Warning: A non-numeric value encountered in /home/nscdsarc/public_html/ohms/app/Ohms/Transcript.php on line 234

Warning: A non-numeric value encountered in /home/nscdsarc/public_html/ohms/app/Ohms/Transcript.php on line 251

Warning: A non-numeric value encountered in /home/nscdsarc/public_html/ohms/app/Ohms/Transcript.php on line 256

Warning: Division by zero in /home/nscdsarc/public_html/ohms/app/Ohms/Transcript.php on line 256

Warning: A non-numeric value encountered in /home/nscdsarc/public_html/ohms/app/Ohms/Transcript.php on line 260

Warning: A non-numeric value encountered in /home/nscdsarc/public_html/ohms/app/Ohms/Transcript.php on line 280

Warning: A non-numeric value encountered in /home/nscdsarc/public_html/ohms/app/Ohms/Transcript.php on line 286
Interview with Dick Hall
Transcript
Toggle Index/Transcript View Switch.
Index
Search this Index
X
00:00:42 - Kevin and Dick discuss the ASSIST program and the students they have sent to North Shore

Play segment

Segment Synopsis: Kevin and Dick discuss the ASSIST Program, the matching of students, Sarah from Germany in Kevin's class, and Dick's involvement in the interviewing process to identify and match international students to American schools.

Keywords: ASSIST program; Bob Stanley; foreign exchange students

Subjects: ASSIST; Foreign exchange

00:03:18 - Kevin introduces the oral history project 00:10:28 - Dick discusses what brought him to North Shore during his search to become a school headmaster

Play segment

Partial Transcript: Randolph: Well, I often begin by trying to ask the person: What is it, how is it, and what is it that brought you to 310 Green Bay Road in Winnetka, Illinois?

Hall: Well, that's a -- I like that question because my -- I'll tell you a little anecdote, is that I was looking for various headships. I was, at that point, head of the Upper School with Seven Hills School in Cincinnati. And I had various interviews, and my wife, of course, would go along on those interviews. And when we walked onto the North Shore campus, she said, "This is it." And she started talking to people, and we started talking to people. And you just kind of automatically know that the fit is going to be the right one. And although that sounds like it doesn't make all that amount of sense, it does. We have --

Randolph: Did you have a sense of -- What was it about it that caused her, so quickly, to reach that conclusion?

Hall: I think part of it is the style of the place. Part of it is the kind of qualities of people that we met, people on the board who were very involved in the search process. And then, of course, the faculty that we met were just folks that it was so easy to talk to. And North Shore, as you well know, has a certain style about it, and it's an informal style never to be confused with undemanding.

Randolph: Right, right.

Hall: And it just kind of fit very well what we like and are used to. And it also, it happened for my wife that the music center was right next store. And of course, she is a musician. But it wasn't really so much a part of it. It was much more the way people interacted with each other, the way people talked to each other, the way people treated each other made it immediately a terrific place. For me, of course, I met a lot of Board members right at the beginning. And Walter Alasha[ph] was head of the Board -- of the Search Committee. No nicer person more grounded or more -- who's values you could respect than is Walter Alasha. And then also in the group was a fellow named Harold Hines. And you would not have met him because he died while I was picked.

Keywords: Board of Directors; Harold Hines; Walter Alasha; headmaster

00:13:00 - Dick and Kevin discuss Harold Hines, Mary Hines, and Richard Franke

Play segment

Partial Transcript: And then also in the group was a fellow named Harold Hines. And you would not have met him because he died while I was picked.

Randolph: Right. Right.

Hall: But I'm sure you've met Mary.

Randolph: Oh, Mary, I've met many times and she continues to be a force for so much good at this school. And his legacy, obviously, is sizable and significant. And so I wish I could have met him because he sounds like a real towering figure.

Hall: He was, indeed, a towering figure. That's the exactly the way to -- Physically, as well. And so as we came to know each other, we got to know each other very well and Mary as well. And they became very good friends. And then, of course, the name that always come right up is Rich Franke, who was Chair of the Board.

