Acorn - Spring 2017

North Shore Country Day School

· Spring 2017

in this issue

a c o r n · Spring 2017

features 4 The Story Behind Admissions Growth 6 Seeing North Shore with Fresh Eyes 8 Matt Berman ’79

depa r t men t s 2

SPRING 2017 The Acorn is published by the Marketing and Communications Department of North Shore Country Day School three times a year for alumni, parents, grandparents and friends. Its goal is to connect our School community, celebrate recent accomplishments and capture the essence of life and learning at North Shore.

North Shore Country Day School 310 Green Bay Road Winnetka, Illinois 60093 847.446.0674 Tom Flemma Head of School

HEAD’S LETTER

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ACADEMICS

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ACCOMPLISHMENTS

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DISTINGUISHED GUESTS

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EVENTS

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FA C U LT Y

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BOOK REVIEWS

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LIVE AND SERVE

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VISUAL ARTS

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PERFORMING ARTS

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AT H L E T I C S

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ALUMNI CONNECTIONS

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P H O T O S F R O M O U R PA S T

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HOMECOMING

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CLASS NOTES

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ALUMNI REFLECTION

Tura Cottingham Director of Marketing & Communications, Editor tcottingham@ nscds.org

Photographers Tura Cottingham Lauren Hernandez Art Jessen ’70

Art Jessen ’70

On the front cover Emmy Cho ’20 in the Spring Musical Seussical.

Webmaster and Photographer ajessen@nscds.org Lauren Hernandez Communications Associate lhernandez@nscds.org Molly Ingram McDowell ’80 Director of Development mmcdowell@ nscds.org Nancy Green Whiteman ’71 Director of Alumni Relations nwhiteman@ nscds.org

Inside front cover Kaylin Schiller ’17 On the back cover If you have information about this photos, contact Director of Alumni Relations Nancy Green Whiteman ’71, 847.881.8848, or nwhiteman@nscds.org

Margaret Ringia Hart Design, www.mermadeart.com Graphic Arts Studio Printing, www.gasink.net

Scan the Q R codes in this issue with your smart phone to access expanded content, or use your keyboard to type in the website address provided.

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h e a d’s l e t t e r

CONNECTIONS THAT CREATE A SCHOOL I have met most of the people and attended many of the events you’ll read about in this edition of the Acorn, but it was only when seeing them all described together on these pages that the theme emerged for me: connection. People, programs and places all create a school, but connections create a school community. North Shore is as true of an example of a school community as I’ve ever encountered. The daily inspirations, the “aha” moments, the rising admissions numbers and the lasting friendships that populate these paragraphs are testament to that assertion.

Personal connections abound at North Shore. They begin as current parents spread the word, share their NSCDS experiences with friends and colleagues, who then investigate us as an option for their own children. Those connections are a tremendous part of the admissions numbers Director of Admissions Jason Giffen details in his article (page 4).

We often say we are “small by design,” and the central element of that design is the intentional and organic connections that can thrive in a close community.

The power of relationships to create not only vibrant learning environments but substantial and meaningful human environments has always been essential to North Shore.

1 International Model UN conference in Russia 2 Quinn Devereux ’25 and Tom Flemma 3 Meredith McCabe ’19, Olivia Whitmore ’19, Katie Nolan ’19, Caroline Lommer ’19, Malcolm Hansell ’19 4 Izzy Steach at the 8th grade refugee project grant competition 5 Andrew Potter ’17, Sarah Lumberg ’17, Caroline Segal ’20 6 Chip Heller ’18, Emily George ’17 7 3rd grade Launch-a-palooza 8 2017 senior class marking 100 days of school before graduation 9 College Counseling Bus O’ Fun at Drexel University

In a model of concentric circles, the first ring represents the student-to-student and teacher-to-student partnerships that define this place. These are both personal and academic connections. Some of them are curricular—the intellectual linkages that students make on their own or that teachers carefully set up to tie their lessons together across time periods or, even better, across disciplines. The 8th grade refugee project and grant competition, designed by Middle School Humanities Teacher and Global Citizenship Program Coordinator Dana Specht, asks students to access multiple topics, data sets and disciplines for a more holistic understanding of a complex topic. I had the pleasure of helping to judge the grant competition with a group of parents, staff and teachers, and was truly impressed by the work I saw. The Upper School science students in Advanced Open Research use the scientific method and collaborative cross-pollination with fellow students and teachers to hone their projects and do cutting-edge research. All of these connections across the entire curriculum make the academic whole greater than the sum of its parts.

Happily, these connections continue long after students leave North Shore.

Not only does Matt Berman ’79 credit his North Shore teachers for sparking his passion and defining his career path (page 9), but he has become a North Shore “teacher” himself. Matt works with Kristin Chenoweth, the fantastically talented singer/actress, and was able to provide a group of North Shore students with an amazingly personal learning opportunity.

When she sang a concert recently in Rockford, IL she invited our North Shore singers to join her on stage for the last few songs. Matt met with them beforehand to prep them, they rehearsed with Kristin, and then both spent time with the students after the concert. It was an experience those students will never forget and it would never have happened without the connection to Matt (page 14).

The circles grow wider and the connections begin to spread and span generations.

The statement that Michael Wallace ’53 mentions in his narrative (page 45)—that his North Shore friends have remained his best friends through life—is one that I have heard repeatedly in my conversations with alumni this year. The number of former faculty and staff that I’ve met, too, testifies to the persistence of the bonds over time.

Our faculty—and by extension, our students—benefit by connecting with the larger educational universe. The enclosed list of professional-development opportunities (page 23) is impressive by any measure, and indicates the thirst for growth and professional connection that defines any excellent faculty. We are making connections with national groups such as the Mastery Transcript Consortium and the Penn Master’s Residency in Teaching program so that we can benefit from best practice across the educational spectrum and contribute our talents to these national discussions.

Finally, our School connection to the outside world is growing ever more critical.

We have always built relationships with our surrounding community in order to “Live and Serve,” (page 26) and that impulse remains strong. North Shore students, teachers and families are involved in causes across the Chicagoland area, serving and partnering with others, increasing their understanding and empathy through these efforts.

All of these things help to build the learning community that we know and love, and to attract new students and families to the fold. Those numbers are growing as the value of connection to the learning process becomes more apparent each year and as the desire for community grows in the digital age. North Shore is well poised to deliver on both fronts and to provide our students and families with the very best school experience possible.

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THE STORY BEHIND ADMISSIONS GROWTH WE LOOK FOR THOSE STUDENTS WHO REALLY LOVE SCHOOL; HAVE A STRONG WORK ETHIC; ARE COMMITTED AND WILLING TO ENGAGE WITH ADULTS AND PEERS; AND WANT TO PARTICIPATE BROADLY.

2016-2017 Student Enrollment

Diversity (STUDENTS OF COLOR)

30% 25%

22.6%

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16.7%

24.3%

20%

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15% 10% 5% 0%

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T O TA L E N R O L L M E N T

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t’s fun to imagine how founding Headmaster Perry Dunlap Smith and the five families who established North Shore Country Day School in 1919 would feel about the School today. Much of their original vision remains, of course, but much has changed as well: the physical campus and modern classrooms, the experiential-education curriculum, the School’s reputation and, especially, the number of students enrolled.

The earliest “official” records show there were 248 students at North Shore in 1939-40. Today, North Shore has enrolled a record 535 students from 366 families and 20 communities.

This growth is impressive, but according to Director of Admissions Jason Giffen, “The numbers aren’t the story—it’s who is in the numbers.” Our students are academically dynamic, increasingly diverse, and joining North Shore from an ever-widening range of schools and communities.

When Jason joined North Shore five years ago, he quickly learned that the local market was driven by strong public and parochial options and comparatively fewer independent schools, something very different from the areas in which he had previously worked. “When I talk to families, my first task is to get a sense for their familiarity with independent schools— our approach to education, how we operate and are funded. That’s fun but complicated work. Answering appropriate questions around why independent-school tuition is worth it, particularly because property taxes around here are high and fund strong public schools, is a frequent starting point for families. The more we talk together, the more they experience North Shore, the more the Mission and Values of North Shore start to resonate.”

The results are clearly apparent in the accompanying graphics: Interest and applications are steadily growing.

Positive word-of-mouth, aided by print media, online advertising and the website, helps attract new families and build interest in North Shore. Jason and the admissions team have also worked hard to develop partnerships with local feeder schools. “The idea of a feeder-school approach is very common at independent schools, particularly for students leaving a K-8 school looking for a high school,” he continues. “Some schools we partner with

are Quest Academy in Arlington Heights, are JK, SK, 6th and 9th grades, though Baker Demonstration School in Evanston, there can be unexpected turnover in other grades as families move or circumstances Chicago City Day School and Catherine change. As always, North Shore strives to Cook in Chicago. We really value these relationships and the students they bring.” attract and retain mission-appropriate stuStill, nearly 75% of incoming students dents—those who embrace participation, scholastic work and achievement, have JK-12 come from public schools. Of this good character, and treat others kindly and public-school population, North Shore’s fairly. According to Jason, “our admissions numbers from Evanston remain strong process is getting better each year; it and there has been a marked increase in allows us to know prospective students representation from New Trier District really well and them to know us. We use a communities, specifically Kenilworth, Glencoe and Wilmette. Winnetka remains combination of standardized test scores, teacher recommendations, grades, and the largest single community group, but either an interview or focused observation since 2006 enrollment from Kenilworth to learn about each prospective student to has grown by over 300%, Glencoe has help predict their success at North Shore.” seen a 66% increase, and Wilmette has The increased awareness of and increased 28%. “When I calculated these demand for a North Shore education has numbers I was actually a little shocked,” led to a more selective admissions process, reports Jason. “Clearly there are strong especially for incoming 9th graders. public schools in these communities, “Students with A-B averages and high-averbut families are finding North Shore a age test scores do very well in our curricucompelling choice.” lum. We will always have a spread of The School has also seen growing learners, but with 90 applications this year diversity within the applicant pool, especially families of color from the New Trier for 30 spaces, the admissions committee was faced with some difficult decisions.” district and other surrounding areas.

“Above all, we look for those students Currently at North Shore, 25% of the student body are students of color. In compar- who really love school; have a strong work ison, the New Trier school district reports ethic; are committed and willing to engage with adults and peers; and want around 12% students of color. North to participate broadly. That helps differenShore’s broader geographic reach is part of this story, but its commitment to equity, tiate us because most schools around here inclusion and diversity is clearly paying off, are very large and it can be hard to do as the School’s population has never been many things. Here, if you want to be on a sports team—you’re on it. If you want to more diverse. Jason explains, “Parents of students of color, like all parents, are look- be on stage—you’re there. We don’t just ing for an excellent education but too often encourage participation, we actually they don’t see their son or daughter widely require you to do those things. For the student who wants to only do one thing represented in local schools. I’m really proud of the work we’ve done and that our all the time, we are often not a good choice.

For more and more families, though, our diverse community increasingly reflects philosophy resonates strongly.” our society and allows families to feel In order to continue this positive welcome at North Shore.

Families new to Illinois or the area are momentum the hope is that families will another element of North Shore’s growth. continue to spread the good word. Jason notes, “Our current parents, alumni, The School attracts many families who move to the area because of job transfers. students and faculty are our best ambassaThey discover the School through its web- dors. Sharing their experiences with others in the community and encouraging site, advertising and reputation. Often, they come from places where independent a family to contact admissions is a great way to support the School. This is a schools have a strong culture and they special place, and we couldn’t be happier want to enroll their children in a similar that more and more people want to be a school. As North Shore is the only JK-12 independent school in the immediate area, part of the North Shore community.” families are quick to find it when they think of relocating to Chicago.

The main entry points for new students

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Seeing North Shore with Fresh Eyes THE FIRST-YEAR EXPERIEN CE H E AT H E R A N D B O B B A R T E L L , GRACE ’20, BOBBY ’24

JEFF AND MARIANNE MARKOWITZ, MAURA ’20

NICHOLE AND RUDY WILSON, ELLA ’30

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What draws new families to North Shore? Three new school families answer that question and reflect on the first-year experience for their children.

Q . How did you hear/find out about

Q. What has been the biggest surprise,

Q. How has your child/children

North Shore?

outcome or benefit for your child/children?

grown since attending NSCDS?

A. We live in Winnetka so we were aware

A. We are pleasantly surprised by the

A. In her short time at NSCDS, we have

of North Shore. As we explored our options, we were drawn to North Shore mainly for the strength of the academics, but also for all the opportunities in athletics, the arts, clubs, and the whole child approach, and we could not be happier.

meaningful relationships that Ella is building with her JK teachers and classmates. The students treat each other with a level of knowing and kindness that belies their short months together.

