The C&G | Volume VI | Issue 4 | Senior Edition

Volume VI, Issue 4, Senior Edition

May 2018

CONTENTS FEATURES | 4 Oh, The Places They’ll Go | 4 Senior Stats | 6

EDITORIAL POLICY

Academics | 18

The C&G is a student-run, quarterly magazine published by the Crimson and Gold journalism staff at Holy Innocents’ Episcopal School of Atlanta. All opinions expressed in this publication are those of the individual author, and do not necessarily reflect those of the entire staff or those of Holy Innocents’ Episcopal School. The magazine is written and designed as part of the journalism curriculum, and contributing writers can be included. The C&G values inclusivity and would appreciate any feedback or contribution. The staff strives to publish a diverse set of writing and perspectives while maintaining a standard of excellence. Please contact thecrimsonandgold@ gmail.com for more information. The advisor and the editors have the ultimate say on content and have permission to edit contributions for grammar and taste. The staff will only publish legally protected material and keeps the privacy of individuals included in mind.

PEOPLE | 20

MISSION STATEMENT

BALANCE OF EXCELLENCE | 8 Service | 10 Athletics | 12 Arts | 14 Hobbies | 16

Serving the Seniors | 20 Dynamic Durst | 22 Capstone Recap | 26 Artist Spotlight | 28 Signed Athletes | 30

EDITORIAL | 32 Make a Dent | 32 Education & Equity vs. College Board | 34 Police Brutality | 36 Yes/No | 38

PHOTO ESSAY | 40 #NoMore | 40

The C&G staff aims to be honest, accurate and accountable as they convey news, ideas, events and opinions that are relevant to the Holy Innocents’ community, including but not limited to students, faculty, staff, parents, administrators, and prospective families. C&G aspires to publish complete and accurate coverage through journalistically responsible, ethically reported and edited content that values diversity of perspectives.

AFFILIATIONS CSPA // GSPA // JEA // NSPA

Holy Innocents’ Episcopal School 805 Mt. Vernon HWY Atlanta, GA 30327

STAFF

Editor-in Chief Sarah Kallis

Managing Editors Olivia Martin Ethan Mullen Associate Editor Miller Reid Production Editor Libby Malcolm Feature Writers Shea Fleming Tyler Jones Katie Little Tiana Momon Haley Plant Annie Sager Staff Writers Maggie Belenky Lucy Brumbaugh Jaylee Davis Grace Kelly Maddie Poch Matthew Raeside Contributing Writers Julia Sherrill Andrea Smith Mykel Tubbs Contributing Designer Sam Baskin Advisor Danielle Elms

LETTER OUT As our high school careers wind down, it’s easy for seniors to feel the finality of everything. We experience our last prom, our last game, and our last day of school. Appreciating and reflecting on our experiences certainly are important, as they shaped who we are as people. However, it is also important for seniors to remember not to focus too much on the past. Yes, we’ve experienced a lot of “lasts”, but we have a lot of firsts ahead of us. We need to look forward into the opportunities we have to come, and prepare ourselves to take advantages for them fully. Most of all, be excited about the future, not worried. Take chances. Use your voice. Don’t be afraid.

I’m incredibly grateful for the experiences I’ve had through the HIES journalism program. I truly feel like I’ve grown into a more confident, resilient, and articulate person as a result. I’ve learned how to get up when I’ve been knocked down and learn quickly about unfamiliar topics, and I will use these skills not only during my college career, but also throughout my entire life.

To the younger students in this program: I hope you will also will grow from it. You’re an incredibly talented and adaptable group of people, and you have so much potential ahead of you.

Sarah Kallis Editor-in-Chief

And lastly, to the readers of this magazine: thank you so much for taking the time to read what we write. Your support means an incredible amount to the staff.

I know my time on staff of the C&G was well-spent because of the connections I made with my fellow staff members, readers, and interviewees. Thank you so much, and I can’t wait to see what is ahead for all of us.

LETTER IN

Senior year is quickly approaching, and we are preparing for the excitement ahead of us—from the pride of wearing crimson shirts to the joy of walking in the Halloween parade to the stress of filling out college applications.

As another exciting thing to add the whirlwind of a year, we will be honored to serve as editorsin-chief of the C&G. We both took interest in journalism in the Introduction to Media Literacy class during our freshman year. Once we joined staff for our sophomore year, we were staff writers, and now we are on the editorial side of staff as managing editors. For the past two years, we have written, designed, and edited for the C&G, leaving our mark on the magazine and, by extension, on the school.

We co-wrote two of our first pieces together last year, “Millennials Are Not Voting” and “Unrolling Gender Roles.” “Millennials Are Not Voting” surrounded recent demographic trends in the context of the 2016 presidential election, and “Unrolling Gender Roles” delved into current thought regarding gender expression and gender identity. We are very excited to continue collaborating as Editors-in-Chief.

Olivia Martin and Ethan Mullen Editors-in-Chief

As junior year comes to a close, we are approaching the final lap of our high school journeys and cannot wait for the great year ahead of us. A big thanks to our current editor-in-chief Sarah Kallis, everyone on staff this year, and all those who will be joining us in the Fall.

4 FEATURES

Oh, the Places They’ll Go! The Class of 2018 is off and away!

MATTHEW RAESIDE, staff writer

Alabama

Auburn University Elliott Brown Shannon Donahue Isabella Franke Mason Garvin Frank Hudgins Sarah Langford Ashley Patton Suzannah Raney Elizabeth Ray

Samford University Tripp Corts

University of Alabama Sam Boykin Ellie Crown Lacey Harman Ellie King Sophie Smith Faith Wright

California

Chapman University Katie Brown

Stanford University Jake Wilson

University of California Los Angeles Mary-Holt Crewdson

University of Southern California Kat O’Connor

Colorado

United States Air Force Academy Mykel Tubbs

Florida

Florida Gulf Coast University Chris Kelly

Florida State University Ben Brown Caroline Hix

Palm Beach Atlantic University Janie McCloskey

University of Miami Max Felton

Stetson University Graham Bowers

Georgia

Agnes Scott College Shay Sweat

Berry College Marshall Lynch

Georgia College and State University John Anderson Charlie Mitchell Haley Plant

Georgia Institute of Technology Sam Baskin Logan Dorrill Chloe Farmham Sarah Kallis Megan Minnear Austin Minotto Blake Morain Molly Niepoky

Georgia State University Athenia Anderson Emma Wearing

University of Georgia Lily Bennett Grace Brock Sean Brock Clay Busbey Kate Chesser Katie Cole Aidan Collins Jack Cooper Emerson Delonga Tyler Dobson Will Domesick Davis Hatcher Kaitlyn Hoad Kaila Hubbard Emily Jacobs

Miller Kaufmann Sydney Kaufmann Josie Maxwell Matthew Meadows Will Milling Carter Quinn Macnair Sawicki Julia Sherrill Alexis Solis Meredith Strom Maggie Watson Kate Wray Ziggy Zoller

University of North Georgia James Feiber Ian Jones

Savannah College of Art and Design Moss Davis Alex Thomas

Spelman College Jade Dodd-Mungin

Louisiana

Tulane University Harrison Roch

Maryland

Johns Hopkins University Benjamin Keever

United States Naval Academy Will Meshad

Massachusetts Boston College Hollin Pritchett

Northeastern University Andrea Smith

Mississippi

Mississippi State University Margaret Wilkins

University of Mississippi Baylor Rainbow

4

FEATURES 5

1

2 2 5

1 8

1 5

1

2

16 48

2 3

7 8 6

New York

Columbia University John Chapman

Fordham University Collette Campbell

North Carolina Duke University

Christine Catherman Ryan Feinberg Jack Patterson

University of North Carolina Chapel Hill Bryn Foster William Goldberg

University of North Carolina Wilmington Alexa Killian

Wake Forest University Lucy Brown Jonathon Davis

South Carolina

Texas

Rhett Haverty Mary Gordon Mulherin Meg Guyton

Ella Gorin Morgan McMenamy Amanda Merrill Katie Smith

Natalie Baker

Garrett Davis

College of Charleston Clemson University Furman University

Virginia

Wofford College

Cate O’Kelley Mary Beth Pittman

Hollis Brecher George Perkins Will Cantrell Emma King

Tennessee

Cameron Clark

Preston Cross Eliza Anderson Chandler Meertins

Pennsylvania Bucknell University Meghan Taner

Dickison University Sarah Mason

Drexel University Chloe Denley

University of Pennsylvania Saffy Bashey Kennedy Suttle

Texas Christian University

University of South Carolina

Oklahoma

University of Oklahoma

Southern Methodist University

Belmont University

Rhodes College Ryan McCroie John McNair

Sewanee: The University of the South Harrison DeLong Callie Maloney

Vanderbilt University Lexi Swanson

Washington and Lee University

Washington, D.C. American University Olivia Freides Clara Hunter

George Washington University Meredith Weiss

Howard University Cheyne Thompson-Quartey

Wisconsin

University of Wisconsin Maddie Miller

6 FEATURES

Senior Survey

*

SAM BASKIN, contributing design Do you enjoy high school?

