North High School - Polaris Yearbook (Minneapolis, MN)

Page 8 text:

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