Geneva Journal 
June 2022


...my only aim is to finish the race and complete the task the Lord Jesus has given me—the task of testifying to the good news of God’s grace (Acts 20:23).

When I was a teaching leader for Bible Study Fellowship International, one of the principles we taught was the importance of finishing our race with joy and faithfulness. Near the end of every school year I remember this teaching and the importance of "finishing triumphantly." 

This school year allowed us the opportunity to finish triumphantly, especially in contrast with the past two years. We were able to celebrate in person for our year's conclusive events: Grandparents Day, Spring Concert, Eighth Grade Graduation, and Celebration Day. With answers to prayers and abundant joy, the last weeks of school were joyous ones. For all the school year highlights and answers to prayers, I hope you will read our State of the School report.

May this summer allow your family moments of reflection, celebration, and rest.

Love and prayers,

Rim Hinckley
Head of School

Forgiveness and Love
by Matt Waldvogel, Fourth Grade A Teacher

Our school considered the theme of “ordered loves” this year. At our first Assembly, Dr. Jim Salladin brought verses from Psalm 27 to our attention. There we read of David’s supreme desire to dwell in the house of the Lord and to gaze upon the beauty of his God.

It seemed appropriate at the end of the year for Fourth Grade to recite the Parable of the Lost Son which Jesus tells in Luke 15. We began the year considering this story as a class, and then held it before us at various times during our study of the life and ministry of Jesus. This particular parable is a story of forgiveness and love. It shows us that we are all lost, but that God pursues his lost children. It shows us that God sees something of great value in us. Both of the sons in the parable placed their own value on what they could or could not do. Yet the true value of the sons was not in their performance but in their belonging to their father. And both sons learn that complete satisfaction is found in the presence of the Father. Their loves are ordered as they come to a better understanding of the One who loves them.

In our classroom, we have a copy of the depiction of this story painted by Rembrandt. The Return of the Prodigal Son was one of Rembrandt’s final paintings before his death in 1669. Rembrandt illustrates the father receiving his lost son. While there are other figures in the painting, both father and son appear to be illuminated in order to draw our focus to them, through the use of color and contrast of their clothing. The son’s garments are tattered and dirty, while the father’s elegant garb indicates his wealth. Our attention is masterfully directed to the embrace between the father and the son. 

As with great works of art, there is more to be discovered, however. Rembrandt narrows our gaze through his artistry, drawing our attention to the hands of the father. This is by design. The hands are very different from each other. The father’s left hand is large and strong, while the father’s right hand is smaller and slender. It is thought that the hands are meant to represent that in God both the love of a father and the love of mother are found. There is a fullness and a completeness to this love. It is through these hands that both the exhausted son and the relieved father find their rest. The younger son no longer seeks satisfaction outside of the presence of his father. He knows true love and reciprocates that love to his father.

As my students move into the summer and then on to higher grades, I trust they will know the acceptance and forgiveness of their heavenly father, that they will realize their true value is found in relationship with him, that his full and perfect love would rest upon them, and that they would respond in love to him who has given each one the greatest gift of love.

Field Guide
by Carey Bustard, Junior Kindergarten A Teacher
Throughout the year, Junior Kindergarten compiled a Field Guide of everything we learned about in Enrichment, adding a page every Friday. We started with our first day of school pictures and an accompanying hand-drawn self-portrait and concluded our guides in the same way—a last day of school picture and self portrait. The other pages contained either cutouts or drawings of each theme, ranging from architectural blueprints to apples, planets, and butterflies. This little Field Guide was a beautiful way to review what we had learned throughout the year and a gift to show parents at the end of the year. 
Coins
by Sarah Geer, Kindergarten B Teacher

During the final trimester we introduced coins and their respective values. Coins are one of our favorite things to learn in Math. During the first two weeks of this unit, we practiced a lot of hands-on counting. Students worked both independently and with partners, and by the end of these two weeks, they were able to represent a given value with the correct combination of coins. 

To celebrate the end of the unit, students visited the classroom store. Each student was given a wallet with coins and were able to use their knowledge of coins and calculation skills to browse and shop for items, all on their own. It was one of their favorite activities of the year.