No (25%)

Yes (75%)

Have you ever cheated on a test?

I have neither given nor received unauthorized help on this work

Yes (45%)

What is your political stance?

35%

More conservative

37%

Moderate

28%

More liberal

86% 7% 5% 1%

Are you/have you been sexually active?

Yes (66%)

Yes

No (55%)

Where do you ďŹ ll up your water bottle STEM Gym Senior Riley

Have you ever had a crush on a teacher?

No 68%

32%

Which year of high school was the hardest for you?

Freshman Sophomore Junior Senior

5% 11% 53% 31%

Do you believe in God?

No (34%)

Have you ever vaped?

Pretend to (17%) Yes (66%) No (17%)

66%

34%

Yes No Have you ever pulled an all-nighter?

Yes (66%)

Have you ever been in love?

Yes

No

28%

No (34%)

62% 38%

If you went back in time, would you still go to HIES? Have you ever pooped at school?

Yes (87%)

No (13%)

Have you ever been drunk?

Yes (66%)

No (34%)

No

72%

Yes

Do you have or plan to get a tattoo?

Yes

No

35%

65%

M OM

FEATURES 7

College Survey Do you plan to participate in Greek Life?

57% Yes

43% No

Do you plan to study abroad?

78% Yes

Are you going to the same college as a parent or sibling?

39% Yes

87% Yes

What is your intended major?

Health/Medicine Business

10% Yes

90% No

Are you happy with your plans for next year?

94% Yes

13% No

6% No

How many colleges did you apply to?

Undecided Arts/Humanities Social Sciences Interdisciplinary Other

STEM

61% No

Are you receiving any merit-based scholarships?

22% No

Are you comitted to play a sport in college?

26%

26%

35%

0-3

4-5

6-8

4%

9%

9-11 11-13

*According to 2018 survey of the HIES senior class

8 BALANCE

Senior Logan Do rrill reads Oh, the Places You’ll Go! brother, Liam Mc to his Donald, who is in first grade at HIE S.

BALANCE 9

Balance of Excellence With national scholastic and artistic recognition, national championships, and thousands of service hours under their belts, the class of 2018 embodies the motto “Balance of Excellence.� The following students truly showcase this expression through their diverse accomplishments, accurately representing the overall excellence found in the class of 2018.

10 BALANCE

I

nstead of being swept up in the wave of middle school drama, Cate O’Kelley found a healthy outlet to channel her energy. “Service helps me get out of my own head… it helps me realize the bigger picture,” O’Kelley said. That energy went on to earn her the National Charity League Senior Service Award and chair of Upper School Community Service.

O’Kelley also notes that serving her community assures her that she is doing her part to make the world a better place. “Standing up and doing something, whether it’s activism for a political cause or serving your community, is better than just sitting and feeling sad, or mad, or frustrated about what the problem is, because doing that isn’t going to solve it.” O’Kelley said.

Cate O’ Kelley

O’Kelley’s ambition to serve stems from the memories of her younger sister’s openheart surgery. She recalls turning to her parents, and still holds their words of wisdom to her heart. “They told me not to worry because we have a lot of blessings… we should just be grateful for everything we have.” Cate reveals that this was a watershed moment in her childhood. “I really understood my privilege and the power that came with that. And with all power comes responsibility, and through an extension of that my responsibility to the community was to serve it.” O’Kelley will attend Washington and Lee in fall 2018, where she plans to continue to serve “Community service will be a core part of my life forever.”

Service W

ill Milling was inspired to serve his community by the effect service had on his older brother, “I could see him growing,” Milling said. Following in his brother’s footsteps, Milling began serving his community during his freshman year at Andrew P. Stewart Center, a non-profit group that helps children mature intellectually and emotionally by focusing on three main components: wellness, education, and economic health. Service comes in many different forms at this center. While Milling’s brother helped out with technology and film Milling helped in a different way. “I [am] into getting my hands dirty and going deeper and making connections with kids and helping [make] a difference with building houses,” Milling said.

After being introduced to Odyssey Teams, a company that specializes in combining team building with philanthropy, Milling tried to get HIES involved. “I thought our class could benefit from it coming into the new year being seniors and being the leaders of the school,” Milling said. At the beginning of the 2017-2018 school year, the seniors worked together to build 35 prosthetic hands for people in need. “I could see each person bonding while also getting to know each other and working together as the senior class should every day,” Milling said.

Milling will continue community service next year at the University of Georgia because he feels that it’s a responsibility. “We are blessed right now and others may not be so it is good to give back whenever you get the chance,” Milling said.

Will Milling

H

BALANCE 11

aving attended Holy Innocents’ since Early-Learners, Blake Morain has developed a passion to improve his community. Beginning sophomore year, Morain ran for vice president of the sophomore class. Through student council, Morain participated in food drives, fund-raisers, and bake sales. “I joined student council because I wanted to make an impact and give back to the school. I credit the school for making me who I am as a person. I am profoundly grateful and I want to be able to give back.”

His most memorable service project while on student council was Hurricane Relief Week, which offered aid to victims of Hurricane Irma which hit the Atlantic coast in early September. “Student council helped create drives for Clorox wipes and diapers, and things you would not even think were necessary for hurricane relief, but were actually super beneficial to the people who received them,” said Morain.

Morain now leads the student council as president of the senior class. “I had always been a secondary leader in student council,” said Morain. “Running for president was a step up, a challenge, something I did not think I would do. I said, ‘I might as well. You will not become any better of a person unless you challenge yourself.’”

Blake Morain

Morain remains interested in serving his community in college and professionally. “I think that serving does not just have to be through service organizations, but can be little things that you do to help the community around you.” He also expects to study communications and psychology in college.

“Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.”

– Dr. Seuss

A

self described “clumsy kid”, Mary Beth Pittman frequently visited Children’s Healthcare of Atlanta (CHOA) as a child. That encouraged Pittman to apply for the girlFriends program at CHOA in 8th grade. “It seemed like a natural place for me, giving back to the people who helped me. It is nice to be in a place that cares so much and gives back to the community.” Pittman has been involved with girlFriends her entire high school career, helping to raise $50,000 per year for CHOA and their life-saving programs.

In the fall, Pittman will attend Washington and Lee University, double majoring in PreLaw and Spanish, minoring in Visual Arts. Washington and Lee’s emphasis on community service was a deciding factor for Pittman. “Washington and Lee has a program called the Shepherd Poverty Program, they do a ton of outreach and service, as [W&L] is actually in a pretty poor county, so they do a ton of work in schools there and working with kids.” she said.

Pittman hopes to intern at CHOA eventually, but she plans to leave girlFriends to the students “girlFriends is run by high-school age girls and I am going to leave it to them.”

To girls considering volunteering with girlFriends, Pittman says “We have all spent time in CHOA whether you have fractured your ankle or had an asthma attack. Everyone’s been affected by it at some point and it is a natural place to give back to because it has given you so much.”

Mary Beth Pittman

0

F

12 BALANCE

rank Hudgins’ drive for both football and lacrosse has stemmed from his strong desire for personal improvement. “Pushing myself makes my teammates better, and it’s just a cycle that makes me better and makes them better,” states Hudgins.

“There are times when you don’t want to do something, like run or lift or whatever it is, but you’ve gotta do it.”

Playing both sports for HIES since seventh grade, Hudgins has attributed his success to commitment to the team. The victory against Oceanside Collegiate Academy, a team with the highest-ranked quarterback and wide receiver in South Carolina, is Hudgins’ favorite memory of camaraderie between players affecting a game’s outcome. “Right before the half, one of their guys did something that didn’t have good sportsmanship to Mykel,” Hudgins recalls. “We all had his back, and we were all in it.”

Another win Hudgins regards as one of his greatest athletic achievements came from his sophomore year: his first lacrosse game as a starting player. “We were playing Buford... It was 30 degrees and pouring rain,” Hudgins reflects. “We were a huge underdog and we beat them in the last few minutes.”

Frank Hudgins

As tribute to his hard work and sacrifice, Hudgins was recognized as the All-Region Honorable Mention for football. “I wasn’t really expecting it,” Hudgins states humbly. “[It] was a really pleasant surprise.” This fall, Hudgins will attend Auburn University, where it would “be a dream come true” to walk-on to the football team as a long snapper.

Athletics F

rom her first time hitting the court in sixth grade to her final set as a senior, Tyler Dobson actively contributed to the HIES volleyball program. After winning All-Region two consecutive years, as well as serving as team captain her senior year, Dobson, a setter, was in charge of calling all the plays on the court. Out of many experiences while on the team, Dobson cherishes one particular win, “My favorite memory would probably be this year when we won Area, we basically kicked Wesleyan’s ass.”

Volleyball taught Dobson many skills that will be valuable outside of the sport and all throughout her life. “Patience is a big [skill]...you have to work as a team together and keep your cool.” Along with patience, Dobson also learned about teamwork and how to effectively work well with each of the players. “Physical sacrifices and mental sacrifices when it comes to running punishments and being there for your team” was another of Dobson’s skills acquired through the sport.

