PRINCETON DAY SCHOOL JOURNAL Fall 1994 Miss Fine's School Class of 1934 In the seventy-two years since Miss Fine posed with these young students, her school has merged with Princeton Country Day, computers have become common classroom tools, and most mothers now zvork outside the home. One thing that remains unchanged is that parents still send their children off to school hoping they will become happy, successful individuals. On page two Lozver School Head Sara Schzviebert discusses ways parents and teachers can zvork together to make that zvish a reality. B o a r d o f T r u s t e e s Marilyn YV. Grounds Chairman PRINCETON DAY SCHOOL Peter G. Gerry Vice Chairman JOURNAL Daniel J. Graziano Vice Chairman L. Thomas Welsh, Jr. Vol. 31, No. 1 Fall 1994 Treasurer Mary R. Hamill Secretary/Parlia men tarian Archer Harman, Jr. Contents H eadmaster Mrs. J. Richardson Dilworth Honorary Trustee From the Headmaster...................................................................................................... 1 Robert E. Dougherty '43 Marlene G. Doyle Starting With Success: An Interview with Sara Schwiebert............................ 2 Shawn W. Ellsworth '75 Tina Greenberg PDS Welcomes Educational Research Center, Jacquie Asplundh............. 5 John L. Griffith, Jr. Randall A. Hack Three Seniors Chosen for Summer Study in Science..................................... 7 Barbara Mills Henagan '77 Stephen F. Jusick Sports....................................................................................................................................... 8 John T. McLoughlin Barbara M. Ostfeld Memorials Established for Bob W hitlock............................................................ 8 John A. Pinto Robert M. Revelle Bob Whitlock: Architect of Industrial Joyce S. Robinson Arts Program, Robin L. Murray '70 ........................................................................... 9 James C. Rodgers-'70 "Look Kids, I'm Dancin' ", Judy Michaels.......................................................... 10 Llewellyn G. Ross Edward W. Scudder III Career Day, Nancy M. Young.................................................................................... 11 Barbara E. Sierocki Jane Aresty Silverman '63 Alumni Continue Their Involvement Ann B. Vehslage in School Life, Nancy M. Young.............................................................................. 12 L. Thomas Welsh, Jr. Ann A. W illiam s '74 In The Spotlight............................................................................................................... 14 Annual Fund Report...................................................................................................... 17 A l u m n i C o u n c il Anne A. Williams '74 Class Notes.......................................................................................................................... ?? President Christina Bachelder Dufresne '77 Vice President Nellie Oliphant Duncan '51 Secretary/Treasurer Laura Farina '79 Thomas R. Gates '78 Marjorie Wallace Gibson '84 Molly Sword McDonough '75 Kirk W. Moore '72 Howard F. Powers, Jr. '80 Carl S. Taggart '82 Hilleary T. Thomas '84 Contributing photographers: Susan Barclay Walcott '57 Jacquie Asplundh, Donna DeCore, Christie Fulmer '90, Eileen Hohmuth-Lemonick, Susan Neider, Wendy Varga, Nancy Young. Laura Merrick Winegar '72 Princeton Day School complies with all federal and state laws prohibiting discrimination in its admissions, employment and administrative policies. Editor: Linda Maxwell Stefanelli '62 Composition & Printing hi/ Contempo Press Inc. FROM THE HEADMASTER More than a month has passed since Mari and I moved to Princeton, and school is now completing its third week. My direct involvement with PDS is, therefore, limited, but it has been long enough to provide me with some early impressions of the place. Let me tell you about a few of them. Most important, the enthusiasm and good spirit here have been impres­ sive. From the dedication of the var­ sity players who gave up a week of their vacation for the early team prac­ tices to the attention paid by little ones to poetry readings in a lower school assembly, the students have been lively and responsive. And the adults who make up the immediate W r PDS community, the faculty, staff and parents, have also reflected a positive and supportive point of view. We have a great group of people here, stu­ dents and adults. Headmaster Archer Harman (left) and assistant to the athletic director Harry Rulon-Miller '51 are At any given time the level of activ­ old friends in new roles. When Harri/ was a junior at St. Paul's School, Archer was his math teacher ity within the school varies widely. and senior house master. Overall, much is being accomplished. Wandering through the building