Ella and her friends truly value one another’s interests and take pride in teaching and learning from one another. While the students’ affinity for one another is partially organic, the skillful manner in which Kathy Irvin and Janet Lord conduct the JK classroom has a significant impact on the students’ dynamic. And, when we watch Ella and her classmates greet one another with wide smiles and even wider hugs, we know that we are seeing the beginnings of lifelong friendships.

observed consistent growth in Ella’s intellectual curiosity and a noticeable broadening of her world view.

Ella naturally exhibits a high level of intellectual curiosity and we are quite pleased that her love of learning continues to grow. She is asking more sophisticated questions, leveraging newly acquired knowledge to build associations and constantly seeking out learning in everyday adventures and moments.

NSCDS has been instrumental in helping Ella expand her world view. Now, we see Ella finding community in her school, her neighborhood, her newly adopted state of Illinois, her country and her planet. And, in every community she is constantly searching for elements of connectedness and where she fits in. At NSCDS, she is learning that compassion and service can become her link to every community, whether it is checking on a classmate who isn’t feeling well, donating socks and gloves to children in Chicago or recycling everything that she can get her hands on.

Q . What resonated with you when you

first visited campus?

A. The students we met were happy and confident and we felt welcomed by the admissions team and the faculty/staff.

The overall learning and extracurricular environment, encompassing facilities and classrooms, were top notch.

Q . What was distinctive?

A. In our research, the characteristics

that most distinguished NSCDS were an unwavering commitment to ensuring that every child is “known,” a close-knit community that embraces and celebrates the benefits of being small and students who are encouraged to embody the School’s “Live and Serve” motto.

These elements resonated significantly with us, because they represented the type of educational environment where we knew our daughter, Ella, would flourish.

A. We are amazed at the ability of

students, specifically Upper School, to truly do it all and remain healthy, happy, balanced children! The strength of curriculum and quality of teachers have exceeded our expectations. The luxury of small class sizes translates directly to in-depth learning, personal growth, strong relationships with teachers and students and seemingly boundless opportunities for the future.

Q. How do you describe North Shore

when talking to others?

Q . Why did you choose North Shore?

A. Our daughter chose NSCDS as she fell

in love with the School from the moment she stepped foot on campus. We were also amazed by the School. Now that she is here, she really likes that the community is friendly, open and a happy place.

A. We ultimately chose NSCDS because

the school’s philosophy mirrors that of our family. As we observe Ella grow in a manner that is academically and emotionally in sync with how we parent, we are grateful for the invaluable partnership that we have with NSCDS.

Q. Were you familiar with independent

schools before applying to North Shore?

A. Yes, as we came from another private

school environment.

A. We cannot sing the praises loud

A. Yes. When we were applying to

enough. North Shore provides its students the freedom and opportunity to explore and excel in academics, athletics, and arts, all at the same time and without the need to sacrifice one for the other. This seems almost non existent elsewhere, in an era and community where children are highly specialized in a singular focus at a very young age. We consider ourselves and children incredibly lucky to have this opportunity.

schools in Dallas, we made a conscious choice to apply to independent schools.

A. Yes, our children attended the

American School in London.

Q. Where were your children enrolled

previously?

A. Lycee Francais de Chicago A. Crème de la Crème in Allen, Texas.

A. Winnetka Public Schools

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THE ART of LIGHT and SOUND MATT BERMAN ’79

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Matt’s specialty that performers seek is his personalization— his ability to help them with their storytelling and enhancing the music with lighting.

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ne summer, while attending a creative-arts camp in Connecticut, Matt Berman ’79 went to visit New York City for the first time. “It just felt like I needed to be there,” he remembers.

And so, after graduating from Arizona State University with a BFA in theater arts, he moved to The Big Apple. “There was a piano bar with a cabaret upstairs that I used to go to with friends when I was at Drew University, and one of the owners offered me a job working upstairs in the cabaret.” This is the same place where Joan Rivers and Barbra Streisand got their start, as well as many from Laugh In and emerging Broadway artists.

Matt gained recognition and awards for his work and was offered a position at a new club called Eighty Eights’. There he worked with composers, lyricists and directors including Maltby & Shire, Charles Strauss and Martin Charnin who wrote shows such as Annie, Baby, Big, Nick and Nora and Ain’t Misbehavin’.

In 1989, he established Matt Berman Design, a lighting and sound design company that also provides production management for performers, concerts and theaters in the United States and internationally. Soon he was traveling with different artists and became known as one of the very few people in the business who designs both lighting and sound.

That led to working with Liza Minnelli and the first national tour with Bea Arthur that lasted six years. As Bea was winding down, Liza was winding up. “I was at her birthday party and she said she wanted me to do her tour. A day later, I got a call to sign a contract.” For 15 years, he worked with Liza, and most recently has been traveling with Kristin Chenoweth, is the lighting designer for the Lincoln Center’s American Songbook Series and creates

lighting design for Macy’s NYC flagship store events.

Designing lighting for a performer or show is just as essential as designing a set. “When you look at the play, you look at what time of day it is—is it a sunny morning or the middle of a dreary afternoon? There is also a lot of technical work involved. Where to position the lights, calculating the electrical power needed because you can’t overload the circuit board. Then there are mood enhancers with different color filters.

“My niche has wandered over to concerts. Songs can tell a full three-and-a-half minute story. When I work with an artist, I need to understand where they are mentally when they are singing the song.

By understanding the performer’s feelings, I can design the lighting to reflect their intended mood whether isolating them on stage with a spotlight, or using red, orange or yellow hues to accompany a warm ballad.

“The sound part of a performance is much more than just putting a mic on the artist—you have to make the singer audible and sound good in front of the band. If the sound is too loud, it’s not pleasant. The art of listening has changed.

You need to find ways to make people listen again.”

A lot of performers like Matt’s esthetics—especially the singers who engage the audience in great storytelling.

“Most of the people I work with have this amazing song they want to share with the audience and they want to give it from their heart.” Clients come to Matt for his personal touch and his ability to enhance their lyrical stories with lighting.

He also shies away from running everything off an automated board, preferring to run it manually. “That’s how I started.

I like being able to do both sound and lighting so I can control and connect the two.

“I’ve been fortunate to work with amazing performers in some insanely cool places: The Acropolis, the Paris Opera House, Royal Albert Hall, Carnegie Hall and the Hollywood Bowl.

Matt gives credit to Carol Radloff, who was head of the drama department at North Shore, for sprouting his interest in performing arts. “Carol was great. She really encouraged me and created opportunities for me to try new things. One year we did a vaudeville show that I think I emceed. She came up with a Streisand number and a group of us sang back up.

That’s when I realized what I wanted to do with my life. Knowing that, I focused my college search on schools with theater departments. Roger Shipley, who was in charge of scene design, was also very supportive. I’m still in touch with both of them.”

When asked which Gilbert and Sullivan shows he was in, his answer is “All of them! In those days, every year the Spring Musical was a Gilbert and Sullivan.

Iolanthe, Patience, Pinafore and Mikado.”

He also recalls Vin Allison, chorus director, providing additional opportunities including encouraging him and friends R.J. Damon ’78, Ted Reihmer ’79 and George Rogers ’78.

“One of the things about North Shore was that it was a small campus, and I thrived on that. The size was amazing because the faculty could see your strengths and interests and springboard off of those.”

See Students Perform with Kristin Chenoweth on page 14.

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ac a demics Studying the Refugee Crisis Building on the School’s global initiatives, the 8th grade English, science and social studies teachers identified the current worldwide refugee crisis as being both essential to study and a project involving multiple disciplines that was subjectspecific while lending itself to truly interdisciplinary work. Beginning in January, the curriculum explored what it means, in very human terms, to be a refugee.

Students worked in teams to inform a final project that was exciting, relevant and interdisciplinary in scope.

Students shared their learning at Refugee Day with parents and faculty.

Student teams presented their research findings, camp-planning strategies and refugee camp models during the presentation. This is the first time the Middle School has undertaken this project, and the team was excited to see how students respond to the challenges and opportunities for creative problem solving and presentation.

Following the Refugee Day presentation, the 8th grade class completed a comprehensive, eight-week project in social studies. This year’s annual 8th grade Grant Project focused on refugees.

Students were required to select a refugee or internally displaced people (IDP) population, research into the group’s existing assets and problems, and write a grant to help better a specific portion of the community. A Grant Committee composed of North Shore faculty, staff, parents and Upper School students read through all the proposals and selected the winners of this year’s contest.

A highlight that supplemented the 8th graders’ curriculum and learning about the global refugee crisis was a visit from Emmanuel Rutimirwa, who shared a very personal story. He is originally from the Democratic Republic of the Congo (DRC), and as the son of a nurse and businessman, he planned to be a doctor when he grew up. He shared the story of how violence in the DRC resulted in the loss of his parents and siblings. When he was quite young, he fled the Congo alone, with the goal of getting as far away from the violence as possible. He ended up in a refugee camp in Ethiopia, where he lived for seven years. At the age of 22, he relocated to the United States.

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Advanced Open Research North Shore Country Day School’s Advanced Open Research (AOR) may be compared to a second-semester junior or senior capstone course, where success comes from dedication, independence and individualistic curiosity. Every student in the class works on an entirely different curriculum by their own discourse. “We figure out a topic and gauge their passion to make sure they’ll be successful,” explained Upper School Science Teacher Jen Pfannerstill about the teachers’ role in guiding the students. Students in this class must grasp the elements of chemistry, physics and biology. The breadth of knowledge and connections between sciences is key to the research they do and experiments they perform.

Katie Abrams ’17 asked the question, “Does tone affect memory?” in a project that requires designing processes to use North Shore students in her experiment.

Katie is passionate about a complicated subject to study, requiring her to test her idea with audiobooks, relationshipbased learning disabilities and the NAS Memory Test.

Tommy McHugh ’17 is working to figure out how animals become immune to viral infections. He brought his interest in bioinformatics to AOR, the place where he can funnel his education into research, which helps him in sifting through a complex topic. His experimentation includes looking at mosquitos immune to viruses but able to carry them to humans and putting viruses into zebrafish to see if new animals may be born immune.

Andrew Potter ’17 finds value in being an independent thinker and AOR allows exactly that. He’s using the process of having an idea, furthering it and realizing it will change to succeed in AOR and his project about technology addiction.

Pierce Hourihane ’17 had the goal of educational integration–using his own experiences in the class. “Once you have a passion, you can run with it in AOR,” he said. “You have to stay interested. Not exploring your topic is a missed opportunity.” He knew he wanted to study concussions and began with trying to redesign a football helmet. But instead of looking at the problem by its preventative measure, he turned to the concussion test, how to mend its flaws and minimize room for error.

Samantha Weinberg ’17 approached her project interactively, using interest in dance to study the relationship between exercise and cognitive activity. In AOR, she’s creating her own experiment using a control, jump rope and jogging to get organic results.

Andrew Conlon ’17 is demonstrating learning with computer-science programming. He embraces the freedom of independent studying to focus on what he can use computer science to do. “AOR makes me inherently curious,” he said. He’s essentially going to use a Big Data machine, feeding a computer to create a model and an output, then training it to eliminate errors. In AOR, he’s learning how to keep the important information emphasized while sifting through all of the results.

Upper School Science Teachers Jen Pfannerstill and Joan Ryder are the instructors of AOR, though they eventually set the students free of instructions.

The two are there to help the students dig deeper and support them in challenging themselves and asking questions. “They teach us to be more inquisitive than what we know to be true,” said Katie.

“They become good at reaching out for help—it’s how they learn. With science, there are far more disappointments than successes. They have to be willing to work through that slow process,” Joan said.

“Outside of these school walls, there are resources and networks, and we try to tap into those that are as equally passionate as our students to connect them with mentors,” Jen said.

1 Tommy McHugh ’17 2 Jessica Hourihane ’18, Andrew Potter ’17, Pierce Hourihane ’17 3 Refugee Project—Tyler Nolan ’21, Caroline Gray ’21, Lola Adebiyi ’21, Riley Rosenfeld ’21 4 Refugee project team MK Caestecker ’21, Ava Prezant ’21, Panagiotis Kanellos ’21 5 Eun Hae Lillig ’21, Conor Fryer ’21 and Ilan Friedman ’21 present their Refugee Project 6 Jordan Humphrey ’21 and Kate McKown ’21 discuss their Refugee Project with teachers Sarah Muñoz and Austin Gruber.

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ac a demics Pioneer Day Pioneer Day is a beloved and highly anticipated 4th grade annual project. On February 24, students shared presentations and demonstrations of all they learned about Western Expansion with their parents and fellow classmates.

The students completed hands-on activities of their choice ahead of time, then worked to relate them to how pioneers invented and improvised during their everyday lives. With that in mind, the 4th graders took their work into small groups to prepare presentations of their Pioneer projects to share with parents on Pioneer Day. The day was formatted like a science fair, with long tables of stations set up around the classroom. Parents visited the demonstrations throughout the exhibition, learning about everything from inkmaking and churning butter to silhouette portraits and pottery.

