this should be a rule because I think a student should be able to decide for themselves whether or not they are able to play two sports during one season,” junior John Kutteh said. “This should be a student’s decision, not an administrator’s decision.” While students have been mostly opposed to the enforcement of the policy, coaches say that the policy has not affected their teams. “Several student athletes on the water polo team were faced with a tough choice in deciding whether to
continue playing water polo or stay with their first spring sport,” Mr. Walsh said. “Fortunately, all of our dual-sport student athletes chose to remain on the team this year.” Nevertheless, the administration will continue to evaluate the policy annually. “There’s no decision you make in an administrative position that you don’t go back and reevaluate after time has passed and you get through it,” Mr. Densford said. “It was probably one of my hardest decisions to make here in my first year [as athletic director], and just like everything else, we’ll reevaluate it next year to see if it’s something we need to continue or not.”
absences could work. It would only be accessed through parent’s accounts on Veracross, but the form would clean up some of this process. If this does happen, it would not be implemented until next year,
but students, teachers, and parents can find some solace in the fact that they are trying to make this process as easy but also as reliable as possible. “Communication is key” said Mrs.
Reilly. “So far we have had one hundred percent of people bringing forms back, but we are always looking for ways to improve the system.”
Excused absences Continued from page 1
“It is about getting students to be proactive because it is what they will have to do in college and in real life,” Mrs. Reilly said. She is working to see if a future online request form for excused
Mission Statement The Gryphon Gazette is dedicated to serving as an authentic voice for the students of St. George’s Independent School. We at the Gryphon Gazette strive to be an open forum for student expression, to act in the best interests of the student body and to embody the principles of journalistic excellence.
Newspaper Staff Layout Editor Caroline Cannon Features Editor Katie Boyle & Kai Taylor
Co-Editors-in-Chief Lexie Marotta & Taylor Owens
Advisor
Dr. Margaret Robertson
Copy Editors
Juliana Wall
Sports Editor Juliana Wall
News Editor
Nathan Weinreich
Entertainment Editor
Opinion Editor
Anna Marie Beard, Heather Stevenson, & Annie Vento
Photo Editor
Tatum Nix
Miriam Brown & Annie Vento
Courtney Harshbarger
Staff Writers Zach Obaji, Grant Webb, & Emily Persons
April
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The Student Voice of St. George’s Independent School
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News
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Young Life provides an “out of school” experience
Zach Obaji ’15
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fter a long Monday, many high school students look forward to the Young Life club meeting after school. While not sponsored by the school, a significant number of Upper School students participate in some aspect of Young Life, whether it is coming to Monday meetings or traveling to Sharptop. The St. George’s Young Life club is a Christian club that is hosted by Hope Presbyterian Church. It offers an environment for all students who wish to learn more about Christianity in a fun way, as it involves singing songs, games and other activities. St. George’s has a Young Life chapter headed by Joel Brantley and his wife Camille. The couple hosts Young Life chapters for other high schools in the area, such as Briarcrest. Joel and Camille can be found visiting with St. George’s students during their lunch periods on occasion in order to drum up support for participation in the club. Students are encouraged to attend club meetings held at exactly 7:37 every Monday night. The unusual start time is a play on St. George’s unique start times for classes. The club is held at students’ houses or sometimes at the Shack off of Byhalia for combined Young Life clubs. For example, the Valentine’s Day Young Life club included students from St. George’s, Briarcrest and Collierville. Following fun activities such as games or songs, either Joel or Ca-
Q
mille perform a reading from the Bible followed by a reflection including a personal story and explanation of the scripture read aloud. “I think it’s a great way for teenagers to learn about religion in an approachable manner,” senior Maria Kramer said. Some who do not participate in Young Life have expressed their belief that the Young Life Sharptop Cove trip is a seemingly social trip, with little emphasis on your faith. When asked if Kramer thought it was merely a social trip, she stated, “I think that’s untrue because it’s a fellowship about all people trying to learn about Jesus.” Young Life also has annual trips besides Sharptop, such as the Lost Canyon and Young Life Adventure in Santa Cruz. Although Kramer did not take part in the annual Sharptop retreat in Georgia, she attended the year before and stated that she thoroughly enjoyed the trip. “I thought Sharptop was fun and I thought it was really good that we didn’t have our phones so we could focus on ourselves and everything that we were doing,” junior Isabella Cantu said. When asked to clarify about the events that took place at Sharptop, Cantu gave a clear image of her schedule during the trip. “We would wake up pretty early then we would go to breakfast. After
A &
Students take a group photo at the Sharptop retreat in Georgia. During their trip, they had the opportunity to socialize and learn more about scripture.
that, we had Young Life club followed by free time. Lunch came next and then we were given more free time to socialize with the other members. After we had dinner, we would partici-
Heather Stevenson ’16
1.