Tyler Dobson

Even though Dobson has chosen not to continue volleyball as she attends University of Georgia, she will still cherish memories of HIES volleyball, “My favorite thing would definitely be the drive and the adrenaline rush when you’re winning...and when you win a point and you just scream and hit the floor.” Dobson has left her mark on the HIES volleyball team as well as it has made its mark on her with skills she can carry with her throughout life.

BALANCE 13

T

he spotlight is on Isabella Franke everytime she cheers and there is no room for faults. Over the course of eight years, Franke has held every position, including one of the most daunting and prominent ones: the flyer. She describes it as, “the one that most people know because you’re in the air but it’s definitely one of the scariest.”

Spending countless hours in the gym has taught Franke how to manage time and focus on what is important to her. Nevertheless she states, “It’s a lot of hours, but hitting the routine at the end makes the commitment always worth it.” Franke prides herself in never falling off a stunt during a routine.

Struggling at times to balance cheer and school, Franke attributes her growth and success both academically and in the cheer program to her persevering attitude, coach, and squad members. Cheer, for Franke, is high school. Many of her friends come from the cheer team she views as a sisterhood, and she has learned the importance of teamwork and trust in success.

She describes it as, “It’s just been my high school experience; I can’t imagine not having cheer. I’ve cheered with some of my best friends; we’ve been on the team together, so we’ve all grown together as we went through the program.” Though Franke has chosen not to cheer while attending Auburn University, she knows her dedication and the connections she made will last a lifetime.

Isabelle Franke

“Step with care and great tact, and remember that life’s a great balancing act.”

– Dr. Seuss

W

hile balancing his professional photography business with his academic career, Sean Brock attributes his commitments to swimming and lacrosse to a more manageable schedule. “Free time is my enemy,” states Brock. “If I don’t have a lot of free time and I have a lot to get done, I just sit down and do it.”

Brock began swimming at six years old, and he cherishes the sport because “getting in the pool definitely helps clear [his] mind.” As an individual sport, swimming has also taught Brock the importance of personal integrity. “Coach gives you the set, but ultimately you have the decision of how hard you push, if you’re going to cheat, cut it short,” Brock reflects.

Lacrosse later became Brock’s passion after joining the school team during his sophomore year, and he looks forward to practices because the aggressive nature of the sport allows for a “release of energy that might be built up from the day.” Likewise, the mental aspect of lacrosse is also appealing to Brock. “Knowing where I’m supposed to be, knowing my proper slides, who’s behind me, anticipating passes… to be good at things you have to be both physically strong and mentally strong.”

Sean Brock

Participating in athletics is an essential part of the high school experience for Brock.

“I recommend to freshman coming in to definitely do as many sports as you can,” he says. “It puts you on a path where you have to do homework when you get home, and you have social experiences with the people around you.”

14 BALANCE

T

hough Cheyne Thompson-Quartey remembers walking across the stage for the first time as an elf in The Christmas Wizard of Oz, she does not remember a definite reason that initially got her interested in theater. “I have no idea why!”

Thompson-Quartey laughed. “I just did it!” As she grew older, Thompson-Quartey returned to the theater for production after production because of the feeling she can only get onstage. “The rehearsal process is kind of brutal,” she admitted, “but when it all comes together it has magic.”

Having been involved in every production since she entered HIES as a freshman, Thomspon-Quartey’s favorite show was Cotton Patch Gospel due to its set, ensemble cast, and ability to be quoted, as well as the sense of community it fostered. “It just felt like family,” she affirmed. “I wouldn’t have become friends with the people who I’m friends with now.”

Cheyne Thompson-Quartey

After being in the ensemble for every musical, Thompson-Quartey landed her first leading role in Agatha Rex. “I was really excited,” she said. “It felt pretty fulfilling after all the hard work I put into the program.” Through the highs and lows of acting in both big and small roles, she learned to not let disappointment get in the way of her performance. “I can still make it work with me, and I can still shine and stand out and be the best I can be,” she said. Thompson-Quartey’s plans for the future still remain unclear, but hopes to return to the stage to feel “that feeling” one more time.

Arts A

lex Thomas has always known that art was his passion. From his colorful doodles in lower school art class to being accepted to Savannah College of Art and Design, Thomas can’t remember a time when it wasn’t a big part of his life.

“I’ve kind of always had a talent for it,” Thomas said. “The ability to put something in your mind on paper was an ability I’ve always cherished and held close to my heart.”

Though drawing faces is his forte, Thomas does not like being forced into a box when it comes to art. Inspired heavily by Pablo Picasso, Thomas describes wanting to “step out of the confines of the realist movement that’s going on right now” since “there’s no point of painting real life if that’s what photography does.” Art is more than just a hobby for Thomas, and it has made him see life in a new way. “I’ve really tried to find beauty in everything,” Thomas said. “In life, look at the small things and don’t take them or anything for granted. Respect life.”

Art also helps him focus, and whether he is having a good or bad day, it takes him away from reality. “I kinda lose myself in the art and get engulfed in it, whatever’s happening outside doesn’t really matter.” After attending SCAD, Thomas is considering pursuing fashion design and has already begun working on sketches. “I want to incorporate art into fashion,” he said. I want to create something new that the world hasn’t seen.”

Alex Thomas

BALANCE 15

C

allie Maloney’s artistic path began over 10 years ago at the Georgia O’Keeffe museum, where the bright colors and beautiful flowers caught her eye. Since then, she has developed an affinity for painting and, somewhat unbeknownst to her, a talent in photography. “I’ve always liked taking pictures, but I never took it into account that I could just use that as my art,” Maloney said.

Maloney entered her senior year with the impression that she would continue painting, but as she spent more time reviewing her work, she realized photography was the right path for her, as she stated “I think I’ve been challenged a lot this year with art. I guess it really made me realize my strengths and weaknesses.” She describes her style of photography in the sense of a “gatherer”, and prefers to showcase the innate beauty of her subject, rather than create a staged scenario, “I see something that attracts me and I take a picture, and I’ll work with it,” she said.

Callie Maloney

While Maloney is excited to attend Sewanee: The University of the South in fall of 2018, she will miss her dedicated art teacher, Dorsey Sammataro, who she views as a mentor and one of her reasons for pursuing photography. Maloney encourages other artists to keep an open mind and try new things, but not to lose their confidence, “In the long run, it all comes down to what you think. And if you think it’s beautiful, then that’s honestly all that matters.”

“Fantasy is a necessary ingredient in living, it’s a way of looking at life through the wrong end of a telescope.”

– Dr. Seuss

T

hrough painting the set, acting, singing and directing, Chandler Meertins has been influenced by all aspects of theatre. Meertins’s theatre career began in seventh grade when he was on the crew painting the set for a show at the Friends School of Atlanta. In eighth grade, he auditioned and received a lead role in the play Flower Power. “It kind of just took off from there,” says Meertins.

Theatre at HIES has been “absolutely amazing,” according to Meertins. “I wouldn’t have the friends that I have now. It’s just been life-changing. It’s a way that I can express myself.” He brings a vibrant physicality to a role that his uniform can’t contain. “From freshman year to beginning of senior year, I have ripped my [uniform] pants at least once a month. I can tell you every single way you can rip these pants and I can rip them right now.”

Meertins plans to major in psychology and take the pre-med track at Belmont University to eventually become a plastic surgeon. “The schools that I have applied to do have theatre programs, and I have seen some of the stuff that they do, and I am very excited,” says Meertins. His advice for anyone interested in theatre is “if you’re scared to do it I would say definitely give it a try. It’s not going to kill you and it’s worth it. Even if you get a small role, you’re still going to make friends and form connections.”

Chandler Meertins

16 BALANCE

M

ost do not jump-start their theater career dressed in a clown costume and newspaper-stuffed shoes, unless they are HIES senior Preston Cross. Since his “ClownTown USA” production in Lower School, Cross has transformed his bumbling start to a blossoming passion for the theater arts. Cross, the self-proclaimed “party guy” who does not party that much, will complete a total of 20 shows for the HIES Theater Program by the time he graduates. He attributes this success and undying devotion to theater design to the support from his theatre teacher, Ms. Karres-Williams, and Technical Director, Mr. Morin.

“I’m not really an actor,” Cross says, but Theatre Production and Technique is one of his favorite classes, challenging him to think in new creative ways and helped him develop a greater appreciation for acting — even though it is not his forte. Cross is also the president of the International Thespians Society, which produced a student-run, directed, and designed One Act Festival on April 30th.

In the fall, Cross will attend Belmont University at the College of Visual and Performing Arts. He looks forward to “gaining new knowledge and new experience... Seeing how to professionally do something and seeing the way people in the business do it.” To future theater technicians, Cross said, “Never say you can’t do something. Even if you don’t know how. Don’t say you can’t because you can learn how.”

Preston Cross

Hobbies G

litz, glamour, and girl power steer Emily Jacobs into the creative hobby of fashion blogging. From her memories of playing dress up, Jacobs was always striving “to put on the best outfit or whatever goes with the best sparkles,” and as she grew, the passion grew alongside her.

