Table Of Content

Ti— 11 ni t_ ~\ p i development Office XT T The North Shore Country Day Set iease return D Spring 1993 Calendar for the Remainder of the 1992-93 School Year April 16 - June 11 Stanton Family Exhibit in the John Almquist Gallery Friday, May 14 Middle School Show - Give My Regards to Broadway Saturday, May 15 14th Annual Country Day Fair Sunday, May 16 A Day at the Races Sunday, June 6 Eighth Grade Ceremony Friday, June 11 74th Annual Commencement Reunions in 1993 — Homecoming Weekend — October 15-17 50th Reunion of the Class of 1943 40th Reunion of the Classes of 1953 & 1954 * 35th Reunion of the Classes of 1957 & 1958 30th Reunion of the Class of 1963 25th Reunion of the Class of 1968 * 20th Reunion of the Class of 1973 * 10th Reunion of the Class of 1983 5th Reunion of the Class of 1988 * Reunions for these classes were originally scheduled for June 1993. The North Shore Country Day School Bulletin Spring 1993 In this Issue 2 On Tide and Treasure Head of School Julia L. Hall 3 Mission Statement John Darrow, Chairman of the Board of Trustees 4 Live and Serve 6 Planting Seeds of Change and Hope 8 Generation to Generation 9 A Lifetime of Volunteering 10 Dreams in Action 11 Heard on Campus NSCDS Bulletin Editors: 17 Grandparents' Day Mary Reyner William B. Hinchliff '64 18 John Almquist Gallery Dedication Alumni News: Judy Alexander Designer: 19 Development Directions Joan Palm Johnson '57 Photographers: 23 1992 Reunions John Almquist Barry Coppock Nathaniel Durbin '95 27 "'The Senior Class' Wisconsin Adventure" Olivia Gude William B. Hinchliff '64 28 Alumni Sports Events Mary Reyner Mary Rouleau Anne Whittlesey 29 Holiday Party 31 News of the NSCDS Family About the Cover: Julia L. Hall is Welcomed as Seventh Head of School Students gathered around Julia L. Hall in February 1993, shortly after she was appointed seventh Head of The North Shore Country Day School. Back: Nathaniel Durbin '95, Tamika Shambee '96, Catherine Kim '96, Susan Pope '96 Center: Emily Smith '00, Whitney Brown '97, Matthew Meiners '99, Hideki Okawa '99, Briana Slutzky '98 Front: Abigail Smith '03, Head of School Julia L. Hall Seated: Daniel Major '05 and Michael Amato-von Hemert '05 On Tide and Treasure "There is a tide in the affairs of men, 2. The knowledge and skills needed for Which, taken at the flood, the future leads on to fortune." — reading and writing, interdisciplinary courses, foreign One might think Shakespeare wrote these language, student consciousness about lines about this School, so well do they fit foreign events and an understanding of the affairs of The North Shore Country Day emerging technologies. School and the flood of community feeling that is leading us on to educational fortune. 3. A less autocratic educational setting Our new mission statement is a platform on — expanding the role of student which we can stand and which we can use government and the sense of shared as a jumping-off place toward reaching our responsibility among all members of the unique educational potential. school community In her January presentation to the faculty, 4. Moral education Nancy Geyer Christopher, the School's — emphasizing cooperation, caring for historian, spoke of Perry Dunlap Smith's others, and community service philosophy as the treasure in our own back yard. She pointed out many questions By reaffirming the foundations of our which late 20th century education school, we are also building for the future; reformers are focusing on and how their we recognize the valuable educational answers match those of our founding treasure in our own back yard. And we headmaster. Among others, she keep moving ahead, hoping to stay on the mentioned the following: crest of the tide. 1. The importance of parent involvement As much as I admire Shakespeare, I think — recognizing parents as colleagues and the school song puts it best: collaborators "See the purple tide is turning, gaining more and more." Julia L. Hall Head of School Our New Mission Statement The Mission of The North Shore Country Day School is to educate students for the 21st Century, while preserving the values and culture of the School's founding headmaster, Perry Dunlap Smith. Dear friends: We build on the four principles which are the core of The North Shore Country Day School's philosophy: The best schools have always been those with a sense of mission and a Community shared vision of what they are and In essence the "School is a community" — an extension of the family, want to become. As a result of a full an environment in which parents are the School's partners. Students are year's work by a committee composed part of a challenging learning community that encourages friendships of teachers, students, parents and and shared experiences across grades, that values cooperation and alumni, the Board of Trustees has commitment. Morning Ex. is a tradition that creates as well as expresses enthusiastically adopted a new community. mission statement. It represents the beginning of an ongoing process of Democracy examining and improving the School. Perry Dunlap Smith said, "Education should be the presentation of conditions for choice, for the exercise of reason." We want students to The statement reaffirms the strength , learn by participating, to be caught up in the world of thought. We value of our roots and challenges us to look them as individuals, cultivate their strengths, encourage risk-taking, to the future. Awareness of global expand horizons. We have high expectations for them as critical thinkers issues, acceptance of diversity, and educational explorers, becoming independent