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Page 7 text:
“
— Certainly no North student can say that at some time during his high school years he has not felt very alone, confused, and perhaps even bitter toward this large and diversified school with its crowded hall ways, multiple lunch periods, barrage of forms, permits, slips and bewildering and contradictory cascade of daily events—blurring movement and rigid routine. Dramatically symbolizing this seemingly chaotic, but in truth highly ordered, impersonality is die computer, which has assumed an increasingly dominant role in the life of the student. Computerized program and report cards, for example, provide compelling and disheartening evidence that students are being juggled and manipulated rather than being fulfilled as human beings. Thrust unasked into this predicament, the student quite understandably confronts the baffling monolith with more than a little feeling of dismay and alienation. Yet once he surmounts his initial apprehension, possible indifference, or even antagonism, he instinctively desires to digest the complexity of North by reducing it to terms which he can understand and thereby develop comforting personal order from seeming disorder. Each student explores imposing and perplexing North with various degrees of success; and, in time, some find in it no personal order, reject it as totally irrelevant, and drop out. 3
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Page 8 text:
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The Polar often feel hemmed in by impersonality; the threats to the student's identity, crowd, the computer, and the bureaucracy—all symbolize For those who remain, thinking, doing, and simply being are the three ways that the student can find a personal order in North and thereby relate meaningfully to it. Since everyone relates differently to the same situation, the personal order that the student strives to discover is the result of a subjective interpretation of the enigma of a school. The quest for personal order in a situation that is not fully understood evolves a u-nique identity which grows more meaningful as the student's school experience deepens. This yearbook attempts to document the outward evidence of nearly 2000 individual quests for a compatible, oftentimes elusive, identity. Exploiting every imaginable school resource, the student gains new knowledge, skills, and friendships which result in greater understanding and slowly make him more aware of the personal order he has come to depend on and to expect. In addition, as the student relates more freely to the rhythm and events of the school year, he becomes more keenly aware of their passage and of their irretrievable nature, and consequently more aware of the passage of time. Thus, this yearbook also attempts to record the passage of events and time which become increasingly meaningful as the student immerses himself more fully in them. Now personally involved, with a deepening sense of personal order and consequently a more significant self-image, he feels less like a punchcard to be shuffled, reshuffled, and then dealt with incoherently. 4
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