Tag Archives: life

How We All Live To Let Our Lives Speak

2004_Jessica (Jess) M. Klaphaak

by Jess Klaphaak ’04

In recent years, I have come to be a rather active member of the Quaker meeting here in Copenhagen. Every Sunday I sit with Ulla and Mogens, both are over 90 years old, who lived through World War II and took part in the Danish resistance against the Nazis. It is quite an experience to listen to their stories of vandalizing fighter jets and sewing dresses from fallen parachutes to hide the evidence of soldiers escaping from battle. We have about ten regular members and at 30, I am the youngest of our little group by about three decades.

At the beginning of July, my family and I went to the Scandinavian Yearly Meeting in Gothenburg, Sweden. There were over 120 participants from Norway, Sweden, and Finland. The three of us went as the only participants from Denmark. One afternoon, I sat with the executive secretary of FWCC-EMES and we had a-one-on one conversation about the challenges that face all Quaker communities across Europe. I voiced my concern that our biggest challenge in Denmark is building community, getting people to stay and take on responsibility and that I personally struggle with a feeling of hopelessness for our community that has recently been affecting my motivation and drive.

Being a Quaker and going to Yearly Meeting and other Quaker retreats was such a big part of my childhood and teenage years, and subsequently my adult life, that it is difficult to witness the community that always seemed to sail so smoothly, struggle so hard to keep afloat. Here in Copenhagen, I often feel like I am alone on the mast of a sinking ship. What should I do? Should I jump into the lifeboat of mindfulness or Buddhism or should I climb down and repair the holes myself? For now, I choose to patch the holes. Quakerism offers something more than mindfulness and obviously something different from Buddhism.

As a whole, my experience in Gothenburg left me with the sense that we are all delicately connected—a connection that exists because we, as Quakers, reach out beyond ourselves to actively create community. Perhaps Quakers are particularly good at this because, in my opinion, a true sense of community is formed when we answer that of God in others.

Community is by definition something bigger than one’s self. It is a network of connections to which we belong. Even though un-programmed meetings face dwindling membership across the planet, the few who stick around often accomplish great things through service efforts and lobbying activities. Silence is merely a tool we use to listen to our inner Light, but it is what we do with the messages we receive that defines us, both as individuals and as a group. When a group of over 120 active and engaged Quakers meet, in spite of cultural and language barriers, it is impossible not to feel how we all live to let our lives speak.

Leave a comment

Filed under A Day in the Life, Alumni

Friends Council on Education Statement – August 15, 2017

The violent expressions of hatred, racism, white supremacy, and anti-Semitism in Charlottesville, Virginia were directly opposed to the values our schools stand for. These events serve to deepen our commitment at Quaker schools to teach our students habits of heart and mind that insist upon a disposition of openness and respect for every member of our community regardless of race, creed, religion, sex, sexual orientation, place of national origin, gender identity or gender expression.  

As we wrote in November:

William Penn founded the first Quaker school in 1689, one hundred years prior to the formal addition of the Bill of Rights to the United States Constitution.  Penn directed that the school educate students from all walks of life, genders, religions, and ethnicities to prepare them to be moral leaders within the Commonwealth no matter what profession or trade that they might someday pursue.

Penn’s school created a program of study through which these young people might together imagine a more ideal society. Today all Quaker schools strive to serve this critical public purpose just a Penn imagined it in the earliest days of what would become the United States.

In time of uncertainty, and deep distrust, Quaker school communities turn to the Quaker values of peace, integrity, equality and community, as well as the longtime practices of peaceful conflict resolution and nonviolence, as touch points for navigating these turbulent waters.

It is our sincere hope that as children everywhere return to school that they may come together, in the spirit of respect for all, to find a way to listen deeply to one another, to value the gifts that all students bring with them to school everyday, that they might, together, imagine an ideal society.

Each of the 78 Quaker schools across the United States is founded on core Quaker values and practices. These principles strive to address issues of societal injustice. Friends schools seek to create inclusive and diverse communities and to live into the Quaker values of peace, equity, and social justice.

Friends Council on Education supports schools in their efforts to teach for justice and equity. To that end, we lift up just a few examples of how Quaker schools and Quaker school educators are actively working to provide students with skills in mediation, conversations about differences, and peaceful ways for resolving differences.