Math Towns The 3rd grade completed a “Math Towns” challenge in a hands-on way to explore critical thinking, strategy and problem solving. All the students were named Mayors and were given a map of a town that consisted of dots representing street corners. The goal was to place firehouses on street corners so all corners in the town either have a firehouse or are only one block away from one.

The challenge was that the Mayors had to limit their resources and use as few firehouses as possible. In small groups, the Mayors solved the problem with nine firehouses, then eight and some even seven. And, for just the second time ever in over 20 years of this challenge, a few groups solved the problem using just six firehouses!

New ArtLab Course “At its core, ArtLab is based on empathy,” says Middle School Art Teacher Keith Sklar. “Everyone experiences change.

Sometimes for the best, other times it may be sudden and even traumatic.” The foundational concept of the course in which art is created, impacted, analyzed and then reimagined is “an end is a beginning.”

ArtLab guides students through a fourstage process during the yearlong class.

Informed of one sequential step at a time, the class began with the creation of a complex model city that served as the foundational form of the evolving project.

Two art installations emerge from the class for the School community to experience. The first, an exhibition of the completed city was in the Science Center Atrium in March. The second, a distinctly different artwork, will be exhibited in late spring.

The class is composed of 6th, 7th and 8th grade students sharing ideas and working together in a diversity of artmaking disciplines, approaches, materials and technologies. Combining individual exploration in art with collaborative design thinking, ArtLab students discuss, brainstorm, imagine, research, plan and hone their skills in painting, drawing, sculpture, digital art, photography and iMovie.

Expressing their insights into historic and contemporary social themes, they were also asked to write poems, stories and reflections.

Named “Chipom City” by the class, students created a metaphoric, hybrid city that brought together the ancient Roman city of Pompeii, imagined buildings, historic Native American and Chicagoland architecture.

The design process for the city was multilayered. Students were first introduced to the tragic historical experience of Pompeii and asked to write or draw a brief reflection. Next, they discussed and brainstormed what buildings and structures compose a city. From hot dog stands and skate parks to skyscrapers, museums, housing, hospitals, abandoned buildings, houses of worship and sports facilities, students created a list of Pompeii and Chicago-area buildings. Investigating Chicago’s extraordinary architectural history, they researched local Native American Illini, Potawatomi and Miami tribes’ homes as well as pre-Great Fire and later 19th- and 20th-century architecture. Students selected several buildings to research in-depth, shared their findings with the class and were tasked to design their own model versions of the buildings.

Additionally, students were asked to design their own imagined buildings, and results ranged from a dramatic tintedglass, aquarium covered with seaweed to a rocket house that could go in space and

on the street. Scale and proportion were neither specified nor consistent. Keith explains,“in order to intensify the hybrid and metaphoric nature of the city, accuracy was sacrificed to encourage formal and material experimentation, personal narrative and design thinking.”

Several days after the exhibition, ArtLab’s city underwent a cataclysmic change similar to Pompeii. Students were asked to collaboratively cover their city in plaster and then to create a work of art personally reflecting on the loss of their exceptional artwork. The following session, Archeology and Anthropology Professor Mark Hauser from Northwestern University visited the class to talk about archaeological methods and approaches.

ArtLab students then collaborated on the careful uncovering of Chipom city and began to create data, raise questions and discuss their findings. Students also explored the lives of people during historic and contemporary experiences of devastation and resilience; from warfare and famine to earthquakes, tsunamis and volcanoes. ArtLab is a journey. What follows will unfold in planned as well as unexpected directions, determined by the students and teacher in collaboration.

1 ArtLab exhibit 2 ArtLab after students covered it in plaster 3 Pioneer Day silouettes 4 ArtLab 5 Exhibit on ink making 6 Jesse Forrest ’25 explains his Pioneer Day project

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accomplishmen t s

Chenoweth Concert

Students Perform with Kristin Chenoweth Actress and singer Kristin Chenoweth and seven North Shore Country Day School students performed on stage together, thanks to NSCDS alum Matt Berman ’79 (see story on page 9), who is a lighting and sound designer for Broadway artists and other nationwidetouring productions and works with Kristin on hers. As they were making plans for the show in Rockford, Matt contacted the School about this unique and exciting opportunity for a group of Upper School chorus students. The event took place on March 1 with the Rockford Symphony Orchestra at the Coronado Performing Arts Center in Rockford, IL. Kristin likes to invite groups of local high school students to join her in singing the last two songs. Matt suggested offering the opportunity to NSCDS students because the faculty had been so supportive to him and helped foster his passion for performing arts.

Kristin and Matt sent materials and recordings in advance, letting the students bubble with excitement until the actual rehearsal with Kristin and the Orchestra on the afternoon of the show, then the show itself. The students sang like professionals and will never forget the experience.

Students performing with Kristin were Annika Churchill ’17, Emily George ’17, Emma Flannery ’17, Maria Herrle ’17, Destin Teamer ’17, Richard Austin ’18 and Morgan Small ’19.

Chinese Honors On March 11, five North Shore Chinese language students from Upper and Middle School participated in the 9th Midwest Chinese Speech Contest at

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Northside College Prep High School.

The contest was hosted by the Midwest Chinese Teachers Alliance and sponsored

by Taipei Economic & Cultural Office in Chicago and Confucius Institute in Chicago. Speeches were given in Mandarin Chinese without the use of notes, printed materials or PowerPoint, and the students were judged on fluency, content, delivery and pronunciation.

All five students received recognition. Thandi Steele ’18 earned a bronze medal—High School level 3, Pressley Smith ’18 earned a silver medal— High School level 4 & above, Emmy Cho ’20 earned a gold medal—High School level 1, Lily Ainsley ’22 earned a silver medal—Middle School level 1, and Mira Goldstein ’23 earned a gold medal— Middle School level 1.

Students worked hard on preparing for the contest. Both Pressley and Emmy said their acting skills definitely helped them with giving speeches and speaking in public.

Participating on the NSCDS team were Isabella Carlino ’22, Ellie Stevenson ’22, Sophia Wall ’23, Ellie Winkler ’21, Andrew Xing ’22 and Emily Yoo ’22.

Students Travel to Russia for Model UN

North Shore Country Day School and Beacon Academy in Evanston traveled together with a delegation of 17 students to attend the St. Petersburg International Model United Nations (SPIMUN) in Russia, March 27-29. Hosted by Gymnasium 157 (The Gymnasium of Princess Oldenburg), the conference and sessions took place all around St. Petersburg.

Eight NSCDS students and nine Beacon students attended representing Germany, Malaysia and Pakistan. The entire Model UN event involved the participation of approximately 500 students from 31 schools in 17 countries.

At SPIMUN, delegates who perform in an exemplary manner were recognized in two ways: “Special Thanks,” a verbal Math Olympiad commendation equivalent to an Honorable The Middle School once again organized Mention, and Best Delegate. Three a team of students to participate in the North Shore students were recognized 2016-2017 Math Olympiad. This math as Best Delegate: Malcolm Hansell ’19, competition began in 1979 and, last year, representing Pakistan on the Special there were nearly 170,000 students particConference Devoted to the Year of ipating as part of 6,000 teams worldwide, Sustainable Tourism; Isabella including all 50 states and 30 countries.

Ogbolumani ’18, representing Germany The goals of the program are to stimuon the Special Conference Devoted to late enthusiasm and a love for mathematthe Year of Sustainable Tourism; and ics; introduce important mathematical Caroline Lommer ’19, representing concepts; teach major strategies for probMalaysia on the Economic and Social lem solving; strengthen mathematical Council (ECOSOC). intuition; foster mathematical creativity and ingenuity; and provide for the satisfaction, joy and thrill of meeting challenges.

Model UN in Russia

Lily Ainsley ’22

Mira Goldstein ’23

Di Li and Emily Cho ’20

Morgan Small ’19, Emma Flannery ’17, Destin Teamer ’17, Matt Berman ’79, Annika Churchill ’17, Emily George ’17, Richard Austin ’18

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dis t inguished gues t s

Kevin Henkes

Kevin Henkes

Author Kevin Henkes Children’s book author, illustrator and novelist Kevin Henkes visited NSCDS to talk to the Lower School about his work and introduce his 50th book, Egg. The most recent release is a picture book and the third in a trilogy by Kevin along with Waiting and When Spring Comes.

Among his other popular works are Chrysanthemum, Lilly’s Purple Plastic Purse and Wemberly Worried.

Kevin told the students he was “born an artist,” sharing photos of himself as a boy with colored pencils in hand and some of the first renditions of what would become his story characters. He is a middle child and strongly believes his position in the family influenced who he is and his work today. His characters typically follow stories that rely on the craziness and unconditional love of siblinghood and large families.

Kevin’s ideas are sparked at the most ordinary times. He said they come to him when he’s on a walk, driving or in the shower, yet he’s inspired by different things each time. He shared that Wemberly Worried, for example, was a book that reflected his own feelings about preparing for the arrival of his first child.

“Wemberly” was the name of his motherin-law’s street, a place he often spent time

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Author Dr. Shefali Tsabary while getting ready for the baby. The idea for Lilly’s Purple Plastic Purse came to him as he was waiting in the Sea-Tac International Airport, when a little girl was consistently bothering her father with a musical toy purse she had. Kevin found it absolutely hilarious, resulting in Lilly, one of his favorite characters.

With his essentials—a notebook, pen, typewriter, watercolor paints and the same plastic water cup he’s had since he was in elementary school—he gets to work at his desk in his studio in Madison, WI. Kevin uses animals as his characters, particularly mice, because he thinks they’re more humorous than people.

At the end of his presentation, a roaring applause and a lively Q&A session, Kevin whipped out an Expo marker and a drawing board to illustrate some his most beloved characters, new and old, for the students.

Kevin’s books are loved by many and he credits that to how relatable they are for kids–not just stories about families but funny school stories too. His love for school comes from the support and encouragement he had from a teacher years ago. She believed in him, telling him she wouldn’t be surprised to see his name on the cover of a book one day. So with that, he put it there.

The Parents’ Association Parent Ed group hosted a book discussion of The Awakened Family: A Revolution in Parenting by Dr. Shefali Tsabary. She is also the New York Times bestselling author of The Conscious Parent.

The author’s website introduces the book by saying, “All parents have aspirations for their children. But often these turn into crushing expectations that cause real harm and disillusionment at the most important time in a child’s development.

Parenting should not be a competition with winners and losers. Parents need to recognize their children for who they actually are, and in her groundbreaking new book, Shefali challenges the modern myths of parenting that define how a child is ‘supposed to be.’”

Instead of holding children to society’s impossible ideals, Shefali teaches readers how to control their expectations, embrace the present moment and let go of the anxiety surrounding how best to parent.

The Conscious Parent, and The Awakened Family draws from Eastern philosophy as well as Western psychology to offer “enlightened advice and a clear program for raising confident, conscious children who are true to themselves.”

Adam Alter

Rene Arceo

Jim Papoulis

Rene Arceo

Author Adam Alter North Shore was fortunate to host the New Trier Township Family Action Network program featuring Adam Alter, the author of Irresistible: The Rise of Addictive Technology and the Business of Keeping Us Hooked. Adam Alter, Ph.D., associate professor of marketing at New York University’s Stern School of Business, with a cross-appointment in the Department of Psychology, has been researching how interactive technologies can negatively impact humans.

The presentation drew a large crowd to campus, not only NSCDS parents, but surrounding community members for this engaging and high-profile lecture.

Artist Rene Arceo On February 13, the John Almquist Gallery featured artist Rene Arceo, who visited North Shore to spend the day working with students in all divisions and introduced them to printmaking techniques.

He began his visit by giving an exclusive artist talk to the Upper School students. He then migrated to other divisions to demonstrate, teach and work with them on his block print techniques using graphics, drawing, painting and collage.

Dr. Geeta Maker-Clark and Chef Ellen King

Food as Medicine Rene’s involvement in Chicago and the greater art community has included the Mexican Fine Arts Center Museum (now the National Museum of Mexican Art) and the Chicago Public School system where he works as an art educator, lecturer and printmaker. His prints were on display in the John Almquist Gallery for all to view his compelling works.

Composer Jim Papoulis For the eighth year, New York City Composer Jim Papoulis returned to North Shore in February to spend a week with the Lower School Chorus. The students met with him for two hours each day to write a song and rehearse other pieces he has written.

A highlight was a visit to a local recording studio to record their new song, before performing a concert for parents in the Conant Science Center Atrium.

Jim composes, orchestrates and conducts music for dance, film, ensembles and choirs. His ever-evolving approach unites classical with contemporary sounds, world rhythms, R&B and voices, while combining live instruments with current composing and recording technology.