Studying the Book of Judges
by Naomi Budenholzer, Second Grade A Teacher

In Second Grade we study a large portion of the Old Testament: Exodus through Ruth. These books are action-packed with accounts of God’s miracles and lessons about God. In the third trimester, we learn about God’s judges: leaders he calls to deliver Israel from their oppressors. Below, you can see students acting out four of the stories in Judges: Ehud and Eglon; Deborah and Barak (and Sisera and Jael); Gideon; and Samson. They also wrote short yet deep reflections.

  • Poppy: My favorite story from Judges was about Deborah, because in that story, only the unimportant do all the work. This story taught me that God chooses the weak.

  • Ainsley: I was the most interested in Ehud’s story, because it was the funniest story. I liked how Ehud pulls out his sword. This story taught me that God chooses unusual people.

  • Lana: My favorite story was about Samson, because Samson was so brave. He killed himself to win. This story taught me: Don’t be so proud, because then you’ll think everybody adores you and nobody would kill you. But that’s not true.

  • Abby: I enjoyed Ehud’s story because Ehud set the Israelites free! I learned that God provided for Ehud and God provides for me.

  • Faith: I liked Samson and Delilah’s story. I enjoyed the story because Delilah was being straightforward with her neighbors. From this story, I remember that we should obey God.

  • Lydia: My favorite story was about Deborah, Barak, Sisera, and Jael. I enjoyed this story because God picks non-important people to do great things. This story taught me to do what God tells you to do.

  • Finley: The story of Ehud and Eglon was my favorite. I liked this story because it was very funny. King Eglon was very, very fat! I learned that soldiers from the tribe of Benjamin were trained only using their left side.

  • Christian: My favorite story from Judges was about Gideon and the fleece. I loved the signs that God gave him. This story taught me that God is always with me.

  • Isabella: I liked the story of Deborah, Barak, Sisera, and Jael. Deborah was a great leader and so was Jael. This story taught me that God is always on my side, and he will keep me safe.

  • Michael: I enjoyed the story of Gideon. It was funny when the Midianite soldier said his dream. This story taught me to trust in God.

  • Julianne: I enjoyed the story of Ehud and Eglon the most, because it was funny, weird, and gross. It taught me not to be stupid and selfish.

  • Alistair: I liked the story about Ehud and Eglon, because King Eglon was fat and it was funny. This story taught me: don’t be lazy!

The Angel of the Lord calling Gideon to lead the Israelite troops (center); Gideon is unsure: “Me?” An Israelite soldier laps water (left), while another soldier shouts, “A sword for the Lord and Gideon!” (right)


Jael cleverly killing Sisera; Deborah calling Barak to lead the Israelite troops (but he wants her to go with him).

Left-handed Ehud (right) killing King Eglon (center), because his servant (right) was unconcerned and careless.

Psalms
by Gabriela Remache, Third Grade B Teacher

After a close study of 1 and 2 Samuel on the rise and fall of Israel's leaders, we read the firsthand accounts of King David’s words through the book of Psalms. We observed that the underlying sentiment of the entire book was the king’s longing for more of God’s presence. Students reflected on the poetic nature of each praise or lament and proceeded to use this model to express their wonder, appreciation, and need for God’s presence through their personal experiences.

They reflected on the various ways they have seen the Psalms applied in church worship songs or illustrated in medieval manuscripts. They also identified the literary devices used in the psalmist’s descriptive language. Students started with an intimate address followed by use of personification or simile. They inserted a proclamation of covenant promises and expressions of gratitude for God’s peace. They then read and illustrated their work with one another, heartily reflecting Lewis’s words that “the proper rewards are not simply tacked on to the activity for which they are given, but are the activity itself in consummation.”

Here are a few samples:

Psalm 3 (Daniel Jho)
Lord, you are my anchor, my shepherd, and my king.
You keep me from my enemies.
Even in my darkest hour, you save me.                
The chords of death swirl around me,                                                                
Idols tempt me, but you give me faith.                           
I am new in Christ and reunited because of your covenant with me.             
Amen.   

Psalm 6 (Edith Morrow)
Lord, you are my line of defense, my firm foundation,
My heart, soul and mind, my sea of hope, my hill of peace.
Lord, the chords of sickness entangled my family during the pandemic.
You healed my family and saved us from the plague.
God is true, thoughtful, and kind, giving his only Son to save us. 
God is intelligent, merciful, slow to anger.
Thank you for giving us our Covenant of Grace. Amen.

