Over the past eighteen months, senior Remy Marty undertook an ambitious Capstone project exploring how storytelling shapes the evolution of language, weaving together original linguistic research with hands-on work in historical bookbinding. Inspired by an early fascination with the history of English and supported by mentor Alan Hickerson, Remy set out to investigate how oral and written storytelling traditions influence vocabulary, structure, and conventions within a language.

Remy’s research centered on two contrasting case studies. In Tlingit, a traditionally oral Alaskan language, she argued that generations of spoken storytelling contributed to distinctive linguistic features, including fluid boundaries between words and phrases. In English, the emergence and growing acceptance of vernacular written storytelling from the 7th century onward revealed a different pathway of language change—one in which evolving writing practices broadened vocabulary and subtly reshaped usage over time. After narrowing the project’s original three-language scope, Remy synthesized this work into a cohesive thesis, ultimately publishing the research in Curieux Academic Journal.

To enrich the academic component, Remy paired the linguistic research with extensive experiential learning in historical bookbinding, the physical medium through which English storytelling has long been preserved. Through visits to UGA’s Hargrett Rare Books and Special Collections Library, interviews with artists and curators, and steady technical practice, she studied the evolution of English book structures across centuries. This work culminated in a series of hand-bound historical reproductions, from a 13th-century illuminated manuscript to a 19th-century children’s novel, each chosen to reflect a pivotal moment in the development of English storytelling.

Remy’s final Capstone contribution brought these two strands together. Alongside publication of the research, she created an educational display in the Bertelsmann Lobby featuring the hand-bound books and explanatory materials that highlight the interplay between storytelling traditions, linguistic change, and the physical book as an artistic and cultural object. A public opening and talk introduced the community to both the research findings and the craftsmanship behind the project.

In reflecting on the journey, Remy notes that the Capstone process required adaptability, persistence, and a willingness to refine expectations as the project evolved. The result is a thoughtful, multifaceted exploration—one that demonstrates not only the enduring power of storytelling but also the depth of inquiry and creativity that Capstone students bring to their work.

The Capstone Project is an opportunity for Upper School students to explore a passion via four criteria: research, mentorship, experiential learning, and an outward contribution. Each student submits a research paper detailing an aspect of the project, and they defend the project before a committee of faculty and administrators, similar to a Ph.D. oral defense. Students whose projects are approved by the committee receive the Capstone designation at commencement in May.

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