The Parents’ Association Parent Education committee attracted a crowd at the February 10 Food as Medicine Culinary Class. Coordinated with the help of parent Julie Matthei, who is the owner and director of business operations for Hewn bakery in Evanston, the program featured Geeta Maker-Clark, M.D. and Hewn Chef Ellen King.

Geeta and Ellen taught the health benefits of different foods, demonstrated techniques on how to preserve nutritional value as well as shared recipes focused on a plant-based diet.

The audience was treated to a tasting of the foods demonstrated and prepared including farro, heirloom beans, dandelion greens salad and an assortment of freshly baked breads from Hewn.

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events jay bach bruce blair ’69 benjy blenner ’02 karen block ’09 chris charnas ’83 katie whittlesey comstock ’94 sarah cody ’04 jackie cotter cece ewen durbin ’67 steve edwards ’52 bob elisha ’77 tom flickinger grace flickinger ’12 Seniors volunteered at the Purple Wave. jeff foreman ’80 katie freiburger bob geraghty ’65 tom geraghty ’62 Purple Wave ginny george For more than 30 years, the Benefit North Shore Country Day School’s nancy goldberg Board at North Shore has raised funds Benefit Board sponsored this year’s eric hattori ’06 through this annual event. The Benefit annual auction and party “The Purple naomi hattori ’02 Board has raised more than $5 million to Wave” on Saturday, February 25, raising hall healy ’59 support areas of the School not covered by $150,000 for the School. betsy perkins hill ’70 the annual operating budget, such as the This year’s theme, “Experience stacy hunt NSCDS,” brought the community together Curriculum and Teaching Fund, the elizabeth ingram ’82 Benefit Board Supplemental Scholarship to spend an evening out while raising charlie ingram ’75 Fund, faculty enrichment grants, and valuable funds for the School to support dean kanellos major capital projects, such as the renovateaching and learning. Parents, faculty, jake kann ’12 tion of the Lower School, the construction staff and alumni celebrated the fundraismervat kalil of the Conant Science Center, and most ing event on campus in the Arts Center alex kerr ’04 and Auditorium, which were transformed recently the renovation of the Auditorium janie koster and Arts Center. into a cozy, modern lounge festooned in suki lipman ’70 the School’s signature purple. While ches manly ’89 enjoying live music from NSCDS students Annual Giving Spring amanda macejko and HandCut Foods’ flatbread, sushi and tom macejko Connectathon chocolate ganache tarts, more than 270 suzanne folds mccullagh ’69 guests bid on fun social events, one-of-aThe Alumni Board, parent representatives, ciara mcdonagh ’90 kind live and silent auction items, and alumni class representatives, trustees, melissa mizel experienced how learning by doing makes staff and other volunteers came together eileen murdock NSCDS an extraordinary place. Auction for one evening in March to help raise craig niemann items included a Blackhawks locker room funds for the School’s Annual Giving. ted notz ’53 experience, signed Blackhawks jerseys, It was a lively evening of outreach and polly goodrich o’brien ’41 Cubs scoreboard and photography experi- reconnecting with the North Shore cy oelerich ’89 ences, luxury vacations, original art pieces, Community—making calls and writing scott olson ’79 a special dinner with Head of School Tom notes—that helped increase funds for georgia pappas Flemma and more.

Annual Giving to 80% of the goal. jeannie peters ’12 A portion of the proceeds are being There is still time to contribute and blasko ristic directed toward the 2017 Emotional all donors will be listed in the Acorn lisa mcclung ristic ’87 Appeal – to reiterate the School’s STEM Annual Report. Please use the envelope sarah geist rosen ’86 (science, technology, engineering and in this issue or visit www.nscds.org/give hilary bishop scott ’96 math) programs in all divisions. At the for online gifts. NSCDS is grateful for jeannie lea scully ’63 event, faculty members set up displays and your generous support. carrie scharbo demonstrations of 3D-printing, genetic The School appreciates the courtney williams shelton ’88 testing, aquaponics and environmental enthusiasm and commitment of the alex silets ’87 education. The goal was to raise $50,000 following volunteers whose collective les spitz ’61 to expand the program and cover new sup- effort made it all happen: susan stetson ’72 plies and equipment to supplement the annie aggens ’88 madeline tank ’11 21st-century-model of STEM learning. The bill ake ’88 alexis contreas vondran ’00 School raised $56,000 specifically for the kelsey andersen ’06 alice pirie wirtz ’49 Emotional Appeal, exceeding expectations. karen arenson andrew wood ’90 steve arenson nina yoo chris avery ’87 18

Hall Healy ’59, Cece Ewen Durbin ’67, Annie Aggens ’88, Ted Notz ’53, Suki Lipman ’70

Hamad Farhat, Dolores Farhat, Diana Barr, David Klaskin

Annie Collins and Jen Pfannerstill

Ciara McDonagh ’90, Chris Avery ’87, Alex Silets ’87

Georgia Pappas

Susan Gaud, Tom Flemma, Diana Flemma, Henry Gaud

Jessica Shinn, Kristen Kaczynski, Eric Jacobson, Jen Jacobson, Bong Shinn

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events issues. The meetings were intended for individual and group skill building around equity work and to encourage actionplanning, which the NSCDS students and faculty members brought back to North Shore.

Breakout session topics ranged from the relationship between race and the American Jury System to storytelling as activism. Lower School Spanish Teacher Winder Holeman and Lower School Junior One Earth Film Festival Kindergarten Teacher Janet Lord presented on “Diversity, Equity and Inclusion North Shore hosted a screening of SEED: with Lower School Students.” They shared The Untold Story on March 6 as part the evolving and ongoing process of North of the Chicago One Earth Film Festival.

Shore’s Kaleidoscope program as well as Connected to the School’s food-education successes and challenges in developing program, this screening also brought a meaningful and purposeful program.

Kristie Webber from the Chicago Botanic “Attending the YWCA Racial Justice Gardens and Jeanne Nolan, The Organic summit enabled me, along with a group Gardener, to campus for a post-screening of colleagues and students, to participate seed share and discussion on promoting in a variety of discussions addressing attibiodiversity in home gardens. tudes toward and experiences of persons The film looks at the many issues of color in the United States,” said Upper surrounding the diminishing diversity School English Teacher David Grossman. of seeds in the world. In the last century, Also attending were Middle School 94 seed varieties of have disappeared.

Humanities Teacher Sarah Walsh, This documentary follows passionate seed Associate Director of Admissions and keepers who are protecting a 12,000-yearMiddle School Health Teacher Mullery old food legacy. Farmers and others speak Doar, Assistant Upper School Head and up to defend the future of our food and the Upper School French Teacher Lynsey preservation of a wide-ranging seed supply.

Wollin-Casey, Evelyn Gonzalez ’18, Clifton Johnson ’18, Alliyah Rumbolt-Lemond ’18, Lunch in the Loop – April 12 Thandi Steele ’18, Evelyn Nava ’19, Justin Hartley ’19 and Andrea Gomez ’19.

The spring Lunch in the Loop program David also mentioned keynote speaker was held on April 12 at the Union League Club in Chicago. Alumni, parents, parents Charlene Carruthers, who led the discussion on “reimagining prisons and of alumni and friends attended the propolicing.” She explored how the action gram that featured the 5th grade Design of “reimagining” relates to racial justice, Project. Head of School Tom Flemma provided a School update, followed by the emphasizing the need for more complete stories that avoid single-issue stories, faculty presenters Lower School Science as these may lead to incomplete solutions.

Teacher and Science Department Chair “The conversations throughout the day Annie Collins and 5th Grade Teacher gave me new insights and perspectives Libby Ester. relating to diversity, equity and inclusion,” he said.

YWCA Racial Justice Summit On April 7, several of the North Shore faculty members and Upper School students attended the Racial Justice summit at the YWCA in Evanston.

The gathering began with an Artist Showcase, “(Re)imagining Our Way to Liberation,” leading to discussion among the breakout sessions. Everyone chose sessions based on the topics that were of interest. In these group meetings, attendees listened to specific insights in the many dimensions of racial justice 20

The classroom was transformed into a cozy beatnik cafe filled with parents and Lower Schoolers from other grades as guests. The readings took place on a stage with a microphone, where each writer shared a portion of their narrative, exiting the stage with a jarring cliff hanger. But beyond the surface of the fun, beatnik, bohemia-chic 1950’s coffee house, the best thing about the Hot Chocolate House may have been that “there were no rules.” The plots of the stories ranged from family chaos and talking animals to hockey players facing internal conflict and the fluctuating market of GoPro cameras.

After the individual presentations, the tireless writers spread out throughout the room to read their full stories to anyone who wanted to listen.

Molzahn’s Marchers

NSCDS faculty members organized Molzahn’s Marchers, a team to participate in the Chicago Breakthrough for Brain Tumors 5K Run and Walk on April 23.

A total of 21 faculty, former faculty, parents, students and alumni walked in memory of dear friend and colleague, Vanessa Molzahn, who passed away in August 2016. The team also raised more than $5,400 in Vanessa’s name from 41 donors to contribute to brain tumor research and 3rd Grade Hot for supportive patient care.

Chocolate House Vanessa, former Upper School math teacher, was a brilliant and compassionate Every year, North Shore 3rd graders work diligently and creatively to produce stories teacher, a loving and devoted mother and wife, and a caring and genuine friend. She and tales straight from their own lives, perspectives and experiences. On April 20, faced the challenge of her brain tumor as she did so many things in life—with trethey put on their black turtlenecks, musmendous courage, a positive attitude and taches, berets and courageous faces to a sense of humor. present their stories at the 3rd grade Hot Chocolate House.

Sarah Geist Rosen ’86 and Carol Smeja-Gailen

Jason Giffen and Jose Isasi

Kyndall Wilcher ’26

New parents Ryan Mundy, Brian Burden, Tom Flemma and Richard Phillips

Lily Biggs ’26

3rd graders read their stories to parents and peers

Tom Flemma, Emily Finlay Vertrees ’07, Lisa Doi ’09

Faculty, former faculty and Vanessa’s family marched in her honor.

3rd grade Hot Chocolate House

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facult y

M Y H O P E I S T H AT W E C A N CHALLENGE STUDENTS TO REACH HIGHER INTELLECTUAL AND EXTRACURRICULAR ACHIEVEMENTS IN AN ENVIRONMENT WHERE IT I S S A F E T O TA K E R I S K S , L A U G H I N G A N D H AV I N G F U N A L L A L O N G T H E W AY !

B A R R I N G T O N “ B A R R Y ” F U LT O N

North Shore’s new Middle School Head as of July 1, 2017

New Middle School Head Announced Barrington “Barry” Fulton will become North Shore’s new Middle School Head beginning July 1, 2017.

In making the announcement, Head of School Tom Flemma said, “Barry is a wonderfully talented educator who will come to us from the Pingry School in New Jersey where he has served as English Teacher, Middle School English Coordinator, 6th Grade Team Leader and is currently the Middle School Dean of Student Life. In that role, he serves as the primary guide for student academic performance and social/emotional wellness, coordinates communication with parents about student progress, supports the development of community and more.”

During part of his time at Pingry, he also served as the Director of Programs and Professional Development for the Louis August Jones Foundation and Camp Director at Camp Rising Sun/Red Hook where he was once a camper. Prior to his time at Pingry, he was an English Teacher and Dean of Intercultural Affairs at the Pennington School, and English Teacher

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at the Berkshire School. Barry earned a B.A. from Williams College and a M.A. in Educational Leadership from The Klingenstein Center for Independent School Leadership at Teachers College, Columbia University.

Barry wrote, “I am incredibly excited to join the North Shore community! In my search, it was critical to find a school that both values relationship building and strives for a sense of unity amongst all of its constituencies. That strong sense of community was evident in every conversation I have had throughout this process and in every experience I had while at North Shore. I look forward to joining with the faculty and staff to help create a middle school experience that is both fully connected to our school-wide community while simultaneously being age-appropriate and unique. My hope is that we can challenge students to reach higher intellectual and extracurricular achievements in an environment where it is safe to take risks, laughing and having fun all along the way! I am eager to join this community and, of course, to “Live and Serve.”

Tom added that “In Barry, we strongly believe we found the right person for the Middle School, based on his experiences, intellect and commitment to building communities. Following his visit, we received exceptionally strong feedback from faculty, administrators, parents and students. His references underscored that he has been a difference-maker for students, a trusted and valued colleague for peers, and a skilled leader ready to take on the position at North Shore.”

He also thanked all involved in the process, with particular thanks to the Middle School faculty, the Middle School Parent Steering Committee and the Search Committee—parent Angel Jackson, Middle School Computer Science and Math Teacher Jim Leesch, Middle School Learning Specialist Christine Ritchey, Trustee and parent Duff Stevenson, parent Kate Flannery (last year), and Search Co-Chairs—Middle School Huamnities Teacher Sarah Walsh and Assistant Head of School and Academic Dean Chris Boyle.