Psalm 10 (Amos Stringer)
Lord, you are my Lifeguard, my Shepherd, and my Bodyguard. 
Your Strength is greater than the hammer of Thor.
You keep me safe in hard times because you are the Army of my life.
The chords of masks coiled around me when the fog of sickness surrounded me. 
You are Faithful, You are my Righteousness.
We are a new creation in Christ, you are unfailing and steady like a stream.
You are the tree of life and the fulfillment of the covenant to Abraham, Moses, and David.
Amen.

Psalm 8 (Nate Philip)
The Lord is great in all that he does,
He will help me with everything.
He saved me from sickness and injuries.
This year, he saved my house from getting flooded.
He has helped me because he is faithful.

Psalm 14 (Olyvia Watkins)
Lord, you are my Army, my Armor, and my Victory.
Lord, I was surrounded by my enemy: COVID,
You delivered me from it.
You are all of the fruits of the Spirit,
My promise of grace. Amen.                                               
Pater Noster
by Jeanette Fung, Fourth and Fifth Grade Latin Teacher

Fifth Grade students learned the art of calligraphy, writing in simple Gothic style. Using felt calligraphy pens, they carefully copied out the beginning portion of The Lord’s Prayer in Latin, the Pater Noster. Listen to the student recitation of Pater Noster here.
Cicero's Podium
by Greg Gunkle, Upper School History Teacher

Cicero’s Podium is an annual program which serves as an internal assessment of the students' ability to think, write, research, and present independent historical thinking on a variety of selected topics. More importantly, it affords our students the opportunity to exercise the tools of historical inquiry in an ordered manner, providing a sense of wonder and a habit of ordered research in a formative educational time. After writing a thesis paper, the students create a thesis outline presenting in a formal speech their findings to the class and the tutor. Here are two excerpts from this year's Eighth Grade Cicero’s Podium:

Elizabeth Matheson's “Plan of Investigation” introduces the reader to the importance of the topic, the question being asked in the paper, the answer, and sources used to answer the thesis question.

Plan of Investigation

The Industrial Revolution spanned over a hundred years and across multiple continents. It shaped today’s technology, manufacturing, transportation, supply and demand and more. The Industrial Revolution was a major event in world history. It changed the lives of people throughout the world, including children. Children had previously worked in their own family or been apprenticed to another person to learn their trade. During the Industrial Revolution, children began working for large companies in factories and unhealthy environments with dangerous machinery. This paper focuses on the end of the Industrial Revolution in the United States and the child labor reform movement, specifically the National Child Labor Committee. During this time, reform movements worked to raise awareness of the dangers of child labor and pass more laws regarding child labor.

This paper uses Michael Schuman’s articles “History of Child Labor in the United States-Part 1: Little Children Working” and "History of child labor in the United States—Part 2: The Reform Movement," as well as George M. Kober’s “The Physical and Physiological Effects of Child Labor” from The Annals of the American Academy of Political and Social Science, Lillian Wald’s “Child Labor” from The American Journal of Nursing 6, no. 6, Owen R. Lovejoy’s “Next Steps in the Child Labor Campaign” from Proceedings of the Academy of Political Science in the City of New York 2, no. 4, and the book, Crusade for the Children: A History of the National Child Labor Committee and Child Labor Reform in America by Walter I. Trattner. This paper answers, “What did the National Child Labor Committee argue about child labor, what did they do to change things, and what impact did they have on child labor?” 

Ethan Kim’s topic was on whether or not Shoeless Joe Jackson was guilty of throwing the 1919 World Series. The following excerpt is his answer:

Conclusion

One must understand the different factors that contributed to the Black Sox Scandal to understand whether or not Shoeless Joe really threw the 1919 World Series. Now that we have ascertained that the players were underpaid, that their families were threatened if they did not take the money, and that their owner was a cheapskate, we see a different side. These players were not the villains that the country labeled them. Joe Jackson, in particular, had his wife threatened, was poor, and was illiterate, which the gamblers took advantage of. Though his teammates were to blame for the scandal, it is hard to blame them for their actions. Baseball was forever tainted by this scandal, but there is a bigger picture. These were struggling men, in a difficult time, just trying to make some money to help their families out. Shoeless Joe was one of these men, yet even still he did not truly participate in the scandal. Sure, he may have taken the money, but he was a great player trying to do what great players do: win.

