North Shore Country Day School - Mirror Yearbook (Winnetka, IL)

Page 14 text:

The class of 1942 has always been noted for its quick responsiveness to any challenge, its quick acceptance of responsibility, and its ability to form opinions and make decisions equitably, after due deliberation. We have had other classes who have also possessed these qualities ; but this class has still another, which makes it truly distinctive, its humility and consequent tolerance of the opin- ions of others. I do not remember another group who seemed to have so much understanding and sympathy in its dealing with other classes and with the school as a whole. They number among their members plenty of leaders and able execu- tives, but they have never been assertive about this fact, nor jealous of their rights. Perry Dunlap Smith Every student and faculty member at North Shore will long remember the school year of 1941-2. Not the least of the reasons for remem- bering it will be the senior leadership of the class of 1942. In a world of hysteria, depression, and uncertainty, the seniors have created a little island of saneness and serenitv around them- selves. They have gone cheerfully about the nor- mal daily tasks, preparing themselves — and us — for possible emergencies with no undue anxiety over the future — and no seniors were ever more uncertain over their own immediate futures. May they continue to keep this balance in a sadly unbalanced world. Julia B. Childs The members of the class of 1942 were pre- eminently good citizens. They sought and ac- cepted responsibility. Under the stimulus of their leadership, the school community ' s sense of civic responsibility reached a new high for recent years. That same seriousness and high purpose which the class brought to community tasks, it also brought to its studies. Indeed, the united con- scientiousness of the class would have been a heavy pall on our school life, had it not been for the large number of creative and imaginative spir- its among its members. The class of 1942 will be remembered for its conscience, its industry, and its sparkle. David H. Corkran 10

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OUR SCHOOL To be truly happy is a question of how we begin and not of how we end ; of what we want, and not of what we have. If Steven- son was right when he wrote these words in his El Dorado , the founders of our school were truly happy. It was the winter of 1919. The Armistice had been signed, and the nation was in the process of absorbing back into its business and industrial life the thousands of soldiers that had left their homes and jobs some eighteen months before to help make the world safe for democracy by fighting its ene- mies, in France. At the time, very few schools gave their pupils any real experience in democracy as such. The so-called civics classes studied texts about democracy, and the history classes memorized the facts of battles and leaders in the struggle of various peoples for democratic forms of government ; but the students were not allowed to put these forms and theories into practice in their own lives. There were one or two exceptions to this type of school at the time, however. For more than fifteen years Francis Parker School had been basing its instruction on two fundamental principles of democracy ; first, it taught each pupil to accept a part of the responsibility for the welfare of the whole school, thus recognizing the import- ance of the individual ; and secondly, it taught each individual to guide his actions by whatever was best for the greatest num- ber of his school mates, thus inculcating a feeling of voluntary subordination to the best interests of the school community. Several North Shore families set up here in Winnetka a school founded on the prin- ciple which Francis Parker had formulated, and which the School and others could help work out in practice. It has ever striven to build up the convic- tion in its members — parents, pupils, and teachers — that democratic principles will work in practice if individual responsibility and group cooperation are accepted by all. It. therefore, gives as many opportunities as possible to parents, pupils, and teachers to practice the solution of any problem which may confront them by democratic rather than authoritarian means. The motive power in faculty meetings, parents ' committees, and, of course, in studies and the other stu- dent activities, must come from within the groups themselves, not from some authority above them. Leaders, not dictators, are what democracy must have, and this method, as practiced in the School has shown that leaders are quickly and steadily produced. Today we find ourselves engaged in an even greater struggle to save the democratic principles for which we have worked so long. We are, therefore, ready to redouble our efforts and throw every ounce of our energy into this cause. We have experienced in our own lives the true meaning of the aspira- tions which are now drawing together the whole civilized world in one great brother- hood. To be a part of this effort is our great- est hope and privilege. Perry Dunlap Smith

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FACULTY In the above picture you see a group which deserves the highest award for valor and stamina, for it is a group strong enough to survive the passage of the class of 1942 through North Shore. We have argued with them, evaded their questions, left their as- signments undone, misused the equipment for which they are responsible, paid no at- tention to their skilfull pedagogy, and last but not least, we have usually been able to parry their efforts to place us in that most behind the eight ball position of behind the eight ball positions, Late Study Hall ! Seriously speaking, however, we owe much more to the faculty than we can ever hope to repay. They seem to have a knack for making us want to work, and they cer- tainly give us plenty of work to satisfy the craving which they set up. The striking difference between this fac- ulty and the faculties of other schools lies in the great amount of responsibility which is given to the student concerning his work. Instead of being the driving force, the faculty at North Shore is much more a guiding force, controlling and assisting the ambitious but often erring efforts of the students to learn on their own. Besides what we have already said, the in- timacy between the faculty and the students is greater at North Shore than at any other school we have ever seen. The faculty seem= to be a part of our life, and our close contact with its members is both stimulating and enjoyable ; we certainly hope that this con- tact will not cease, but will become even closer in the years to come. In leaving, we would like to thank you all. faculty, for having shown us the paths to independent thought and work, for your kind and patient interest in our problems, and for vour skilfull o-uidance when we erred. 11