Finally, special recognition and thanks to Interim Middle School Head Jerry Kountz for his outstanding leadership these last two years.

Recognition Maria Elena Centomo, Upper School Spanish teacher, was recognized by Stanford University for exceptional teaching. “Your dedication as an educator and a mentor has contributed to the future of your students, Stanford University and your community.”

She was nominated by Anand Shankar ’16 who wrote “Profe Centomo was my first Spanish teacher. She took me from Spanish 1 through Spanish 5 in two years, with extra lessons outside of class and sessions during the summer. I have always wanted to learn Spanish, and Profe helped me make that dream come true. More importantly, though, she has taught me so many lessons about life that I will always remember. Profe, I will forever be indebted to you for everything you have done for me. Muchas gracias.”

Professional Development Jen Pfannerstill, Upper School science

teacher and Scientist-in-Residence, led multiple presentations at the National Association of Biology Teachers conference in Denver, CO, including sessions on developing quantitative literacy skills in students and her work on the AP Biology curriculum and exam. Additionally, she is a member of the Undergraduate Biology Task force, which offers professional development for high school, community college and university teachers on learning progressions/skills development, as well as co-chairing the AP Biology Development Committee and chairing the College Board’s Academic Advisory Committee.

Elizabeth Kindig, Middle School humanities teacher, attended a Facing History and Ourselves workshop entitled Facing Ferguson: News Literacy in a Digital Age. Ship Safford, Upper School social studies teacher, attended a one-day workshop on Race and Police Powers through the Teachers’ Consortium of the Newberry Library.

Alyssa Dudzik, senior kindergarten teacher, attended the Bank Street Conference on Teaching Kindergarten

in New York City.

Jen Goldstein, Middle School counselor; Terri Webb, Upper School counselor; and Debbie Youderian, Lower School counselor, attended a workshop on School Social Work and the Law: Tips for Ethical Practice.

Terri also attended the Adolescent Health Summit sponsored by the Crisis Response Network of the North Shore.

Jeff Shaw, Lower School academic integrator, attended the Illinois Computing Educators Conference.

Christine Ritchey, Middle School learning specialist, attended the Learning and the Brain Conference in San Francisco.

Chris Boyle, assistant head of school and academic dean, and Lynsey WollinCasey, assistant Upper School head and French teacher, attended the Seeking Cultural Competencies in Hiring workshop conducted by the Independent Schools of the Central States (ISACS). Chris also attended the Independent School Experiential Education Network Winter Institute in Cleveland.

Tim Curren and Ship Safford, Upper School social studies teachers, attended the Facing History and Ourselves workshop on Teaching the Reconstruction Era. Jen Goldstein, Middle School counselor, attended the 2017 Anxiety and Depression Conference in San Francisco.

Erik Cooper, Upper School dean of students, and Kristen Kaczynski, director of college counseling, attended a workshop entitled Advisory Programs that Foster Growth sponsored by ISACS. Kathy Irvin, director of Early Childhood programs, and Amy Shuldiner, senior kindergarten teacher, attended the Alliance for Early Childhood Summit at the Chicago Botanic Garden.

Sarah Walsh, Middle School humanities teacher, attended the Illinois Holocaust Museum’s workshop for educators on What Does Justice Look Like: Eichmann and Beyond.

Erik Cooper, Upper School dean of students; Vinny Cousineau, Upper School mathematics teacher; David Kubacki, Middle School humanities and science teacher; Janet Lord, junior kindergarten assistant teacher, and Lynsey Wollin-Casey, assistant head of Upper School and French teacher, attended the ISACS Diversity Summit.

Jen TenHarmsel, Lower School learning specialist, attended an Orton-Gillingham Reading and Spelling Certification Workshop.

Kristen Kaczynski, director of college counseling, and Lizzy Giffen, associate director of college counselor, attended the National Association for College Admission Counseling Conference in Columbus, OH and the College Board Forum in Chicago.

David Grossman, Upper School English teacher, attended a Facing History and Ourselves Workshop on Integrating LGBTQ Voices into the Humanities.

Rita Crocker, Upper School visual art teacher, attended the National Arts Education Association Conference in New York City. Additionally, she will attend the 2017 AP Summer Institute for Visual Art Teachers at Columbia College in Chicago.

Debbie Youderian, Lower School counselor, attended the PESI workshop on Navigating Ethical Challenges in Mental Health Practice.

Drea Gallaga, Upper School English teacher and Upper School director of service learning and community service; Maria Elena Centomo, Upper School Spanish teacher; and Terri Webb, Upper School counselor, participated in a National Association of Independent Schools webinar on Supporting Children Who Live Outside Gender Boxes.

Tim Sheehan, head of Lower School, attended the ISACS Academy for Division Heads in Chicago.

Tom Flemma, head of school, and Chris Boyle, assistant head of school and academic dean, attended the National Associate of Independent School annual conference.

Molly Ingram McDowell ’80, director of development; Nancy Green Whiteman ’71, director of alumni relations; and Maureen Wilde, development associate—annual giving, attended the Council for Advancement and Support of Education/National Association of Independent Schools annual conference.

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facult y Faculty Profile: Marcy Giesler 2 N D G R A D E T E A C H E R , C O - D I R E C T O R L AT E R R A I D E R S P R O G R A M

Q . When did you realize you wanted to be a teacher?

A. I first thought about becoming a

teacher in elementary school. My mom was a preschool teacher, and my siblings and I played “school” at home. I always saw the joy in teaching through my mother. I saw her setting up her classroom and preparing for her students.

I heard her stories each evening when she came home. Teaching intrigued and excited me. I pursued elementary education in college and my dream of becoming a teacher was confirmed when I had a chance to enter into classrooms.

My high school English literature teacher, Mrs. Fromme, was a role model. She treated us like we were much older than we really were and set high expectations.

We learned about the world around us through literature. She made it clear that rising to the challenge was not optional— it was expected. While I may not have appreciated it at the time, my educational experience wouldn’t have been the same without her.

Q. Do you have a favorite “aha” moment when something a student didn’t understand or grasp finally clicked?

A. It is so hard to think of one moment.

These moments happen every day. I most enjoy seeing the switch turn on—when a student finally understands a concept or skill.

Moments that stick with me most are when students realize the wonder that is reading.

They come in with strategies to learn how to read, but I love when they discover the passion for and joy of reading and become Q. How is North Shore different from eager to read on their own. Or when they other schools where you have taught? find a series or genre that speaks to them A. In so many ways—the community and they can’t get enough of it. That is the feel, the collective enthusiasm for learning joy of 2nd grade. and creating change, developing global Q . Why elementary school? citizens and working together for a Q. What motivates you every day?

A. I think it was seeing the joy and common goal. The amount of support excitement my mom had and then A. The 21 smiling faces of my students the administration provides to faculty ultimately working with children myself— motivate me every day. Their curiosity and is incredible. They don’t want anyone— it’s spontaneous and involves creativity eagerness to learn is truly inspiring. The students or teachers—to lose their love every day. Elementary students are filled growth that students can make in such a of learning, and offer opportunities for with so much wonder, which allows for short amount of time motivates me to become faculty to explore and take advantage endless teaching opportunities. There are a better teacher and learn more myself. I am of professional development, both on teachable moments in every interaction also inspired by my colleagues. The work campus and off, and to continue and every moment. Teaching elementarythey have done and the passion they have learning about best practices. aged children also helps me see things for teaching is contagious. through a different lens. It definitely Q. Are North Shore students different?

Q. What are your interests/passions besides keeps me on my toes! teaching?

A. In some ways, yes. At North Shore, students are inspired and motivated Q . Did you have a teacher who stands A. Travel. I’d love the opportunity to to learn. They appreciate their opportuniout as a role model for you? travel more internationally. I especially ties and feel supported by their parents love the exposure to new cultures and places A. I am fortunate to have had many and teachers to follow their dreams. They through Morning Ex, listening to where our amazing teachers who stand out as role don’t allow limits to hold them back. colleagues have traveled. Last year, I went to models for me. Two particularly come Spain and England. That was just the beginto mind. My 2nd grade teacher, Mrs. Q. What do you find most rewarding ning of future trips and planning. I’m also Zoglman. I remember the feeling she about teaching? a big family person, so I am invested in gave me—being supported and believed A. Definitely the relationships that are traveling to see them. in. There was something about the way built. The strong relationships I have she cultivated our classroom community; made between both students and it was warm, engaging and encouraging. families are lasting and invaluable.

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book re v ie ws

The Snowy Day by Ezra Jack Keats PUBLISHED 1962, VIKING PRESS

A delicate miniature of immense conviction written in 1962 resonates not only for the youngest of readers then but for our M Train by Patti Smith nation today, all of us. Amidst a year of often-divisive politics and discourse, The Snowy Day is exactly the book I needed to read at PUBLISHED 2015, ALFRED A. KNOPF this time. It portrays Peter, a young child of color, on a winter’s Midnight’s Children has sat half-read by my bed for 10 months. day of imagining, playing and being. Snowmen and angels are Coincidently, that’s the same age as our son Mateo. Though he made, sticks are selected and carried, footprints are left. Simple apparently doesn’t care about my reading habits, I have managed and profound as a Shaker chair, as knowing and searching as a to finish one book since Mateo came into the world, Patti Smith’s Bach cello suite, the book has long been recognized as a classic memoir M Train. Several years ago, my mom gave me Smith’s of children’s literature. My toddler, wife and I have enjoyed (re) captivating and inspiring memoir Just Kids, chronicling she and reading it for weeks.

Robert Mapplethorpe’s lives as young artists growing up in a I’ve chosen The Snowy Day, not only for the luminous clarity bygone New York, so I was eager to pick up M Train when I saw of its writing and graphic imagery, but also for the courageous it at Unabridged Books. It turned out to be the perfect book for vision of its author, Ezra Jack Keats. A white author when Jim those many moments during my paternity leave when my son Crow, real and de facto, was firmly the law of the land, Keats’ was sleeping but I was too tired to sleep myself. M Train is intimate and at times raw, as the reader accompanies Smith through decision to depict the magical, ordinary experience of an endless cups of coffee, marathons of Law and Order, acts of artis- African-American child helped expand our culture. The Snowy tic expression, travels that don’t quite begin or end and familiar Day is the first of a series of books about Peter as he grows up memories, both joyful and aching. It is a portrait of an artist and and journeys through life. Singled out as a touchstone of his cultural touchstone, as the women sitting across from you at the childhood by Sherman Alexie in his FAN talk on campus in May 2016, it inspired him as it has so many others. Far from “color café, simply moving through the everyday, at times solitary, blind,” it is clear-eyed and vitally hued. Reflective, personal and transactions of life. As I found myself in a joyful, aching and somewhat solitary moment waiting for Mateo to wake up, it was inclusive of the breadth of our collective experience, it is an invitation to step out, walk deeply into new paths. And make angels. the perfect book.

winder holeman

keith sklar

Lower School Spanish Teacher

Middle School Visual Art Teacher

a c o r n · Spring 2017

25

live and serve Dunk Alzheimers

My Favorite Outfit

This was the 25th year North Shore hosted Basketball Bash and the 5th year students partnered with the Alzheimer’s Association to fundraise for “Dunk Alzheimers.” The day is centered around 10 Middle School and Upper School varsity, junior varsity and freshman/ sophomore girls’ and boy’s games. This year represented the most games ever and a basketball clinic for young children.

Jonathan Segal ’15 conceived of the idea to raise funds for Alzheimer’s research five years ago in honor of his grandmother who has the disease. This year, Caroline Segal ’20 became involved along with seven other Upper School students to organize and execute the Dunk Alzheimer’s Basketball Bash. The one-day event benefits the Chicago-based Alzheimer’s Association. “When people donate to Alzheimer’s Association or buy a T-shirt or a raffle ticket, it means a lot to me and the committee because we have worked so hard to spread awareness about the disease,” Caroline said.

This year, the event raised $8,375.

The Upper School Community Service Club brings “Live and Serve” to campus through service opportunities, service learning and community partnerships.

The club strives to host at least one event per month, from the large Northwestern Settlement House Drive and Thanksgiving-in-April food drives to working with the Alumni Office to send recent college-age graduates Valentine’s Day care packages.

They recently organized a clothing drive benefitting My Favorite Outfit, a group that creates a “boutique experience” for middle- and high-school girls that focuses on self-confidence and individuality.

“I have been so thankful to be involved with this club that allows us to build community connections, give back, and encourage service and volunteering at North Shore,” said club co-leader Sophie Hiland ’18. “While the Community Service Club is only one of several serviceor fundraising-based clubs, I think it has a positive impact on our community and has been a great reinforcement of ‘Live and Serve.’”