Jacobs combines her love for journaling with her aptitude for fashionsense to create her blog, Bless My Southern Soul. Using her personal viewpoints or ideas she finds online, Jacobs writes, edits, finds pictures, and can usually have the blog posted by the next night. Fashion blogging has taught Jacobs important life skills. “It’s kind of like running your own little business somewhat,” Jacobs said, “You have to think about ‘if I post this right now will people be interested in it?’… It kind of gives you that business viewpoint.” As much as her blogging teaches business-like skills, it is also Jacob’s creative pleasure that she can personally benefit from pursuing as well as use for relaxational purposes. “It just gives me a way to show something I am really passionate about to the world.” Jacobs said.

Emily Jacobs

Jacobs discovered fashion blogging during the fall of her senior year, and she plans to continue building her blog while attending University of Georgia. Jacobs reiterates that fashion is not for one type of person, “I’d say that anybody can do it” and hopes to teach people “you can be yourself and work anything you want as long as you have confidence with it.”

BALANCE 17

G

rowing up around the Highland games, a celebration of Scottish culture, Megan Minnear took interest in dancing at a very young age. “My dad’s a bagpiper, and my mom’s a Scottish snare drummer, so they brought us around the games,” she said. “When I was like four, I went over and saw the dancing and just kind of decided that’s what I wanted to do.”

At age six, she began dancing, and she is still going strong, with many recent achievements and plans to continue dancing in the future. Among incredible achievements like qualifying for Nationals, which involved placing in the top three overall for her age group in the Southeast, Minnear is also notable for her stellar attitude and hard work in addition to her skill. Scottish instructors at a workshop in Philadelphia chose her to receive a scholarship for the workshop next year, based not only on skill but also on her hard work and great attitude.

Minnear hopes to keep dancing by continuing to practice throughout college, even if there is no teacher nearby when she goes off to school, in which case she would have to Skype her current teacher who lives in Atlanta. Continuing to grow with her skills and goals, she has set her sights high. “Instead of focusing on competitions as much next year, I’d like to start thinking about auditioning for the Edinburgh Military Tattoo next year, which is this show that you do in Scotland,” she said.

Megan Minnear

“If you never did you should. These things are fun, and fun is good.”

– Dr. Seuss

S

ixth-grade Austin Minotto found himself captivated by special effects in YouTube videos. Since then, Minotto has directed, edited, and shot multiple short films — with HIES and without — including “Synthetic Dream,” “2000 Miles,” “Friends Wanted,” and “Pancakes in Paradise.”

“Insidia”, his biggest production yet, is “basically a heist film,” Minotto described. “An action thriller. I have maybe 10 people on crew.” In addition to organizing shoot days with his co-director Moss Davis, he has dedicated more than 30 hours editing and adding special effects. Much of this is dedicated to color grading. “The way the color palette looks is kinda big,” Minotto said. “It’ll take a long time to see it on screen and adjust the hues, the way it looks best for me.”

Austin Minotto

Throughout Minotto’s projects in high school he has learned skills that he hopes will transfer into his career, such as working with others, especially when he’s co-directing with Davis. “He wrote the screenplay, and we have to collaborate to get it done,” Minotto said. “I have to translate it from his writing to what I’m thinking visually.” After college, he hopes to dive into a career of film production. “Like Netflix and Amazon … They have media divisions and they spend a lot on content creation, and there’s a big source of hiring there.” Minotto has high hopes for the future. “I hope, like most people making films, to make [my] own feature film or something like that.” Minnotto said. “That’s totally a long term goal for sure.”

18 BALANCE

M

eredith Weiss’s passion of Spanish has only grown since she began in lower school. “I love learning Spanish, and going into class,” Weiss said. “Learning about something that I love is one of my favorite things, especially when my teachers are so awesome.” This affinity continued to grow during the Governor’s Honors Program, where she spent last summer refining her Spanish. One significant achievement included learning to roll her R’s. “Everyone in lower school could roll their R’s, and I couldn’t,” Weiss said. “It was a big achievement, although it might not seem like it.”

After a friend convinced her to join the Model U.N. club, Weiss also found a love of international diplomacy. “It’s really helped me get out of my shell into the realm of public speaking,” she said. These two paths led to her discovery of international relations, which she will be studying this fall at George Washington University. “I think it’s really important for me to be in our nation’s capital as an International Affairs major...I don’t feel like I could receive that experience anywhere else other than in D.C.”

Meredith Weiss

S

After a challenging course load throughout high school, Weiss has learned to not let failures get in the way of success. “Things never work out like you want it to, but you can’t get all discouraged about those things because you just won’t get anywhere.”

Weiss said. “You just have to keep persevering, get back on your feet, and find another idea. There’s always another way.”

Academics

am Baskin has not one but a “melting pot” of passions, including engineering, design, humanities, and most recently city planning. “I’m more on the engineering and STEM side of things, but I’m also into everything else too,” he said.

His curiosity for city planning and urban design started when Cannupa Hanska Luger was the 2017 Global Scholar in Residence. “I became interested in individualism versus community, and I realized that in my life I had experienced much more individualism.

I had never lived in a real community where everyone’s working together,” he said.

Baskin hopes to apply theories of community and other aspects of urban design to future projects.

However, Baskin does not want to box himself in, and hopes to have a multitude of professional pathways in the future. “I honestly think careers as we know won’t be a thing in the future. People will jump around a lot, so that commitment may not be as realistic anymore,” he said. He plans to earn a degree in Mechanical Engineering from Georgia Institute of Technology, and use it as a launching pad for many other career paths that combine STEM and creativity.

“If ever in life I’m doing a lot of engineering and STEM topics, I’ll always have the urge to express a more creative side of myself… it’s a constant balance,” he said.

Baskin’s background in engineering has impacted his world view, specifically how he looks at challenges, and he will utilize his problem-solving mindset throughout life, and the many career paths he will pursue.

Sam Baskin

BALANCE 19

L

ogan Dorrill has loved art throughout his time at HIES. Art classes in high school became an academic area of interest, as creating proved to be a calming influence on him. “Drawing and painting, it is just all is sort of relaxing for me,” he said. “I feel like I was taking a class but at the same time, you know, I was like ‘this isn’t a class, this is rest time, time for me to get back to where I need to be.’”

In addition to art classes, he flourished in Mrs. Many’s Algebra II Honors class which was formative in preparing him for his future in math classes and in general, helping him become more comfortable with his math skills. “Before that I hadn’t really liked math, I hadn’t had a lot of confidence in myself in it...but I felt like with Mrs. Many I sort of was able to blossom in who I needed to be,” he said. “She would come in, and tell funny stories about the math, and it just made it comfortable.”

Logan Dorrill

As an architecture major at Georgia Tech on the prestigious Stamps Scholarship, Dorrill will combine these interests and other passions. “I’m going to major in architecture at Georgia Tech, which I want to do obviously because I like drawing, I think that’s like a prerequisite for that,” he said. “I also really have this kind of passion for sustainability and making sure that’s the world that we live next is sustainable.”

“The more you read, the more you’ll know. The more that you learn, the more places you’ll go.”

– Dr. Seuss

R

ecalling her first stellar grades back in elementary school, Molly Niepoky has always had a passion for academics. “I feel like I was always really into school,” she said, “like when you are little, and you would get a 100 on every assignment.”

Ever since these experiences, Niepoky’s favorite academic interests have lied within the STEM fields. In particular, she prefers “science… just because it’s more interesting and [feels] more applicable.” Furthering her scientific pursuits, Niepoky is a member of the Science National Honors Society. Apart from this, she received Cum Laude recognition and holds the position of President in the National Honors Society, where she organizes and runs the meetings of the community.

Over the summer, Niepoky interned at Emory St. Joseph’s Hospital for eight weeks, where she would mainly check in patients, but sometimes had the opportunity to stay in the operating rooms, such as cardiology.

“My favorite was probably [when] I got to sit in the Cardio operating room. It was like a 5 a.m. or 6 a.m. shift, but it was worth it because I got to see all the surgeries so that was cool,” she said. Planning to continue her academics and pursue a medical career in the future, Niepoky wants to major in Biology and plans to go to grad school after. “I want to be on the pre-med track, but I’ve looked into anesthesia a lot,” she said. “I like the idea of being in an operating room.”

Molly Niepoky

20 PEOPLE

SERVING THE SEN Davis Brown for tassel turner

PEOPLE 21

W

hen Senior Katie Brown began speaking of her experience having him as a study hall advisor and he would tell her to “get something done”, Davis Brown knew he had been chosen as the Class of 2018 Tassel Turner.

Brown continued to talk about her teacher’s dedication and understanding of students, confirming the idea that Brown was tassel turner in the minds of everyone in the chapel.

Brown was honored not only by the award, but also by the emotion in the speeches made, as he bases his teaching philosophy in helping students grow as people.

“Getting good grades is great and stuff, but I want to see you learn who you are, challenge who you are, and grow as a person,” Brown said.

Brown was presented with his first opportunity to help students grow as people when he taught his first class at HIES three years ago. “I jumped in it, terrified,” he admitted about his decision to take the job.

As Upper School Ethics teacher, Brown was faced with the challenge of teaching students to be respectful of others while allowing themselves to be vulnerable.