Upper school students have a social justice collective where they meet weekly to engage in conversations utilizing the model of Intergroup Dialogue. (Germantown Friends School)

Students participate in a Peer Facilitator Training Program that strives to provide students with skills in asking open ended questions, clarifying and summarizing what you have heard, giving respectful feedback – all with the goal of preempting conflict. (Media-Providence Friends School)

The social curriculum serves as a foundation for a Social Justice Unit as early as preschool focusing on fairness, inclusion, and community. (Friends School Haverford)

Upper school students team up with students at other independent schools to host a student-led Mid Atlantic Regional Diversity Conference. Students explore issues of identity (sexual orientation, race and ethnicity, age, ability, socioeconomic status, gender, and religion) through activities that encourage building community and leaning into discomfort. (Abington Friends School)

Leave a comment

Filed under Head of School, Students

An Ongoing Commitment

by Sam Houser

At a time when transgender rights are again in the news, I am writing to affirm George School’s own commitment to welcoming and including students and employees who are transgender or gender non-binary, or whose families may include members who identify as transgender or gender non-binary. Similarly, we welcome the presence, active engagement, talents, and support of our graduates who identify as transgender or gender non-binary.

In April of 2015, the George School Board approved a policy stating the school’s intention to welcome and include transgender students in our community. This included providing appropriate accommodations and a supportive residential environment for those who are boarders.

In February of 2017, the Friends Council on Education issued a statement affirming that, consistent with the Quaker testimony of equality, Friends schools strive to create communities inclusive of all students, including transgender and gender non-binary students.

Last spring, the Friends School League (FSL) also adopted a similar policy regarding the inclusion of transgender and gender non-binary students into athletics programs among FSL schools.

All of these developments reflect a deep commitment on the part of George School and other Friends schools to foster healthy and diverse educational communities by valuing, respecting, and drawing upon the richness of differences to strengthen our education. This commitment stems from the very underpinnings of Quakerism that include teaching there is that of God in every person, that all people are equal and deserve equal respect and treatment, and that healthy communities are those that accept and nurture differences.

George School is a rare place. Here, people of many identities, from around the world, live, learn, and play together. Being a George School community member entails engaging with new and sometimes uncomfortable perspectives. This can be hard work, but the effort is an important one that will help us diligently mind the Light and prepare us to do good inside our school community and beyond.

1 Comment

Filed under Faculty, Head of School, Life After George School, Parents, Students

A Reflection on Life After Graduation

Sarah Kelly

by Sarah Kelly ’17 

On May 28 I graduated from George School. On August 17 I will be moving in to my dorm at Philadelphia University. This summer and the time I have had between these two dates has been probably the most exciting time of my life, as I gather up all my dorm supplies, meet new friends, find a roommate, figure out my schedule, go to orientation, and so much more.

But with this excitement, also comes anxiety. I grew up on this campus, from being at the George School Children’s Center, then Newtown Friends School, and then George School again. I have known some of my friends since I was 2 years old and a student in the Children’s Center. These 81 days between high school graduation and the start of my college career, have been and will continue to be strange. I am no longer a George School student, but I am still only barely part of the Philadelphia University community. This is the first time I will be in a community other than George School.

If I had to give advice to rising seniors of George School, or any high school for that matter, it is not to worry about this potentially awkward in-between time. Instead, use this time to focus and try to identify your own identity, not relating to what school or community you belong to. Although it may feel like you don’t belong to anywhere during this time, that is ok, because you learn a lot more about your own self during times like these. You will have plenty of time to shape your identity around a community in the next four, five, six, or more years in college. And if this task is too daunting, too scary, then don’t sweat it. Because once you are part of the George School community, you never really leave it. It is ok to be part of more than one community. Just do not let leaving this one, great, small, George School community make joining a new one difficult. Just because you graduate, does not mean you cannot talk to your old friends. Remember you are not alone, because everyone else is experiencing the same feelings you are. Trust me. I did too.

Leave a comment

Filed under A Day in the Life, Alumni, Life After George School

Letting go of hierarchy: what I realized at my 20-year reunion

tree-1011148_640

This post originally appeared on www.DepthWorldwide.com

by Delilah De La Rosa ’97

A couple of weeks ago I attended my 20-year high school reunion. I went to George School, a Quaker boarding/day school (I was a boarder) in Newtown, PA. For those that are not familiar with Quakerism, no, it does not have to do with the Amish. It is a Christian-based religion that operates on the core belief that we all have the light of God inside us, ALL OF US. As G.S. explains on its website, “This straightforward, elegant idea basically means that everyone has the capacity to do good and the facility to be great. You just have to listen to that of God within you and recognize it in others.”