Jump Rope For Heart On Valentine’s Day, the holiday full of hearts, the Lower School dedicated their time to fundraising for the American Heart Association. The students gathered in the Mac Gym throughout the day and formed teams designated by handmade posters. Many of the students and faculty sported red clothing and accessories to match the American Heart Association’s official color. Energetic music filled the Gym to get students pumped up for jump rope games, freestyle dancing and healthy snacks donated by The Grand Food Center.

Students learned how they can make a difference by fundraising through Jump Rope for Heart to help children with heart disease. In the classroom, they also learned about their own hearts and how to keep them healthy.

The School has raised over $12,500 in online donations, exceeding the initial goal of $10,000.

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Hilda’s Place On the second Monday of every month, North Shore students frequent Hilda’s Place, a transitional shelter in Evanston that operates under Connections for the Homeless. Hilda’s Place offers many services to people trying to get on their feet, including the meal program that North Shore participates in by volunteering to cook dinner once a month. Many North Shore classes, sports teams and advisories go to Hilda’s, cook a meal, help serve the meal and then eat with recipients. This allows for great connections to be made in the kitchen among North Shore students and faculty, and with recipients as everybody enjoys their meal.

The Upper School Food Science class took a trip to volunteer at Hilda’s Place.

The students baked bread, and prepared meat and vegetarian options for this local organization.

Community Service Club leaders Sophie Hiland ’18 and Joy Pasin ’18 have dedicated their extracurricular time to

assist other students in planning volunteer trips to Hilda’s Place. “I have been fortunate to have been exposed to Hilda’s when I was in elementary school as my mom brought me along with her high school students, reminisced Sophie. “I loved that I was able to chat with older kids, practice my cooking skills and feel more comfortable talking to people I did not know.

I think I learned about the importance of food as a connector as I chatted with participants about sports, TV shows, their days and our common interests.

“The staff that helps organize Hilda’s has always been enthusiastic and gracious, and the participants are often excited to chat with students and faculty.”

Both Joy and Sophie have both been members of the Club since their freshman year and are both passionate about how the group brings “Live and Serve” into the Upper School through drives, service opportunities, service learning and community partnerships.

Seussical Book Drive North Shore hosted a children’s book drive from March 2-11 in conjunction with the Spring Musical performances of Seussical the Musical. In honor of the pioneering work of Theodore Geisel (Dr. Seuss), who fostered a love of reading in so many children, the School collected 148 books to donate to Bernie’s Book Bank, a local organization that strives to increase children’s book ownership and literacy by giving books to at-risk children in the Chicago area.

1 Joey Buterbaugh ’18, Cain Humphrey ’20, Thomas McDowell ’18, Bernie Sander ’17, Henry Eisner ’17, Evan Airey ’17, Pierce Hourihane ’17, Teddy Wilson ’20, Briggs Wright ’17 at Hilda's Place 2 Elise Adu ’17, Samantha Weinberg ’17, John Villanueva ’17 and Sarah Lumberg ’17 at Hilda’s Place 3 Sophie Hiland ’18 4 Jump Rope for Heart: Avalon Felty ’26, Sofia Green ’26, Kyndi Wilcher ’26, Sidnie Bar ’26, Lily Biggs ’26, Lexi Shultz ’26 5 Basketball Bash 6 Eun Hae Lillig ’21, Rachel Olatunji ’21, Raven Rumbolt-Lemond ’21

1

3

5

2

4

6

v isua l a rt s

Annie Loeb ’25

Madeline Mooney ’27

Mac Devereux ’23

Ella Ristic ’21

Felix Schwarzfischer ’18

Cara Savin ’18

Jane Scullion ’21 and Caroline Hagerty ’21

Elise Gupta ’20

David Szymanski ’24

Elizabeth Goldish ’17 Nancy Stoll ’23

Sadie Haupt ’28

perfor ming a rt s Seussical The Musical

A Man with No Opinion

Seussical is a musical by Lynn Ahrens and Stephen Flaherty based on the stories of Dr. Seuss that debuted on Broadway in 2000. In this interpretation, the Cat in the Hat tells the story of Horton, an elephant who discovers a speck of dust containing Whos, including Jojo, a Who child sent off to military school for thinking too many “thinks.”

This year’s Upper School Winter Play, “A Man with No Opinion,” was written by local playwright Kevin Wiczer. North Shore was the first high school in the area to produce this show, making it the High School Regional Premiere. The cast and crew brought this 1950s traditional farce to life and entertained all who attended.

Crew members focused on creating a two-level set complete with living room, staircase and 1950s-set-dressing. Performances were divided between two different casts, each putting their own twist on the characters’ personalities.

Horton faces a double challenge—not only must he protect the Whos from a world of naysayers and dangers—but he must guard an abandoned egg left to his care by the irresponsible Mayzie La Bird. Although Horton faces ridicule, danger, kidnapping and a trial, the intrepid Gertrude McFuzz never loses faith in him. Ultimately, the powers of friendship, loyalty, family and community are challenged and emerge triumphant.

Stone Soup This famous folk tale was set to music for the 2nd grade play.

When a group of weary travelers come to a village carrying only an empty cooking pot, they start making soup with water and a stone.

The villagers quickly pitch in adding ingredients that make a tasty soup they all enjoy.

Middle School Performing Arts Festival Part one of the Middle School Performing Arts Festival was held in late January. Among the disciplines presented were acting, dancing, music and technical theatre. Students build upon these skills during their yearlong classes and the Spring Festival features a complete play, as opposed to scenes from a play.

Firouz Niazi ’17

30

The story unfolds around Constance Caldwell who meets the man of her dreams, Francis Billows, a man with no opinion, who she finds ideal for a husband. Impressing Francis was the easy part but impressing Francis’ manipulative and meddling mother, Dorothy, seems impossible. In order to gain the respect she needs to win her over, Constance pretends that her employer’s home is her own, and invites them both over not realizing that her employers, Robert and Lillian, have returned from their trip early.

Band Concert On February 2, Lower, Middle and Upper School bands took part in an all-school concert playing a selection of familiar favorites, classical and jazz tunes.

Standards Cabaret The Upper School Chorus and select musicians performed a variety of well-loved and classic jazz numbers for this year’s Standards Cabaret. The concert was presented in the “V” community gathering space in the Upper School.

Natalie Bardas ’23

Annika Weinberg ’17, Meredith McCabe ’19, Ike Pratt ’17, Tom Pratt ’18, Destin Teamer ’17, Rachel Schapiro ’18, Pressley Smith ’18

Reed McMillan ’27, Emmett Cotter ’27, Jack Ford ’27, Pilar Alexander ’27, Amelia Millner ’27

Ariana Schuster ’27, Morgan Sander ’27, Madeline Mooney ’27

Joey Buterbaugh ’18, Owen Hiland ’18, Gannon Saurage ’19

Sophia Wall ’23

at hle t ics Winter All-Conference 2016

Girls’ Basketball

B OY S ’ B A S K E T B A L L Braden Adamson-Tate ’18 First Team All-Conference, Peter Miles ’18 Honorable Mention

The NSCDS girls’ basketball team added several post-season awards to their record-setting 20-4 season that included a regional championship. Independent School League coaches voted point guard and 4-year starter Lauren Kaplinsky ’17 to the Conference First Team while guard Caroline Segal ’20 and forward Julia Doyle ’18 were awarded Second Team honors. Forward Grace Atia ’17, the team’s leading scorer, was selected Honorable Mention. These four players were equal in the impact of their contributions. There was great parity among the six starters, including senior center Emily Lubin ’17 and senior guard Olivia Kayser ’17 who were major contributors.

All players really bought into the team concept on offense and defense—their communication was great and no one ever discussed or even looked at their statistics.

In addition to the individual honors, ISL coaches voted North Shore as the winner of the league’s Sportsmanship Award. For the first time, the team won the award in a year when they competed for the league title. Head Coach Bruce Blair ’69, and assistants Beth Schillen, Brendan Kolton’01 and Jordon Holod, were voted Coaching Staff of the Year by their fellow ISL coaches.

G I R L S ’ B A S K E T B A L L Lauren Kaplinsky ’17 First Team All-Conference, Caroline Segal ’20 Second Team Honorable Mention, Julia Doyle ’18 Second Team Honorable Mention, Grace Atia ’17 Honorable Mention ISL GIRLS’ BASKETBALL SPORTSMANSHIP AWARD I S L G I R L S ’ B A S K E T B A L L C O A C H I N G S TA F F O F T H E Y E A R Bruce Blair ’69, Beth Schillen, Brendan Kolton ’01, Jordon Holod

Boys’ Basketball

Lauren Kaplinsky ’17

Caroline Segal ’20

Julia Doyle ’18

Grace Atia’17

After an up-and-down season, the boys earned a 7th seed in the sectional. This meant a second-round matchup against a fiery Luther North team. Despite the record difference, the Raiders showed great fight and hustle through the night, battling an 11-point difference on two separate occasions during the game. At multiple points in the fourth quarter, the lead was only 4 and the Raiders had possession, but were unable to hit a bucket to get them over the mental hump. That sums up the woes of a young and inexperienced team. They played hard nightly, but the focus waned at times. Despite losing the battle, they climbed back into contention as an area and conference mainstay.

The boys played their best ball over the final eight games of the season, which speaks to support of the families and players for approaching the season with an attitude of improvement. The experience gained by the junior class should serve them well down the road. Jack Mangel ’18, Sam Leiter ’18 and Cameron Rizai ’18 played quality minutes and should be ready to turn the corner headed into

their senior seasons. Mazeed Oluewu ’19 scored big and showed flashes as a key multifaceted player. The core of Briggs Wright ’17, Will Madigan ’17, Braden Adamson-Tate ’18 and Peter Miles ’18 kept the ship afloat when the Raiders were low. The seniors provided much-needed effort when wins were hard to come by and the other teams suited up collegiate talent players on a nightly basis. Guard Peter took home Honorable Mention AllConference Selection in a stacked Independent School League Conference, and his backcourt mate point guard Braden was honored with a First Team All-Conference Selection.

Peter Miles ’18, Julia Doyle ’18, Caroline Segal ’20, Lauren Kaplinsky ’17, Grace Atia ’17

Winter Track The winter track team competed in three meets this winter. For the second year in a row, part of the team travelled to Seattle to compete in the University of Washington High School Invitational. This meet had participants from throughout the west coast including Alaska and Hawaii. The team also competed at De LaSalle Institute in Chicago and at the University of Chicago Henry Crown Field House. Top performers this winter were Andrew Conlon ’17, Emily George ’17, Emma Flannery ’17, Julia Kolbe ’17, Tommy McHugh ’17, Brad O’Connor ’18 and Will O’Connor ’18.

Along with a large number of underclassmen, these athletes are well prepared for the challenges of the spring season.

Braden Adamson-Tate ’18

Winter Track

Peter Miles ’18

a lumni connec t ions North Shore on the Road North Shore regional events were held in January, February and March in Austin, TX, New York City, Boston, Washington, D.C., and Vero Beach and Naples, FL. These events offered the opportunity for alumni and friends of the School to meet Head of School Tom Flemma, hear a School update, visit and make fun connections.

Naples: Cy Oelerich ’89, Jay and Patti Bach, Henley Shotwell ’95

Naples: Diana Flemma and Molly Shotwell Oelerich ’87

Naples: Anne Stevenson, Tad Meyer ’67, Sally Green Handley ’68

New York: Max Fink ’11, Jeb Breece ’00, Danny Schur ’12

New York: Joanne Golden ’74, Lew Davis, Tom Flemma

New York: Vernon James ’76 and Robin Lipsky ’76

Vero Beach: First Row: Candy Dern Johnston ’64, Judy Adams Bartholomay ’41, Naples: Tom Flemma and Chip Shotwell ’61

Georgia Elmes Welles ’48, Maryann Flemma, Back Row: Waldo Johnston, Julie Bartholomay Geer ’71, Diana Flemma, John Roberts ’49, Tom Flemma

Washington, D.C.: Dick and Carol Hall, John Whitlock ’82, Tom Flemma

Washington, D.C.: Tom Flemma, Bill Reitz ’07, Tommy Brown ’08

Austin: Chris Jeskey ’86, Caren Jeskey ’87, Kaaren and Ted Parker ’78,

Danielle and Tom Schneider ’84

Boston: Charlie Doar ’03, Emily Herzberg ’04. Tom Flemma

pho t os from our pa s t “A picture is worth a thousand words” and tells an important and interesting story. If you can identify any of these photos or tell us a story about them, please contact Director of Alumni Relations Nancy Green Whiteman ’71, 310 Green Bay Road, Winnetka, IL 60093, nwhiteman@nscds.org or call her at 847.881.8848.