Tell me about your decision to step down? “There are a lot of parts to
my decision, but it took me a long time to decide because I have been here a long time and I really like this place. One of
pate in Young Life club again,” Cantu said. Young Life has a large presence at St. George’s and continues to grow in participation each year.
the things that happens when Do you know who you get to my point in life is is going to be dean of that you can consider other students next? things. I was a teacher for a long time and I have had the “They have a national search opportunity to work with ad- going on. I don’t know who it ministration and I really like it. will be, but I know it will be I am at a point in my life where someone good.” I can look at other things.” What do you think makes a good dean of students? What are you going to do next? “I think you have to be fairminded. I think you have to be “I don’t know what I want to open minded. I think you have do. I might teach. I might go to to be willing to stand up for graduate school. I might take students. I think it helps if you some time off to figure every- know students. You have to be thing out. I am absolutely go- understanding. You have to be ing to go to graduate school, I willing to get the whole story. just don’t know where or how.” Being efficient and organized is helpful.”
with Mrs. Jill Reilly 2. Heather Stevenson ’16 Jill Reilly works busily in her office as she recently made the decision to step down from her position as St. George’s Dean of Students. She does not yet know what she is going to do or where she is going to go after she leaves.
Photo: Joel Brantley
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4 April
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The Gryphon Gazette
Features
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ALI MILLS 5K DROPPED Club takes new direction
Taylor Owens ’15
After eleven consecutive years, St.
Maria Kramer ’15 Junior Frances Gatlin, Francesca Healy, sophomore Emily Persons, and junior Keely Cox creates Valentine’s Day cards with Ronald McDonald house residents. The Ali’s Way Club volunteers frequently at the Ronald McDonald House.
George’s will no longer hold the Ali Mills 5K. In the past, the race was used to raise money to benefit patients of St. Jude’s. Now, Ali’s Way will be discontinuing the Ali Mills 5K because of the increased interest in taking a different approach and focusing the club more on volunteer work. The Ali Mills 5K is not taking place anymore due to several reasons. The annual run was not making as much money as it used to make, and the Adult Board and Youth Board have both agreed that the race should be replaced with a new fundraising approach. The co-chairs of the club, seniors Maria Kramer and Hallie Gillam, have also decided that they want to take the club in a different direction. “We are changing the club to be less fundraising-oriented and more volunteer-centered,” said Gillam. “Maria [Kramer] and I have really tried to do more with the Ronald McDonald House this year and are trying to gain momentum for things that students can volunteer for.”
Ali’s Way, Inc. is a non-profit organization in honor of Ali Mills, a St. George’s student who passed away from neuroblastoma when she was in the seventh grade. The Ali’s Way club works to ensure that Ali’s legacy is being carried out, which is done by supporting the Ronald McDonald house in their efforts to make the families feel more at home. The club has been much more focused on volunteer work this year and is looking forward to potential movie nights and different events that students can volunteer for next year. The organization is currently seeking for more ways to let others get involved, specifically students at the Germantown and Memphis campuses. Both co-chairs of the organization, seniors Kramer and Gillam, are contacting the Ronald McDonald House to identify further volunteer opportunities and needs. “Ali’s legacy is really all about making patients feel more supported and at home, which is why we have chosen a new direction for the club,” Gillam said.
A day in the life of a librarian
Emily Persons ’17
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ou walk in and then eventually back out. You go in looking for a leisure read, study time or help with resources and leave feeling accomplished. The one constant element every time is the librarian sitting behind the desk at the entrance of the library. However, what most assume is a boring and effortless job actually entails chaos and constant work. It seems as though writing monthly emails about recommended or new books, along with scanning those that are checked in and out, does not require significant time or effort. In reality, being a librarian is one of the busiest jobs, constantly adding tasks to their mile-long to-do list. Both Mrs. Leah Allison and Mrs. Hillary Efkeman are the librarians of the St. George’s Collierville campus, and a typical day for them involves many responsibilities that take longer than one would expect. “Things we do tend to be cyclical, and we’re never really done with a project,” Mrs. Allison said. A great example of this is the entry of new or donated books to the St. George’s library collection. Descriptions, which use specific vocabulary along with general information, must be recorded into the online catalog. Once information from new books has been entered and been made part of the collection officially, there are always more awaiting the same process. Upon checking books in and out, those materials must be scanned upon leaving and being returned to the library. These inventoryrelated tasks are some of the less interest-
ing jobs of a librarian. “The least favorite task is inventory, having to scan all the books in the library to see what is missing,” said Mrs. Efkeman. One reason why these types of recurrent tasks take much time to be completed is because of the often interruption of questions or help needed by students or faculty, which is another part of the job. “I am the type of librarian that, if a student comes in, I want to drop whatever it is, and work with that student,” said Mrs. Allison. Though it takes away from finishing written work, interaction is an enjoyable part of their day. Being in a library, most assume that another crucial part of a librarian’s day is reading. However, productivity requires librarians to do more than just read. “I usually do most of my reading outside Emily Persons ’17 of normal hours, but I do try to read a significant number of books, so that I can rec- Mrs. Leah Allison works to improve the library by putting away a book that was put in the wrong ommend them to the right students,” Mrs. spot, making it available for students to find easily. The library has been a fundamental part of the St. George’s community since its founding, hosting a quiet place for studying and reading. Efkeman said. As for online work, the material on the St. George’s library website is all added and upAmong the unsuspected jobs of a li- have the opportunity to create relationdated by the librarians. Resource lists and brarian is creating the archives of the St. ships with all the students. database management is a critical part of George’s story, which may include news“I get to interact with every single stutheir job. Mrs. Allison stated that dealing paper clippings or other media coverage. dent here on campus,” Mrs. Allison said. with vendors who want to sell new databas- Memorabilia is collected and added to these “It’s not that I get to talk to just one stues and updates can take up to one-fourth of archives as well. dent or one grade on a subject, [but] I acher time. However, apart from desk or library work, tually get to interact with every student Mrs. Allison also provides instruction both librarians proctor the students in the here.” about student resources during periods library. Mrs. Allison said that she someAltogether, Mrs. Allison and Mrs. Efkeset up by teachers who assign research as- times catches students kissing or snuggling, man do everything in their power to keep signments. She is also responsible for creat- which is often apart of monitoring the li- the library up and running and in its best ing the library budget and paying bills for brary and its activities. shape, whether it be with the collection charges with databases or books ordered Moreover, the librarians of St. George’s of books, databases or student help. online by students. are some of the only faculty members who
