Rhodes School - Rhodester Yearbook (New York, NY)

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slerckerovinirers

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Jean Asherman Richard Grande Eric Haltaufderhyde Richard Brill John Calabrese Mark Hansen Angela Galante Richard Heft Paul Montgomery Sandra Ratto William Rosenfeld Jane Seley Ralph Jacobson Robin Kaufman Diana Martin FOVUD HLNAAAS Kathleen Martinson Ruth Swacker Mark Walz Diane Taitt Karl Weber Linda Trott Kenneth Weiss | Nancy Yurchak | ‘ Darcia Tsengoles

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ELLE SOELE LENE DNA RONDA BARD AES T arhotes EDUCA TIONAL PHILOSOPHY Rhodes is a college preparatory school. Its immediate goal is to equip its students for admission to college and further advancement in education. Rhodes recognizes that the heart of a school is its faculty and that education is a result of years of dialogue between a pupil and a group of teachers. Rhodes is committed to a rigorous, balanced curriculum. It offers seven years of science, six years of mathematics, four years of English (with four electives), five languages, six and a half years of social studies, music, art and the other courses leading to an academic diploma, in conformity with the regulations of the New York State Education Department, but going far beyond its requirements. Rhodes recognizes the special needs of scholastically talented students by offering them a program of studies along the lines indicated by the Advanced Placement Program of the College Entrance Examination Board, wherein qualified students are organized on a ‘‘school-within-a-school’”’ basis. In addition, special classes in writing, mathematics and the sciences for students qualified to pursue these subjects at the college freshman level are offered. Rhodes uses all accepted procedures, such as socialized recitation, audio-visual aids, field trips, and various instruments of evaluation prepared by outside authorities, to measure students’ achievements against well established norms. Classroom offerings are supplemented by a program of co-curricular activities covering a wide range of cultural and social pursuits, and the use of the manifold cultural facilities of the world’s greatest cosmopolitan area is encouraged, Both for their secondary school studies and as a foundation for success in college, the school systematically trains its students in sound study techniques and habits. The teachers endeavor to relate their subject matter both to the daily life of the student and to the other subjects to which the student is exposed. This program of interrelation is furthered by fortnightly consultations among the chairmen and members of the various departments. Underlying all the efforts and achievements which we have attributed to the school as a whole is the individual work of its staff. Each, in his daily association with the students, is conscious of the part which he plays in transmitting the values which have been endorsed by the Student Council in its Code of Ethics. To the individual student, Rhodes School is not a large and complex organization; it is a rather small number of staff members with whom he makes manifold direct contacts. Perhaps most important, Rhodes makes use of the heterogeneity of its student population as a vital force in creating an atmosphere of friendliness and self-confidence. In short, the distinctive quality that Rhodes seeks to create in the school’s social and intellectual atmosphere is the desire on the part of each young person to develop himself to his full capacity. Rhodes is convinced that it is not enough for students to do in school only that which they already like. They need to acquire a life-long desire for learning so that their understanding may keep pace with the Aerie in the world and with their own development. ye