SPRING 1998 THE NORTH SHORE COUNTRY DAY SCHOOL BULLETIN E V E R Y B O D Y ' S S O M E B O D Y A T N O R T H S H O R E Pacifica String Quartet The annual Susan Marshall Memorial Concerts, endowed in memory of Susan Marshall '76 and Brings Musical Exuberance her love of music, feature young emerging artists. Susan played violin and piano and continued her to North Shore studies at Dartmouth College and in graduate school at the University of Denver. Previous concert artists have included alumni Wendy Warner '90, T cello, and Jory Vinikour '81, harpsichord. he Pacifica String Quartet was the featured artistic group for the 1998 Susan Marshall Memorial Concert on February 2. Founded in 1994, the Pacifica Quartet has quickly gained recognition at several major competitions for its brilliant work and exuberant, impassioned interpretations. Since 1996, the Pacifica Quartet has served as the Resident « * * Quartet of the Music Center of the North Shore. In addition to a Morning Ex. performance, the Quartet's members, Simin Ganatra, violin, Kyu-Young Kim, violin, Kathryn Lockwood, viola, and Brandon Vamos, cello, spent the I N S I D E I N A ^ % N U T S H E L L day on campus interacting with students in kindergarten through grade seven. Head of School's Message..2 Junior and senior kindergarten students especially Editor's Note 3 enjoyed their time with the Pacifica Quartet. Faculty Profiles Students learned about how the instruments were Almquist 4 Block 5 made, and how old they were. Some students Castilla 6 Cronister 7 even had an opportunity to hold a musician's Cullen 10 hand while the bow went back and forth on the Green 11 McHugh 12 instrument. During the visit, the Pacifica Quartet Washburn 13 gave a special concert for the kindergarten students PACIFICA QUARTET Did You Know? 8-9 Brandon Vamos, cello; Kathryn Lockwood, viola; in which they played "Twinkle Twinkle Little Star" Kyu-Young Kim, violin; Simin Ganatra, violin North Shore Hosts Multiculturalism among other children's favorites. Conference 14 Alumni Update 15 NORTH SHORE Contemporary China Through the Eyes of History Back Cover COUNTRY DAY SCHOOL I E V E R Y B O D Y ' S S O M E B O D Y A T N O R T H 5 H O R E IF Message from the Head of School JULIA L. HALL Great teachers enrich and inspire lives. The Great Teachers Fund Great teachers foster curiosity and creativity. was established in our They develop clarity and depth of thought strategic plan as an endow­ in students. They promote a love of learning. ment for faculty salaries. They inspire achievement. In addition to a number of They influence the future of individuals, and, smaller gifts, we have had by extension, profoundly affect all our futures. three magnificent gifts to the Julie Hall, Head of School Those words are from North Shore Country Day fund. In December, Lynne '60 Schools strategic plan, adopted by the Board and Chip '61 Shotwell pledged $1 million to endow of Trustees in 1996. At this school, we have an faculty salaries. As alumni, parents of Molly '87 unusually strong community of teachers committed and Henley '95, and former trustees, they set the to their work and their students in ways that often pace with their leadership. Soon after, the defy measurement. In Profiles in Excellence, our annual Woman's Board pledged $500,000 over several publication on the faculty and their philosophy of years to the Great Teachers Fund. All the proceeds education, they use phrases like these: from this year's Auction will go to that end. And "Educating others requires that I maintain then, an anonymous donor made a fabulous a high learning curve myself." $2 million gift to the Great Teachers Fund. We are "Something happens everyday in the classroom that is memorable." delighted to have such strong support for our faculty "Learning is a two-way street on a These gifts will ensure that North Shore continue never-ending journey." to attract and retain the best possible teachers. "The most rewarding job I can imagine!" Little acorns will not grow in dark, arid, hardened I have often said that North Shores magic comes soil. Nor will students. Our teachers lighten their from having teachers who love learning themselves, way with smiles, soften it with hugs, nurture it love kids, and have a passion for combining those day after day in innumerable ways. This issue of loves in teaching. We should be able to offer our the Acorn gives you a look into the faculty at Editor: Cheryl Grauberger Photographers: Thomas Chin, Cindy Hooper, Betty Rodgers teachers salaries that are comparable to those of North Shore. 1 know you will enjoy reading about The North Shore Country Day School is a coeducational, the top independent schools in the Chicago area, these wonderful teachers who dedicate each day college preparatory school of 400 students in grades junior kindergarten through and now, as the endowment continues to grow for to our children.'It's worthy of celebration. twelve in Winnetka, Illinois. North Shore does not that purpose, we will be able to. discriminate on the basis of race, nationality, ethnic origin or gender in any of its policies or practices. 