This core belief manifested in several ways while I was at G.S. (and still holds true today):

Everyone and I mean EVERYONE from students, faculty and staff addressed each other by their first name. This subverted the idea that teachers/staff/adults had authority over students.

Instead of being preached to or following orders/rules, our religious service was meeting for worship where we sat still in silence for quiet reflection, and if we felt moved, we addressed the people in the Meetinghouse with the inspiration coming through us.

Everyone, no matter what your economic status, had to do co-op, an on-campus service program where all students performed various tasks to help in the daily operations of the school; money saved through the program supported the school scholarship fund.

G.S. did not promote, in fact, rejected superstar culture academically, athletically and socially; cooperation/community instead of competition/hyper-individualism was stressed, thus, there was no valedictorian, sports hero or prom royalty. As a matter of fact, we didn’t have a prom. We had a senior-year dinner dance where all students had to ride a chartered bus to get to the dance hall in an effort to curb materialism and stratification among students.

While I came from a junior high school that instilled in me the importance of community, this high school experience challenged a core belief and overall consciousness I had deeply internalized: there is a hierarchical order to life. I held a (conscious and unconscious) belief that all living things were ranked in order of importance (i.e. the planet belongs to us humans, not we belong to the planet) and that some humans were better/worth more/mattered more than others. This originated from and was constantly affirmed by family, school, religion, culture and society.

Since this was true for me, I committed to the onerous, insatiable and futile task of being THE best (not MY best) so as to claim my position at the top of this hierarchy. I wanted to look the best, dance the best, be the coolest, be number one in my class. I remember that at the age of 9, I felt so humiliated for not receiving first honors after having so consecutively for a few years (beaten by the new girl in class) that I pleaded with my mother for me to not go back to school anymore.

So one can imagine how unfamiliar this idea of all of life matters PERIOD (no more, no less) was to me when I entered high school. You’d think it would offer a healthy reprieve from the consciousness I held that was causing me suffering. Instead, I resisted.

I wanted to continue being top of the class, but how could I be top of the class when there was no award ceremony or public announcement to honor those that performed the best academically? I was forced to focus on performing MY best without competition as the driving force; the driving force had to come from within. At the time, I couldn’t see how this would benefit my well-being and personal growth, and instead felt that the “fun” was taken out of the equation because I could no longer dominate.

I felt a bit shortchanged by not having a typical high school prom. After all, it would’ve been the perfect opportunity to showboat and see who could outdo who (with my striving to come out on top, of course).

I remember complaining to my advisor about the school’s lack of hierarchical culture (not in those words) and expressing my desire to go to an elite college institution that promoted exceptionalism, where I’d be among the best of the best. She responded with a reminder of G.S. values where “every soul is sacred and worthy of respect,” but in true Quaker fashion, didn’t force it down my throat.

Although I resisted, I was still immersed in this culture 24 hours a day, 7 days a week (most weeks) and it left its imprint. My driving force had to come from within, not from where I ranked among others. Inspiration became integral. I was able to connect with people from all walks of life in a meaningful way. I was able to connect with nature, which paved the way for what has become my love affair with trees. I was more emboldened in believing in goodness in all of life.

Experiencing life without the need for hierarchy was one of most liberating, creative, enriching, powerful and happiest times in my life. It was only when I held on to hierarchy that I suffered.

And yet, that’s what I did for many years after that, going to and getting caught up in the culture of an elite, top-ranking college and working in the entertainment industry where it’s unapologetically hierarchical and hierarchist. I became embroiled in the soul-sucking endeavor of being the best, being special, being on top (of others). I couldn’t resist the lure of hierarchy if it meant that I was winning.

In the last 10 years however, I started to develop an awareness of this being one of many ways to view and experience life, and that I was enmeshed in this particular consciousness. I started to see how this idea of there being a hierarchical order to life compromised my personal growth and well-being. I started to see how it caused suffering, being out of alignment with my true nature and the truth of we are one, and thus, real power that we all hold within. And more recently, I started to see the many factors–people, places and experiences–that fostered a sense in me of there being a consciousness that was more expansive, harmonious, loving and aligned with my truth, the truth.

