The Ideal Bronxville High School Student


Aarna Pal-Yadav, Editor-in-Chief

The Mirror Editorial, First Edition, 1923
Every student in Bronxville High School is an integral part of the school and as such has, within the school, certain rights and certain responsibilities. And what is the part of this high school student? He should have some ideal toward which he is striving. He should be active, not passive; alert, not dawdling; led or piloted, not driven; and always aware of the value of co-operative discipline. He should not try only to do well as the other fellow but he should strive to do more. He should strive to do more. He should strive to work himself to his full capacity. If the school lacks something he thinks it should have, he should not wait for someone else to undertake to supply the need but he, himself, should start the ball rolling in the desired direction. His own convictions should possess some merit but if they are found to be faulty then he should seek the opinions of others and inculcate them into his own ideas. We simply mean to say that an affirmative student is the one who “gets on.” The real student is the one who can raise himself over some of the elements of the school which are not quite in harmony with these ideas. If we have enough of this type of high school student we will have a high school in Bronxville that will make an educational name for the Village. Let’s be one hundred percent behind a good stiff school program.

The Echo Editorial, Centennial Edition, 2022
A century later, many of the same ideas hold true. It is the role of Bronxville School to provide a welcoming environment in which students can thrive, and the students’ prerogative to take advantage of the many opportunities provided to them. A school is like a garden. Our amazing faculty and staff are attentive gardeners, dedicating themselves to creating an environment in which students can grow. And what is the part of this high school student? Certainly not to be passive or stationary as a plant. He/she should take charge of their education, availing themselves of the many opportunities to engage in learning both inside and outside the classroom. They should push themselves beyond what they perceive as their limits in an attempt to expand their boundaries. They should adamantly defend their beliefs, which should develop as they learn more about the issue and other people’s opinions with an open mind. They should not keep their education within the boundaries of the classroom, but rather apply their learning in the broader community. As the Bronxville Promise so eloquently summarizes, Bronxville students—past and present—should innovate, lead, think critically, and engage the world in all their educational pursuits. I’d wager that in another hundred years, these tenets of Bronxville School will still stand strong.