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

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LANGUAGE LESLIE G. IRWIN French A. B. Cincinnati M. A. Cincinnati GEORGE M. McCLAREY, JR. German, Language Arts . A B. Hobart Km, i f I ,Lvux. x , Reading, writing, comprehension, and the ability to use it orally, are the obiectives of Country Day's French courses. The students' training is, therefore, somewhat similar from year to year. One might be tempted to over- simplity by saying that what a boy learns or how he performs during his last day in the twelfth grade has been made possible by what he learn- ed during his first class in the seventh grade. NICOLAS P. GROSS Latin A. B. Colb The student, it is hoped, will learn to read y with ease and enjoyment material of average Or above average difficulty. He will not trans- late, but rather will receive the meanings direct- ly from the French. He should be able to write his ideas in gram- matical and idiomatic French. This skill requires knowledge not only of basic fundamentels of grammar, but also of many syntactical intricacies, ' plus a stockpile of idiomatic expressions that 'l recur frequently in the writings and speech of the French people. Good comprehension of spoken French is a sine qua non of the oral exchange of ideas, but certainly no guarantee of it. The student must hear and speak French as often as possible. The aim here is to develop his selt-confidence so that he may learn not only to orally use material that he has prepared in advance, but also to speak extemporaneously. PETER MACHEN . . . . French These oblectives, whlch constitute a large B U of Durham order, apply not only to French but also to most I ' I ' all foreign languages, and can be attained. England L G. l. 21

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WILLlAM R. DEANE Mathematics A. B. Indiana U. MA A. Columbia The Cou'ntry Day Mathematics program is designed to satisfy three basic objectives. The first is to offer each student adequate training in the use of those mathematical and arithmetical skills needed for use in other fields of knowledge. Second, a sound foundation, for those students expecting to pursue further work in mathematical or technical fields, is given Finaily, each student is acquainted with the nature of mathematical structure and engender ed with an appreciation for the power of mathe- matical reasoning. To attain these goals the fdllowing courses are given e Grade 7-. Arithmetic and An In troduction to Algebra; Grade 8: Algebra I; Grade 9: Algebra II; Grade 10: Geometry - plane, solid, and analytic; Grade ii: Trigonometry, Advanced Algebra, and Anaiytic Geometry; Grade 12: College Algebra or Calculus. Wi R. D. MR. ZED LAYSON Mathematics A. B. Duke M. A. Washington U. JOSEPH W. HOLLIDAY, Mathematics, Science B. S, U, of Kansas SCIENCE GORDON Rt WRIGHT Science A. B. Yale Through recent years there has been a near transformation of the Science program, and more is yet to come. With the conviction that a familie arity with the physical environment is a neces- sity to the well educated individual, C. C. D S. science seeks to offer more than a hurried hand- shake with a body of facts. Course revision has aimed at continuity, allowing an opportunity for challenging, imaginative ideas to fit onto a broad secure scientific foundation. Tenth grade introductory physics and chemistry constructs This foundation. On this is built two sections of eleventh grade chemistry, both adapted from the CHEM study program. The advanced group extends to a sufficient depth to qualify for the Advanced Placement Exams given in May. A section of P. S. S. C. senior physics is available to those who are able to tackie its quantitative ideas. Biology in the ninth grade and general science in the middle school both will Undergo some improving revision in the coming years. G. R. W. DRt HENRY O. KRUSE Science M. 8. Cal. Tech. Ph. D, Cincinnati

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HISTORY LEE 5. PATTISON History A. B. Amherst NL A. Harvard To develop the ability to think critically about any given set of facts or opinions is the princi- pal aim of the History program at Countrv Day. In some quarters there seems to be a clash of opinion as to how much emphasis to lay on the collection of factual material and how much on learning maior concepts, The fact is that both are of equal importance. There is little point collecting a mass of facts unless one learns to think about what they add up to, and there is equally little point in learning a few large genu eralizations without first being properiy equip- ped with the tactst It is a further aim to have our student's see a variety of opposing points of view on many historical i55ues. There are perhaps two hoped- for results of this process First, we attempt to force students to come to some personal deci- sions as to what is right and what is wrong as far as they are concerned. It is desired that this will help the student become a decision-making individual in our society. A second hoped-for result is to indicate that honest, responsibie, sincere individuals may have differing points of view on issues and that it is not necessary to ascribe ail evii to someone who has a differing point of view than ourst We study United States History in particular to develop a sense of our traditions as guide lines for future actiont His- tory and culture of the rest of the world is studied so that we may understand that other peoples have different traditions and cultures than we do and to realize this when considering our international relations. L. S. P. 22 IC MR. CARL STRAUSS, JR. History A. B. Williams GEORGE REID, JR. History, English A, B. Oberlin PHYLLIS E. PIERCE Art A. B. Mount Hoiyoke