847.446.0674 310 Green Bay Road, Winnetka, IL 60093 www.nscds.pvt.kl2.il.us Editor's Note BY CHERYL GRAUBERGER G reat teaching is the hallmark of a North Shore Having worked in various environments, education. Our classrooms are filled with dedicated, I realized that teaching was one of the few professions educated, loving, hard working teachers who are where I can have a high level of people contact and committed to providing students with a rich learning have a significant impact on an individual's life. experience. But how were these teachers, who inspire - Lucy Hay, Upper School Biology Teacher students every day, inspired to become teachers? When we asked our faculty that question, we found some common themes. Many My eighth grade Georgia history teacher, teachers were inspired to enter the profession by teachers they had encountered. Others had grown up in families in which teaching Ms. Mustardman was the first to suggest that was the family profession. Any many had simply always known I might be good enough to be a good teacher. they wanted to teach. Below are quotes from several teachers that - Paul Perkinson, Upper School Head will give you further insight into the strength of our faculty. 1 played 'teacher' all the time with Education was always the focus of conversation at my siblings, friends and cousins. all of my family gatherings as I was growing up. I would - Helen Reeve Conlon, Second Grade Teacher sit and listen to all of my relatives discuss their students and their schools. I could listen for hours. They were Teaching seemed like a realistic all passionate about their professions and their own way to effect change in the world. learning. I quickly absorbed their enthusiasm. - Mary Roden, Eighth Grade Teacher - Natalie Coggeshall, Sixth Grade Teacher I'll never forget the power of going to my Dad's office I just loved everything about when I was little and meeting a professional baseball school and children, but player who was coming back to thank him for all he especially my teachers. 1 always had done for him as a student and as a person. seemed focused on becoming a - Kevin Randolph, Upper School History; Dept. Chair teacher when I grew up. I am passionate about teaching. I always knew 1 wanted to - Emily Denesha, become a teacher, but the Lower School Reading Specialist decision solidified for me when My American Literature teacher I was an undergraduate. I felt that in college, and his passion for his teaching was a profession that subject matter, gave me a sense would enable me to maintain my Emily Denesha of what teachers can do. integrity and would allow me to contribute to, and help create, the - Nancy Figel, Middle & Upper School Librarian kind of world in which I would Mr. Walker, in 12th grade, made no other like to live in a way that I felt was profession seem more fulfilling than teaching literature. ethical, hopeful and proactive. The job, as I saw it, was to help young readers - Kerah Sandler, Fourth Grade Teacher Kerah Sandler discover that lode of authority in books. - Todd Nelson, Middle School Head 1 never considered anything else, and 1 never regretted the decision. I was inspired by my college advisor, Andrew Hsieh, - Shirley Smith, Upper School Math; Dept. Chair who taught me Chinese history, showed me the way of great scholarship, and nurtured me intellectually I had an immediate love of art as a child, and although I - Beth Keegan, Asian Studies Consultant had little exposure to formal classes as a youngster, I can remember the joy of painting at the easel in kindergarten. From about six years old, living on a farm, I told stories and put on plays with my brother and sister. I was - Mary Wagner, Lower School Art the oldest, so 1 got to be the teacher and the director. So here I am today, still having fun learning and sharing. In the rest of this issue of the Acorn, we give you a glimpse - Lynn Kelso, Drama Teacher into the lives and classrooms of eight teachers, John Almquist, Lee Block, Barbara Castilla, Tim Cronister, Shirley Cullen, I had a wonderful fifth grade teacher who David Green, Patrick McHugh, and Patty Washburn. Their wouldn't let me get away with not doing my best. experiences and philosophies are representative of those found - Becky Meinke, Second Grade Assistant Teacher throughout the school and reveal a deep passion for teaching. E V E R Y B O D Y ' S S O M E B O D Y A T N O R T H S H O R E Al John Almquist J ohn Almquist walked into his art room a number of years ago to find a girl crying as she struggled with her reorchestration project. He told her, "Five years from now. when you are sitting in a cafe in Spain, you'll thank me." On the other end of the spectrum, he recalls, "One of the most satisfying letters 1 ever got was from a man who is now a news­ paper publisher. He said that ever since he took an at North Shore, he has seen the world in different ways." John Almquist has had that effect on countless North Shore students. John challenges all students to see