Randolph: Right.

Hall: And to this day, we are good friends.

Randolph: Right, right.

Hall: And indeed, visited him in Arizona with Dick and Sharon Cooper last April.

Keywords: Harold Hines; Mary Pick Hines; Rich Franke; Richard Franke; search committee

00:13:58 - Kevin and Dick discuss Sharon Cooper

Play segment

Partial Transcript: Randolph: Right, who I had good fortune of working with Sharon Cooper. And what a spirit, what a compelling force. She fascinated me. I think just such an amazing, interesting, eclectic, wise person is Sharon Cooper. And I had the good fortune to work with her for a lot of years, and she just -- There was a spirit about her that was just magical, I think.

Hall: You know how she got to her job?

Randolph: I have no idea, but I've love you to tell me.

Hall: Well, let me tell that story because it's a great story. And that is that, at a certain point, the head of the Upper School, a fellow named Larry Chipetta, was also the college counselor. And he said one day, "I would love to have a little of bit support in this job." And it was about the same time that Barbara and Rich Franke's daughter had graduated. And Barbara was looking for something to do. And so I said to Barbara, "Why don't you come and be an intern in college counseling?" because she was so good with kids. And so she said, "Well, that would be fun." So she came and worked with Larry Bullwith[ph]. And about three months, Larry said, "She is so good." It might've been longer than three months. But, "She is so good." And so one thing led to another, and she became the college counselor.

Randolph: Oh, interesting.

Hall: Then, she said, "I'd like to have somebody to help me, and there is a woman who is head of the Parents' Association who is my very good friend. Her name is Sharon Cooper."

Randolph: Oh, interesting.

Hall: Both Sharon and I came to work as well. And of course, both of them were immediately -- The kids were immediately attached to them. They really learned the job -- learned it on the job. It was in those days that that was OK, and Larry was there to support them. And so they became just expert. And then Barbara got sick and was gone for a while. Well, Sharon stepped right in. And then when Barbara came back, she said, "You know, I think I can turn this over to Sharon." And so, indeed, she did. And so Sharon became the Dean of College Counselors.

Randolph: Yes, she did and had a remarkable, remarkable run here.

Hall: Great. Great. So what can happen from head of the Parents' Association to such an influential person in the school.

Randolph: Yeah. Well, she was grounded in understanding the school and its mission and its values. And so those -- I always was impressed at her understanding of, again, a fit of understanding schools but also understanding kids and just going about it in such a thoughtful way to try and find a fit, which now, of course, is the way it seems most every college counselor does it. But it's not how the people I had known did it before I got here. And so I think she was doing it in a way that was well ahead of her time.

Hall: Yes.

Randolph: And I think everybody just caught up with Sharon Cooper, is all it was, because she had already figured out what was the right way to do that job. And not by putting -- having "one size fits all" because that was never, ever, ever her style.

Hall: Those are the things that you can't teach somebody in the job. You can teach somebody how to learn about the colleges and to do all the travelling and all that kind of -- But you can't teach them how to relate in a way that make a process an inspiring process for kids. And Sharon really had it, and she's a special character.

Randolph: I agree. I agree. I thought of her --

Hall: Barbara, by the way, is also a special character. She's an independent school -- Don't know why. A public school teacher in Oregon.

Randolph: Right. Fabulous. I thought Sharon was as much as teacher as she was anything else. That --

Hall: Oh, yes.

Randolph: The exercise was a problem-solving exercise for students and for families and that she was instructing, not telling -- ever-- but instructing, in that process. And I just thought it was as an important a field as history or math or science or anything else. It was just wonderful to watch her work. It really was wonderful to watch her work.

Hall: Right. Anything she wrote.

Randolph: Oh. A gift. Didn't she?

Hall: Yeah. Incredible.

Randolph: Could put words together and make them elegant. I just thought she was just an elegant writer, such an elegant, elegant writer.

