Evanston Township High School - Key Yearbook (Evanston, IL)

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Division The quality of a high school is frequently thought of in terms of its size. Some educators will claim excellence for their school on the sole criterion of numbers in the student body. There is the interesting paradox that small schools are hopeful of attaining higher status by becoming large schools, while many large schools are organizing into several units to attain the advantages peculiar to small schools. A more reliable index of quality is the extent to which a high school is able to in- crease the advantages associated with either bigness or small- ness and diminish the disadvantages attributed to them. Evanston High School some 34 years ago established a system of schools within a school. The purpose of this organization was to provide educational experiences for each student within a small school setting while utilizing freely the advan- tages of diversity and specialization possible only in a large high school. While some modifications were made in the pro- gram and the services in these large homerooms during the years, the basic structure was not changed. This year the school has adopted a new unit organization which consists of four divisions within the school. Each unit has one-fourth of the students from each of the four high- school grades. Each division has its administrative, counseling and clerical staff. Each division has approximately one-fourth of the teaching staff for each instructional and service de- partment as teacher associates. It also has, as its home base System of operations, one quadrant of the building area, including three of the twelve large rooms. Each division is a cross-section of the student body, as fresh- men, pupils are assigned to their respective divisions by ran- dom distribution. It is believed that four divisions of 800-900 students will have numerous advantages over 'I2 units of 250-300. Among the major adantages are improvements in KU the extent to which the total program can focus attention on the abilities and needs of individual sudents, 121 functional relationships among guidance, curriculum and instruction, Q31 efficient organization and effective utilization of staff, and MJ opportunities for stu- dent participation in worthwhile activities. The success of the experimental division during the past two years was the reason for the adoption of the plan in the entire school. The primary purpose of the high school is to provide the quantity and quality of education that will develop maxim- ally the potentialities of each student. The division organiza- tion is a facilitating agency through which this objective and others may be effectively achieved. The basic concept of schools within a school is the same, the innovations in structure and procedures do give added assurance that the individual student is the focal point of the philosophy and practice of our large high school. ff if-ZML

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104's seniors were daily confronted with a colorfully deco- rative and informative reminder of the future. For eye-catch- ing posters and pamphlets about colleges and vocations were the central decorations, reflecting the general interests of forward-looking seniors. Mr. Samuelson, homeroom director, proudly noted that 104 had the largest and most complete collection of college and vocational material in the school. Another aid to those college bound was the punctual posting of dates for the visiting college representatives. All of these helps added impetus to the 104 goal of planning ahead for the future. Above: 104 Homeroom Council. Seated: lleft to rightl Herb Rudoy, Julie Hunsberger, Mike Sarche, and Madeline Robin. Standing: lleft to rightj Dave Lake, Carol Laudenslager, and Linda Peterson. Lower left: Members of 104 peruse college catalogs.