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PRINCETON DIOT SCHOOL JOURNAL WINTER 1980-81 E ditors: D avid C. Bogle PRINCETON DKY Martha Sullivan Sword ’73 SCHOOL JOURNAL VOL. 13 NO. 1 WINTER 1980-81 Contents 1 From the Headmaster, Douglas 0. McClure 2 Lincoln Center Comes to PDS, English teacher Judith Michaels writes from first-hand experience about the new and exciting program at PDS. On Campus, Sculpture, archives, playground, Gallery and Theater make the news. Discovering the world of the arts 9 Class of 1980 College Choices through aesthetic experiences. See page 2. 10 His Daughter, His Priest, Lucia Ballantine, PDS ’69, talks about her new life. 12 China, Tassie and Dan Skvir write about their fascinating and educational tour of the People's Republic. 16 Politics at PDS ... a Student View. How the outside world is affecting the school today. 18 Sports, A championship season for the Football Team. A PDS alumna dons new robes. See page 10. 21 The Campaign for Princeton Day School, Hearty thanks to its donors. 26 Alumni News Photo Credits: Herb Spiegel, pg. 2: David Becker, pgs. 3, 4. 5, 6. 7. 8. 20. 21. bottom; Georgiana Silk. pgs. 10.11; D aniel Skvir, pgs. 12. 13. 14,15: Jeff R odney XII, pgs. 16, 21, top: Eileen Hohmuth, pg. 34. top: Holly Sword '75, pg. 40. Princeton Day School is a K-12, coeducational institution which admits students of any race, color, national and ethnic origin to all the rights, privileges, programs and activities accorded and made available to Learning about the people—and students at the school. It does not discriminate on the basis of race, color, faces—of China. See page 12. national and ethnic origin in administration of its educational policies, scholarship programs, athletic and other school-administered programs. From the Headmaster Douglas 0. McClure At lunch the other day I overheard a faculty member caution a colleague about the dangers of drinking tea out of the styrofoam cup she was using. The remark prompted a somewhat unex­ pected reaction on my part. I was reminded of recently diminished pleasures in my own experience— the luxury of long, hot showers now limited by water restrictions; the opportunities to travel to some exotic spot reduced by the cost of gasoline and the fact that trains no longer appear to go anywhere; and even the consumption of beef, once one of the mainstays of the Mc­ Clure family’s dinner table, but now available infrequently at best because it is too expensive or viewed as unhealthy or both. Suddenly it dawned on me that perhaps for the first time I understood what is actually meant by the statement that one hears so often about how the quality of life has deteriorated. Certainly hot tea, lengthy showers, travel, and roast beef are not a sine qua non of the good life, but I must admit that from my obviously subjective point of view they do m atter. All this brings me in a somewhat round self-expression. It also helps students place. It serves as a way of bringing about way to the point I really want to sense the aesthetic dimensions of their together individuals whose make. The quality of all our lives is in­ every day lives." The Commission went backgrounds and responsibilities as deed deteriorating, and unless we find on to say, "we can ill afford to starve the both teachers and students are diverse and develop new ways to enhance it spirit that moves each younger genera­ and often highly specialized. In a this will continue. Too many of the tion to search for humane solutions to speech made shortly before his untime­ means once available to us in our more perennial human problems and unprec­ ly and tragic death, Charles Frankel, naive and perhaps self-seeking recent edented ones alike. The humanities professor of philosophy at Columbia past are undeniably departed forever or contain that spirit." More than anything and President of the National becoming more and more limited. This Princeton Day School has attempted Humanities Center, pointed out that clearly is having an impact on the during its sixteen year history, the Lin­ "the humanities are that form of attitude and behavior of our students as coln Center program represents an am­ knowledge in which the knower is well as on the rest of us and leading to bitious effort to provide that "aesthetic revealed,"— underscoring how pro­ our increased concern about values in dimension." I submit that this dimen­ grams like this help us to learn what we education. sion is one of the most important means really are like as individuals. Ultimately It seems to me that this adds increased available to us to begin restoring some all these have a very direct and pro­ emphasis to why the involvement of of the quality of life we have been los­ found effect on the quality of life within