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The Student Voice of St. George’s Independent School
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Features 5
Institute for Citizenship welcomes Mr. Jason Hills Annie Vento ’17
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fter more than two months of candidate interviews and nearly four months following Mr. Luther Mercer’s announcement of his departure, Mr. Jason Hills has been selected as the Citizenship Institute teacher. Applicants from around the world applied for the unique job opportunity. Those who particularly interested the hiring committee were invited to teach a Citizenship class to current juniors who are a part of the Institute, as well as meeting with sophomore participants in Challenge 20/20. “There are numerous directions in which the Citizenship Institute can grow,” said Mr. Timothy Gibson, Director of College Guidance and Student life. “We knew that we wanted someone with a clear vision to help expand the program, coupled with the teaching experience, so that the program offers a challenging academic base.” Mr. Hills has been teaching in both independent and public schools for eighteen years and has taught subjects such as world history, government and religion. Since the Citizenship Institute is known for its trips to places such as New York City and Washington D.C., Mr. Hills’ experience with travel and global learning stands out. At Providence Day School, where he taught as a faculty member and leader in Global Edu-
cation, he taught about global issues and received a Global Educator’s certificate. Mr. Hills will be filling the shoes of Mr. Luther Mercer, who was the creator and director of the Institute of Citizenship for four years and worked at St. George’s for seven years. After departing in October of 2014, Mr. Mercer began working at the Memphis branch of the non-profit organization New Leaders. “I’m actually very excited that we’ve finally hired a new head of Citizenship, [and] I’m excited to see what he has in store for us,” junior Courtney Miller said, who is in her first year of the two-year Citizenship Institute commitment. “I know Mr. Mercer has some awesome plans for the Citizenship Institute, and I would love in my final year with the new head coming in to kind of make sure his legacy and work done for the program continues.” On Monday, March 30, Mr. Hills visited St. George’s to talk with students and parents in anticipation for the upcoming school year. The day included parent coffee, presentations about the Citizenship Institute, and a casual lunch chat in the upper school lounge, all of which were geared towards interested tenth grade students and eleventh and twelfth grade students that are already enrolled in the Institute. “My biggest passion and desire is
Juliana Wall ‘15
Anna Marie Beard ‘15
T
he final hurdle every senior class has to overcome at St. George’s is Global Challenge. The second component of the senior class project, Global Challenge entails students being randomly divided into groups, and then selecting a global issue for their group to solve. Every group is assigned a guide to help them
through the process and chooses their own expert to educate them about their topic. In order for a senior to graduate with distinction, they must perform above and beyond what is required on both Global Challenge and Senior Independent Study. The school tradition, now in its
Annie Vento ‘17 Mr. Jason Hills chats with interested sophomore and junior students about his plans for the Citizenship program next year. Mr. Hills visited St. George’s on Monday, March 30, to introduce himself to students, faculty and parents through presentations and an informal lunch discussion.
that we’re going to be able to change people’s lives,” Mr. Hills said while visiting on March 30. “Some ways we’ll change them will be small ways [and] some ways will be large. We’re not going to know right away, but we’re going to make an impact, and that’s what really excites me about this job.” Mr. Hills will begin working at St. George’s this August, teaching both juniors and seniors that are members of the Citizenship Institute. Later, he will also be working with middle school
students, as well as Germantown and Memphis campus students, to communicate what a global citizen is and why our role as one is significant. “I am thrilled to welcome Mr. Hills to campus in the fall,” Mr. Gibson said. Mr. Gibson felt that Mr. Hills had an accurate grasp of the school, and his positive changes to the Institute would only make it better.
10th year, began with the Collierville campus’s first graduating class. It was modeled after the book by Jean Francois Rischard “High Noon: 20 Global Problems, 20 Years to Solve Them,” which is also credited as the inspiration behind the program Challenge 20/20. At Global Challenge’s inception, the groups would choose a global issue from the book and then create a PechaKucha presentation about it. Mr. Bill Taylor, current school President and then Head of the Collierville campus, said that he intended for the project to be group-oriented, as Senior Independent Study would be individual. Originally, Senior Independent Study took place first trimester, and Global Challenge took place during the second. Over the years, it has changed into a more solution-centric program. The process has been remodeled around the concept of design thinking, a problem-solving method that stems from engineering and centers around best fulfilling the consumer’s needs. Mrs. Rhonda Charnes-Martin, Chair of the History, Social Science, and Religion Department, currently oversees the project. She says that Global Challenge helps students to learn about
themselves, as it forces participants to step outside of their comfort zone. “I think that being forced to solve something that doesn’t seem very solvable has merit,” Mrs. CharnesMartin said. Mr. Taylor appeared similarly enthusiastic, saying, “The skills that are being exercised in Global Challenge are identical to what many of [the students] will face in the workplace.” A few of those skills are problem solving, teamwork, creativity, and public speaking. Alumna Dagny Vaughn ‘14 said of her experience with the project, “I was with people I’d never had to work with before […], so just learning to deal with different personalities on a very long project was something that Global Challenge [taught] me.” Vaughn said that those skills were especially valuable going into college. As this will be Mrs. Charnes-Martin’s last year at St. George’s, that leaves the position of Global Challenge director open. Mr. Taylor said, “I don’t know who [will lead Global Challenge] yet, but […] it’s an important piece of the senior experience, so we’re going to make sure it’s assigned to somebody who feels very strongly about it, as Mrs. Charnes does.”