In the end, that is all we can judge him on. Was he trying to win? Yes, he was. His stats and his personal statements point to this fact. If we also take his illiteracy, the lawyer’s manipulation, his efforts to be reinstated, the threats by the gamblers, the desperation of a poor ballplayer, and what his teammates said years later into account, we see that Shoeless Joe did not participate in the 1919 Black Sox Scandal.

Dwelling Place
by Fred Kim, Upper School Humanities Teacher

Other gods were made of wood, metal, and stone; they stood, tall and imposing, but lifeless. When God called Israel out of Egypt, he appeared as a burning bush and a pillar of smoke and cloud; he spoke in an audible voice accompanied by thunder. In these manifestations, God demonstrated to his people that he was dynamic and alive. 

In Bible class, we studied the first five books of the Jewish Scriptures, the Pentateuch. We noted Israel’s humble origins with Abraham, their frustrating struggle in the desert, and their anticipation standing on the banks of the Jordan, poised to enter the Promised Land. Embedded in these narratives is Exodus 21-40, a detailed list of instructions on how to build a tabernacle. This tent was a moveable dwelling place for God. In its materials and design, it conveyed a powerful message: Israel’s God was living, free, holy, and among them ("Immanuel").

Students split into groups of three and designed virtual “tabernacles” that spoke to today’s world. One was designed as a place of spiritual retreat. Nestled at the top of a snowy mountain and drawing from Japanese design elements, this temple provided respite for people seeking to hear from God. This space, as with the others, can be toured online and shows how a seeker would travel between indoor and outdoor spaces to hear from God on a particular issue they were dealing with. 

Another group used stone, wood, glass, and light to create spaces centered around a physical manifestation of God’s presence: a fantastical spire that stretches up into the heavens and is surrounded by a verdant helix that evokes Christ’s metaphor of a vine. In the subsidiary buildings are various ways to access this presence, a library filled with books to seek God with one’s mind, a baptismal font to seek God through ritual, an aquarium and aviary to contemplate God’s character through his creation. 

The last group was inspired by theology. Taking God’s trinitarian nature seriously, they designed a chapel dedicated to each person of the Trinity that allowed people to come from all over the world and experience various spaces that revealed God’s manifold character and redemptive activity throughout history. 

Through this project, students were able to think about ancient truths, modern challenges, and how to use their gifts to convey significant ideas about human frailty and divine majesty. Regardless of the different emphases they chose, they all demonstrated a theme that is central to the Pentateuch: God’s desire to dwell among his people. 

Writing a Letter in French
by Stephanie Popa, French Teacher

Second Grade students complete the French curriculum Alex et Zoé et Companie Level I, after which they are asked to write a letter presenting themselves in different forms. The letter covers some of the subjects we have learned and practiced orally in our classroom. Here is one such letter:

 Thursday, May 12
 
Hello Noemie, how are you?
 
My name is Adele. I am 8 years old.
I am from the United States.
I have brown eyes and black hair.
I have one brother. I don’t have any sisters.
I don’t have any dogs, any cats, any fish, or any turtles.
I like cooking, dolls, cheese, cats, and books.
I also like to jump rope, draw, and eat cake.
I don’t like to play soccer and listen to music.
I know how to sing and also how to ice skate.
What time do you go to school? I go to school at eight o’clock.
Here is my school: (drawing)
 
Write back soon!                     

Goodbye,
Adele

Adventures in Art
by Meghan Gomillion, Art Teacher
This spring, Eighth Grade explored printmaking. Noah Park chose to depict the recognizable symbol of everyone's favorite superhero.

Third Grade worked with oil pastels to create imaginary biomes. Christopher Kim chose to depict a scene from the surface of Mars. 

Savvy Lake (Fourth Grade) created and painted s’mores out of clay just in time for summer campfires.
After creating pinch pot animal creations in Kindergarten, Logan Chung adds color to complete her turtle! 
Beyond New York City
After a two-year hiatus, Upper School resumed overnight trips to destinations that correlated with their study of history. 