He encouraged this by “trying to just set a tone of really being empathetic and really being intentional with our words.” Brown continued, “At the end of the day, I want us to see both sides of the story”.

Overall, the lesson Brown wanted students to take from the class was to see potential in those different than them. “Love makes a difference, and love changes things, and love wins, what does it look like for you to love that person?” he said.

However, Brown is sure to hold himself to the same standards he holds his students to in the classroom. “It requires vulnerability on my part. If I’m asking people to do something, be something, I got to ask that of myself,” he said. “I don’t care about the right answer. I don’t care about two plus two equals four. I care about why you want to be here.”

Brown makes his mark outside of the classroom as well, encouraging students to enjoy their high school experience. “When people buy in, that’s when the culture starts to change. People are excited to celebrate each other, people are excited to honor each other,” he said.

Hoping that the community will work together to create a positive impact, Brown wishes students would “lean into the school and accept it as it is,” overlooking imperfections that seem to be at “every single school”.

“We let all these little things dictate not only how we feel about ourselves, but also how we feel about the school,” he said.

He is eager to see the potential HIES has unfold, as he will continue to develop the Servant Leadership course. “We’re in a unique place of setting an identity and figuring out who we are,” he said.

But Brown firmly believes that “at the end of the day, I think we all really want the same thing,” he continues, “People want purpose. We grind and hunger for purpose and mission”.

ENIORS SARAH KALLIS, editor-in-chief photo courtesy of Leanne Weaver

He hopes to instill purpose into his students by helping them find it themselves.

“I have my purpose and understanding, and with that I want people to have the same thing,” he said, “I want people to see that I’m buying into their lives. That I really do care”.

Brown was drawn to education because he cares about helping those younger than him find their purpose. “I have a heart for students. I really love pouring into the younger generation,” he said.

At the end of the day, Brown cares immensely for those around him, particularly his students, and hopes they know that.

“I’m not a perfect teacher, but I know I can love kids well, or at least I can try to,” he said.

22 PEOPLE

DYNAMIC DURST As beloved Upper School Principal Chris Durst moves on to a new chapter of his life, C&G highlights his impactful 19 years at HIES.

OLIVIA MARTIN, managing editor design, MADDIE POCH interviewer, HALEY PLANT

PEOPLE 23

I

f provided the chance to give the members of the student body one piece of parting advice, Upper School Principal Chris Durst would give them two: “take care of each other,” and “you’re gonna be fine. You will be fine.”

As the influential leader on campus reaches the end of his 19 years at HIES, he wants the student body to remember these things.

The foundations for his leadership began in childhood.

Growing up in Columbus, Ohio, Durst’s family environment emphasized independence—both his parents worked, so he and his brother held themselves accountable for schoolwork and other responsibilities as young adolescents.

He describes his childhood as “a very different time where you did things in the neighborhood with friends without the parental hovering.”

This independence was emphasized alongside leadership. “My parents expected me and my brother to take positions of leadership,” Durst said. “‘Be a leader, not a follower.’”

PLAYED BASEBALL IN COLLEGE

With his administrative position as Upper School Principal, Durst supports a well-rounded high school environment like the one that empowered him as a teenager. A leader in his own way, he nurtures HIES with his love and support for the community, from students to faculty to staff.

“Mr. Durst was Upper School assistant principal when he got the job as Middle School Principal. I was asked to replace him as assistant principal. I went by his office and asked him if he thought I could do it,” said current HIES English teacher Chris Swann. “He thought for a few seconds and then said yes, because he thought I had good instincts and cared about the students. That has remained with me to this day.”

The caring, respect, and pure love he displays can manifest itself in a number of ways. Having been at the school longer than most of the senior class has been alive, Durst has worn many hats, both big and small. As a teacher, administrator, and coach across divisions, he has shown how important the HIES community is to him. It is not uncommon for him to tear up at school events—despite his disciplinary role as an administrator in the Upper School.

Durst is, in reality, a deeply emotional person.

“Usually my tears are tears of joy. I think when I see success, overcoming great obstacles to achieve something, that moves me. Relationships, good relationships, that too,”

WAS ACCEPTED INTO LAW SCHOOL

31

YEARS IN EDUCATION

he said. “I think it’s when you’re around people that you care about, and you’re able to participate in joy.”

He finds this joy of success at events like Honors Day or graduation, events in which students are publicly recognized for their achievements.

“For the longest time, I would tear up at a lot of speaking functions, like at Honors Day—you know how they read those things about the kids? And then they announce the name,” Durst said. “So there have been numerous times when I have gotten emotional publicly.”

As he navigated high school, he flourished, and he credits his school community with molding him into the person he would become. His involvement in fine arts, athletics, and even student government gave him a unique place in the community at Columbus Academy, at that time an all-boys school.

“Being around those folks and being around those teachers, I think, contributed greatly to who I ended up becoming,” he said.

It goes without saying that Durst genuinely cares about the HIES community, and his time here has been: “rewarding,” “satisfying,” and “fulfilling.”

According to him. He has left his mark on HIES, and the school has done the same to him.

“I think it’s unique to have a place that is so full of opportunity, and I was able to take advantage of that,” he said. “I’m grateful. I’m grateful for that.”

24 PEOPLE He has been a great role model for me over the last eight years and has become a good friend. I know if I ever need advice, he will be thoughtful and honest with me.

- Jason Rutledge

12th Grade Dean and History/Religion Teacher

Durst’s children, Julia (left), Nicole (center), and Niall (right), graduated from HIES in 2016.

Mr. Durst took a chance on me and gave me my first job right out of graduate school. He hired me to teach 6th, 7th, and 8th grade English. When I moved to the Upper School the following year, he told me I was joining “the dark side.” He joined me the following year. I learned a lot from him in the four years I was a teacher and dean at HIES. And now, ten years later, as a teacher and dean at another school, I still call him to talk through certain issues or ask for his guidance.

- Erica Barbakow As a history teacher, Durst forms personal connections with students before becoming Upper School Principal.

Chris Durst is a very thoughtful, caring administrator. I have a lot of respect for him and the job he does. He is a passionate speaker and is incredibly effective in front of a crowd.

Personally, he has been very supportive of me and of my children while at HIES. I wish him the best in his new role as a Head of School.

- Michelle Duncan

Director of Institutional Advancement

Former HIES Teacher

I always think of Mr Durst as an effective builder of many things on campus. During my career at HI I’ve seen him mentor and build effective teachers and curriculum.

- Cindy Harder

Physical Education Department Chair

Mr. Durst gave me more opportunities here than I can ever manage to thank him enough for in my lifetime. He walked me out to the then parking lot – which now sits under the STEM Building – and offered me a job on the spot, which provided me a second lease on a career that I knew I was born to do. He challenged me to apply for, and then accept the responsibility of becoming a Department Chair. He then held me to my word when I said I could take on challenges both large and small, both professional and personal. He put in me my place several times. He gave me a place to be myself on other occasions and supported me in my successes and failures. He and I have had the hardest of conversations with one another. He has shaped me in more ways than I can count, and I’m certain that I will discover more as time goes on. We did not always see eye-to-eye, but Mr. Durst has always expected me to be myself and yet held me to a standard that I should expect from myself.

I guess maybe this quote best sums up how I will remember the years that we have spent together: “ “An acquaintance merely enjoys your company, a fair-weather companion flatters when all is well, a true friend has your best interests at heart and the pluck to tell you what you need to hear.”

- E.A. Bucchianeri, Brushstrokes of a Gadfly

- Kacey Michelsen

US History Department Chair

PEOPLE 25 Mr. Durst’s HUSH class was a constant adventure. In that class, I learned how to shift my perspective and deeply question the status quo. He was an expert at verbally poking and prodding us until we got to the heart of a deeply held opinion, forcing us to examine our biases and assumptions until we formed a more coherent, evidence-based argument. He held us to a high standard – it was uncomfortable and difficult, but I think we were all better for it in the end. When I came for my interview, I was delighted to find that he was the same way – asking me difficult questions and not letting me dodge or deflect until I had given him an in-depth answer.

Durst channels his athletic passion into coaching the seventh grade basketball team.

Once I was teaching film techniques in class and I stood on my desk to talk about angles. At that moment Mr. Durst walked into my classroom, and he stopped and stared at me standing on my desk. I waved and said hello. He just shook his head and went back out the door. I still don’t know what he wanted to talk about.

- Chris Swann

English Department Chair

Often when you walked in his office you would catch him holding his head in his hands in what appeared to be despair (although he was only deeply thinking). I began calling him Eeyore, it totally suits him.

- Tommie Best

Registrar and College Counseling Assistant

- Rebecca Rivera

HIES Class of ‘01 and English teacher

I have crossed paths with Mr. Durst in the halls for double-figure years – and this is what I think people don’t know or appreciate about him: He has a seriously great sense of humor!

- Dunn Neugebauer Sports Information Director

By trusting me and not ‘micro-managing’, he has encouraged me to trust in myself and my abilities. I admire his intelligence, his wealth of experience, his dedication to Holy Innocents’, and his willingness to tell it like it is.