Hall: Yeah.

Segment Synopsis: Dick tells the story of how Sharon Cooper transitioned from being the head of the Parents' Association to Dean of College Counseling at North Shore.

Keywords: Barbara Franke; College counseling; Larry Chiappetta; Parents' Association; Sharon Cooper

Subjects: College counseling; Parents' Association

00:19:25 - Dick discusses what the Board was looking for when they hired him as headmaster

Play segment

Partial Transcript: Randolph: A sense of what they were looking for next. Did that make sense to you? And then, maybe, if you can follow from there, how did you go about starting the process of achieving those shared goals?

Hall: Well, I think that I was -- The fellow who preceded me was a very bright, very interesting guy who wrote extremely well and who had a very different style from mine, and I didn't know him very well at all. But I think that what they were looking for was to have somebody who would come in and bring -- Well, let me see how I can say this in a way that makes sense. They wanted to have somebody who was going to fit the community as well as fit the ethos of the school. And my predecessor, a guy named Doug MacDonald, was -- had many, many excellent qualities. But by the same token, I think they were ready to see someone who was going to dive much more into the outside community as with the school itself.

Randolph: When you say "dive into the outside community," can you clarify that a little bit?

Hall: Oh. Well, I will give you a good example. I joined the Rotary thinking -- kind of kicking and screaming. I had all kinds of ideas since I wasn't going to enjoy it. Well, I became president by the time it was over and thoroughly enjoyed every part of it and put some time into a couple of things that I think they wanted that Doug was not involved in. One was that kind of, I think, community activity, but also fundraising.

Keywords: Douglas MacDonald; Rotary; community; fundraising; headmaster

00:21:15 - Dick discusses fundraising and organizing the first development office at North Shore

Play segment

Partial Transcript: Hall: And they -- And I think that the school had not done very much. There was a wonderful woman named Jean Talley.

Randolph: I know.

Hall: You probably heard --

Randolph: I know that name well. I sure do.

Hall: And she ran the alumni. She really ran the whole alumni part of it but with time to branch out and get to know the alumni much more as an institution. And so during that time, we hired our first Director of Development. And that was Nancy Emrich.

Randolph: Who I also know and have worked with.

Hall: Well, then that would be a good person to interview as well because she's got a lot of -- Yeah, she retains information extremely well.

Randolph: Sure, sure.

Hall: And so Nancy came from an admissions office at Foxcroft School and was moving to Chicago and just walked in the door one day. And she came to work and organized a total alumni and development program. And that was the beginning of serious fundraising at North Shore. I think that it was very important that the head of the school get involved in that.

Keywords: Director of Alumni and Development; Director of Development; Jean Talley; Nancy Emerich; alumni; development; fundraising

Subjects: Development; Fundraising

00:22:18 - Dick Hall discusses the main difference in his style and Douglas MacDonald's style as head of school

Play segment

Partial Transcript: Hall: I think that it was very important that the head of the school get involved in that [fundraising]. My predecessor was terrific with kids. And he would go off camping and, man, do that aspect extremely, extremely well. But you can't do it all.

Randolph: Right.

Hall: And so I ended up spending my time, probably, less doing that kind of stuff and more doing, been getting the fundraising going and working on those aspects.

Randolph: Well, that --

Hall: Although I did --

Randolph: Those are both good -- Those are helpful examples in terms of understanding.

Keywords: head of school; headmaster

00:23:06 - Dick Hall discusses directing Vaudeville

Play segment

Partial Transcript: Hall: But I did direct Vaudeville. Do you still have that?

Randolph: Do not. Do not.

Hall: Well, that's interesting. Well, Vaudeville was a -- Every year, it was a talent show, basically.

Randolph: Right.

Hall: And it had gone into -- I decided, at one point, that it was important to have that take a little bit of different direction. And so I decided that I would direct it myself. And that was pretty scary because you're the head of the school and there are you running Vaudeville and wondering if anybody's going to try out.