things in new and different ways. Art with Mr. Almquist is much more than drawing and painting. It is like learning a new language - a language that he says "can be learned, just as Spanish or French can be learned." He adds, "I don't ever use the word talent. I never treat art as an arcane subject that only some people can come to. Everyone can learn something about drawing and seeing. I try to make it available to everyone. If someone says, 'I can't draw,' I ask them, 'would you say I can't do math, or I can't do English?' " Though he works to help his students understand that they can "do art," John understands the reason it may be difficult for some. He points out, "Learning is a left-brain process for kids John Almquist, Upper School Art; Fine Arts Department Chair as they grow up - logic, reasoning, math. When you move into color. It's too dark, too green, too light. They look at color and art, you move into right-brain, non-linear, intuitive thinking." make decisions in a short period of time that has a lasting effect." Changing this approach to learning is a challenge, but John John watches as the students tackle the project, and he sees their does it by helping students to get beyond the symbols they've tremendous progress. "Students don't realize how far they've gotten used to, what he calls the "what is it and how is it" come. Marshall McLuhan said, 'I don't know who discovered approach. He finds that "When a drawing session is going well, the water, but it wasn't the fish.' The students.are in the middle no one talks. It just doesn't occur when everyone is in a right- of it in the same way." brain mode." The reorchestration project serves as a metaphor not only for Perhaps one of John's most famous assignments is the aforemen­ much of art, but for much of learning. John says, "Almost tioned Art I Reorchestration project. Each student is assigned a everyone who does reorchestration realizes at some point that famous painting and is then charged with the task of reorches- it is impossible, and they won't be able to do it. And then they trating the painting by clipping out tiny pieces of paper and do it. That has carry-over in a lot of areas. In the end there is a piecing them together in a way that accurately recreates the degree of satisfaction that is extremely important." design and color of the original. Created by Yale University Professor Josef Albers, under whom John studied, the project is Several years after John encountered that crying girl in his ".. .a sensitizing process. As students work to recreate the climate art room, he received a post card. It was from Spain. It said of the original, they have to make thousands of decisions about "Thank You." Lee Block A fter spending several years in the Marine Corps, Lee's time with the boys went beyond the coaching of baseball. Lee Block found himself attending DePaul Univer­ He notes how much they appreciated the little things - the sity and working 30 hours per week, yet yearning juice after the games and the pizza parties he put on for them. for more. He was busy, but he wasn't fulfilled. These were touches the boys weren't used to, and it was some­ thing Lee felt strongly about providing for them. That's when Lee interviewed with the Chicago Park District for a position as a volunteer coach for an inner city baseball team. It was from this volunteer coaching experience that Lee saw Though his schedule left little time for additional responsibilities, the course of his life taking shape. "From the very beginning I Lee committed himself to practicing once a week with the 15 knew that I wanted to coach and to teach." He had set out to third, fourth and fifth grade boys on his team. Weekly practices be a business major, but once he started coaching, it became were a rarity in the league. As he speaks about those coaching clear that he "wanted to work with kids." Lee changed his days, Lee remarks, "My philosophy hasn't changed since 1 was major to math education, and he says, "when I started taking 24 years old and coaching that team. On my team, every kid the courses I knew this was good, and I was happy." played. Most coaches were concerned with winning and used After graduating from DePaul, Lee moved right into a sixth, only their best players. My players might not have had equal seventh and eighth grade math teaching position at Anshe Emet, playing time, but they all had a chance. It was based on how the school he had attended through the eighth grade. The Head hard they tried, not how well they played. It is very similar to of School who hired Lee had been his eighth grade basketball the North Shore philosophy" coach. Lee was thrilled when, during his first year, he was asked to help coach boys' basketball with his former coach. Though he had coached baseball for four years, Lee had never coached basketball. He found it meaningful to learn coaching from his childhood coach. During his years at Anshe Emet, he also coached girls' softball and taught several science courses. Lee came to North Shore in 1994 to teach eighth grade