and me that they use everything that they wieldy, and decisions must be diffi­ looking in on classes I notice a high carry around, and they do seem to cult to reach, but small committees are degree of interest and involvement. survive. But theirs is a heavy load! formed to deal with specific ques­ And yet opportunities for a change of An activity at PDS unique to my ex­ tions, and I think that providing so pace are also evident. The older stu­ perience is the Community Council. many with the opportunity for input dents in particular have time during Made up of representatives from the is really significant. the school day for homework prepara­ students, the faculty and the parents, I am pleased with what 1 have seen tion and socializing. I do worry about and led by a student president, it so far of the life at PDS and trust that some of the middle schoolers who meets usually once a week for the dis­ the tone with which the year has struggle under backpacks weighing cussion of school issues. The size and started can be maintained for the rest almost as much as they do. They tell composition of the group make it un­ of the year. 1 STARTING WITH SUCCESS: An Interview with Sara Schwiebert As head of the lower school for over 19 years, Sara Schwiebert has been instrumental in shaping the lives of thousands of young people. She has watched them grow and mature through their first years at school and has had the pleasure of following the careers of many through graduation. Over the years she has fostered a balanced approach to early education, avoiding fads in childrearing. Wi* thought her special perspective and wealth of experience would be a valuable resource for parents and caught up with her in a quiet moment last summer to record some of her ideas. Ed: The ultimate goal of most parents hood. One of the best ways parents at an earlier time, and this is not nec­ is to raise a happy, healthy individual. can help their child succeed both emo­ essarily appropriate developmentally. What can parents do to help their child be tionally and academically is to in­ self-confident, capable, able to cope and volve themselves in their child's life. Ed: Are trips to museums and other en­ contribute? By this I don't mean parents should richment activities as valuable as staying do their child's work, but they should home and concentrating on those simpler SS: The most successful children are know what their child is doing in activities? centered and calm and reliable. They school and ask good questions, just tend to be those who are brought up discussing the school day and the as­ SS: I think you have to balance them. with very clear expectations. They are signments is helpful. When a child We have many wonderful educational made to feel safe and comfortable. brings a project home parents can help opportunities in our area, but children Life is simpler when a child knows the find materials for it and share what­ must also know how to play alone and boundaries of his or her behavior. ever knowledge they may have on the how to do simple manual tasks. When they have that kind of strong, subject. That kind of attention takes consistent foundation, they can go on very little effort and makes a big dif­ Ed: How about attention span? Does the to develop their own values and skills, ference. It's another way of helping fast pace of life in the '90s limit time for be they ethical, academic, artistic or the child come to school the next day thoughtful conversation and diminish a athletic. They become sturdier and feeling prepared and confident. child's ability to stay focused? more confident individuals who ulti­ mately develop qualities of good lead­ Ed: What are appropriate responsibilities, SS: That certainly has an impact. If ership. chores for children? they are always on the go, they aren't able to sit quietly and listen to others. Ed: What characteristics do the parents of SS: At school each classroom has a job If children hear only directions, they those children possess? chart that changes weekly. Children aren't developing conversational are in charge of getting morning snack, skills. This obviously hurts them in SS: They are organized, calm and watering plants, feeding class animals classroom situations. Listening skills thoughtful. They know the impor­ and organizing books and games. Ex­ have declined nationwide and we tance of daily routines. 1 recall a pe­ pecting a child to be responsible for have actually refined our curriculum riod with our own son many years ago certain chores helps develop social re­ to compensate for that. when we would take ten or fifteen sponsibility. minutes at night to talk about the Ed: How much influence does television three or four things he needed to have Ed: Do you think some parents compen­