Class of 1967

Homecoming & Reunion Weekend Save the Date! September 22–23, 2017 2017 Reunion Committees CLASS OF 1942

CLASS OF 1982

Liz Price Hunt

Marjorie Bransfield Elizabeth Ingram Jennifer Stone Bob Vieregg

CLASS OF 1947

Pete Henderson CLASS OF 1952

Steve Edwards Ginnie Simmons Hardy Pat Collins Horne CLASS OF 1957

TBD CLASS OF 1962

Tom Geraghty CLASS OF 1967

Class of 2007

Wick Loomis Blasi Jim Darrow Cece Ewen Durbin Eliza Howe Earle Deborah Vainder Edidin Charlie Gardner Patty Missner Johnson Tad Meyer Tom Stibolt CLASS OF 1972

Phyllis Beattie Susan Stetson Bob Stibolt CLASS OF 1977

Bob Elisha

CLASS OF 1987

Chris Avery Bill Bach Dan Bloedon Lauri Reagan Harris Joel Jacobson Lisa McClung Molly Shotwell Oelerich Alex Silets CLASS OF 1992

Michaela Murphy CLASS OF 1997

Hillary Wirtz CLASS OF 2002

Benjy Blenner Naomi Hattori Kate Rooney CLASS OF 2007

Bert Kelly-Jarchow Scott Nicholson CLASS OF 2012

Grace Flickinger Jake Kann Jeannie Peters

If you are interested in serving on your class reunion committee, contact Director of Alumni Relations Nancy Green Whiteman ’71, 847.881.8848; nwhiteman@nscds.org

cl a ss notes

1940s boys who live in Naperville. Of the other three, one lives in my building and I frequently drive her to her 1st grade class.

Her father (my son Tim) works with me.

The other two live in Michigan where their father (my son Tom) is the morning anchor on channel 4 and 7 in Traverse City. My daughter Stephanie is the mother of the twins. They turned two-years-old on the first of April. My youngest son, Steve, is a CPA and works in Chicago and Dick Golden ’44, family and alumni lives in Lyons. I see and occasionally have friends had great fun celebrating his birth- meals with classmates Hugh Bowles and day in April. Pictured left to right: Nancy Alan Carroll.”

Golden Fahlstrom ’70, Joanne Golden ’74, Dick Golden ’44, Suki Lipman ’70, Betsy Perkins Hill ’70, Art Jessen ’70, Diane Flint Jessen ’70, Craig Johnson ’70, Nancy Green Whiteman ’71, Don Whiteman ’70 and Jim Golden ’70.

Kate Adams Butler ’47 is “remarried...

14 years this year to a man I have known almost my entire life. He has three children; I have two. We have a bunch of grandchildren and three great grandchildren with one more on the way. We are both retired and spend our year between Colfax, CA and Baja, Mexico. I do a lot of music in both places; he loves woodworking. We share an interest in boating and reading. We live too far away to participate in North Shore activities.”

John Stallings ’48 reports, “I am consult-

ing with amateur winemakers who are winning gold medals at the Indiana State Fair.”

1960s Lynne Wavering Shotwell ’60, Alice Graff Childs ’37, Barbara Bulger Drake ’66 and Harry Drake ’61 (above) enjoyed dinner together in Naples in February.

1950s Judith Atwood Wright ’54 is “now a

great-grandmother, counting the days till I can get back on my horse in Idaho.”

Elizabeth Patrick Dewey ’57, “will be in Chicago in April and this fall. Could stop by campus.”

Paul Hambourger ’58 celebrated his 40th wedding anniversary last fall. He has been retired for seven years from consulting business proposals for grants to small business.

Tony Kramer ’58 is “living on the Gold Coast in Chicago. I still go to work every day. I spend time with my children (four) as much as possible and with my five grandchildren. The latter include twin

Jill Trieschmann Nesbit ’60 is “doing well,

after having had two consecutive heart attacks and quadruple by-pass heart surgery. I am engaged to Larry Lundberg. We spent a few months in Arizona last winter and saw Jean Ekman Adams and Wendy Miller Patry (above).”

Molly Shotwell Oelerich ’87 and her son Buckley ’23 (above left) went to Phoenix in February for a soccer tournament. They connected with Jean Ekman Adams ’60 (above right) for a quick visit during one of the games. Jean winters in Phoenix and heads to Durango, CO in the summer to escape the Arizona heat. Jean and Molly’s mother, Lynne Wavering Shotwell ’60, were lifers together at North Shore.

Rick Fall ’62 writes, “I hope to return for our 55th reunion. I have met a special woman, who, like me lost her spouse after many years together. We have traveled to meet friends and family, and I hope to introduce her to my NSCDS family as well.”

Katie Gardner ’65 writes, “Jeff and I have opened our fourth restaurant in New Mexico—three in Albuquerque and one in Rio Rancho. Rio Rancho is a city adjacent to Albuquerque. Two of them are Italian, one is a NY Italian Market where we make cheeses, seven different kinds of bread, pastrami, bacon, cured meats etc. and one is Nuevo Latino. We finally bought our house in Placitas. When I am not working, which is almost never, New Mexico suits me well. I have skiing—great skiing an hour away—a tennis court a block from where we live, a husband who is a good tennis player, I ride horses along the Rio Grande and can pretend that I am a cowboy, I am taking up golf just for the hell of it, and can hike forever without seeing anyone. I am getting involved in getting a great guy elected mayor of Albuquerque.

Went to Washington DC for the march and had a total blast. It also has inspired me to fight the good fight. We have one more project we are going to do in about two years. We plan to build a food factory that

a c o r n · Spring 2017

39

cl a ss notes will feature our products that we make at our market. I am looking forward to our next reunion so we can play field hockey again. I plan to do this until I am 80...?

90...? Two of our kids are living in Boulder and one in Denver. I am proud of them all.

They have identified what makes them happy and that’s what they are doing.”

Bruce Jarchow ’66 and wife Nancy McCabe-Kelly performed their original show Been There, Still There at The Peoples Improv Theater in New York in March.

Steve Cook ’67 writes, “After a career as a broadcast reporter, Congressional press secretary, and public relations executive, I am now a self-employed free-lance writer and communications consultant, specializing in residential real estate and mortgage finance, living in suburban Washington, DC. Check out my site at Realestateeconomywatch.com. My younger brother Fred, class of ’68, had a wonderful career as a geophysicist at the University of Calgary and now lives in British Columbia. My sister Carolyn Cook ’72, who attended Middle School in the 60s, lives in Glendale, CS.”

Dick Meyer ’76 went on “a fishing expedition with Stewart Ames ’76 (above) off the Pacific coast of Panama in February.

The two of us caught over 20 different Nick Johnson ’72 (above) received from species in the weeklong escapade. Ames The Engineers Council in California the is a master fishing guide in Florida and “Outstanding Engineering Achievement I spend most of my time now writing a Merit Award” which honors individuals syndicated newspaper column, still who have achieved significant accomplish- based in Washington.” ments in a particular area of engineering.

He received the award at the 62nd Annual Paul Kogut ’77 shared a review of his book on Trader Planet: “Paul Kogut’s To Be a Honors & Awards Banquet celebrating Trader offers comprehensive instruction.

National Engineers Week on February 25.

Written in an engaging and relatable style, Nancy Stibolt Schultz ’73 writes, “I live in Kogut interweaves the stories of his own Lake Forest with my husband, Bob. We trading career, which began when he have just celebrated our 26th anniversary. worked on the floor of the Chicago Board Not bad for a second marriage! We both of Trade as a summer clerk for his father continue to work full time. Bob is a genin 1972, with all the key concepts of suceral contractor, and I work for the Music cessful trading. Kogut uses his own expeInstitute of Chicago in an administrative rience as a trader, a technical analyst, a position. Having raised six children system developer and more to lay a clear between us, we are now empty nesters, blueprint for trading success. Giving readbut we have a beautiful German Shepherd ers what they need to know about techniwho is treated like an only child. We have cal analysis, risk management and general five grandchildren ranging in age from 14 market knowledge, Kogut eschews the years to 5 months, having added two this fluff that is found in so many trading last year in July and September. I’m sure books. Having spent time on the trading our family will continue to grow, particufloor, he speaks the trader’s direct, larly with the upcoming wedding of our straightforward language to deliver clear, youngest daughter this coming June. With concrete messages all with a healthy dose warm wishes to all my former classmates.” of humor. His anecdotes, from stories Linda Caro Reinisch ’75 “lives in Maryland about his father to the short-lived onionJessica Harper ’67 (above), actress, writer, futures contract are both hysterical and (DC) and is on the home stretch—with performer, award-winning children’s endearing.

But in the end, this book helps both excitement and trepidation—as her book author and Francis Stanton Award you to find a path to trading success. For youngest heads off to college in the fall. recipient made a newspaper appearance newer traders looking for inspiration or Between frequent trips to Highland Park at The Oscars! struggling traders looking to right the and Sarasota to look after her awesome ship, To Be a Trader is a must read.” parents, she is looking forward to more

1970s

Jim Golden ’70 shares, “My daughter,

Marian Louise Reynolds Golden, got married on February 11, 2017 to Andrew Joseph Bongiovanni in New York City.”

40

time to write, compose and paint, while helping partner, Alan, with his software company, keeping the pressure on our government (Resist!) and playing as much music as possible with their band, the ‘Kids Don’t Stand a Chance.’”

1980s Mark Peebles ’80 writes, “We still live in the Bay Area, but moved to San Martin, which is horse country south of San Jose, and we now have five acres to maintain.

We did come for a short visit to Chicago

Pictured left to right: Susanne Kubersky ’85, Pablo Piredda (son of Susanne), Richard Schroeder, Nora Schroeder Miller ’85, Deborah Schroeder

last year as my brother had a new baby, and we took photos at Wrigley like all the other expats. Having been out in California since ’86 I still can’t be a 49er fan so our family roots for the Bears, Bulls and Cubs after all these years! I’m busy out here coaching high school tennis, forming a Chamber of Commerce for our rural area, and trying to keep my boys in line. I’m sure the phrase ‘empty nester’ will ring a bell with everyone else from our class, and that is our next phase of life we are moving to.”

Christy Aggens ’86 “will be starting

the Masters of Fine Arts program at University of Nebraska-Lincoln with an emphasis in painting.”

Brian Dole ’88 has a new position with Tribridge as business development manager. Tribridge is a technologyservices firm specializing in business applications and cloud solutions.

Howie Statland ’89 reports “on November 2, 2016 my wife Brookelynn and I welcomed our baby boy Jude Harrison Statland to this world! He is pure joy. I’m Price Deratzian Arana ’81 reports, “My continuing to run my guitar store busilittle film—www.anundeniablevoice.com— ness in Manhattan, Rivington Guitars. played at the Peace on Earth Film Festival We’ve been going since 1998 and we’ve on March 12 in Chicago.” opened a second store two years ago— www.RivingtonGuitars.com. I always Tom Marshall ’81 emailed, “We’re still make a point to see Chapin and Josh out living overseas and working in embassy in California at least once a year.” schools. Last summer we moved to Tel Aviv after five years in Sofia, Bulgaria.

I’m just moving into a new role as K-12 teaching and learning coordinator at the American International School, which Joshua Quinn ’91 “just passed my 11th year has campuses in both Tel Aviv and in Milwaukee, I’ll turn 43 (gulp) on March Jerusalem.”

26—working as the new business and creative talent manager at my fiancée’s Nora Schroeder Miller ’85 and Susanne company in Milwaukee called C2— Kubersky ’85 (above) were on campus for freelance digital marketing and communia visit and school tour. Susanne was an cations for a Harley-Davidson dealership exchange student from Germany. She and a major beer/beverage distributor— attended NSCDS for one year and lived still lead singer and manager of rock cover with the Schroeder family. She credits her band, ‘The Cheap Shots’ (lots of summer year at North Shore as very important, festivals, come on up!)—fourth year as especially the art classes with John varsity high school football coach and Almquist, which led her to a career as new president of the Brown Deer Youth an art historian .

Football program (local school)—now have two dogs, 11-year-old yellow lab/pit mix Brutus (had him for nearly four years) and three-year-old white boxer/pit mix.”

1990s

Hilary Bishop Scott ’96 traveled to Tanzania with UNICEF. She shared her trip and a slideshow at the Winnetka Community House on March 16, 2017.

In 2011, she was drawn to UNICEF. That year, she attended UNICEF’s Chicago Humanitarian Awards, saying, “I had worked in child advocacy in different ways for most of my adult life, so with UNICEF there was a natural connection. By that time, I had become a parent, which really brought the significance of UNICEF’s work into focus for me.”

2000s Christine Perkins ’06 is acting in the world premiere of Psychonaut Librarians at Chicago’s New Colony Theater.