math and science, coach boys' basketball and coach boys' baseball for the first time since his days as a volunteer baseball coach. As he speaks about his love of teaching, Lee says, "When I decided to become a teacher, I was determined to make math a better experience for students than I had had. I wanted to make it enjoyable, meaningful, understandable, and yet chal­ lenging." He adds, "When you're a teacher, you have to bring out the best in the students. At a place like North Shore, the teacher gets to know the whole student - and the student the whole teacher. It's not your typical relationship. My students feel very free to ask for extra help or to call me at home." As Lee talks about the roles of teacher and coach that he plays at North Shore, it becomes clear that the spark ignited by his initial volunteer coaching experience has grown into a lifelong passion for helping students to grow and to learn. Lee Block, Eighth Grade Math & Science; Coach E V £ R V B O D Y ' S S O M E B O D Y AT NO R T H 5 H O R E u Barbara Castilla hen you really enjoy something, you 'show me the town where you are from, and tell me something hope to be able to share it with others," about it.'" It seems a natural, then, that Barbara became a language says Language Department Chair and teacher. Though she teaches Spanish language, she maintains, Middle School Spanish teacher, Barbara "You can't separate a language from its culture. A language doesn't exist in isolation. It has a context. You have to learn Castilla. Barbara recalls always having about the history of a place and its people. I don't think you a fondness for people and things from other places. "When I can say that you have truly-mastered another language until was growing up, we had a globe in our living room that lit up. you also have a fairly thorough understanding of the cultural I remember always being interested by it." The house was also context in which that language is spoken. Perhaps the best thing filled, she says, with atlases and National Geographic magazines about broadening your horizons in this way is that as you become that caught her attention. interested in a new place and learn to appreciate and value the When Barbara was in high school, she worked as a grocery store elements of its culture, there is every possibility for you to look check-out clerk, saving every penny she made. She graduated at any new culture with a more open mind and heart." in January of her senior year and then left to travel in Europe Barbara's students discover while they are learning Spanish with her best friend. They leased a car and traveled for six months how "the course of people's lives change when cultures come in all over France, Spain, Portugal, Austria, Germany, Luxembourg, contact with each other." She teaches that cultural components Morocco, Italy, and North Africa, then spent the summer working are pieces of living history Some Latin American music, for as check-out clerks at a large grocery/department store in Waterloo, example, incorporates guitars from Spain, wind instruments Belgium. Barbara relished experiencing new cultures firsthand. of indigenous origin as well as drums and other percussion She found that the opportunities to visit with people in their instruments from Africa, so we know that at some point these homes, meeting their families and learning more about their cultures came in contact with one another. During the "Day culture were some of the most enjoyable of her trips abroad. of the Dead" celebration, students see how Spanish and Aztec While an undergraduate at the University of Illinois, Barbara's cultures have come together as they make "ofrendas" designed interest in other cultures remained strong. "In college, I had to invite and welcome back the spirit of a loved one. They also friends from all over the world. I'd bring them home, and my have a chance to compare, contrast and reflect on their own father would go get one of the atlases, open it up, and say culture's perspective on life, death, and family. Students learn that no culture is "pure," all cultures affect, and have been affected by others. Barbara's connection to the school in Xaaga, Mexico, which grew out of an Interim trip she sponsored last year, serves as a wonderful opportunity to make another culture real for our students. As North Shore students work to collect school supplies, library books and funds for desks for the students in Xaaga, the families of the small Mexican village have found their own way to participate. They have sent their favorite family recipes to Barbara, who is working with students in all three divisions to create a Xaaga cookbook. Lower School students are illustrating the cookbook, Upper School students are translating the recipes, and Middle School students will type and collate the books. In the spring, Barbara plans to hold an all-school potluck featuring recipes from the book. The proceeds of sales from the cookbook will be ijsed to purchase much-needed desks and library books for the school children of Xaaga. Barbara