learners. responsibility of citizenship, encouragement of creative Artistic and Physical Development thinking and effective communication The arts are the way of keeping "all the avenues of the soul open and in have always been important to the use." We want students to create, imagine, and improvise. We line the School. Many ideas of today's walls with their paintings and applaud for their songs. We also cheer for educational innovators are found in their athletic endeavors — when they challenge themselves physically, the core of Perry Dunlap Smith's when they work, not for stardom, but with and for the team. philosophy. We anticipate that these strengths will be even more important Global Consciousness in the future. Determining exactly The School's motto, "Live and Serve," reminds us of the need to connect how best to prepare students for the with the world beyond ourselves and beyond the School. We ask proliferation of technological students to respect and value the richness of cultural differences. We innovations is part of the challenge hope they will contribute to the larger society as thoughtful and and opportunity we now face. responsible citizens. In looking to the future, we want students to be skilled in using the evolving John S. Darrow technology of computers and telecommunications, as well as knowledgeable Chairman in the disciplines of math and science. To be prepared for a multi-linguistic NSCDS Board of Trustees world of interdependent cultures, they must be able to write and speak effectively and work cooperatively. We expect them to become adults who continually ask probing questions, evaluate complex ideas analytically, creatively and ethically, are open to new answers, and are capable of leadership. 3 "Live and Serve" From the time of its founding in 1919, The North Shore Country Day School has emphasized social conscience and service. Perry Dunlap Smith, the School's founder and first Headmaster, believed that every individual has the responsibility to participate actively in one's community. Smith's concept of community included the School of course, but also extended to broader boundaries and eventually to the whole world. As Nancy Geyer Christopher reports in her booklet, The Vision of Perry Dunlap Smith, "The idea of community is the most basic point in Smith's philosophy of education." Following the lead of Perry Dunlap Smith's motto "Live and Serve," The North Shore Country Day School of the 1990's continues to promote an understanding of our society and our environment. Excellent education within the context of the School community is demonstrated with such programs as: • Morning Exercise • peer tutoring • Work Day • special events like the Harold H. Hines, Jr. Visiting Fellowship During Work Day this fall, everyone helped with chores around campus. • the Buddy Program, which pairs younger students with older students who act as mentors throughout the year Various class projects outside of the School show that North Shore still stresses the need for each individual to take action toward making the community a better place. This fall, students and faculty were involved in: • collecting clothing and other goods for PRIDE (Positive Resouceful Intelligent Development of Englewood) • collecting hundreds of books for the Hull House Uptown Head Start Program and the Literacy Center of Chicago • an exchange program with Holy Angels School in Chicago • enchanting residents at a local retirement home dressed in their Halloween best. • repairing and painting at the Jonquil Hotel, a homeless and childcare center in the Rogers Park area of Chicago • painting and cleaning at Habitat for Humanity in Chicago Sixth graders have spent time working and playing with visually impaired youngsters at The Chicago Lighthouse. 4 In its broadest sense, service to self and community helps enlighten individuals and prepare them for a world which demands great knowledge and understanding of cultural, economic and technological differences. In a memo to faculty, Service Committee Chair Mary Pat Cross wrote, "It is our hope that each student in JK through 12 be involved in service at some point during the year." In its broadest sense, service to self and community helps enlighten individuals and prepare them for a world which demands great knowledge and Jeffrey Rothbart '95 paints a wall at the Jonquil Shelter, understanding of cultural, economic and technological differences. while other NSCDS students work in the background. Lower School students answered the call for help after Hurricane Andrew. Dozens of packages of clothes were wrapped and identified for the size and age of child they would fit. Middle School students collected 1516 pounds of canned goods for the Center for Public Humanity in Evanston, which distributed the food to needy families. Students met and exceeded the 1000 pound challenge issued by the Middle School Student Council. Ready to take the food to the Center, from the left, are: Ari Levi '98, Brian Rohlen '97, Michael Brennan '99, David Swaney '97, and William Newton '98. As the world grows increasingly interdependent, today more than ever, Smith's concept of community seems crucial to building global awareness and a society of individuals who say "We," not "Me." In keeping with this need, we focus this issue of the Bulletin on building community — from the students who tutor their peers Yemisi Dinkins '95 paints one of the intricate patterns to alumni who volunteer time to improve the lives of those designed by students working on the "redecorating" of the less fortunate. upper school locker room. 5 