When I went back to G.S. after nearly 20 years, I was deeply moved by the realization it was no accident I chose to immerse myself in a culture that challenged a limiting consciousness to which I was loyal. In my mind at the time of choosing to go to G.S., I was intrigued by the idea of going to boarding school, of independence, and having a college experience at the tender age of 14; I thought it was interesting and that it would look interesting, stand out as special. But I realized 20 years later that it was actually my soul’s way of having me experience a consciousness that was more aligned with my true nature and the truth.

I realized how much I resisted letting go of hierarchy, how I wasn’t ready to fully embrace this new consciousness at the time. The only way I knew to be powerful was to be exceptional, dominant, on top of the pyramid; I couldn’t comprehend there being another way to view and experience life. Since I longed for a sense of empowerment (like all of us) and held a distorted view of power, I felt the need to keep hierarchy in place, something I’d have to contend with along the path of embodying a new consciousness, the truth.

I also realized that while I can still hold on to hierarchy and vacillate between the old and new consciousness, I’ve been making my way back “home,” making a conscious commitment toward embodying this new vision of and approach to life that’s more aligned with the truth. This coming full circle struck me precisely as I stood in the Meetinghouse after 20 years. What I’ve come to know and embrace as my truth, the truth, and the several values and practices that keep me aligned with it, were rooted in this place. And I was destined to this place to make my way back home.

Leave a comment

Filed under Alumni, Life After George School

Why I Chose the IB Program

2017-05-22-15

Teacher Kathy Rodgers helps with a class assignment. 

by Bea Feichtenbiner ’19

When I was about twelve, I started thinking about college. I was not sure of much, but I knew I wanted to go far, possibly even outside the country. My mom has a few friends who live in California and the school their kids go to offers the International Baccalaureate diploma. I first heard of it over the phone when I was in seventh grade. I looked it up and was drawn into the information I found.

The idea of having six subjects and having an equal balance in each interested me. At first, I worried about the arts, but I figured out that I could double in a subject to replace it. After thinking about it for a couple of months, I talked to my mom about my findings. I was really interested in getting this diploma. I was convinced it would make me a better student and wanted the opportunity to engage in this deeper level thinking.

She gave me the green light to go ahead and research schools. That’s actually how I found George School. When I got here, I was not sure what would happen. I did not know if I would change my mind and drop the IB idea. But two years later, I am a likely IB candidate. I plan to take two standard level exams, Spanish and Economics, and four higher level exams, English, Latin, Math, and Biology. The rest of my classes are a sprinkling of APs. I am doubling in language and not taking an art.

I know this is going to be very difficult, but I am prepared. The IB diploma is something I have been working towards for three years now. I love the thought of learning to think critically. I am anxious for a chance to write essays of deeper level thinking. I want to learn, but I don’t want to focus in one subject. I want to be a well-rounded academic and I feel like IB offers me more resources to do that.

Leave a comment

Filed under A Day in the Life, Student Work, Students, The Curious George

Weekend Boarder Life

2017-02-13-25

Students build a snowman during a weekend winter snowstorm.

by Bea Feicenbiner ’19

As a boarding student, sometimes I am left wondering what I can do on weekends. Every weekend has a theme, but some have more activities than others. Weekends like Harvest Weekend and Student Council Weekend are jam packed with things to do. All of the weekends can be fun for the students, but some, like Alumni Weekend, have less activities than others.

Of course, my roommate is always there and I have friends in my dorm. On weekends, more often than not, I have a friend sleepover in my room or I sleep in hers. I can walk into Newtown to get some ice cream or go to Starbucks. Sometimes we will walk over to the shopping center across the street and get lunch before running errands to Giant or Rite Aid. Newtown Book and Record has a great variety of entertainment if I need something new. There is a lot to do around town on the weekends.

My personal favorite weekend is Student Council Weekend. SAGE, another club I am a part of, also has a weekend. We do fun activities that include bonding opportunities with members of the community that otherwise you might not have met. Harvest Weekend is super fun, especially for boarders. Day students are invited too, but for domestic boarders who do not get to spend as much time with their family. Carving pumpkins and making buttercream brings people together. For international students, the Harvest Weekend activities might be the first time they are experiencing these things. Other weekends are club affiliated. Umoja Weekend and Footbag Weekend happened not long ago and they both included events that were fun for the whole campus.