- Sarah Townsend

HIES Class of ‘96 and US Learning Resource Department Chair

Chris Durst always made me laugh in yoga class.

- Karen Ghertner

Executive Assistant of Administrations

He calls it like it is; he wears his heart on his sleeve; and you typically know where you stand with him. I appreciate that, and I admire the honesty with which he leads. He isn’t afraid to chew on creative or (sometimes) outlandish ideas.

- Tyler Sant

Director of College Counseling On the first day of the 2014-2015 school year, Durst greets underclassmen with the senior class as part of a HIES tradition.

26 PEOPLE

CAPSTONE RECAP See how these Global Citizenship seniors plan to change the world with their capstone projects.

OLIVIA MARTIN, managing editor ANNIE SAGER, feature writer

THE SPACE FOR EXPERIENTIAL LEARNING

D

espite their different experiences, the summers Bryn Foster and Kat O’Connor spent fulfilling their global requirement left corresponding impacts on the girls, revealing passions that perhaps would have otherwise have gone unnoticed. Foster and O’Connor returned their senior year, sharing similar ideas for their fast-approaching capstone project and jumped at the opportunity to work together.

BRYN FOSTER AND KAT O’CONNOR

“Both of our summer experiences, all four combined over the two summers, had a very keen focus on environmental sustainability and sustainable development. We wanted to do something.” Foster said. Their shared drive eventually brought about what would would soon be their senior capstone: The Space for Experiential Learning, an outdoor classroom located between Riley and the STEM Buildings where teachers can teach their classes and students can work throughout the day.

“We’ve gotten input from teachers as well as students that they would actually like to use it. Especially on days when everyone is antsy.” O’Connor continued, “Researching the different benefits learning outside can do for you: It’ll help to reduce the side effects of ADD/ADHD.” Though there is already an outdoor classroom in proximity to the preschool, Foster and O’Connor hope to create a space more accessible to the core classes in every grade by placing the

classroom in a area that is passed by everyday in addition to making it more ‘versatile’.

The learning space would be accompanied with blackboards, benches, and sitting walls, “they are wide enough on the top that you can sit criss-crossapplesauce, have a notebook in your lap, and still not feel like you are falling off the wall. We tested a variety of lengths and stuff for sitting walls.

They’re high enough that you can sit on them and if you sit high enough up, you can have your feet on the ground, or further back, your feet can swing.”

Foster continued, “Our end goal is to have, not only a space for students and faculty to engage with their environment, but also foster an increased interaction and appreciation of your natural environment.”

Their capstone took on a life of its own, at one point existing as a curriculum within the lower school in attempt to implement such ideas early on, before turning into a collaboration between STEM and art, to the outdoor classroom it is now. “You’ll learn when you get to your senior year that your definition of your social entrepreneur project will change.” O’Connor continued, “We’ve learned a lot.” O’Connor will attend the University of Southern California and Foster will attend the University of North Carolina at Chapel Hill.

They will be stepping forward to the next phase of their lives, but not without leaving something behind for us.

PEOPLE 27

SOCCER FOR HOPE

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mily Jacobs’ club soccer coach, a native Haitian, approached her with the vague idea of doing some work in Haiti. The poorest country in the western hemisphere had already been part of Jacob’s own personal research as a place she’d always wanted to reach out toward — especially since the 2010 earthquake.

When conducting her research, Jacobs came across a fact that would soon drive her capstone project: only 0.7 percent of Haiti’s youth is actually involved in physical education or athletics. As a firm believer in the provision of equal opportunity, Jacobs was shocked, “that really took me back a second. I was like wow, that’s so small — it’s just a normal thing here. I wanted to help.” A survey revealed that 93 percent of HIES students said that athletics and other extracurriculars have had a positive impact on their academic lives and about 75 percent said they would use the lessons they learned from sports in the workforce or in their community to help them.

Benefits, ostensibly, very few children in Haiti receive.

A strengthened resolve allowed Jacobs to devise her senior capstone,“Soccer for Hope”, which strives for the foundation of a soccer club that allows the

children to play free of cost. After sending a few children to a soccer club, the project will measure the impact the experience had on the children.

Using the results to drive and direct the further development of a soccer team, Soccer for Hope will partner with a nearby church. The grant money from the capstone funds will pay for field space, equipment, and coaches.

“My end goal is to create something that we can pass down” Jacobs continued, “I could totally see myself continuing on with this for a very long time, but I want to sustain, fund, and create a soccer club — one the children wouldn’t have to pay for, with a variety of ages just so they can go out, have fun, and play on an actual soccer field instead of a dirt field with a plastic water bottle.”

She hopes Soccer for Hope will give these children the challenges and learning experiences a sport can provide, and allow them to develop in whatever direction they choose to go in. Jacobs began her capstone on a soccer field and hopes to end it on a new one when she visits Haiti once more during winter break in 2018 from the University of Georgia.

EMILY JACOBS

ENSURING THE EFFECTIVENESS OF OUR STUDENT SERVICE MISSION

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uring Cate O’Kelley’s sophomore year, she discovered Refuge Coffee, an organization that works to support the refugee community in Clarkston, Georgia. She hoped to connect the organization with HIES. “I’d been doing a lot of work with them outside of school, but I wanted a way to bring them to Holy Innocents’,” she said. In order to do that, she organized a coat drive at HIES as a junior. However, the drive ended up being cancelled, as school was unexpectedly let out that day. “[The coat drive] never happened, I let down this organization, and I was devastated about it,” O’Kelley said. Her original capstone idea was born from this incident.

CATE O’KELLEY

“I decided what I wanted to do for my capstone was create an organization that would link all of the schools in Atlanta,” she said. “So, let’s say I have a service idea and we’re doing a coat drive here. It’s great if we get 50 coats here, but how much better is it if we are working with Riverwood, and they get 50 coats too?”

When O’Kelley began her senior year as the Head of Community Service on Student Council, she found a problem with this capstone idea: the HIES service program is not developed enough to build and maintain a program like the one she had thought up,

so she began to rethink her capstone idea. “I shifted gears a bit and asked the question, ‘Well, why is it not stable enough? It’s one of the core parts of our mission statement. Why can’t it support this?’” she said.

The result was a unique capstone that included the required paper, her presentation, and an official recommendation or roadmap that she will pass down to future Heads of Community Service and present to the school.

O’Kelley hopes to provide a recommendation that will impact HIES for years to come, giving the community a more positive feeling toward service, even as she moves forward next year as a student at Washington and Lee University.

“My biggest goal with this project is to instill a heart for service in my peers... And that’s the tricky part, is to figure out how to put that in people and how to even measure that because it’s a lifelong thing,” she said. “I would rather everybody at the school learn to love service while they’re here and then go out into the world and do five hours of service for the rest of their lives rather than doing their 15 hours every year.”

28 PEOPLE

Artist Spotlight design, MAGGIE BELENKY

Katie Brown “Echo” “My favorite project this year was an underwater photoshoot where I put a ton of sheets in my pool and used my GoPro to shoot,” said Katie Brown. She was influenced by a picture on Pinterest.

“I saw that picture and I was like I want to do something like this,” said Brown. “I just had two bed sheets as the background and then had two or three window sheers that she was holding,” Brown said. “I wanted it to be just like a cool life picture.”

Alex Thomas “All Mixed Up” “I’ve been working on a set of portraits for my AP Portfolio that is in a neoexpressionist style that I’ve adopted and inspired by Picasso and Basquiat” said Alex Thomas. Thomas described his piece, “All Mixed Up”, as “a new way of doing a self-portrait.” He says it’s “Called ‘All Mixed Up’ because the line and work and the colors symbolize what’s going on inside my head, so it is kind of me.”

Thomas found his inspiration by “thinking about what’s going on in my head.”

PEOPLE 29

Mary Beth Pittman “The Front Bottoms” The Front Bottoms is a piece made conté crayon on paper by Mary Beth Pittman. “I love the band’s spunk, and my art teacher, Watson, really encouraged us to try new things and work on material that we were actually invested in,” said Pittman. The piece was made because “this is my favorite band, and I think the angle really shows off the passion coming from both the band and the crowd,” Pittman said. The piece took weeks to make. “I love using lots of colors, and it was neat to spend so much time focusing on a band whose music has meant so much to me the past few years.”

Natalie Baker “Golden Tree” “This is a gold leaf platter and bowl set, made with clay and gold leaf” said Natalie Baker. Gold leaf is gold that has been hammered into thin sheets to be used for gilding. A painting in Baker’s house set of the spark to lead her to create the plate.

“I wanted to use gold leaf and decided to use all gold colors,” said Baker. The plate took two weeks to make. “I like how the tree stands out from the plate and coordinates with the bowls.”

30 PEOPLE

SIGNED ATHLETES TIANA MOMON, feature writer design, LIBBY MALCOLM

EMMA KING WOFFORD GOLF “Golf is such a mental game and I have learned so much through playing.

Whether it is how to erase a bad shot or just keep a good attitude on and off the course.”

Kaila HUBBARD UNIVERSITY OF GEORGIA BASKETBALL “Basketball gives me the confidence to know that everything I do is amazing and no one can change that.”