Planting Seeds of Change and Hope The following article on Jack Loomis impoverished inner city life on the teach skills in disease-prevention expresses a statement of his own health and spirit of individuals and health-promotion, in religious faith. While not endorsing and families. As great as the needs agriculture, in community this faith or any other, NSCDS are in many parts of America, organizing, and in other areas believes strongly in encouraging a however, Jack feels strongly that comprising development. They diversity of views. We agree with Jack God has called him to do convey the Christian message both that "this world would be an community development work by example — in the way they go impoverished place if there were no in Africa. about their professional work, opportunity to consider and to reflect conduct their family lives and upon a wide array of divergent When asked how he feels about share in the lives and concerns of opinions and ideas. The fruit of such shifting from curative medicine to their African neighbors — and by interaction, when properly engaged disease-preventive and health- verbally communicating the between openminded people, is mutual promotive activities, Jack likes to message of Jesus Christ. growth and understanding." cite the story of a village trying to Why the necessity of verbal cope with a hazardous cliff. "You proclamation? Jack believes Jack Loomis '69, a physician with a can have ambulances at the bottom strongly that caring actions alone degree in public health, is excited of the cliff waiting to haul people cannot adequately convey to the about the journey he and his wife to the hospital after they fall off, or Digo people or to anyone else the Kelly will be undertaking to you can help put up a fence to depth of God's love for them. Jack Kenya, in East Africa within the keep people from falling in the adds that "When it comes to next year or so. They will do first place." The latter, of course, is community development, I'm community development work preventive, and that's what he convinced that transformation at with the impoverished and wants to devote much of his time the level of a person's heart is vital downtrodden Digo tribe. It will be to in Africa. to the overall process of fostering Jack's fifth trip to Africa in the last and nurturing those values and 17 years and the longest, as he and attitudes which enable individuals Kelly are expecting to stay five to live and work together years or more. Reflecting on how effectively in community — You can't expect to change he sees his role helping others, Jack patience, understanding, the world at once. It has to said: "You can't expect to change sensitivity, compassion, happen gradually, starting the world at once. It has to happen cooperation, affirmation and gradually, starting with a small with a small group of encouragement of others. If it is group of people who will serve as people who will serve as true that 'changed lives can change examples to others. All we can do the world,' then the good news of examples to others. is plant some seeds and hope Jesus — communicated in words they grow." and by loving acts of service — can impact both individuals and Jack has been living these words communities profoundly." by devoting much of his career to Jack and Kelly's upcoming Kenya working with disadvantaged experience is a part of Mission: "In time," Jack emphasizes, people. Using his health-related Moving Mountains, a Christian "Whoever chooses to make a life skills, he has reached out to help organization founded 15 years ago long commitment to following improve the quality of life for to bring help at the village level to Jesus finds within himself that individuals in Africa and the U.S. African peoples struggling to despair, moral impotence, Since 1989 he has been working in break out of poverty. Jack insecurity, emptiness, self- the Infant Intensive Care Unit at explained that a key to the centeredness and hatred give way Mt. Sinai Hospital on Chicago's organization's success is the use of to hope, the desire and capacity to West Side. From this vantage small teams of facilitators. Team do right, inner peace, purpose for point he has seen the effects of members live in the villages and living, selflessness and love. 6 However, they won't "go native" — a mistake made by a number of Westerners. For one thing, Jack explained, "Villagers know you come from a very different world and can't understand why you would try to live exactly as they do. Some of them are even likely to be offended by such an attempt." He also pointed out that by forsaking all the things that make daily life easier and more efficient — electricity, for instance, or house-helpers — there would be that much less time to work with the villagers. As Jack puts it, "You try to live modestly but with a standard of living adequate enough to enhance your family's capacity to live among the Jack '69 and Kelly Loomis villagers over the long haul. Westerners who 'go native' tend to According to what I believe," Jack carrying it in a large container on burn out and to depart before they continues, "these qualities begin to her head. One might think that a can do effective work." Jack and appear the moment a person logical solution would be to dig a Kelly are arranging for the humbly ackowledges before God nearby well, but the technical and construction of a small house in his underlying rebellious or organizational difficulties of one of the Digo villages. indifferent stance toward Him, building and maintaining it claims the forgiveness of sins properly too often render