Seventh and Eighth Grade students enjoyed three days in the nation's capital; Sixth Grade spent two days in Boston; and Fifth Grade visited Philadelphia and the Eastern State Penitentiary.


This year, an international trip made its debut with our inaugural Ninth Grade class, who enjoyed ten days in Greece including a few days at a monastery.
Grandparents Day
Geneva School was delighted to host grandparents in person and online at our annual Grandparents Day. They were treated to a special Easter Assembly, where students showed their love and appreciation in song, word, and an original poem by Joshua Kwon ('31).
Teacher Appreciation
School parents showered faculty and staff with a bountiful feast as an expression of their appreciation, while students expressed their gratitude via notes and cards. It was a wonderful reminder of God's blessing of community at Geneva School.
Father-Daughter Dance
An inaugural father-daughter dance had been in the works since 2020 and finally came to fruition on Friday, April 29. Thanks to the Parent Council for their efforts to create a festive environment (with photo booth and props) and an evening of mirth and merriment for Third, Fourth, and Fifth Grade girls.
Spring Concert
The School community enjoyed the all-school "Stage and Screen" Spring Concert on Friday, May 27. The fantastic choreography, joyful singing, and the wonder of performing in front of a live audience resulted in a truly sensational celebration.

Science Symposium
Seventh through Ninth Grade students in Earth Science and Chemistry presented independent research projects on the theme of Fire and Ice. From exploding volcanoes to hardboiled eggs sucked through a narrow opening, students found creative ways to experiment, demonstrate, or model a topic inspired by their research. Students of all ages enjoyed their experience at the Science Symposium, where our Upper School researchers explained their experiments and even had some related treats to distribute. 
End of Year Celebrations
Geneva School wrapped up this wonderful school year with several events: an all-school Celebration Day where each class reprised a favorite Assembly class presentation; celebrating the Eighth Grade class; commemorating the retirement of Mr. Ennis after twenty two years of service; and the signing of yearbooks. Have a fabulous summer!
Class Awards
In each class, the following three awards were presented:

Academic Excellence
For best exemplifying the qualities of academic excellence diligently pursued through inquiry, study, and performance.

Stewardship
For best exemplifying the qualities of stewardship by conscientiously exercising all gifts and abilities to their utmost.

Citizenship
For best exemplifying the qualities of citizenship by practicing a humble attitude of service to others.
Kindergarten A
Academic Excellence
Avery Hyun
Stewardship
Hudson Bennett
Citizenship
Emmie Paul

Kindergarten B
Academic Excellence
Judah Waldvogel
Stewardship
David Sonn
Citizenship
Ana Obispo

First Grade A
Academic Excellence
James Park
Stewardship
Lyla Kimes
Citizenship
Enoch Yang

First Grade B
Academic Excellence
Bradley Kim
Stewardship
Olivia Obispo
Citizenship
Toby Wong

Second Grade A
Academic Excellence
Lydia Kim
Stewardship
Abby Kim
Citizenship
Ainsley Campbell

Second Grade B
Academic Excellence
Naomi Bennett
Stewardship
Avery Kim
Citizenship
Abigail Tai

Third Grade A
Academic Excellence
Joanna An
Stewardship
Joshua Kwon
Citizenship
Yasmine Russell

Third Grade B
Academic Excellence
Edith Morrow
Stewardship
Daniel Jo
Citizenship
Marie Chang

Fourth Grade A
Academic Excellence
Rachel Grizzle
Stewardship
Kate Ward
Citizenship
J.C.Kim

Fourth Grade B
Academic Excellence
Natalie Fu
Stewardship
Gabriel King
Citizenship
Brooks Hoskinson

Fifth Grade A
Academic Excellence
Boston Perumalla
Stewardship
April Hernandez
Citizenship
Jack Ray

Fifth Grade B
Academic Excellence
Ronan Russell
Stewardship
Anna Park
Citizenship
Olivia Tringali
Sixth Grade A
Academic Excellence
Zeke Kim
Stewardship
Gloria Kim
Citizenship
Fallon Lake

Sixth Grade B
Academic Excellence
Arthur Konow
Stewardship
Amalia Weeks
Citizenship
Busi Oloworaran

Seventh Grade
Academic Excellence
Joshua Ip
Stewardship
Caleb Salladin
Citizenship
Catalina Chang

Eighth Grade
Academic Excellence
Elizabeth Matheson
Stewardship
Annabelle Wilson
Citizenship
Sophia Kim

Timothy Award
Karis Davis
for best exemplifying 1 Timothy 4:12 
"Don’t let anyone look down on you because you are young, but set an example for the believers in speech, in conduct, in love, in faith and in purity."


