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

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William Robert Deane H mid of Rlathematic: Department Illnrk damn Spikell MATHEMATICS The aim of all education is to teach the Student to think. How this is done and what courses do it most effectively are subjects for many lively discuSSions. Certainly this is a prime goal of the mathematics department. While following a somewhat tradi- tional sequence of Algebra 1, Algebra II, Geome etry, etc., there is a strong effort to cross over the boundaries of these subject areas into other areas and fields in order to show the diyetsified appli- cations possible. lVIathematics is presented not only as a discipline to he studied for its logical structure and beauty but also as a powerful tool needed in the study of many other fields of knowledge. Every effort is. made to help the student pilot his own course through the channels of mathe- matics. He is encouraged to discover along the way the best routes and methods and to learn to avoid the reefs of carelessness and half-mastered ideas. D.A.M. iDzlily Aid in Mathematicsl provides competent student assistants available to help those who Want to understand better what they are doing. All members of the staff are available for extra help during their otit-of-claSS periods. Two tracks are offered leading to College Algebra 11 or Calculus in grade 12. The latter offers the opportunity for Advanced Placement, usually with college credit. The former is designed to prepare a boy for Calculus in college Both courses use college-level texts. Jain; Wiimlow Buttritk

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iIViHimn Robw-I Dmm' Dirvr'tor of S'fudm

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Charla Morse Thom Charles Frederirlt Yeiser Joseph . Patrick ENGLISH A question so often asked of English teachers by Seniors who find themselves reading novels Whose titles they would hardly have anticipated i5, HWhy did you choose that book? My reply to this yearTs graduating class at Country Day is that I have wanted to trace a writefs personal search for that sense of security which motivates one, conscious- ly or unconsciously, to follow a certain course of actioh which he finds meaningful and valuable to him. In choosing James Joycek Portrait of the Artist :2: a Young Man, Albert Camusy The Stranger, and E. M. Forsteris Howard: End. and by em- phasizing additional works of Mr. Forster for in- dependent study, I have hoped that we as a group could reflect on those personal and individual aspects of the novels which are often neglected in favor of the novels, more public messages. The two basic forces in these novels are their abstract and concrete realities, and in actual ex- perience, that is to say in the lives of the central figures, they cannot be completely balanced. These are figures who are apt to understand abstract reality at the risk of misinterpreting individuals, yet they cannot ignore the world about them; they stand in apparent contradiction to both worlds. Their reticent approach to practicality is similar to an attitude Forster recalled 0f Goidsworthy Lowes Dickenson, who felt that he was hthe bearer of a message which transcended all actual life.H The precept governing the lives of the major figures in each of the novels we have considered this year has been know thyself; the most difficult re- sponse confronting each of the novelists is always how. Thomas Gerald Eberhard Thesing