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Sports
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The Gryphon Gazette
you can dance if you want to
Grant Webb ’16
Seventy-six
percent of high school students at St. George’s participated in a varsity sport last year. However, some of these scholars have elected to participate in more niche activities, like dance. Sophomores Kendall LoCascio and Hayes Franklin and junior Kayli Webb have chosen to express themselves through dance, with all three agreeing that it is a significant time commitment. “I will leave right after school and not get home until 9:30 pm,” LoCascio said. This seems to be characteristic of many competitive dancers at St. George’s. Webb practices two to four hours on weekdays and three hours on Sunday evenings. “I have to really manage my time and make sure I get all my work done in study halls and tuto-
rials,” Franklin said. Franklin has been dancing for four years, LoCascio for three years and Webb began when she was two years old. “I can honestly say that I don’t know what my life is without dance,” Webb said. As her older sister was a competitive dancer, dance was a part of her life even before she started dancing herself. “I will go practice for myself and then teach
the younger kids choreography,” LoCascio said. Franklin, h o w e v e r, said that she prefers to focus on lyrical and contemporary dance. Since dance is not well-represented through St. George’s athletics, the girls opted to share some of their knowledge. Franklin defined a Développé, a move where the dominant leg is lifted up to the knee of the other leg and then extended outwards. This is intended to be held with perfect control. LoCascio, meanwhile, discussed the Plié move, in which the feet are placed together and the legs are bent outwards into a diamond shape. “My greatest achievement in dance was winning a scholarship at a convention,” Franklin said. LoCascio said she was most proud of “performing a piece and winning a prize.” “I also had the chance to meet
a bunch of famous dance professionals,” LoCascio said. “I was the talent winner for my title as Miss Shelby County’s Outstanding Teen, and I’ve placed in top five for many of my recent dance competitions,” Webb said. Webb was a finalist for the MidSouth Talent competition for several years. She was also presented the Steven Boyd memorial scholarship at Masquerade Dance.
Clockwise from left: Sophomore Hayes Franklin performs. Source: Star Systems Dance Competition. Franklin strikes a pose. Source: Star Systems Dance Competition. Sophomore Kendall LoCacio competes. Source: NRG Dance Company
NRG Dance Company Sophomore Kendall LoCasio performs a duet. She has been dancing for three years.
Masquerade Dance Competition Junior Kayli Webb takes center stage in a group performance. She has placed top five in many of her recent competitions.
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The Student Voice of St. George’s Independent School
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Sports
7
m i a g n i k Ta Gryphon trap team shoots for victory Mrs. Laurie Jensen
Junior Karina Jensen shoots her target. She placed second female in the Shellby County shooting tournament in January of this year.
Emily Persons ’17
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iming to try something new? Perhaps trying a different sport would be refreshing. The St. George’s trap shooting team, coached by Mrs. Leah Allison and assisted by Mrs. Lauri Jensen, Mr. Lee Allison, Mr. Chuck Jensen and Mr. Tom Link, is not a typical sport that one can find at every school. “Trap shooting is the sport of shooting at clay pigeons, released from a spring trap,” Mrs. Allison said. “In trap shooting, the targets are launched from a single ‘house’ or machine, generally away from the shooter.” The team uses both general purpose shotguns and other specialized shotguns focusing on the 12-gauge pump or semi-automatic shotguns.
Practicing at Memphis Sports Shooting Association, or MSSA, in Lakeland, Tenn., on Saturday mornings, most team members agree that trap shooting is not a significant time commitment. “Trap shooting does not put a huge amount of responsibility on the student, other than the trap captains,” junior Jacob Peeples said, who is a co-captain along with junior Karina Jensen. Junior Hadley Allison described a typical practice as shooting one hundred rounds, meaning one hundred pieces of ammunition are fired. Before being able to shoot, team members have to carefully unload firearms from their cars and then discuss what that day’s practice should bring for the team. Afterwards, with safety being an utmost concern of the team,
eye and ear protection are put on, and then the shooting can begin. “We practice shooting, which includes stance, muzzle control, trigger control and shot placement,” Peeples said. Competing once a month at MSSA, the team typically has a squad of five people shooting for varsity and another squad for junior varsity. The competitions usually begin at 8a.m. and end by 4p.m., shooting one hundred rounds total. After a season of practicing and competing, the teammates described having a closer team relationship as a result, knowing more about team members’ skills and personalities because of the team’s small size. “A smaller team means closer relationships. We all enjoy the sport, but we also enjoy the friendships and
relationships we have formed with our own teammates, as well as with other shooters from other schools,” Mrs. Jensen said. Despite the positivity that the sport brings the participants of St. George’s, some disagree with the idea of teaching teens how to operate, aim and shoot a gun at a young age. “Our kids are drilled on gun safety from day one and learn to treat all weapons as if they are loaded,” Mrs. Allison said. “The main point of sport shooting is just that, a sport, and our kids work both their minds and their bodies. Our overall program is designed to instill character traits that include fair play, individual responsibility and cooperation in working for a common goal that can serve them well throughout life.”
