Great Neck North High School - Arista Yearbook (Great Neck, NY)

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Guide Post held a concert The community sponsored an evening “promenade.” Afro-American rhythms. WPLJ’s 'Zac' spoke to students. Floyd Abrams discussed the Pentagon Papers. Ecology Club helped in recycling efforts Apathy? Not quite. A quieter year per- haps, a new emphasis. But student concern and participation still remained. The year was marked by an increased interest in so- cial events, as shown by an enthusiasm for dances sponsored by the Junior Class and several clubs. We were also forced to recognize the value of our education in the face of severe cutbacks. Students attended budget hear- ings. “A waning community liberalism?” . . . parental doubt in the school system ... no money. This year, instead of new student demands for a more “Relevant Edu- cation,” the struggle was only to preserve that which we already possessed. “You don't know what you’ve got ’till it’s gone. 23

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1972 A Hatful of Rain was performed for students. Parents, teachers and students learned about proposed cutbacks. Human Relations Club held a Christmas party. Vietnam Veterans reminded us of continuing atrocities in a winded-down war. Mr. Roshwalb spoke to economics class on marketing research 22

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The Community Schoo i This year, the Community School was established as a more personal- ized alternative to conventional education. Based on a deeper confidence in a student's sense of responsibility, it allowed a greater individual con- trol over one's own education; the student could choose to take any of the courses offered within the Community School or within the framework of the regular school. This freedom resulted in a greater understanding of the concept of education for many students. There were opportunities within the Community School for seminars, independent study projects and formal classes. Courses were often taught by students and the curriculum of a specified course was often de- signed by those enrolled. Topics included James Joyce, American litera- ture, creative writing, psychology, ceramics, cooking, and media. Wom- en’s liberation groups met regularly and there were even attempts to or- ganize a men’s consciousness seminar. Visiting lecturers were also fre- quent occurrences. Free time was not known to many Community School members. Aside from taking courses in school, many students enrolled in courses at col- leges or museums, or worked at jobs within the community. Unlike the regular school, there were no distinctions made based on age or grade. There existed a special feeling of mutual concern and re- spect among Community School members, coupled with a desire to in- volve everyone in learning. Letter grades were given for college purposes only; student-teacher evaluation discussions were considered more valu- able. For the 106 students and 9 staff members involved, the Community School was a deeply rewarding experience on the personal level. People and feelings were an important part of the educational process. Weekly community meetings were helpful in establishing an intense sense of belonging, and a feeling of warmth, things all too often lost in the conven- tional educational system. 24