BENJAMIN KEEVER JOHNS HOPKINS BASEBALL “It’s a game of failure, and how you respond to that failure determines how good of a player you are.”

JANIE MCCLOSKEY PALM BEACH ATLANTIC UNIVERSITY SOFTBALL “I’ve met some of my best friends on travel softball teams and it’s a great stress reliever and a good way to spend weekends.”

JOHN MCNAIR RHODES COLLEGE BASKETBALL “I love that baseball is a team sport made up of individuals; when it’s your turn to hit, nobody can do it but you.”

ZIGGY ZOLLER UNIVERSITY OF GEORGIA TRACK AND FIELD “I like the feeling of pushing yourself to see how fast you can get, kind of knowing your limits.”

PEOPLE 31 not pictured

MEGHAN TANER BUCKNELL UNIVERSITY SWIMMING WILL MESHAD NAVAL ACADEMY GOLF

“Swimming has pushed my mind and body beyond limits, making me stronger and more resilient in and out of the pool.”

“I’ve always played tons of different sports and golf was just something I fell in love with as soon as I started.”

GRAHAM BOWERS STETSON UNIVERSITY CHEER

“I cheer to support my university in a variety of sports and community events while allowing me to demonstrate strength and balance both on the field and off.”

RYAN MCCRORIE RHODES COLLEGE BASEBALL

SARAH MASON DICKINSON COLLEGE “I play because it is a fast paced, strategic, team oriented game.”

KENNEDY SUTTLE UNIVERSITY OF PENNSYLVANIA BASKETBALL

“I play baseball because from the moment I started playing when I was four I loved it and had fun with it.

That same joy hasn’t gone away since then.”

“I love the freedom I feel when I step out on the court.”

MYKEL TUBBS AIR FORCE ACADEMY FOOTBALL “It allows me the opportunity to showcase my leadership ability as well as athletic.”

32 EDITORIAL

“Great Things Are Done By a Series of Small Things Put Together” - Van Gogh

EDITORIAL 33

EDITORIAL

Make A Dent

T

here’s not a manual on how to be a senior. No one will teach you what to do, how to act, or what to really expect. An insider secret is that there are no rules. I am simply an outside voice trying to give you a glimpse into the most challenging, difficult, and rewarding year of your life yet. So just a note: take this as inspiration but nothing more. Invite my words in, let them linger for a while, but by no means take them as gospel.

I’ve been asked what advice I have for all of the underclassmen regarding senior year. The one thing I can think of is in eighth grade when I read a quote from Lord of the Rings and it changed the way I thought: “All we have to decide is what to do with the time that is given to us.”

I don’t want to tell you to join this club, take that elective, or something silly like “Start early!” I would not be the same person I am today if I stuck with everything I was doing in ninth grade. In ninth grade, I was having panic attacks almost every day, grew out my hair because it was the popular thing to do, and thought I was going to be a marine biologist because it was the first thing that came to mind. These days, I tell people I have absolutely no idea what I want to do (because that’s okay!). These days I’ve fallen in love with art history and itch to make references or tell anyone — because my friends have grown tired of it — about my favorite works.

These days I head to Midtown just about every weekend and find new coffee shops. These days I am happy with the fact of who I am, but excited at the prospect of who I will become.

Don’t let one day or one year define who you are. Those days and those years are not in your control, but how you respond to those problems is. The chaotic beauty to high school is that nothing ever really goes the way you plan it to. Looking

back, you’ll be glad it didn’t.

Take the time to savor the special parts about each grade that you’ll only be able to go back in memory.

While I’ll always remember storming the gym and the tie ceremony, most of the moments I’ll cherish are the little things. Aidan and John in the back of Calculus cracking jokes, the senior common’s printer working only about a fourth of the time, Maddie laughing at my whispered jokes in AP Psychology, my viola family in Orchestra, venting to Mrs. Many (a true superstar!), and the everyday jabber in the commons. One of the best pieces of advice I’ve gotten is Dunn telling me to keep a journal of all those little things. As years pass, you realize how big the little things become.

However, if there is one thing that you take away from this essay, please let it be that you are as powerful as you think you are. The way you think about whether or not you can do something is highly indicative of the action’s likelihood of working. I do not care if the idea seems silly, or worthless, because I can guarantee if my words are bringing this event, speech, or action into mind, it is not worthless. It pains me a little to realize this late how malleable Holy Innocents’ is, and I now realize how fortunate I was to be able to hold the hammer for a while. I think that it’s something unique to find a school that will let you create what you want, when you want (I mean, not really, since the FAB only has so many open spots on the calendar).

So find your hammer and make a dent. As my grandfather always yelled from the softball stands, “Swing hard in case you hit it, Julia-Lee!”

JULIA SHERRILL, contributing writer

design, JAYLEE DAVIS

EDITORIAL 35

EDITORIAL

Education & Equity vs. College Board

E

ach year, over seven million students participate in College Board’s programs and services like the AP Program and the SAT. For reference, the Department of Education estimates that 3.6 million students are expected to graduate from high school in 2017–18.

According to College Board’s website, they are a “mission-driven notfor-profit organization that connects students to college success and opportunity.” They also pride themselves on promoting excellence and equity in education.

College Board has several services which I would argue do encourage students to achieve excellence and succeed in college, like their their partnership with Khan Academy, which provides free SAT practice, giving students opportunities to succeed. Students are encouraged to take initiative to improve their SAT score and get more AP practice.

Additionally, AP classes motivate students to push themselves in a more convenient way than dual-enrollment. And finally, BigFuture, which serves as a search engine for students to look for colleges, majors, possible careers, and scholarships that they may be eligible for. It is a useful service for students to explore possibilities for their futures.

Now, if you remember from before, College Board promotes “excellence and equity in education”. Looking at the benchmark scores, which indicates if students are college-ready according to the College Board’s standards, higher percentages of Asian and White test-takers reached both benchmarks, compared to Black/African American and American Indian/Alaska Native students. Also, Black/African American, American Indian/Alaska Native, and Native Hawaiian/Other Pacific Islander have significantly higher percentages failing to reach benchmarks.

The inequities don’t stop there. Both fee waiver status and parental education are indicators of household income. To qualify for an SAT fee waiver, you must you must participate in the National School Lunch Program, or have an annual family income within the Income Eligibility Guidelines set by the USDA Food and Nutrition Service. Generally speaking, the more education your parents have, the greater your family’s income tends to be. The SAT seems to favor students who don’t qualify for fee waivers and students with parents that have more education. These

discrepancies raise questions about the fairness of the test. If a student can afford more prep work, does that make them more prepared for college? If you don’t attend a school in a good district, does that mean you can’t be prepared for college? Is the SAT a truly standardized test?

The AP Program: Although I do think AP classes inspire students to achieve, I believe the program does this in a way that encourages higher scores, not deeper knowledge. The AP exam leads teachers to teach to the test. Students are no longer taking classes to learn material, they’re taking classes to learn the test. Schools should offer college level classes independent of the AP Program, relieving teachers and students of the unnecessary obligation to College Board’s curriculum and tests that limit student learning. If a student wants to earn college credit, they could take it upon themselves to self-study for the AP exam.

After you take the test, you wait a couple of months, a seemingly ridiculous amount of time, to you get your score back — just your score and percentile compared to other students who took the test. If you want to know what you missed, you have to pay another fee. Clearly, there’s room for College Board to improve upon by providing opportunities for students to learn from their mistakes.

Another flaw is their lack of student input. Through the research I did, I discovered the Youth Advisory Council of College Board. I never knew it existed, and mentioned it to a college counselor who did not know about it either. I think hearing from the students involved in the services is definitely something College Board can improve upon.

Be aware that just because this is how we handle testing now is not how it has to be. Read up! Check out fairtest.org and other perspectives on the overuse of testing. For those of you who are going to apply for college, consider test optional schools. There is a list of them at Fairtest.org. Also, if you are able, please vote. Look for candidates who strive for better education. As students, we are at the mercy of the voting population, since you cannot vote for the majority of your time as a student.

ANDREA SMITH, contributing writer

36 EDITORIAL

“Current State� by Mykel Tubbs Traditions unwarranted, unchanged Blood shed to policies failing to Father Time, still the same Hope entrenched in a 4-year revolving rotation Justice and prison sentencing showing no relation Currency, scarce among Lower class, ample amount of thoughts and prayers Selfish conniving politicians entrusted as a savior Original policy manufactured, justifying wicked acts by men uniformed in blue Movements we create yet, court decisions we lose Change is inevitable, leaders and youth switching roles Hierarchy occupied by wicked souls Bullets, no named inscribed, pierce through bloodlines generations to come Red and blue lights becoming more detrimental than deadly rays from the sun.

Protecting an amendment, failing to protect the people Anger growing rapidly, warm hearts freezing over, intentions becoming evil Lazy millennials rise, leaders unmoved, but we will not waiver nor run Just hold tight, the revolution has begun

EDITORIAL 37

EDITORIAL

Police Brutality

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n present day United States, we have the misfortune of being plagued with tragedies and social issues yet to be resolved. These issues continue to separate a supposed “united” states, sparking recurring outrage and marches.