Gryphon baseball players share team superstitions Tatum Nix ’15
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ormally, baseball and mayonnaise would never be placed in the same sentence. At St. George’s, it is imperative that the two are intertwined in an effort to improve the team’s performance during games. As fans line up to see their Gryphon baseball players, they may take notice of some of the unique rituals taking place on the field and in the dugout, whether that be simple head nods or a complete mayonnaise sacrifice. “I think that baseball players have so many superstitions because the game is so difficult to play,” senior Andrew Hyde said. “We try to stick to a routine once we find success.” These superstitions differ from player to player, but the Gryphons also make sure to prepare as a team. The two rituals that are carried out by the entire team before each game are the “mayo sacrifice” and “deuces.” According to senior and Maryville College baseball signee Curt Bennett, the team circles together and douses the baseball bats in cayenne pepper in order
to protect them from slumps, a period of time when a player or team is not playing well. A dollop of mayo is then sacrificed to the baseball gods by rubbing it into the ground after the team prays to these said gods. “Deuces,” another baseball ritual, occurs when the count is two outs, two strikes and two balls. The players rub the right side of their hat bills and perform the designated action. These actions differ depending on the circumstance. For instance, if “deuces to pledge” is called, the players take their hats off and put them over their hearts. Despite these team rituals, there are also certain steps that are taken individually while preparing. “I lace my left shoe before my right, never touch the foul line and touch the 365 sign in center field before every practice and game,” said Bennett. Senior Jay Luckett said, “I walk around the batter’s box every single time.” These individual superstitions are not soley present in the routines of upper-
Senior Jack Glosson stands with his mayonnaise before a game. The team has sacrificed mayonaise to the baseball gods in order to bring them luck.
classmen. “When I run into the dugout, I step on first base every time,” sophomore Will Ryan said.
Tatum Nix ’15
Whether the superstition includes the whole team or differs from individual to individual, they provide a sense of tradition to the team and school as a whole.
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The Gryphon Gazette
Entertainment
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Take a Walt through 15 timeless Disney classics
Caroline Cannon ‘15 Juliana Wall ‘15
Of the 85 animated Disney
movies released from 1937 until now, these are, in our very experienced opinions, the top 15 movies. The movies listed below, while not in any particular order, should definitely be watched at some point in your lifetime. They are classics filled with hilarious moments, catch phrases, lovable characters, excellent villains and endless songs that allow you to sing your heart out. Whether you watch them with your [future] children, your younger siblings or you watch them as adults, there is no shame in loving these flicks.
1. HERCULES- 1997 2. THE Lion kinG - 1994 3. Tarzan- 1999 4. Toy Story series-
1995, 1999,
2010
5.TanGled20 2010 6. Finding Nemo- 2003 7. Mulan- 1998 8. Wreck It Ralph- 2012 9. UP- 2010 10. PeterPan- 1953 11. Pocahontas- 1995 12. Robin Hood- 1975 13. Monster’s Inc./ Unversity- 2001, 2003
14. 101 15. The
Dalmations- 1961
Little Mermaid- 1989
Sources left to right: Walt Disney, charlotte365, Caroline Cannon, Amazon, Picphotos, TheCityMaker, Walt Disney, D23 Expo 2011, Caroline Cannon, Walt Disney Diamond Editions, Amazon, Disney, Disney, Walt Disney, Kaleidoscope Communities
The english curriculum That never was Mr. Adcock “The Aeneid” by Virgil - “It shows the progress from the Greek to the Roman world, which history classes focus on, but we don’t usually show that in literature classes.”
Mr. Roszel “Persepolis” by Marjane Satrapi - “It depicts a young girl’s life during the Iranian cultural revolution. I like this one because it is minority driven, and woman-driven, which isn’t something we usually see.”
Mrs. Rubin de la Borbolla “The Brothers Karamazov” by Fyodor Dostoyevsky - “Unfortunately, I can’t add it to my curriculum because it is too long, but I really enjoyed it.”
Dr. Robertson “Moby Dick” by Herman Melville “Herman Melville may be the greatest American writer to ever live. He took the exceptional beauty of the King James Bible, coupled it with a profound understanding of the language of Shakespeare and created an amazing epic that everyone should read.”
Ms. Vasil “Leaves of Grass” by Walt Whitman “In terms of world poetry, this is an important work and one that I think would be nice to spend more time with.”