There are other things to do instead of weekend activities and day trips to Newtown. The Deans’ office is always open to hang out in and the SAGE room is open Friday and Saturday too. During the warmer months, there is four-square on Red Square and during the colder months, you can borrow sleds from the Deans’ Office and sled down South Lawn. If you’re looking for a quiet place to study, the library is open on both Saturday and Sunday. Sometimes dorm parents and prefects will host activities, like tea parties or clothing swaps.

No matter what the weekend is, there is plenty to do, so you should not worry about being bored.

Leave a comment

Filed under A Day in the Life, dorm life, Student Work, Students, The Curious George

My Summer Plans

DSCN0047

Bea and her sisters on a 2012 vacation in Hawaii. 

by Bea Feichtenbiner ’19

Summer starts in just nineteen school days (twenty-six days total) and the Class of 2017 graduates in two weeks. As the school year comes to a close, it is time to start thinking about what I am going to do this summer. Now that AP exams are done, I just have the SAT subject tests on June 3rd and then Term 3 exams the week of June 5th to 8th. My sophomore year is almost over.

Of course, the last day of school will be both filled with sadness and excitement. Sadness because I will not see some of my friends for the whole two months of summer. That is the hardest part of being friends with international students. They are too far away for me to visit them. My roommate is from Beijing and I know that it is going to be weird not seeing her every day until September 3 when we move back.

The last day is also going to be exciting because I have so many exciting plans this summer. The first week or two are going to be pretty boring. I am going to be running all over the place trying to make up for not seeing my family and friends. Then I start driving lessons. I turned sixteen in October, but I think I have driven a grand total of five hours since then. I am also self-studying Spanish 3 this summer, so I will be meeting with my tutor pretty often as well. The real excitement does not start until June 29.

I love traveling, and this summer my family is going to Greece. We leave at the end of June and will not be back in the states until July 12. We are going to see the Parthenon, visit Delphi, and tour museums and the city of Athens for a couple days before heading to Santorini. As a Latin student, I have been reading and translating myths surrounding the ancient history of these places. Next year, I have to write a paper on the classical time period of the Greeks and Romans. After a couple days history, everyone will be ready for a break. We are heading to Santorini for almost a week before heading back to Athens to fly home.

When I get back from Greece, I will have to resume my Spanish studies. But then I am enrolled in a summer camp called Camp Neuro where I will have the opportunity to learn a ton about neurology, which I am considering to be my major. I even get to dissect a pig’s brain! After Camp Neuro, I have another summer program for neurology, but this one is through the National Student Leaders Conference. I am headed to DC for nine days to stay at American University and participate in labs and lectures.

My family always makes a trip up to Traverse City, Michigan to visit my grandma at the end of the summer. While the twelve-hour car trip is not fantastic, snorkeling in Mickey Lake and sailing on Long Lake will be. If I get lucky, we might even head over to Lake Michigan for a day trip.

Once I come home from Michigan, I will have to start packing for school. I still have one more trip though. One of my friends at home has a beach house in Ocean City and my family will probably stay with them for a few days. Of course, I will have to be studying Spanish as well.

After I go to the beach, the summer is pretty much over. I will be studying for my Spanish placement test, finishing up the summer work I am going to be assigned, and packing up everything I want for my junior year. It is definitely going to be a busy summer, but it will also be fun… if everything goes according to plan!

Leave a comment

Filed under Student Work, Students, The Curious George

Georgestock

DSC_0095

Students gather in Marshall Center where Georgestock was held due to inclement weather.

by Bea Feichtenbiner ’19

Coming to George School next weekend is Georgestock. As Paris Parker ’17 wrote in a recent email to the school, “LMW + outdoors + Hallowell + sunset + food= Georgestock. Woodstock + George School – all the questionable stuff= Georgestock. Tunes + jams= a dope addition to footbag club weekend.” No one is exactly sure what Georgestock will be. It’s the first year anyone has done it. There will be music, fun activities, fundraisings, and a smattering of other activities on May 13, 2017 from 5:30-10:30 on Hallowell Porch and South Lawn. The leaders of Footbag Club, along with Goldfish and Java, invite everyone and expect people to have a great time.