hopes that the connection with Xaaga will help students to understand, "The people of the world are like a handful of pebbles, each unique in its size, shape and color. But when tossed into the 'pool' of human experience, each pebble produces a series of circular ripples which eventually overlap and connect to one another, creating a pattern that is complex and more Barbara Castilla, Middle School Spanish; Languages Department Chair beautiful than any one pebble could make individually" E V E R Y B O D Y ' S S O M E B O D Y A T N O R T H S H O R E Tim Cronister 44T was a faculty brat from day one," says Tim Cronister. Tim grew up at Westtown School in Pennsylvania, I where his father taught English and drama and his A mother taught French and kindergarten. Despite that connection, however, Tim thought teaching was the last thing he'd ever do. After graduating from Elaverford College with a degree in history, Tim earned a Masters in acting/performance at New York University and then decided to pursue an MFA at the University of North Carolina with an eye toward professional acting. It was in that program, he says, that "I learned the craft and technique, but also the competitiveness and financial issues involved in professional acting." At the end of the first year of the program, Tim says, "I just knew it wasn't right. Drama had always been a communal experience, an experience of striving for excellence, but not at the expense of morals, values, integrity. It made me realize that the type of drama 1 wanted to be a part of was in education." Tim took his first teaching position at Solebury School outside of Philadelphia. He taught history and drama and coached soccer. With an opportunity to create a different type of environment for his students than he had experienced in his MFA program, Tim set out to . .create a theatre world where I teach acting Tim Cronister, Dean of Students; Drama; Coach and kids feel safe to take risks." After time at Solebury School, Tim took his approach to drama As he reflects on his decision to devote his life to teaching and theatre around the world. He taught at the American despite having thought he would never enter the profession, School in Vienna and in the Honduras. "I learned to have a lot Tim says, "It was in my blood. It was really what I needed to of respect for the different cultures 1 encountered, but the main do, and North Shore has allowed me to turn my calling into thing I learned by travelling the world is that kids are kids - a career." they all focus on the same things." At North Shore, Tim has taught English and drama in addition to coaching soccer, working as the Community Service coordinator and serving as Dean of Students. He says, "I try in all my classes to create a positive environment where there is constructive criticism, collaborative work, and where everyone's ideas are respected and worthy." He adds, "1 see myself as a coach trying to pull the most out of students, whether 1 am on the soccer field, in English class, or in drama class." E V E R Y B O D Y ' S S O M E B O D Y A T N O R T H S H O R E c u Did You w Kevin Randolph, History Department Chair and Co-Dean of Studies, has been named a finalist for the Golden Apple Teaching Awards. The Golden Apple Foundation announced 30 Know? finalists out of 295 nominees. Judges will visit the classrooms of the finalists in coming weeks in order to select 10 winners W Middle and Upper School art students of Jackie Melissas had their hand-made, original holiday ornaments on display at a party and sale to benefit the AIDS Foundation of Chicago. Students worked throughout the fall to create the ceramic w Dean Sexton, chemistry teacher and science department ornaments, and due to the number of ornaments donated, chair, presented a Chemistry/Magic demonstration at Temple North Shore had its own tree at the benefit. Beth Israel on January 26. Dean was assisted by his son, Kevin, a North Shore freshman. The demonstrations ranged from ^ Head of School Julie Hall was a featured speaker at the joint simple to complex and included a scientific explanation for what seemed "magical'.' meeting of The Chicago Literary Club and The Fortnightly of Chicago on March 6. The theme of the evening was "Chicago Controversies," and Julie's presentation was entitled, "Chicago's Kaleidoscope." ^ The Upper School is donating the proceeds from the winter play to the Lydia Home Association, a residential facility housing 40 children who have been abused, abandoned or neglected. Students staged "Alice in Wonderland," an adaptation of the original play by Hugh Cronister, father of Director Tim Cronister. Each year students donate the proceeds of the winter play. They chose Lydia Home Association this year in honor and memory of Hugh Cronister, an adoptee, who had been an active volunteer for foster homes throughout his lifetime. ^ Technology Coordinator Allan Stern was the Keynote speaker at the Annual Mini-Conference Program for Northern Illinois Computing Educators on January 24. Allan's speech, "Technology Projects that