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April
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The Gryphon Gazette
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Entertainment
Hidden gems
International markets bring new tastes to Memphis Taylor Owens ‘15
international markets here in town on one The Winchester Farmer’s Market spemagine walking into your local Kroger of their biggest hit shows? cializes in Hispanic foods. Outside the and you see a large container of an unusuCordova Farmer’s International Market is doors there are stands selling homemade ally shaped fuzzy fruits to your left and a located on Germantown Pkwy in Cordova, churros and tacos, while inside there are creamy green-colored dessert on your right TN and the Winchester Farmer’s Market is containers holding huge stalks of sugarand whole rabbits without eyes being sold located on Winchester cane and fruits, like “Whole rabbits without in the “Carniceria.” Road in Memphis, TN. mamey sapote and These seemingly mythical foods are not Both of these markets eyes being sold in the durian, that you myths at all, but in fact are available in our include foods from would have never ‘Carniceria.’” hometown, if you know where to look. That around the world. even dreamed exis what it is like walking into both of MemThe Cordova Farmisted. phis’ large er’s Market International The Winchester Farmer’s Market was internation- “Many Memphians still do mainly contains foods from featured on the Travel Channel’s hit show al markets not know they exist” different Asian cultures, “Bizarre Foods America” with Andrew with new with each aisle labeled by Zimmern. After this episode, the popucuisine discoveries around every corner. the country that the food came from. This larity of the market picked up. There is so Memphis has great BBQ and food market includes an expansive seafood de- much waiting to be discovered and tasted attractions, but did you know that the partment and foods from several countries, beyond the doors of each market. Travel channel has featured the two large such as Japan and Vietnam.
I
The butcher had several different meats on display. The “Carniceria” has your normal meats, such as beef, to your out of the ordinary meats, such as whole rabbits.
The entrance to the store has many different types of nuts and dried fruits lining the wall. The Winchester Farmer’s Market specializes in Hispanic foods.
Taylor Owens ’15
A small churro and taco truck sits outside the Winchester International Market. This truck is a permanent food truck at the Winchester Farmer’s Market.
Taylor Owens ’15 The seafood section is long and full of many different species of fish at the Winchester International Market. There are several different types of fish that are sold at the Winchester Farmer’s Market that are not sold in stores.
Taylor Owens ’15
Taylor Owens ’15
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April
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The Gryphon Gazette
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Opinion
More class time needed for sex ed Taylor Owens ‘15
Schools need to allow for longer span of time to give students the opportunity to ask more topic in the academic world. Middle school questions. and high school are not only for academic Another obstacle we face as a school with Jugrowth. They are also intended to help teen- deo-Christian values is discussing an approach agers grow into well-rounded and socially other than abstinence. Due to our Christian afaware adults. There is debate about how filiation, it can be challenging. much sexual education should be included “It is an abstinence-based program,” Mr. Gorin this process, and what topics should be ham said. “We talk about long-term health, and emphasized within the sex ed curriculum. the fact that abstinence is the only 100 percent A lot of topics are touched upon in sexual guarantee to prevent pregnancy and sexuallyeducation courses, but there are certain sub- transmitted diseases.” jects that can never be reinforced enough. Sexual education in public schools “must emSt. George’s currently teaches sex ed in the phasize abstinence-until-marriage and must sixth, seventh, eighth, ninth and tenth grade include HIV/AIDS and sexually-transmitted levels. disease prevention,” according to the Tennessee The main obstacle when approaching sex Sexuality Education Law and Policy. ed at St. George’s, as well as many other Independent schools are not held to a reguschools, appears to be the length of time lated standard, as the government is only able needed to convey the material. to regulate public schools. However, most pri“Three or four days is the maximum al- vate schools do follow the guidelines. lotted for the curriculum,” Mr. Brendan In an effort to better prepare students to poGorham said, the middle and upper school tentially make their own educated decisions in chaplain and male sexual education teacher. for their future and the realities of life, schools “Spacing it out over the trimesters would al- requires a balanced sexual education program low for more of a dialogue.” that includes accurate information about ab-
Sexual education tends to be a sensitive
stinence as well as the use of contraception. The sex ed teachers at St. George’s also address the emotional aspects that come with choosing to be sexually active. In addition, St. George’s also addresses sexual violence, including rape and harassment. Due to the short sessions that are currently offered, lengthier sessions that include indepth discussions would be beneficial. “We talk a lot about sexual harassment in a dating context and outside of that dating context,” Mrs. Amy Michalak said, one of the female sexual education teachers. “We have meetings with each class in the beginning of the school year in the context of bullying and the major rules of St. George’s. We put it out there and then talk about it in the context of sex-ed.” In St. George’s curriculum, boys are given more information about what sexual harassment is, what is considered rape and why rape is wrong. By taking more time to discuss the issues of assault and consent, students would be more aware, especially those who are about to leave for college.