In recent national news, Stephon Clark, a 22-year-old African-American man, was fatally shot and killed in his grandmother’s backyard by police officials. Unarmed and possessing only his cell phone, Clark was shot at 20 times. The officers still remain unnamed after being placed on administrative leave. Alton Sterling, another African-American man, was shot and killed by police on July 5, 2016 — at only 37 years old. The two police officers were acquitted of criminal charges on May 27, 2018. The list continues with one unarmed African-American’s life after another, snatched away with no justice served. We must not overlook excessive force and corruption within our police departments. These tragedies have triggered rebellion and awareness throughout communities around the nation.

The killings of individuals such as Sandra Bland, Eric Garner, Freddy Gray, and many others have created movements, namely Black Lives Matter.

Unwarranted police force was brought to the national audience years ago, and with our technological advancements, law enforcement are now having to be held responsible for these wicked actions.. As suggested by the National Association of Advancement of Colored People (NAACP), we must continue to communicate with our local police departments in order to keep the number of African-Americans being victimized by police low. As United States citizens, we must ensure that our police are equipped with the necessary training to utilize tactics of disarming people rather than using lethal force. After the Freddie Gray killing of April 2015, the Baltimore community was one of the first to highlight the importance of communicating with local police departments in order to stop these tragic events. The black community must continue to bridge the gap between the police department as this can only be done by communication.

Black men and women have been victims of police brutality for many years, but the greater crimes are not the acts of these unarmed men and women being killed but the lack of punishment in the courtroom.

On March 3, 1991, motorist Rodney King suffered a fractured cheekbone, 11 broken bones at the base of his skull, and a broken leg at the hands of four policemen. King survived the assault, but the four policemen were indicted and none were convicted. This trend continues today. Again, Eric Garner, Michael Brown, Sandra Bland, and, more recently, Alton Sterling were all unarmed victims, killed by police. None of their killers have been charged.

From January 2005 to April 2017, 80 officers have been arrested on murder or manslaughter charges for on-duty shootings. During that 12-year span, 35 percent were convicted while the remaining cases were pending for conviction or not convicted, according to research by Philip Stinson, an associate professor of Criminal Justice at Bowling Green State University in Ohio. While few police officers are charged, these statistics do not reflect other factors, such as race or the presence of a weapon on the victim.

Corruption within the police departments is another glaring issue.

Cases being tainted with false information from the departments has also contributed to the distrust between African-Americans and law enforcement. The dishonest efforts to save the reputation of police is a direct correlation to injustice served to innocent victims. A day after the shooting, police said the officers who shot Clark “saw the suspect facing them, advance forward with his arms extended, and holding an object in his hands.” Forensic pathologist, Dr. Bennet Omalu, conducted the autopsy and came to the conclusion that Clark was shot eight times, six of the bullets entering his body from behind.“The proposition that has been presented that … he was facing the officers is inconsistent with the prevailing forensic evidence,” said Omalu.

These false statement fuel rage and distrust between the law and the black community. With a thorough dissection of the autopsy requested

by Clark’s family, we now know that not only did Clark pose no threat to law enforcement, but he also did not have an opportunity to surrender, as he was shot eight times with six entering through his back. This serves as yet another instance where police propose false information with initial statement but recant these statements when factual information is released.

These tragedies are more than just headlines on national news or courtroom decisions; these are mothers and fathers being taken away from their children who in turn inherit this same distrust of the law. “All he wanted to do was go see his sons again, and unfortunately, he can’t. So, remember that, while we mourn, while we shout, while we cry because it ain’t just our pain, it’s their pain,” said Clark’s fiancée, Salena Manni.

Together we must stop this epidemic, we must vote out corrupt politicians, and we must communicate with police departments. In order for our country to progress and become great again, we need to be able to trust those men and women sworn to serve and protect the citizens.

MYKEL TUBBS, contributing writer

38 EDITORIAL

Does the dress code benefit guns students?

Should be permitted on college campuses?

The C&G presents two opposing opinions on this hotly debated issue.

design, MATTHEW RAESIDE

EDITORIAL 39

YES (20%

SEAN BROCK, contributing writer

A

s a gun owner, I am often automatically falsely identified with extreme viewpoints regarding the Second Amendment, when in reality, I am a balanced, responsible gun owner who believes there are limits to the Second Amendment and guns do not always help every situation. However, in my eyes, the worst situation is a person without a gun, and a bad guy with one because, ultimately, we rely on guns to come to the rescue when trouble arises.

When someone breaks into your house, who do you call…a guy with a gun. What do we protect our governors, senators, presidents, and country with? Guns. Yet the building that contains our most valuable asset (our next generation) do not allow guns in, and thus the last 10 years of mass shooting have been allowed to take place.

Now, I know what you’re saying, “Sean, do you really want to force teachers to carry guns?”. My response to that is of course not, I want to create more jobs and create more safety for everyone by bringing in people that can handle firearms efficiently. If we do not create enough armed people on college campuses to make sure every person is safe, then it falls upon each and every person to protect themselves. Some may argue that more guns will only create more problems, more deadly weapons in the hands of people that want to do harm.

To that, I want to bring up an experience I recently had during a ride-along for my Justice class. I rode with Sergeant Strong with the DeKalb County police, South Precinct, from 2 pm to 1 am. It just so happens South Precinct has some of

of HIES students say

YES)

the highest crime rates outside of Chicago and Ferguson in just two categories: homicide, and possession of a deadly weapon by a convicted felon. In Sergeant Strong’s short two years and one month career with the force, he has taken over 1,500 firearms. Most were stolen, illegally imported, and Class III weapons. Not one firearm was legally purchased and or legally possessed…not one. These are the people we all agree shouldn’t have guns, these are the people committing the crimes, these are the people not following society’s rules, these are the people you are up against.

With all that being said, I understand why people are scared of guns. Twenty children, four to five years old, were horrifically killed by a person illegally using one at Sandy Hook Elementary School, and it really made me rethink views on the issue. I came to the conclusion that if you cannot 100 percent get every gun out of evil peoples’ hands, you need to have responsible gun owners protecting themselves, their family, and/or their English class. If not, we are all sitting ducks.

Both the University of Texas at Austin and University of Georgia allow students to conceal carry on their campuses and I fully intend to protect myself the next four years with a reasonable firearm. I realize and respect that it is every individual’s right to choose what they are most comfortable with. All I’m asking for is the choice.

No (80%

of HIES students say

NO)

G

iving teachers guns is not the right solution. They teach kids not to fight fire with fire, so why can’t they teach adults the same? Adding more guns to the situation will only cause more chaos. What happens if a teacher is having an off day and decides to pull out their gun? You never know what can happen.

While I understand the stance that guns have the ability to protect, they’re still not the solution. We need to focus instead on helping those who are afflicted with mental health issues.

People who think this is a matter of taking away people’s rights are focusing on the wrong thing. This entire situation is not as simple as right versus left.

CHEYNE THOMPSON-QUARTEY, contributing writer We’re talking about people’s lives here. Children’s lives. How can we progress as a country if we can’t have an honest discussion without blaming the opposing sides for the country’s instability?

No one is saying that we need to strip away guns from people because we’re trying to take away rights. By allowing these shooters easy access to a gun, were taking away people of all ages’ right to live. Which is more important:? A weapon of destruction or a human life? It’s so stupid that we have to be having this left versus right argument when, at this point, it’s life or death. This is not a matter of taking away rights, but it is a matter of how we as a country can stop gun violence.

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#NoMore

PHOTO 41

Artist Statement MARY-HOLT CREWDSON, contributing photographer

I

was thrilled to have the opportunity to be a part of history as well as be a part of a generation who is willing to stand up and make a change.

Gun violence has been an issue for too long and The March for Our Lives is just the beginning of a huge revolution. There we more than 1.2 million protesters across the country and even more protesters from other countries showing their support. Not only was the D.C. protest filled with teenagers, but there were children, adults, and even elderly people joining in the demonstration. I had the opportunity to document this historic event and although my pictures didn’t come out as planned, the meaning behind the photographs made up for it. You can feel the emotion through the photographs because the protest was powered on emotion. There were tears, laughs, dances, but more importantly there was support. I can only hope that my photographs are able to depict the emotions as well as the true meaning behind the protest.

“We are the turn of this century. We are the voice of change. We are here to fix what America is falling short of.” –Mya Middleton “We, as youth, must now be the change that we seek. If you don’t stand for something, you’ll fall for anything.” -D’Angelo McDade

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PHOTO 43

Advice for underclassmen “Keep doing what you’re doing ‘cause you’re crushing it.” “Focus on your own goals.” “Just hold on, it’s a wild ride.” “Don’t take high school that seriously. Hang out with your friends more.

Get your driver’s license as soon as possible.”

“Stop worrying about everything.” “You can be social but also good at school. You will make time.” “Doing homework and working hard will make a difference, even when the class is easy.”

“Just ask yourself: Will this matter after high school?” “Show more love for your family. They will always be there for you.” “Be pointy.” “Don’t worry so much about the opinions of others.”

“Don’t take high school so seriously. Let the

drama go.” “It’s all going to work out.”