Class Honors
Art
Amelia Pichardo
for best exemplifying talent, effort, and passion in the production of and appreciation for fine art

Bible
Ethan Kim
for commitment to learning and applying Scripture to all areas of life

Cicero’s Podium
Elizabeth Matheson
for the most serious, complex, original, and independent examination in regard to a thesis question

Geneva Knight
Madeleine Kampouris
for best exemplifying the qualities of athletic achievement and sportsmanship

History
Ethan Kim
for demonstrating passion, skill, and understanding in the study of historical realities

Latin
Teddy Nam Kim
for demonstrating a love of Latin through translations, knowledge of grammar, and composition

Literature
Elizabeth Matheson
for demonstrating a depth of insight in the study of literature

Mathematics
Teddy Nam Kim
for excellence in accuracy, work, curiosity, and participation in mathematics

Music
Ella Ro
for excellence in the practice and performance of music

Science
Nathan Jea
for a strong commitment to scientific inquiry and excellence in the pursuit of knowledge

Ninth Grade
Portrait of a Geneva School Student

Christopher Suh
for best reflecting the portrait of a graduate marked by academic excellence, integrity, courage, and humble service
Alumni Reunion
Graduates young and old convened on Friday, June 10, for our annual Alumni Reunion. They enjoyed dinner, a custom-made corn hole, ferocious competition at the ping pong tables, arm-wrestling their former teachers, and a reminder from Dr. Lee of the importance of community to remain faithful and to flourish. We always enjoy welcoming our alumni back to Geneva School!

with Sarah Kampouris, Beginners Teacher
Where did you grow up? Describe your school experience

I grew up near Paris, France. I went to four different schools from primary school to high school, making new friends every time. My best friend in high school is still my best friend now! School was very similar to Geneva School: we read French classical books and learned a lot of poetry. We didn't have a poetry festival like at Geneva School, simply because we had to learn a poem every week until we entered high school. I remember my Jean de La Fontaine poems by heart The Grasshopper and the Ant or The Crow and the Fox from my time in lower school. 

One routine we had, specific to the French language, was our weekly spelling test, but it was not quite like the ones we have at Geneva School. The teacher would read a piece of literature and we would have to write it without any conjugation mistakes, without missing a silent letter or an accent (and these little tricky things are pernicious, they always change shape!) We would have to remember how to write the subjunctive tense, a feminine ending, or plural of any adjective correctly. This exercise took place until we were in Ninth Grade, showing how complicated the French language is. Rare are the French students who like dictation!          

Who is the most influential person in your life?
My father was a role model for me. Not only was he a loving father but he also was loving to all he met. He was always encouraging and uplifting, giving hope to all, pointing them to the Lord. He would draw life lessons from daily life. He was also well read. He had learned Latin and Greek, and he had read many philosophers. He was a fountain of knowledge, so I always enjoyed being with him and learning from him.  His conversations were profound and left a mark in everybody’s souls. He loved the Lord and put into practice loving one's neighbor. He would stop what he had planned to help someone in need and was a true Samaritan. Watching him being so helpful to people around us was truly inspiring. He was my dad, but he became my mentor and friend. His wisdom and his love for others resonate in my heart. I miss him and the simplest moments like picking up the phone and hearing his voice on the other side of the ocean saying Je t’aime!

What do you enjoy most about being at Geneva School?
I’m fond of the students, their families, and my colleagues. I particularly love our unity. I am in awe of how closely knit our community is. Geneva School was the first community of friends I had when our family moved from France to New York. This is where my children formed their strongest friendships and where I naturally made mine. It’s a unique place to work. We support each other, sharing our joys and our burdens, rejoicing and praying for one another.

