Stuyvesant High School - Indicator Yearbook (New York, NY)

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.2 T ,,1, t'x 'i'f ' A 1 ,P pg ,,,. it Q ff . M f ggi-4 Sruyvzsapiv H kan ' xowor., E The individual can only be a product of his ex- perience, and for the past few years Stuyvesant has been our experience. lt is easy to show the face of that experience, but is more difficult to show its char- acter. To analyze the character of the Stuyvesant background, we must examine the Stuyvesant in- dividual. Stuyvesant has the power to select its student body. The student calibre is therefore high, high in motivation and high in applied ability. Of course, individuals are different. That is what makes them individuals. But while Stuyvesantian interest ranges from Beethoven to baseball, there are certain com- mon aims, such as college and career. lt is here-in the scholastic competitions-that every individual asset is nurtured and developed. Individual character may be likened to a mosaic. ln a private school, with perhaps more resources than Stuyvesant, each part of the mosaic is polished and set. But in a public school, students must develop in- dividually and independently, or they iust do not develop at all. Students have freedom thrust upon them, it is their duty to utilize their freedom. At Stuyvesant they do. Guidance is also essential to the development of the individual. Somewhere there is that fine balance between supervision and leeway, that optimum set of conditions for the culture of individuals. The bal- ance cannot always be reached. Perfection is im- possible to achieve, but it is only in moving toward that goal that we make any progress. The uniqueness and the beauty of an individual as opposed to autom- atons is that the individual thinks and functions of free will. If Stuyvesant accomplishes the creation of free-thinking individuals, in so doing it has served its purpose well. Of course, each graduate's memory of his sec- ondary school education may not necessarily be of the individualism he is allowed to develop here, nevertheless, it is this special quality, more than any other, which makes the student a Stuyvesantian . This impression is graven on each heart and will live for a long time. 5

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PRENCEPALJS MESSAGE Dr. Leonard I. Fliedner, Principal To the Graduates of June T964 Dear Friends: This class enioys the distinction of graduating on the sixtieth anniversary of the founding of our beloved school. It was in 1904 that Stuyvesant was organized under the leadership of Dr. Frank Rollins. In one of his earliest messages, Dr. Rollins told the students, The special function of this school will not be to make college students or mechanics, but to make men. This has continued to be a guiding light for the teachers and principals who have followed him. We are still primarily interested in instilling in our students high ideals of personal and social behavior that will prepare them to become men who are worthy to be leaders in a democracy. In addition we expect that the excellent education our students receive at Stuyvesant will prepare them to make important contributions to our culture. The world moves be- cause some men in every generation add significantly to knowledge. We already have a Nobel Prize winner, more Ph. D's than any other high school and graduates who are famous in the arts, government, science and education. lt is my sincere hope that the class of June 1964 will individually and collectively uphold the high standards of personal, social and professional activities that we have come to expect from our graduates. My best wishes for success. Cordially yours, Leonard J. Fliedner Principal