Work," featured several North Shore classroom projects and focused on North Shore's philosophy of distributing computers into the classroom and using technology as a normal component of regular curriculum. Technology Coordinator Vincent Vrotny also led a session at the conference on World Wide Web databases. $ Fifth grade teacher Jane Moore spoke at the Metropolitan Math Council Annual Conference on February 14 about her use of quilts in the teaching of mathematics. Jane has been a featured speaker at the conference for five years. Dean and Kevin Sexton w Freshman Jessica Carleton and sixth grader Rachel Cahan ^ Lower School students visited their Spanish speaking pen were selected to participate in the Ninth Annual Wild Onion pals at the Waters School in Chicago on January 21. After intro­ Storytelling Celebration held February 6, 7, 8. The festival was ductions in Spanish, the students played a game of Simon Says created so the community could gather to enjoy tales from and sang songs in Spanish. Each North Shore student took a some of the finest talents from our region and across the book, donated by the Highland Park Library, for the project of country. Jessica and Rachel also participated in a storytelling Literacy in the Latin Community. The relationship with Waters Morning Ex. in January during which they shared their special School is ongoing and is sponsored by Lower School Spanish talents with the school community. teacher Gloria Baez. Did You Know? T he Woman's Board sponsored an auction extraor­ Artists and the Ghost of China's Written Word." Dr. Murashige dinaire on February 21. The "Secret Garden" has a BA from Stanford University, and an MA and Fh.D. from featured a range of auction items including student the University of Chicago. made quilts, signed sports memorabilia, vacation Tuesday, April 14, 1998, Mr. Kerry Leung, Musician, Chinese homes, jewelry, and even a guitar autographed Music Society of North America will present "Classical by the Boss himself, Bruce Springsteen. The event raised Chinese Music: An Introduction and Performance." Mr. Leung $200,000. The proceeds will be donated to the Great Teacher's is a well-known Chinese music performer. He plays the Fund to benefit faculty salaries. Chinese Pipa (the Chinese grand lute), the Chinese guitar, and the bamboo flute. Tuesday, April 21, 1998, Professor Prasenjit Duara, Professor of History at the University of Chicago will speak on "State, Intellectuals, and the 'People' of Modern China." Professor Duara is author of Rescuing History from the Nation: Questioning Narratives of Modern China (1995), and Culture, Power, and the State: Rural Society in Northern China, 1900-1942, which won the 1989 John K. Fairbanks prize of the American Historical Association for best book in East Asian History and the 1990 Joseph Levenson Prize of the Association of Asian Studies for best book on Twentieth Century China. Auction Co-Chair Mary Ann Finlay (L), Cindy Alexander, Monday, April 27, 1998, Professor Harry Harding, Dean, Auction Chair Ingrid Szymanski Elliott School of International Affairs, George Washington University will address "Fragile Relationship: The United $ The 1997 Richard E Hall Master-in-Residence Program States and China Since 1972." Dr. Harding has written will feature: Contemporary China Through the Eyes of Elistory, several books on Sino-American Relations, including Fragile A Lecture-Discussion Series. Lectures will be held from 7:30- Relationship: The United States and China Since 1972; 9:00 p.m. in the Hall Library on the following dates: (1992);China and Northeast Asia: Political Dimension • Tuesday, April 7, 1998, Frofessor Stanley Murashige, (1988); and China's Second Revolution: Reform After Mao Department of Art History, Theory, and Criticism The Art (1987). Dr. Harding was a Senior Fellow in Foreign Policy Institute of Chicago will speak on "Contemporary Chinese Studies at the Brookings Institution. N orth Shore Country Day Middle Schoolers Build 15-Foot Bridge For three days in December, the fictional town of Riverton was a hub of economic activity thanks to a government contract for a badly needed bridge to be built over Indian Name River. The inhabitants of Riverton, 100 North Shore Country Day Middle School students, were all involved with the Greater Riverton Bridge Project, as manufacturers, suppliers, transporters, bankers or venture capitalists. Designed by Middle School Head Todd Nelson, the three-day project culminated when the bridge construction was completed. Throughout the process, a system of 17 economic institutions interacted in order to build the bridge according to the specifications of retired structural engineer and school grandparent Howard Jessen. The Middle School amassed 1,000 square feet of corrugated cardboard, 15 gallons of carpenter's glue, clamps and various plywood moulds in order to construct a cardboard laminate bridge capable of holding the entire middle school with girder, arch and truss supports akin to typical real-world applications. The all-important question was whether