Princeton Day School in the Lincoln ing. It offers a w ay of doing this that is Princeton Day School and support our Center Institute for the Performing Arts not only far reaching, but surprisingly in­ efforts to improve that quality for the program, which is described in Judy expensive and not dependent on future both in and out of school. Michaels’ article in this issue of the resources which once expended can­ Princeton Day School is fortunate to Journal, is so significant. In its report, not be renewed. It also is som ething have been provided the opportunity the The Humanities in American Life, the that schools should and can do well, Lincoln Center Institute program offers, Commission on the Humanities stated w orking w ithin the lim its of w hat it is and thanks to our participation in it, I that “ education in the arts is more than possible for them to attempt. believe we are truly attempting to meet a sampling of ‘great works’ or modes of There are obviously many other ways some of the responsibilities that serve our participation in the program to define the role of independent educa­ benefits Princeton Day School. The tion in general. sense of excitement it develops and the stimulation it gives to the teachers who are a part of it provide a superb means of making the school a more effective 1 cLincoln G cntcf ~ c o m e s t o pds Judith Michaels These new developments are the result of PDS’s enrollment last year in the Lin­ coln Center Institute, an organization funded, in part, by the National Endow­ ment for the Humanities. The Institute, which includes all the dance, music, film, drama, and library facilities at Lin­ coln Center, w as founded in 1975 in order to “ conduct an intensive project involving classroom teachers (of various disciplines) in designing and im­ plementing programs in aesthetic education for young people.’’ It trains teachers in a three-w eek sum m er ses­ sion at the Center and then during the ensuing school year helps them plan curricula in aesthetics, sending out teaching artists and performances to serve as “ exemplars and focal points Eight PDS teachers on a lunch break while attending Lincoln Center program last summer. for classroom study.’’ The member Come back to PDS and join the curious four hundred students, then pausing to schools pay only for the second step of kids in the Learning Center who are demonstrate each separate step and this process; this year our financial peering through the door into the adjoin­ explain how the very same step must be obligations were met most generously ing double classroom to stare at an done differently in two dances from dif­ by the PDS Parents’ Association. Dur­ English teacher conducting fifteen stu­ ferent periods. You may see a dancer ing the 1960’s the Center was content dent performers in an impromptu “ sym­ displaying her conception of the to bus great numbers of students into phony” of fifteen different phrases and character of Madame Bovary as her ac­ the opera, the ballet, the Philharmonic, sounds from the porter's speech in companist plays a Chopin waltz. Or a and the theater, but gradually its ad­ M acbeth, while another English teacher string quartet and clarinetist taking ministrators decided that without and fifteen more students prepare to questions about the Mozart clarinet preliminary training these audiences make critical suggestions or screw up quintet from a group of forty-five juniors were not profiting very much from their courage to volunteer to be the next con­ and seniors. You may witness several field trips. And so the Institute was born. ductor; or go down the hall to a sixth- hundred students being swept off to It describes its philosophy as follows: grade homeroom, where five students McCarter to see A Christmas Carol or to “ to give young people in elementary are trying to imitate the phrase and the Vivian Beaumont Theater to see and secondary schools a greater oppor­ counting of a leotard-clad choreog­ M acbeth. Or, if you had stayed after tunity to encounter the world of the arts rapher just arrived from Manhattan; or school one afternoon and gone down to and to discover the aesthetic experi­ check out the fourth-grade art class, the gym, you would have had the ences this world makes possible. In where seventeen children sit in a circle dubious privilege of watching forty schools, students are helped to develop with their classroom teacher and their faculty members building gestures and the capacity for verbal and analytical art teacher, passing an invisible object rhythms into expressive movements thinking through studying the sciences, from hand to hand, transforming it at under the guidance of a dancer- mathematics, and other subjects.

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