Cincinnati Country Day School - Archive Yearbook (Cincinnati, OH)

Page 21 text:

aim is to develop high scholastic goals, which he finds easier to achieve at a school like Country Day where there is a singleness of purpose, But each person must go about this in his own way. As anyone who has taken one of Mr. Btush's couxses knows, there is a real em- phasis on conflict in literature. Mr. Brush parallels this with a feeling that people do not know themselves or others except through conflict. Consequently, he is apt to suggest what is right but leave the final choice be- tween right and wrong or to the individual. Similarly, Mr. Pattison tries to get his students sufficiently in- volved to workwith a given set of facts, to teach them not what to think but how to think. He stroneg believes that character and success go hand in hand; that is to Language Underwood 17 . xuvn m mum Mr. N. Cross, B.A., Latin say that no one of essentially bad character is a good student. Mr. Irwin is more concise. In hoping that he might bring students to appreciate why and what they are studying, he also hopes to instill a desire to do one's best. For one reason or another many teachers have left Country Day for other jobs, but it is indicative that they return to visit periodically. Perhaps MI. Wright best explained why; At CountIy Day there are good boys, good spirit, good atmosphere and an interest in improvement. There is a purpose; there is a feeling of the school belonging to the faculty with each one chipping in to do his part; there is all this along with the feeling that if any person does not like the system, he can change it. PL IV Mr. T. Eberhard, B.A. History, English, 7 8: 8

Page 20 text:

Mr. R. Bullock, M.A. Mathematics Mr. A. C. Cooper, A.B., Mathematics Mr. J. W. Holiday, M.Ed. Algebra, Biology. 16 Mr. L. G. Irwin, M.A., French with several layers of books. One calculus victim has commented, 1'I can't learn anything because I am so fascinated watching his hair grow. The master is question defends his position in saying that he must make a choice between haircuts and sleeping, and he will always take sleeping. Mr. Machen has that curious British accent which impairs class concentration on French as well as a curious penchant for leaving town on unexplained pretenses. Mr! Yeiser's tactful ways of persecuting fraternities, St. Swithin's, debutantes; well--Mr. Yeiser's tactful ways A . . In their feelings toward their work and the school itself, the faculty members are practically as one. A desire for improvement in the school and an awareness of the necessity of change are characteristic. Thus there is much that is new every fall even to the re- turning students. Accordingly, Mr. Yeise: has been able to indicate why he and several of the old hands find CountryDay a highly enjoyable place to work. He points with pride to the tremendous improvement over the last fifteen years of facilities and student body. A desire for continued learning felt by the faculty is an integral part of the school's growth. Mr. Deane is cur- rently away on a year of absence to take advantage of a fellowship at Harvard. Both ML Cooper and Mr. Bul- lock want to go on learning, the latter taking courses and working towards a Ph.D. along with his teaching job. Known to spend many hours working in his lab, MI. Wright also attends summer schools and science institutes when he can. The science department is twice blessed, for Dr. Kreuse has rejoined the faculty with five yeaxs' experience in a clinical laboratory to his credit. Each teacher has his own philosophy which in the end reacts on his students. Perhaps Mr. Davison speaks for the faculty as awhole when he says, Every teacher's

Page 22 text:

SEN I ORS