the bridge would succeed. On December 18, the Retired structural engineer, Howard Jessen - students learned that the answer was yes, as each grade took its turn standing on the bridge who designed the Riverton Bridge - with his as did, at one point, roughly one ton of North Shore teachers, staff and administrators. grandson Brian, an eighth grader. E V E R Y B O D Y ' S S O M E B O D Y A T N O R T H S H O R E jo Shirley Cullen I ^ ^ W knew from the time I was in the fourth grade that I wanted to be a teacher," says Shirley Cullen. And yet this Lower School science teacher also adds, "I had never had a positive science experience, so I * never looked forward to a science class." That was until she entered high school and encountered her ninth grade biology teacher, Mr. Sutton. Shirley recalls, "On the first day of my freshman year in high school, 1 sat waiting in the science lab for the biology teacher to appear. I dreaded it, as I knew it would be another year of 'read pages 32-48 and answer the questions at the end of the chapter in complete sentences.' All of the sudden, the door flew open and in ran a person dressed like Mr. Wizard! He jumped up on the lab table and said, 'My name is Mr. Sutton and Science is about to happen for you.' And it did, in capital letters!" Shirley remembers that year as being filled with hands-on science experiments, plays, and interesting field work. Mr. Sutton worked with his students before school, after school, and during some weekends. Unfortunately, however, ninth grade ended, and along with it so did the good experience with science. According to Shirley, "That was the first and last good science experience I had until I started teaching at this school." Shirley Cullen, Lower School Science Because Shirley had known from such an early age that she The students who are the beneficiaries of this enthusiasm and dedication also provide Shirley with great satisfaction. "I have wanted to be a teacher, she prepared for a teaching career in 130 students who come through this lab each week, and there college. After majoring in English and journalism, Shirley went isn't a student 1 wouldn't take home with me." Shirley attributes in search of her first teaching position. The positions were not this positive classroom environment to the lab space, the small plentiful in Virginia at the time, and the number of qualified class size, and the . .enormous respect I have for the students teaching applicants was high. During an interview, Shirley told and that they, in turn, have for me." the school principal "I've wanted to be a teacher since I was nine years old. There is nothing 1 would rather do." By October The respect Shirley feels for her students is evidenced throughout of that year, Shirley received a call from the principal who had her teaching. She learns along with her students. "When I assign interviewed her, and he asked if she would take over a third something, I do it too. It is such a mutual learning experience." grade class. She did, and she has been teaching ever since. She also gives students the opportunity to play the role of teacher. "If students come into class with something they'd like to Shirley spent her career as a classroom teacher in grades preschool share, I let them put the lab coat on and make a presentation, through seven, arriving at North Shore in 1987 when she spent and I participate in the class as a student." a year substitute teaching throughout the Lower School. She received her initial tour of the school with then Lower School Humor is another important element in the Lower School science Head Tom Doar, and Shirley says she knew within 15 minutes lab. "You've got to be able to fall on your face and laugh at yourself. The students see that I am a real person, and they feel that North Shore was a special place. By the next year, she was free to take risks, ask questions and never give up." offered the position of Lower School science teacher. Though she spent many rewarding years as a classroom teacher, During her years as a classroom teacher, Shirley had always Shirley relishes the role she plays now. "I get to know so many emphasized hands-on science. The opportunity to teach science children, and I get to watch them grow, develop and learn year exclusively, in North Shore's fabulously equipped Lower School after year. The hands-on lab approach allows each child to be science lab, was a dream come true for her. As she speaks about successful. Each student can be free to take an experiment as teaching at North Shore, Shirley says, "Ask anyone who knows far as he or she wishes. The adventure never ends!" me. This lab is the place I am happiest in the world. This is where I am at my best. The minute I put that key in the lab door, What else is there for Shirley to say about teaching science in some kind of magic happens. Three things overcome me when the Lower School? "It is heaven! Am I lucky or what?" I walk into this lab: peacefulness, excitement, and happiness. Mr. Sutton would be proud. Every day is an adventure and a pleasure."