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

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Mr. Lita, Martin Mr. Thesing, Joseph P. English Latin, English

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Mr. Dalglish, Garven English ENGLISH This year Country Day has pulled in an alien to head the English department. His name is Mr. Dalglish. and he hails from Colorado and various other states. Backing him up are Messieurs Yeiser, Litz, Eberhard, and Thesing. The theory behind the department is to teach more efficimit expression and more efficient inter- pretation of otheris expression The actual results vary from tht' desired theory, but this is only natural. Things take time and cannot be rushed. The method is the key to Every theory, and here the method is very excellent. By means of creative writing and constructive criticism, the de- sired writing ability is achieved. To teach inter pretation the, English classes are turned into sem- inars with the students arguing among themselves about certain interpretations of a book 01' short story. All the teacher has to do is start it and then sit hick and listen to the debate. Sometimes it works so well that the teacher canit fit a word in anywhere. Even the teacher learns something be- cause the wild interpretations are sometimes very logical and difficult to refute. Fortunately, every- one can save face by claiming that all the inter pretations are personal opinionst Quite a hit of work is done and everyone comes out with more knowledge than before. Good luck to the new departmental head and his trusty assistants. Mr. Eberhard. Thomas G. English

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Mr. Irwin, Leslie C. French FOREIGN LANGUAGES If there is a one most important lcmusf, in learning to speak a foreign language, it is un- doubtedly a bona fide desire to do so. A student who has this desire will accept the idea that learning to speak involves more than merely opening his mouth to let the words drop out. He will recognize the necessity of listening whenever possible to native speakers and to tapes, records, etc. in order to strengthen his compreu hension of the spoken language. He will work to increase his vocabulary and will practice using that vocabulary. He will work toward spontaneous selection of the correct verb form. He will he resourceful. Let us suppose that our eager beaver finds himself alone. He still has someone to talk to . . . himself. There is nothing at all absurd in such a procedure as talking to one- self. It works The student can pretend that he is two people. He can choose a topic that lends itself to debate, and he can argue both points of view. He can review his activities of the day. He can relive countless pleasant experiences. What. over his topic may be, he will inevitably hit a snag now and then, The snag may he a word. Surely he has a dictionary! The snag may be a construction. If he cannot find what he needs in hooks available to him he can later ask someone who knows. F inally, let us assume that in his attempt to achieve prowess in speaking he hits upon a work- able method essentially or even totally different from the above, The language department of his school hopes that he will share his discovery with those concerned. After all, teachers and students are all in it together. Mr. McClarey, George M., Jr. German, Latin, Language Arts