Randolph: Right.

Hall: And so I got the two of the most popular kids in the school, fabulous alumni of the school, to do it with me. And so I kept my hand in with activities with the kids, but it was a different kind of activity.

Keywords: Vaudeville

Subjects: Performing arts

00:24:04 - Kevin discusses his conversations with alumni and former faculty about the different eras of headmasters at North Shore

Play segment

Partial Transcript: Randolph: Sure. For sure. Well, those are both good examples of understanding the shift in the roles and the responsibilities of the head of school.

And one of the things that's interesting to me is I've listened to people talk about, obviously, the tenure of Perry Dunlap Smith and the kinds of things he did and then various other people.

And I had a long conversation with Julie Hall last week. And so it's been interesting for me to see the periods for the school in terms of what was asked of each of the heads. And that's why I asked you the question.

Hall: Oh, sure.

Randolph: And the answer I thought you gave was really interesting. It's a period of sort of re-tooling, and it sounds like, and a modernization. Maybe sort of a synchronization of kind of the some of the programmatic elements of the school and to trying to get them to work more effectively and then reaching out the community.

And I think it's a logical bridge as I think about the way Perry Dunlap Smith operated and the men who follow him and then the way Julie operated.

And it seems to me, as you describe it, you're the guy who was the bridge between the two, is that you sort of created a little bit more contemporary model on how this school might be run and might function within the community.

Keywords: Dick Hall; Julie Hall; Perry Dunlap Smith; change over time; headmasters

00:25:29 - Dick and Kevin discuss Julie Hall

Play segment

Partial Transcript: Hall: Well, and then Julie was -- When I was there, Julie was teaching sixth grade.

Randolph: Fifth grade, I think. Yeah, fifth and sixth. She did have --

Hall: Actually, it was sixth grade.

Randolph: Sixth grade, OK.

Hall: First went. And then she became head of the middle school. Then, she went back to teach fifth grade.

Randolph: OK, OK. It's hard to keep track. She did about every job there was to do.

Hall: I know. And Julie, as you well know, is just a star in every way.

Randolph: Absolutely. Yeah, a giant. Again, a towering figure in the history of this school. No question. No question.

Keywords: Julie Hall; fifth grade; headmaster; sixth grade; teacher

00:26:10 - Dick Hall discusses what kinds of qualities he looked for in hiring new North Shore teachers

Play segment

Partial Transcript: Randolph: So at some point, I'm guessing, a head of school has to begin to hire people. And I think I know, in fact, some of the people that you hired because I work with them.

Tell me what, as you thought about hiring people to work here, what kind of qualities were you looking for in a faculty member?

Hall: I just wanted everybody to be like Tom Doar. Then, I wouldn't have to do anything.

Randolph: I see. I see. Wow. That may require a follow-up question to try and pin you down on exactly what that means. But for the uninitiated who don't know exactly what you mean in the way I think I might, what kinds of qualities made for a North Shore County Day School teacher?

Hall: Well, I think a serious answer to that is that you assume, you start by assuming that people are going to know their subject matter. But then after that, because of the size of the school and because of the things that teachers need to do outside the classroom, they just absolutely needed to be devoted to kids and devoted to teaching, not only subject matters but, teaching kids. And then to be able to -- If they could adapt to things like Morning Ex, is a good example.

Morning Ex is such an incredibly important part of the ethos of that school. And if they were more worried about getting class time rather than what Morning Ex represented in the life of the school, they weren't right for the school. And occasionally, that would come up.

And people would -- As good teachers always do, they want more time in the classroom. But it's maybe a good metaphor to say that Morning Ex works pretty well for that example because what happens in Morning Ex is so incredibly important. And if people don't understand that they don't understand the school.