the well When asked if any of his seven which God freely and lovingly uesless. A better initial approach, years experience at NSCDS helped offers through Jesus, and, thus, Jack suggests, might be to lead him toward his career, Jack becomes reconciled with his encourage the women themselves points above all to the general personal creator. I have found that to organize an income-generating atmosphere of the School. As far individuals whose lives become co-operative, which would enable away as it is in so many ways from personally transformed and them eventually to acquire an ox- Kenya, or from the West Side of spiritually-empowered by Jesus driven cart and barrels. Much Chicago for that matter, Jack feels are vital to the process of more water could then be carried that NSCDS offers a model of how catalyzing foundational changes in on each trip, and the women could a small, supportive community awareness, attitudes and behavior each take turns in bringing back can empower people, can convince in their own communities. True water for their own and for other them of their significance, and lasting community families. If this or other "low- challenge them to think and solve development can occur in such tech" alternatives were to prove problems, bring out their talents a context." effective, it might stimulate the and help them find a niche. The residents to tackle other serious teachers in a school like NSCDS Turning to some of the practical problems facing their village. are dedicated to understanding the ways in which a development educational tasks at hand but also team might be helpful in a village Much of a team's success, of to promoting nurturing setting, Jack provides a simple course, lies in securing the trust of relationships with individuals. example. In one village, which those whom it tries to assist. Jack That is precisely what he and Kelly Kelly and Jack have already visited observes that it will be important hope to do with Digo villagers — on a scouting expedition, it is not for Kelly and him to live in the show them how they can improve uncommon for a woman to make village in a way that isn't too far their lives, while also demonstrat five two-mile trips every day to removed from the lives of the ing that they care about the Digo bring her family fresh water, people they are trying to help. people as individuals. 7 Generation to Generation Mabel Lindner will turn 100 years oldest resident of White Springs, old this coming May and Bill Ake was special. She was the widow of '88 hopes to attend his friend's a prominent doctor after whom a birthday party, though he may wing of the local hospital had been have to settle for sending a card. named. However, nearing 100, she Mabel lives in a nursing home in was by herself with no living Geneva, New York; Bill is now relatives. Bill found it fascinating back in Chicago. — in fact remarkable — to be talking to someone whose He got to know Mabel when he grandfather fought in the Civil was a student at Hobart College. War and whose relatives served in Since starting school, he had been all the American wars since the intrigued by an old mansion near Civil War, including Desert Storm. the campus. Curiosity finally led him to inquire what this place — What kept Bill coming back was Bill Ake '88 called the White Springs Manor — the pleasure he got from making a was being used for. When he new set of friends from a different dropped in one day and found out The White Springs Manor generation and from a completely it was a nursing home, he was residents were very interested in different background — and from invited to return and meet some of Bill, too. They asked him about seeing the enjoyment the people the residents. He did that soon school, what he had done that day got from his visits. after — and kept coming back on a and about his life and family in weekly basis for the next two Chicago. Bill found it amusing Before he left Hobart, Bill, as years, until graduation. that, to most of the residents, president of his fraternity (Phi Chicago was "The West," a remote Sigma Kappa) proposed that the Not that people at White Springs and exotic place. Residents at fraternity "adopt" White Springs Manor opened up to him right White Springs were small-town Manor as a service project and set away — they were glad to see him, and farm people, few of whom up regular visits to the residents. but were a little wary, he realized had ever been far away from Hearing Bill's own story of later, wary of whether he would Geneva, in the Finger Lakes region involvement and the rewards it stick with it, would return. "Why of Upstate New York. had brought him, the fraternity let yourself become close to brothers responded with someone you'll never see again? Bill made many friends over his enthusiasm. The program is It happened a lot with volunteers two years of visiting the Manor, continuing this year and Bill hopes and you have to be on guard," one but understandably Mabel, the it keeps going. resident explained. But Bill missed few weeks over those two years. He read mail to those with poor eyesight, heard a What kept Bill coming back was the pleasure he got from lot of memorable stories and just making a new set of friends from a different generation kept the residents company. and from a completely different background — and from Sometimes there was no talking at seeing the enjoyment the people got from his visits. all; people simply were glad he was there. If he didn't go home, Bill even spent part of his holidays at White Springs, and during vacations he would keep in touch through letters. 8