Is dress code the best road? Anna Marie Beard ‘15
At St. George’s, nothing is quite so divisive as the
dress code. It is a dangerous, capricious enemy, one that sets student against faculty and peer against peer. A realistic, mutually satisfactory solution to the issue has yet to present itself, and most people seem to be fine with this state of affairs. My personal concern is that the dress code creates a toxic learning environment for girls who mature earlier, and teaches students to judge people by their attire first and character second. The dress code becomes most problematic during adolescence, which is certainly a difficult time for everyone involved. As such, it has a greater than anticipated effect, I think, on a student’s development. I cannot speak with any level of authority for boys, not being one myself, but girls certainly encounter problems adapting to their changing body and how to dress in the face of an unforgiving system. Over the course of puberty, girls’ bodies can change rapidly and unpredictably. For example, students who start the school year with perfectly appropriate clothing, only to be pulled aside come February and informed that their skirt is now three inches too short because they have put on so much height. Those girls now must scramble to buy a new, dresscode compliant wardrobe, to combat the terrifying inconsistency of their own body with the threat of punishment and embarrassment looming overhead. The dress code system is innately biased and imperfect. Such is the inevitable result of imposing a standard on a quite obviously non-standardized population, using well-intentioned but ultimately human teachers to implement it. In my experience, having been short and distinctly twig-like until I hit thirteen, girls who look like children are much less likely to get in trouble for appear-
ing “inappropriate” than girls whoJuliana Wall ’15 look like young women. Girls with more developed bodies, however, are automatically regarded as more sexual, regardless of their emotional or mental maturity. The dress code, though it attempts to compensate for this by imposing a universal standard of dress, does not account for human error. People are more likely to notice deviant attire on girls who are physically more mature. So, in that way, the dress code is unfair to people of certain body types. The problem does not end there. The most concerning facet of the dress code is that it propagates itself. The immediate effect of the dress code is that it teaches boys and girls alike to shame their peers for what they perceive as immodesty, which creates a poisonous learning environment for all involved. What they learn during this period will form the
foundation of their adult psyche and shape how they approach the world. If children are being taught to judge certain ways of dress and certain body types, they will then carry those lessons with them and pass them down to their children. The dress code is unexpectedly damaging and long-lasting. I feel like I ought to propose some form of amelioration, if not quite solution, to all the problems I have been bringing up. I would first propose teachers talk to students about how they dress. Not in referral, as referral has always been more about punishment than education. There should be a set time where a responsible and knowledgeable teacher can sit down with a group of students and speak frankly about respect, both in how you dress and how you treat others, as well as positive body image. That teacher would then seriously and honestly answer the students’ questions, and both parties would emerge enlightened. Another solution I would propose is that we stop phrasing the dress code in terms of “modesty” and put it in the context of business. Do I think jeans are disrespectful or immodest? No. Would I wear jeans to work on Wall Street? Probably not. This makes the “is it appropriate” conversation much less awkward and much more empowering. Instead of thinking that I am inappropriate and distracting, I am now imagining myself as a successful businesswoman working on Wall Street. It is not a perfect solution, but preferable to telling children they are disrespectful or immodest. Regardless, I hope that school administrators will take the psychological ramifications of their actions into account when making future decisions about dress code. It may seem like a trivial issue, but it can have a serious impact on students in the long run.
OPINION POLICY: The Gryphon Gazette opinion section is a venue for the free expression of student views at St. George’s Indepen-
dent School. The opinions represented in this section are those of the authors alone and do not necessarily reflect those of the Gryphon Gazette staff or of the St. George’s community at large. The Gryphon Gazette strives to be an open forum for the thoughtful and deliberate exchange of comment and criticism, and therefore welcomes letters to the editor. Letters to the editor will be printed in the opinion section of the newspaper, should not exceed 300 words, and must be signed and accompanied by a verifiable email address. These letters will not be printed if the content is judged obscene, violates the privacy of others, or encourages physical disruption of school activities.
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April
The Gryphon Gazette
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Opinion
Balancing act Elective system causes inconvenience for students Miriam Brown ‘17 and Kai Taylor ‘17
Did you have trouble choosing which classes
to take next year? You’re not alone. St. George’s currently requires students to have 24 and twothirds credits in order to graduate, which would be an easy task if it were not for complications within the current elective system. While completing class registrations, many students were torn between needing to take a required class and wanting to take a different class. Many students were forced to sacrifice their interests for the sake of earning the proper amount of credits. One possible solution to this dilemma is allowing students to choose which class they want to take in each subject. For example, sophomores are required to take some form of U.S. History. If they wanted to take another history course, it would have to be taken in conjunction with the U.S. History course. If students were allowed to choose which type of history and science they took, since they are both three-year requirements, they would potentially have more interest in their courses. Many question why it is a requirement to take a full year of religion when students have already learned a significant amount of the material during their world history courses. If students were required to only take religion for one trimester, they could possibly have the option of taking other trimester electives to make their St. George’s experience more interesting and suited for them. If classes like government, economics, or possible new classes, such as cooking, were offered on a trimester basis, students would be able to take religion, art and an elective all in one year, without
Sophomore Katie Boyle struggles to find the balance between her required and elective courses. Some students were frustrated when signing up for their classes.
adding unnecessary stress like the current system. In addition, the class options for the half-day program, which was implemented at the beginning of this school year, could serve as interesting electives for students who do not have as much room in their schedule for electives. Also, it would be a useful platform for students who have more interest in creative fields of work. Ultimately, students are more engaged in the curriculum when it is a subject they are interested in outside of school, so more options for electives could be a win for students, teachers and parents. If a student at St. George’s takes six classes every year, they would ordinarily have room for two and two-thirds electives, primarily in the junior and senior years because
Kai Taylor ‘17
freshman and sophomore elective options are very limited. Many students wait until their final years at St. George’s to take some of their required classes, which puts them in a difficult situation. Taking seven classes can be taxing on students, so if they want to take as many electives as possible, they are compromising their sanity and time for extracurriculars. Our solutions to the current elective system, specifically lessening graduation requirements and allowing students to take more non-departmental classes of their choosing, could solve the problems of students not having time for even the limited electives offered.