Becky Hofstein Grady ’07 sends an update from early last year, “I received my master’s degree in social ecology last year, and will be (fingers crossed!) advancing to candidacy for my PhD in social psychology in the next couple months.”

2010s Charlotte Hayward ’14 is a junior at Santa Clara University pursuing bachelor of arts in communication and minoring in religious studies (emphasis in Eastern teachings).

Xander Mitchell ’15 is a sophomore at Yale and spending his spring 2017 semester in London.

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cl a ss notes

Frank Dachille and Amelia Kegan ’01

Frank Dachille, Lusia Zaitseva ’06 Frank Dachille and Phil Ochs ’08 and Lynsey Wollin-Casey

Jonathan Segal ’15 is “First place winner

of the Frank R. Houston Vanderbilt Public Speaking Contest. I delivered a speech on why Alzheimer’s research deserves more funding from the United States government.”

Cameron Speta ’16 reports, “on April 21 and 23 I’m going to be in Pirates of Penzance with the University of Iowa opera program.”

Katie Winslow ’16, a student at Colby

College, spent the first semester of her freshman year abroad. Her experience studying in Salamanca, Spain was featured in The Wilmette Beacon.

Faculty members Frank Dachille and Lynsey Wollin-Casey, while traveling with students on Model United Nations trips nationally and internationally, visited with several alumni along the way including Tommy Brown ’08, Phil Ochs ’08, Amelia Kegan ’01 and Lusia Zaitseva ’06.

Engagements Alex Appelbaum ’11 to John Irwin

Births jude harrison statland November 2, 2016 Brookelynn and Howie Statland ’89

In Memoriam

Former Faculty

darrell “derry” h. boyd ’44

Former Head of School Dick and Carol Hall attended the Washington, D.C. NSCDS alumni and friends gathering in February with Head of School Tom Flemma. They continue to lead busy and full lives with travel last year to Brussels and Germany for alumni work for ASSIST, Cuba, Stratford Ont., Wisconsin and a special trip to Kansas for the celebration of 100 years of the Community Band summer performances which have been conducted by a member of Carol’s family since 1940.

Carol continues to play in her trio and just completed 6 years on the condo board.

Dick continues on the boards of ASSIST, Washington International School, Madeira School, and LearnServe International.

May 3, 2016

una ann finlay May 20, 2016 Grandmother of Sarah Finlay Maddox ’05, Emily Finlay Vertrees ’07 and Will Finlay ’10

john t. beatty February 8, 2017 Father of John “J.T.” Beatty ’82 and Emily Beatty ’91

joan palm johnson ’57 February 14, 2017 Sister of Susan Palm Waltrip ’59

mary garvin ’70 February 18, 2017 Sister of Bruce Garvin ’73

joseph r. kraft February 21, 2017 Father of Michele Kraft-Makris ’79

sarah hunt cooper ’64 February 27, 2017

william “bill” warren steel (former faculty) February 28. 2017 Husband of the late Miriam Fetcher Steel ’33 Father of William “Biff” Steel ’60 and Nicki (Polly) Steel ’65

robert c. graff ’40 April 5, 2017 Brother of Alice Graff Childs ’37 and the late Nancy Graff Nevins ’41 Uncle of Judith Nevins ’68 and Barbara Nevins ’70

carla h. esch ’46 42

Frank Dachille and Tommy Brown ’08

April 11, 2017

Send in Your News!

THE DEADLINE FOR THE SUMMER A C O R N I S J U LY 1 5 , 2 0 1 7 .

Email nwhiteman @ nscds.org or call Nancy Green Whiteman ’71 at 847.881.8848 .

William “Bill” Warren Steel July 23, 1916–February 28. 2017

“ M R . S T E E L’ S 8 T H G R A D E S O C I A L S T U D I E S CLASS WAS A WINDOW TO THE WORLD B E YO N D W I N N E T K A . P U N S , P U Z Z L E S A N D IDEAS STRETCHED OUR MINDS. LONG BEFORE I T W A S E D U C AT I O N A L LY FA S H I O N A B L E , H E TA U G H T C R I T I C A L T H I N K I N G S K I L L S W I T H H I S ‘ N O C O L D ’ T O O L S . H E PA S S I O N AT E LY T O O K US STEPS CLOSER TO THE BRIDGE BETWEEN C H I L D H O O D A N D R E A S O N E D T H I N K I N G .”

CECE EWEN DURBIN ’67

F

Teaching was his passion, particularly ormer highly respected faculty challenging students (and family!) to member William (Bill) Steel died think critically. He discovered this passion on February 28, 2017. He was born in and talent when he tutored another stuChicago, Illinois on July 23, 1916 to dent in Latin at Williams. Until the day Marion Warren Steel and Sanger Bright he died, he shared his love of learning Steel. He attended Francis Parker School with those he met. Hundreds of students in Chicago and graduated in 1933 from loved him and they continued to let him Deerfield Academy in Deerfield, Massachusetts, and in 1937 from Williams know that he had had a lasting impact on their lives. He was able to reach students College, Williamstown, MA. He earned whom other teachers could not. He said, a M.Ed. in 1938 from the Graduate “Those that are hardest to love are those Teachers College in Winnetka, where he met Miriam (Mim) Fetcher (NSCDS class that need loving the most.”

In addition to his love of teaching, he of 1933). They were married on June 22, was known in the classroom and among 1940, at her family’s summer home, family and friends for his sense of humorForest Lodge, near Traverse City, MI. Their two children are NSCDS graduates: particularly his groan-inducing puns. He loved to challenge conventional thinking Biff Steel ’60 and Nicki (Polly) Steel ’65. in lighthearted ways such as walking From 1938-43, he taught at the St. around Leland barefoot, using a six-inch Petersburg Country Day School in St. Petersburg, Florida; the Windward School, putter, and skiing without poles, among other things. From 1947 through 2013, White Plains, New York; and the Landon the family spent summers in Leland, School for Boys, Bethesda, Maryland.

Michigan where Bill had summered in After two years as a personnel counselor the 1930s with his brothers—all avid at the Budd Company, Philadelphia, golfers. At age 90, he ‘beat his age’ with Pennsylvania, he spent a year as a a score of 88 at the Leland Country Club.

Corporal in the U.S. Army at Fort He was also an accomplished sailor, Sheridan, Lake County, Illinois. He winning the National One-Design World then taught Middle School at North Championship in 1961 and 1969. He Shore Country Day School (NSCDS) in taught many young sailors in Leland, Winnetka, Illinois from 1946 to 1966. and helped sustain the National OneBesides his specialty of social studies, Design class on Lake Leelanau as well he also taught a wide range of subjects as nationwide as Commodore of the according to the need; he was known for his ‘brain teaser’ approach to math. Many National One-Design Racing Association, of his students still remember “SQECBOP” with Mim as Secretary-Treasurer. and perhaps even some propaganda devices. (see photo)

Bill and Mim loved the outdoors and exploring new places. They often traveled to Europe where he would satisfy his love of castles and practice his French. They also went to Africa and New Zealand. He made yearly trips to Colorado to ski from when he started to ski at 40 into his early 90s, and often took groups of NSCDS students to Aspen and Steamboat Springs during spring vacation.

In 1966, they moved to Williamstown, Massachusetts, where he taught at the Pine Cobble School and at the Curriculum Workshop in Bennington, Vermont.

After retiring in 1991, he volunteered for 20 years (until age 95) as a full-time tutor at Mt. Greylock Regional High School in Williamstown, for which he received the Bob Rose Community Volunteer Award in 1998 and was recognized in 2012 by the School Committee for his service and dedication to making students “want to learn.”

His wife, Miriam, died in September, 2016, a few months after they celebrated 76 years of marriage. His impactful teaching and strong personal connection with North Shore students and many others he has taught, has made for a remarkable and meaningful legacy as a master educator, an outstanding example of “Live and Serve” and a life so very well lived.

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Searching for NSCDS Memorabilia

Do you have an old football, field hockey, basketball or baseball uniform taking up room in the back of your closet? How about an old leather football helmet, field hockey stick or baseball jersey? We are collecting vintage athletic uniforms, pennants, team memorabilia, printed programs in preparation for the School’s Centennial in 2019-2020, and would like to boost our archives collection.

If you have items you would like to donate or loan us, please contact NSCDS Archivist Melissa D’Lando at mdlando@nscds.org or 847.881.8844, or Nancy Green Whiteman ’71 at nwhiteman@nscds.org or 847.881.8848.

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a lumni r efl ec t ion michael wallace ’53

“ T H E F R I E N D S I M A D E AT NORTH SHORE H AV E B E E N M Y BEST FRIENDS F O R L I F E .”

As I read the profiles of other North Shore alums I realize how different are our positions of origin. Most of the Profiles reflect a traditional family from the North Shore.

That is, day students from the neighborhood. My background for North Shore was quite different.

The youngest of four boys, I came to North Shore in the 9th grade from Haven Grammar School in Evanston. I received a full four-year scholarship, as did my three older brothers. My oldest brother, Tod went to Yale. My next brother, Jay was accepted at Yale at age 17. Peter went to Vanderbilt, and I went to Trinity in Hartford.

Our upbringing was spartan. We never owned a house. Six of us lived in a rental with one bathroom and no shower.

One room had no heat. If I didn’t get a ride to school, I often hitch-hiked on Green Bay Road.

Being ‘lifted’ from Haven to North Shore was quite an adjustment. But, the

School and my classmates welcomed me. And, soon I was just another 15-yearold Raider.

My mother volunteered on the lunch line with Dolly Hull and Kay Brashears so I was able to have a noon meal. Coach McCarty shared the School’s white athletic socks with me so my feet kept warm!

North Shore was my extended family.

North Shore was more than just a school—it was a place to learn. For me, it was an enveloping and encompassing friend. An “incubator” for the growing-up process. Its letterhead suggested it was a “Day School” but, for me, it was an “All Day School.” Between the studies and the activities, there was no time to get into trouble.

Five reflections I associate with North Shore: Learning: My classes were small and personal. We were taught the classics within a core curriculum. In my French class, there were only four students— three classmates and a yellow lab dog, Pierre. We had no class rankings and there were no academic awards. The faculty was always available. Lifelines from parents, faculty and classmates prevented the most vulnerable among us from falling through the cracks. Our exposures and experiments had safety nets. The family that was North Shore was always with us.

Mac: The legendary “Mac” McCarty was everyone’s mentor. He was also mine personally. He taught me by example.

He developed our good character. He showed us what it took to be fair and just.

And, how to be a winner. In football, we won 6 games and lost 2. In basketball, we won 20 games and lost 3. We won the Wayland Academy Invitational Basketball tournament.

Were we the best athletes? Hardly! But, Mac had us play to our potential. He told us to be in shape. To have a game plan, to prepare and to execute. Those were life lessons I learned at North Shore. And, which I used for the rest of my life!

Opportunity and Chances: If I had gone to Evanston Township High School, do I think I would have been president of my class and president of the student council? Perhaps. For sure, I wouldn’t

have played varsity football for three years, varsity basketball for two years and varsity baseball for two years. And, I know my voice wouldn’t have been good enough or strong enough to sing a lead in the Gilbert and Sullivan Operettas for four years. North Shore gave me opportunities and chances I wouldn’t have had in other schools.

Parental Exposures: North Shore is more than a school with three constituencies: students, faculty and parents. For me there was a fourth leg to the threelegged academic stool. That is the counsel the parents of my classmates gave me outside of school. The captains of Chicago education, science, medicine, commerce and faith—available to me every day and night. I listened intently and cherish the moments I was able to be in their company.

Friends: Where would I be without my friends? The friends I made at North Shore have been my best friends for life.

Oh, to be sure I will long remember the names: Shakespeare, Newton and Moliere from North Shore. But, the names I cherish the most are: Tim, Rufus, Don, Jeff, Jack, Eddie, Scotty, Edwin, Judy, Pat, Gay, Kate, Nancy, Gingy, Ellen, Roberta, Rod, Derek, Byron, Dee Dee, Diana, Bill, Fluffy, Bobby, Mac and Perry. And, of course the four-legged Pierre!

A few seasons ago, Trinity College awarded me with their Alumni Achievement Award. Whatever characteristics I showed to earn it I learned from my four years at North Shore.

My first business I named “the ACORN.” In part to recognize our School publication: “The Acorn.” The masthead proudly proclaimed that we were to “Live and Serve.” I have inverted those words to suggest that in “Serving We Live.” Lessons from North Shore.

For almost 100 years our School address has been 310 Green Bay Road. For me, the 3 represents the composition of North Shore: Students, faculty and parents.

And, the 10 represents the perfect score North Shore has in my heart.

On behalf of the Wallace family, I thank North Shore for taking us in. I am proud and loyal to my school. And, I love North Shore!

North Shore Country Day School 310 Green Bay Road Winnetka, Illinois 60093–4094

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