Keywords: Morning Ex; Morning Exercise; head of school; headmaster; hiring; teachers

Subjects: Faculty; Hiring; Morning Ex

00:28:22 - Dick and Kevin discuss changes over time in the Work Day tradition and the importance of the interactions between older and younger students

Play segment

Partial Transcript: Do you still have Work Day?

Randolph: We had it when I came here. It eventually sort of has turned -- It taken a slightly different form. I bet for five- to seven-years, when I came here -- So that would put it about 1995 to 1997 -- no longer. And instead, some other -- more of an emphasis on service throughout the course of the year as opposed to just isolating a day or two to do particular kinds of tasks. So it has been interesting for me to watch the shift. But I remember Work Day well, very well, and thought it was an interesting tradition. And there are others like that, I mean, when you're trying to figure out who is a good fit. Morning Ex, Work Day. What other things would be on your list as your try to sort of determine: Is this person a community fit?

Hall: Let me give you an example of the Work Day thing because I think that it was very important because the different grades got together to work together.

Randolph: Right, right.

Hall: The problem was that the work was no longer work that needed to be done. And so, with the machines to pick up leaves and all that kind of thing, it was almost looking for jobs for people to do.

Randolph: Exactly why it was eventually, I think, phased out. Exactly the --

Hall: Well, I'm sure that that was right. But I'll tell you a funny story, is that one Work Day I thought, "You know, what they do is to rake all the leaves up and make an enormous pile in the morning. In the afternoon, they get in and jump all over them and spread them all out again."

Randolph: Sounds familiar to me.

Hall: But it's our weekend. We ought to be able to better than that. And of course, everybody had a wonderful time. And so it was hard to be too upset about it.

Randolph: Right, right. I used to tell people I was convinced that it was named "Work Day" because by the end of it, it made more work for the maintenance people.

Hall: There you go. There you go. So I decided that what I would do is be to have half the day -- No. What I decided was we would make it into a service where the older kids would go off campus and work with people, and we would turn it into something like that.

Randolph: Right.

Hall: So there was one little issue that I hadn't really remembered. And that was that that is the day when the seniors and the kindergartners would go and plant bulbs together.

Randolph: Right.

Hall: Of course, in the spring they would all come up. And extremely important. So the seniors came to see me about it. And I said, "Oh, how could I miss that?" And so I thought about it, didn't sleep for a bit. Thought about it, and then we came up with the half-and-half where they did that in the morning and then went off and helped senior citizens within the community to clean up their yards and that kind of thing. So --

Randolph: That was exactly the model that I saw for those three- or four- or five-years when I got here. That combination you're talking about is exactly the way it was being run. And then, at the end of the day, you had duck-duck-goose and then John Almquist had made a film. And then you'd watch the film, and it was actually, it was a very, very pleasant day. But as you said it, there was a little bit of a create tasks for people to do. So I think what the school has done, and I think it's made a lot of sense, is work with organizations who work year-around and have real needs and to try and fill in and support them, not with manufactured projects but try to tap into the work that they are already doing. I think it's actually -- The shift has worked very effectively and has produced, in fact, at the end of the senior year, a two-week senior service project for students that, often, is very, very meaningful for them. So it's a good -- I think it's a good evolution, actually.

Hall: That sounds great. Well, the whole issue of having the younger kids and the older kids together is a value that actually, without making it forced but having them actually be able to do stuff that need to be done was important, I thought.

Randolph: Right. Well, and that still exists. And you wouldn't be surprised that from pumpkin-picking to holiday gift exchanges, those things have continued on. And the whole buddy program, certainly, is a fixture at the school. And nowhere does it work better than between seniors and kindergartners. And it is one of the trademark programs of the school. That is absolutely for sure. And one of the first things, I think, that people actually notice when they come here.

Keywords: Live and Serve; Work day; service

Subjects: Live and Serve; service

00:33:30 - Dick discusses athletics, Mac McCarty, football, and an ASSIST student they hosted who played football

Play segment

Partial Transcript: Hall: OK. Well, those are all, of course, great questions. The sports is an interesting aspect because you knew Mac, I imagine.