Shot or not? Vaccinations should not be mandatory Nathan Weinreich ‘15
O
ur right to freedom of medical choice has become increasingly overlooked as debate rages on about whether there is a need for mandatory vaccinations. Currently, all states require vaccinations for children entering public schools. Of the 50 states, 48 allow for religious exemptions and 20 allow exemptions for personal beliefs that they have based on facts. The only way one can avoid vaccinations is if they live in one of these states, and there are still two states that enforce vaccinations anyway. Although there have been successes with vaccinations, there are still reasons for people to be weary.The Center for Disease Control, or CDC, states that there are severe risks involved. According to the CDC website’s page on DTaP vaccinations, which stands for diphtheria, tetanus and pertussis, side effects can range in severity, from a weeklong fever (in one in four kids) to seizures (one in 14,000 kids). While the severe effects are rarer, the likelihood of getting diphtheria is also rare, with no reported cases in the United States since 2004. When the likelihood of feeling the effects of the vaccine is weighed against the likelihood of getting the disease, the vaccine seems like it would be less necessary. Vaccines have caused diseases like diphtheria to essentially die out in the U.S., making a mandatory vaccine not as essential. In order to enroll in schools, some vaccinations are required. While there are other options for schooling, like home-school or private school, these options are not financially viable for everyone. The
United States stands for freedom, and choices in your medical care are no exception. These vaccination requirements attempt to strip those rights away. Parent’s concerns regarding the safety of their children are understandable, especially with the recent measles outbreak in the United States, but again the
to remove their children from a school that allows unvaccinated students to enroll. Some students suffer severe allergies to certain vaccines and therefore cannot receive it. Throughout all of this controversy, dew have asked themselves why parents are worried about the unvaccinated students contaminating their own when they themselves have vaccinated their children. A small minority choosing not to vaccinate their children is not sufficient enough to endanger the entire population. Mandating vaccines is unnecessary because the majority of the population will continue to get them anyway. Strong pro-vaccination advocates tend to be Source: Courtney Harshbarger risks of the vaccine seem afraid that the loss of a herd immunity will deto outweigh the risks of the disease. Again, according stroy their protection from the diseases. If vaccines to the CDC an MMR (measles, mumps, and rubella) were not mandatory across the nation, those who do vaccination causes seizures in one out of every 3,000 not want certain vaccinations after educating themdoses, yet there have been no deaths caused by measles selves as to the side effects would become more diswithin the past 10 years in the United States, as it is persed, thus raising the average immunity and makmore often than not a benign disease. In the decade be- ing everybody safer. fore the original measles vaccine was released, almost The United States was founded on the notion every child in the United States contracted measles, that freedom of choice was a necessity. It is necesbut only about 48,000 each year were hospitalized with sary that vaccinations not be enforced in any legal no severe lasting effects and 400-500 died of the dis- way, be it directly or indirectly through the public ease each year. Again, the vaccine has helped lower the school systems. Vaccinations should be a choice documented measles cases in the United States, but a that every individual faces without legal, economic, population that generally wants to be vaccinated does or religious pressures. Therefore they should not be not require the few who feel vaccines are too dangerous mandatory. That is not to say they should be avoided to be vaccinated as well. completely, but that every recipient should weigh Parents have expressed anger at the prospect of an the pros and cons of each vaccine individually, with unvaccinated child contaminating their own child’s full knowledge of what the vaccine entails and withschool. There have been instances where they threaten out legal pressure.
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April
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The Gryphon Gazette
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Entertainment
Spring Cleaning Lexie Marotta ‘15 With the arrival of warm weather, comes the glorious season of springtime. Everything is new and green. Springtime typically tends to be a much better time to start new habits. Personally, you’re much more likely to be successful with resolutions made in the springtime than those you make at the start of New Year’s. I have found that the sunshine just tends to cause you to have a more willing attitude to try new things. I have always interpreted spring cleaning to include both personal cleansing and physical cleansing. The change in weather can inspire a change in mental attitude as well as dusting a room. When it comes to cleansing, a lot of people have a hard time letting go of things and this makes decluttering a struggle. The best way to overcome it is to ask yourself “has this been useful in the past year” and if the answer is no, chuck it.
With that in mind, here are some ways to properly go about spring cleaning in your life:
1. Exercise your green thumb and plant a flower. It is spring after all. 2. Sort through old photographs and put them in a photo album for viewing. What’s the point of all those pictures if there’s no easy way to appreciate them? 3. Clean out your closet. By far my biggest challenge. I am a clothes hoarder. Who knows one day those white gauchos might be in style? But if that time does ever come (heaven forbid). 4. Organize your desk. And your backpack and locker. As the school year has progressed, you’ve most likely stashed papers here or there and cluttered your work space. Cleaning it out and sorting through all those old papers will give you a fresh source of motivation for finishing the school year. 5. Wash your car. With all the ice salt on the roads, your car picks up a lot of chemicals and mud over the course of the winter season. Head to the car wash or do it your-self. Vacuum the insides and clean out the console.
Springtime Fun
Allergies Flowers Spring Easter Pastel Bunny Hammock Warm Chick Outside Breeze Grass Sunshine Egg Rain