Footbag Club is hosting Georgestock. Footbag Club is a newly formed club led by Andrew Arth ’19, Thomas Kumar ’17, Julian Lindenmaier ’18, Alec Palmiotti ’17, Sundar Pratt ’17, and Charles Ryan ’17. A select group of twenty-five or thirty members get together ­­­­once a week to play hacky sack and hang out. Georgestock was created in combination with Paris Parker and the rest of Goldfish and Java, as it is a live music event.

Goldfish and Java are responsible for some of the most entertaining events on campus, including Live Music Weekend and Spring Fling. For the first time, they are hosting yet another outdoor music performance. The main organizers are Paris, Alec, and Sydney Johnson ’17, with help from Sundar, Thomas, and Caleigh Hoffman ’18. So far, about 9-15 groups have signed up, but more are expected in the next couple of days. There also will be a special appearance from the band Liz De Lise.

Everyone who wants to perform just fills out a form to let Paris know what music and instruments are needed and they are on the set list. Paris has sent out a few emails with the form and there are more to come. He also carries a few with him so people can get them directly from him.

“GS Alumni Ethan Carpene had the idea, but so did GS alumni Justin Daniel Becker,” Paris said. “Sadly, it was never realized and now we have resurrected the corpse of this idea and tried to make it a reality.”

While people listen to their peers perform and enjoy all the other activities Footbag Club have, people can also sign up to fundraise. Coordinated by Sydney, clubs, classes, and whoever else wants to can sign up to raise money for any cause by selling food, clothing, or other items. When asked to describe Georgestock, Paris replied, “Imagine a scene where George School students are sprawled across South Lawn on (provided) blankets listening to dank tunes while eating food and watching the sun set. The moon rises and the party continues. It supports George School arts and artists. It seeks to return GS to its organic, outdoors roots while also providing a bumpin’ time. There is which bonds communities more than music, food, and carefree moments.”

Leave a comment

Filed under Student Work, Students, The Curious George

“Be Authentic”

Dana

Dana Falsetti ’11 during assembly.

by Bea Feichtenbiner ’19

Lots of college students have no clue what they want to do with their life. They wander aimlessly from class to class, stressed but not overly worried for their future. They commit to multiple majors before choosing a career. Dana Falsetti ’11, a plus-sized yoga teacher and Instagram blogger, was one of these students.

During her college years, Dana thought she wanted to be a lawyer. Little did she know, her calling was something else entirely. Now, instead of practicing law, she travels the world teaching inclusive yoga. Recently, she has been to Arkansas, Denver, Seattle, and Thailand. She is only twenty-three, yet she seems to have a world of knowledge.

“Growing up,” Dana said during a recent George School assembly presentation, “my life was defined by the numbers on the scale.” Dana struggled with her weight all throughout childhood. In her sophomore year of college, she lost over a hundred pounds. She expected to feel happier, prouder, and better. However, this was when she hit her lowest of lows. The expectation she had was shattered. She felt the same as before she lost the weight, just lighter.

It was the summer after her sophomore year when she started yoga, on a spur of the moment decision. A studio near her house was offering classes for the summer for a relatively low price and she just went to check it out. She expected it to be easy, but her expectations were again shattered. Not only did she struggle immensely in the class, but she blamed it on her weight. She hated the class, but she went back again anyway because she “had something to prove to myself.”

After taking yoga classes all summer, Dana started an Instagram account that now has over 280,000 followers.

Instagram now calls Dana a public figure, while Buzzfeed wrote an article called “19 Badass Instagrammers Who Prove Yoga Bodies Come in All Shapes And Sizes” that featured her. She has been on the cover of Om Yoga Magazine, she was nominated for a 2017 Shorty Awards for Excellence in Social Media (Health & Wellness), and she has a combined social media following of over half a million.

Her Instagram documents her life as a yoga teacher, body activist, and empowered woman with captions that read like journal entries. Each one promotes body positivity, confidence, and strength.

Social media has been a favorite of trolls and haters since its creation, but Dana does not worry about this. She ignores the comments against her by simply not caring about those opinions. She is happy with who she is and her goal is to help others be as happy as her.

So her best advice? “Be authentic.”

 

Leave a comment

Filed under A Day in the Life, Alumni, Student Work, Students, The Curious George