Pingry School - Blue Book Yearbook (Elizabeth, NJ)

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the problem of cliques that is so prevalent in some schools is greatly done away with, and there is the opportunity to get to know everyone in the school. And a friendship carried on for some time in the school is apt to be life-long in duration, particularly when it is based on the principles included in the idea of Pingry Spirit. The Student Council upholds these same principles in its efforts to help an offender both realize the value of obedience to the rules -of the school and overcome his failing instead of merely enforcing the rules. The second form of this individual relationship is seen in the mutual respect of instructor and student for the capabilities, ideals, and interests of one another. The faculty shows this respect by their faith in the students and in their government. The students evince confidence in the school's educational program in all of its phases by their willing and active participation and support. The complex relationship of the individual and the group can be seen in all phases of school life ln clubs teams and other activities both within and outside of school hours This feeling of co operation extends to the faculty who gladly volun teered to take on the positions vacated by Mr Kirk s sudden death and by Mr Shrews bury s retirement with all the extra work that went with them This book points up mainly this relationship as lt is a most inclusive one Of It the Honor Code states He will conduct himself so as to further the best interests of any group of which he may be a part It is in fulfilling thls obligation to the interests of the group that the lndlvldual receives the greatest satisfaction and most improves himself and the group The cultivation and improvement of these two relatlonships and of the principles behind them form the core of character building and as such they are Plngry s express goal And lt is the Splfll of the school as a group as well as that of the boys and men as the individuals who form this group that makes these relationships possible S this is the value of Pmgry Spirit that it is the cornerstone upon which 15 built the character of each student in the group What has been said thus far is not what Pingry Spirit should be but what lt IS to us the student body And throughout the book are more examples more specific than we have been able to give here of the accomplishments of the spirit that forms the basis of our school s life mia Page FOREWORD DEDICATION ADMINISTRATION HEADWIASTER BOARD OF TRUSTEES FACULTY SENIORS UNDERCLASSMEN CURRICL LUM ATHLETICS ACTIVITIES DANCES ACKNOWLEDGMENTS ADVERTISEMENTS . I. u 1 n . '.. , . , Q u a . 0 ,4 .I ' A- L L l'l l 00 4 I ...................................................................................................... I0 scHooL sTAFF .................................................................................................. U fifI1fIIfIIIIIIIIQIfQfQf1QQIIIIfQQI1QfIIfIfQIfIIQQQI111111111111IIIIIQIQIQfQQIIfIQIIIIfQf1 62 ' .............................................................................................................. 74 I .............................................................................................. 137 I ' ......................................................,............................................. 138

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ingry fancdi jar . . . There is behind Pingry one motivating idea which is frequently misunderstood mlsconstrued, or even denied This force is Plngry Sp1r1t We have heard of lt fre quently slnce our first years at Plngry and all too often have not understood what we heard th1nk1ng the reference was to the Honor System or more broadly to the Honor Code Some have even denied the existence of any such splrlt since the transition to the new bulldmg No one however has gone further than saying that lt IS a spirit and that lt accomplishes certain thmgs we want to go an extra step with a definition Those who deny lts existence are perhaps confusing the enthusiasm of rallies wlth spirit and are forgetting that any cheering ln the old buildings seemed greater by reason of the smaller dimensions of the buildings In splte of the fact that the Honor Code IS not Pmgrv Splrlt one can see through lt the outlines of that Splfll casual shows that the Code IS based upon those ideas of generosity Chrlstlan principles originally con celved by of a also belleves t at applies to n a IS ot so much an spirit from a e interests of the he may belong rather than calculating the rights of others a manner as to show that e this because he bCll8VCS ln lt now whlle he IS in the larger c In the Code there are s are essentlal to the under standlng of the ldeas mentioned ln lt among them spzrzt and belle Splrlt it can be seen from the Code, IS the quality within one that influences his conduct in a certain dlrectlon Belief is one s practical theory of conduct such as the Honor Code, or his acknowledgment that such a theory IS the best So boiled down to the essentlals Pmgry Spirit IS a belief ln various human principles of behavior a bellef strong enough to make us follow these principles and include them ln our daily llves This definition IS the step that has not been taken, and it follows from this definition that the spirit shown at rallies and at games IS not the only aspect of Plngry Sp1r1t it is only the most obvious, because 1t IS that Plngrv Spirit directed to a partlcular end These principles we have mentioned as being human are quite evident ln two relat1onsh1ps of life lIldlVldl18l to lIldlVldl.l3l and 1nd1v1dual to group The first relatlonshlp that between one lndlvldual and another, IS found ID two distinct forms ln Plngry that between student and student and that between student and teacher Since the students at Plngry are primarily from similar backgrounds h . ll ' d of th ' . a 5 th do ' . . . . he do - 5 . . a member of the when he takes his place

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M!! fhe 6l0ll'Lt 0 lflgl' U1 l'I'lU'l Pl Look here you mt wrt' Bubble Bubble toll and trouble Ready for the vzsztmg firemen e, we ole :cafe our f Below ts prznted a letter sent to Mrs Leander R Kirk on the occaszon of Mr Kirk s death ln September 1955 Dear Mrs Klrk September 25 1955 It IS mdeed hard to reallze the fact of Mr Klrks passmg partlcularly when I thmk of hls joy ln llfe and of the many thmgs that became more ahve through his presence I thlnk that IS the glft that he left to those of us at Plngry who knew h1m an lntense appreclatlon of the world around u and of our part IH 1t Hls encouragement was such that not I'C3llZlIlg ll we all achleved a measure of confidence ln our abrlltles To many of us he symbohzed on account of hls appreclatlon of thought hrs own actlve mmd hls unfalllng and always cheermg sense of humor hrs understandmg and above all h1s extreme devotlon to hls work and to those he taught he symbollzed Pxngry splrlt for he understood the meanlng of work and the that left when he was gone We shall remember his ndeals and hls regard for truer values but most of all we shall remember and learn from htm an enjoyment a delight an lndulglng ln llfe and all lt has to offer I do not qulte know how to express my feelmgs to you or how to end thls note except to say that my years ID Pmgry have been the richer for havlng known hlm Mr Klrk was a teacher but of more than just sclence for he was a man who got all the enjoyment and rlchness out of llfe and he lnstllled hrs enthuslasm for llfe 1n everyone w1th whom he made contact and brought thls same enthuslasm to every task he attempted Because of hrs smcere devotlon to hls prlme lnterest character bulldlng Mr Klrks mfluence on hlS students showed not only ln thelr knowledge of sclence but also ln the development of thexr characters For no one who knew Mr Klrk can ever forget the value he placed on each 1nd1v1dual boy or the appreclatlon and understandmg he had of a boy s thoughts and actions He was lndeed a man who would walk the second m1le who would stlck by a boy and counsel hlm through any kmd of trouble And hrs 8dV1CC was usually sound for Mr Kxrk was a man of thorough knowledge and sound character In substance we can tell of what Mr Klrk dld and Sald but we cannot tell of the gleam ln hrs eye and the love of hfe ln hls face and heart . A . . . . . L . y P 00 . . , . . u. I . , Q p . . . . , . ' 7 . - . . . S - ' 9 , . H , . ' I .H . . h . 7 . . . ' . , 1 , 1 0 a Q , , , 1 . . . Q . E value of relaxation. We shall not forget the little something of us , 7 I . . . , 5 ' 9 5 K , , 3, . , . . . . . . . . . . . . - . . . , . n , n l , . Q , . . 7 9 L6 ' 97 T ' . , ' ' . , , 7