Randolph: I did. I did, absolutely.

Hall: A wonderful man, he was.

Randolph: Yes.

Hall: And he had a philosophy that really went right through the school, which was: If you want to play, you play. And so kids -- Well, he had a football team for years where, some years, it was a bit of struggle to get the team together. But we had an international kid, actually an ASSIST kid, come and live with us for the year. And when he got off the plane, he said, "I want to play football."

Randolph: Oh, interesting.

Hall: And of course, I knew that because I'd been involved in it, and I taught 4H and all, I knew what's going on with soccer.

Randolph: Soccer.

Hall: "Oh, I want to play football, American football."

Randolph: Wow.

Hall: So he was a fairly big kid. Mac was thrilled, and so he went off. There was, happily, a boy on the team who was a Spanish-speaker. And so my wife and I suddenly became football parents and from a point of view of parents, rather than just going as a headmaster, and we'd begin to worry about whether he'd take the ball and run down to the other end and score for the other team.

Randolph: Right, right, right.

Hall: But that kind of thing that allows kids to play. And I remember, once, we won a tournament of some kind. I can't even remember quite remember what it was. And it was at the end of the fall season. And announcements at Morning Ex, which I presume still go on, people were lined up to do announcements and Mac was there. And so I thought he was going to give a little talk about winning and sportsmanship and all that. And his announcement was: Basketball begins at 3 o'clock. That was it.

Hall: It was just -- That was just his way of saying this is a regular part of what school life is about.

Randolph: Right, right.

Hall: And it's not about winning and losing. It's about playing, and it's about being about having an integrated curriculum in the mix. So that was good.

Randolph: He, you know -- Again and again, people -- His name comes up as well. And talk about a loyal group of people who were affected by their time with a teacher or a coach, you won't find a group more loyal to their mentor than the players of Mac McCarty. In multiple sports, I might add. And not just -- And not exclusively male, either. He had a tremendous reach, a tremendous influence on, not just the individuals but, how they conducted themselves on the field of play and off.

Keywords: ASSIST; Athletics; Football; Mac McCarty; curriculum; integrated curriculum; international student

Subjects: Athletics

00:37:02 - Dick Hall discusses making the decision not to do Gilbert and Sullivan every year

Play segment

Partial Transcript: Hall: The Gilbert and Sullivan was -- During my time, we did do the Gilbert and Sullivan pretty -- I think it was every year. However, there was a certain feeling that maybe we ought to be doing some other things as well. And that was hard one to deal with because the alumni were so attached to that, and it was an important traditional to the school. And it had changed, largely, from the days Perry Dunlap, that everybody was involved.

Randolph: Right.

Hall: The school was much too big for that. But, I had to deal with it. And it was my last year when I finally did deal with it. And I did a survey among all of the alumni. And I talked to everybody and discovered, very quickly, that, in the course of it that, if we made the change to go to Gilbert and Sullivan every other year -- That's the way it worked. Yeah, it was every other year, that that was going to be pretty well accepted by alumni and everybody else. So that got salvaged, but it wasn't going this great uproar about it if we did it away. And Vin Allison had retired, and the new people came on. And they were thinking they might to do some others things as well. So as I left, I made that decision and didn't feel bad about doing it as I left because I thought it was the right thing to do, and it would save my successor from having to do it.

Randolph: Yeah. And I remember vividly when I came that things had already been set in motion. And the cycle that you identified, eventually, evolved. And you may already know, to a one every three. And those kinds of conversations are interesting, aren't they, with an institution as you try to maintain the traditions that you began with but you also acknowledge that change is just a part of life and whether you, maybe, you had Morning Ex five times a week back at one point in the school's history. But things have changed, and so you try to preserve the integrity of the program but also try and balance it with all the other kinds of things that are going on in the life of a school these days. And that's --

Hall: No question.

Randolph: It must have been that -- I'm sure that required a level of diplomacy from you on any number of fronts.