When you are not at work what do you like to do?

I like being with my family and my children. When we’re all together, we love playing cards or board games. We make teams, often get competitive, and always laugh aloud teasing each other.

I also like gardening when I have the opportunity. I find trimming, pruning and even weeding very soothing! I have fun changing the colors of hydrangeas, making the flowers turn from a subtle tint of pink to periwinkle and bluish purple. How do we accomplish that? We change the PH of the soil and the flowers subtly start changing colors. The outcome is always so delicate and pretty.

What is your favorite food?

I guess I love very simple things like a crusty French baguette fresh out of the oven in a boulangerie (that’s the bakery in France) topped with delicious butter. I love viennoiseries: it's a special word that includes all the family of croissants, chocolate croissants, pain au raisins, and brioches. I miss them here in the States because, believe it or not, no croissant in New York tastes like a French one. If I could add something that I like more than a piece of French bread, it would be chocolate or cheese or beef bourguignon… Please, don’t let me start, I will not stop!

Tell us about your outdoor activities. 
I love experiencing activities that are a little high in adrenaline. I love skiing and doing obstacle courses with a bit of rock climbing. Every year, we go with our children to be challenged by a difficult obstacle course and we look forward to taking friends along and making it to the end, supporting each other. In France, we went down a canyon with wet suits, careening down natural slides formed in the rocks by the water, and we jumped from cliffs into the cold pools of water. I went paragliding in the French mountains with my brother and jumped from 8000 ft from a plane with my husband and big kids. It’s almost like a team bonding experience! We usually laugh a lot and make the most curious of memories!
The Geneva Conservatory of Music finished the year with a pair of excellent end-of-year recitals performed by our accomplished young artists, totaling 46 musicians in all. B.A.C.H. (Bearing a Character of Honor) nominees this year were Savannah Eaddy, Arthur Konow, Ellie Long, Elizabeth Matheson, and Theo Waldvogel, with the honor going to Anna Park for exhibiting consistent growth in practice and presentation and demonstrating leadership skills, kindness, and encouragement toward her fellow musicians. Congratulations to all of our GCM students on a job well done. Onward and upward! 

Charlie Hinckley ('16)
What years did you attend Geneva School? Where did you go after graduation?
I attended Geneva School from Preschool all the way to Eighth Grade. From there I went to Columbia Preparatory and now I am a rising junior at Villanova University studying finance and real estate.

What were some memories of your time at Geneva School?
I remember Mr. Chen would have us do the counting game where we would start with a number and had to count up by multiples such as 6 with the class. It was always super fun and a great way to get us interested in math. Another memory is the trip where we stayed overnight at a museum in Philadelphia. It was a lot of fun and a great way to bond with my class. 

How has Geneva School shaped your educational path?
Geneva School has had a big influence on my educational path. It has helped me learn how to think, such as through the Eighth Grade thesis and has helped me with skills such as public speaking. As a result, it helped me with my problem-solving abilities as well as presenting skills which aided in my decision to major in finance and real estate. 

What is your dream job?
My dream job is to work in residential real estate development. Through watching HGTV with my family when I was little, I’ve had a passion for building homes for people, so being able to turn that passion into a reality would be amazing.

What are some current leisurely pursuits? 
I guess they started off as leisurely pursuits, which has now evolved into deep commitments. The first is swimming: I was recruited to swim at Villanova so that is a big part of my life at school. I swim distance freestyle and have really enjoyed continuing it in college. The other would be singing: I am a bass in my competitive a capella group called the Supernovas where we were finalists at the International Championship of Collegiate A Capella.

What are you doing this summer?
Currently I am interning at a company called RXR for the summer. They are a real estate development group and I am working in the project management field of development and construction. I am fortunate to have this internship as it is exactly along the lines of what I want to pursue full time and am looking forward to any new opportunities that arise from it.

I am also at Asphalt Green (my club swim team) a lot as I continue to swim throughout the summer between seasons at school.


Charlie began his singing career with solo performances in various Geneva School concerts. He represented Villanova in the student-athlete quartet which performed the national anthem at the March Madness final four basketball game. He also recently broke his school's 500m freestyle and 800 freestyle relay records.

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