Table Of ContentTi— 11 ni t_ ~\ p i development Office
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The North Shore Country Day Set iease return
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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.
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