Hall: Well, you do have to be sure you don't take away the soul of the school while you're doing it, though, because there are certain things that -- Continuity is worth a huge amount in a school, where people who are currently in the school can relate to people who were there 30 years ago. There are certain aspects of the school that make that happen. And so you have to try to find a balance.

Keywords: Change; Gilbert and Sullivan; Morning Ex; Performing Arts; Traditions; Vin Allison

Subjects: Gilbert and Sullivan; Performing Arts; Traditions

00:39:46 - Dick and Kevin discuss building the library and art gallery

Play segment

Partial Transcript: Hall: Well, I think the big building program was the library and how that tied everything together with the art through where the art studios were and then a little terrace and then the library itself. And then the art gallery going up to the theater. And that was really a major project. And that took a long time to do because of all the, as they always do, with all the permissions you get and the like and working with architects and all that. And I was new, so actually the first building project I was involved in, and it turned out to be pretty good. And it would appear that we did a pretty good job in thinking that maybe, someday, there would another building built on top of it because we --

Randolph: You sure did.

Hall: -- look forward to science. And what a fantastic building that is.

Randolph: Right, right. It was quite visionary to do the linking that you did and then also leave room for what might come next. And as you said, what did come next was really quite spectacular and very much needed to advance the school in the sciences. Absolutely right. And the library continues to have an important role in the day-to-day life of the school and meets the needs, really, of the kids from kindergarten all the way through into high school as a gathering place for meetings. It, I think, it fulfills the mission that was established for it, and it has been very successful.

Hall: Well, the fact that it's a K-12 library is so typically North Shore, and it mixes the kids. It just tells a story all by itself just by the way it's constructed. So that was a very exciting time.

Keywords: Hall Library; art gallery; building; campus architecture; library; science center

Subjects: Buildings; Campus architecture

00:43:37 - Dick looks back at his time spent at North Shore

Play segment

Partial Transcript: Hall: Well, I think it was my first headmastership, for one thing. And therefore, so much of what I did was new to me, which made it a very exciting time in the career. Every school is, of course, a different entity but, for me, North Shore represented a community that, as I mentioned earlier, is both my wife and I so related to and so enjoyed that it was -- Well, it was just in a very important time in our lives, and we've always felt very warmly about the school. And it's always fun to go to back, and you see so much that's familiar, and you see so much that's new. And I think what's happening right now is just incredible at the high school building. And all that that represents is so, I think, so related to what the mission of the school is and how it has people relating to one another, that I think the place could really has to be very proud of progress that it's making.

Keywords: community; head of school; headmaster

00:45:15 - Dick and Kevin discuss what should never change at North Shore - the personality and community of the school

Play segment

Partial Transcript: Hall: Wow, interesting question, of course. Well, I think we've talked about some of it already, of course, because there's -- When you talk about things like Morning Ex, talk about mixing the classes, when you talk about -- You're talking about community, and you're talking about a community that's very different from the schools around North Shore and very different from the other independent schools as well. It has a distinct personality that I think every head of school has fought to make sure is maintained. And it is that personality of joining of age groups and of kind of the sense of we're all in it together and we're all moving in the same direction, is something that it doesn't happen by itself.

So I think any head of a school has to always have that in mind, that it's very easy to make the decisions that keep it from being the kind of community that it is -- You can make decisions that you should have more math and science time because it's a very important aspect of school life these days. And in doing that, get rid of some things that are like Morning Ex and like some of the traditions that happened, which would just take away what makes the school different from everybody else and makes this school the kind of place that the alumni think back on and treasure for the rest of their lives. And it's not just getting up in the morning and going to class and going home.

It is a true community, so I -- That, probably, is similar to what other people said, but there you are.

Keywords: Morning Ex; community; head of school; personality; traditions

Subjects: Traditions

00:47:56 - Kevin and Dick end their interview

Play segment

Keywords: Brussels; Centennial; Jackie Melissas