Tower Hill School - Evergreen Yearbook (Wilmington, DE)

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l '- 1+ About the Faculty . . . just what is the Tower Hill teacher? This question has puz- zled both bewildered students and conscientious parents for many years. Maligned in the dining halls, mocked in the Senior Room, the Tower Hill teachers weather the storm amazingly well. To further this investigation, the E1'e1'green has done the inevitable-as is currently in vogue-it has taken a poll. The statistical Tower Hill teacher, who is nothing more than a well-garnished average, has an M.A. degree, has attended three colleges or universities including Princeton, Virginia, Amherst, Harvard, Yale, University of Delaware, Columbia University, and the Sorbonne. Only two or three have written books, although most have collaborated or written articles. Some of the teachers seemed quite embarrassed not to have writ- ten a book. We would suggest that if they have any free time this summer, they publish one, because simply everyone is doing it. The teachers come from every state along the eastern seaboard from Virginia to Massachusetts, with a sprinkling of inland states. We must note that our History department had a Con- servative Republican background so there is no chance for sub- versive theories to emanate from that area. Our Latin depart- ment gained its first bit of culture in a one room school house. From the scrutiny of interviews, we have been able to find the avocations of the average pedagogue. He sleeps every chance he gets, he reads for entertainment and has a hobby such as photography, flying, gardening, hunting, traveling, writing, or community welfare. To aid the students in passing courses, we have made a detailed study of the way teachers compute numerical grades. English uses M4 classwork, M4 homework, W tests, with a lit- tle common sense. Mathematics uses the average of test grades either raised or lowered according to homework and class recita- tion. Math teachers also used a dash of their own judgment. Religion is balanced equally between discussion and tests. History, which has a light animosity toward Mathematics, con- descended to determine grades more or less arithmeticallyf' Burning desire to learn and an understanding of subtleties seemed to be a fine qua non in this subject. Every move one makes in Latin counts toward the grade and French emphasized daily recitations. It could not be ascertained how the German grade was decided. There is a rumor circulating that it is deter- mined by a combination of basketball ability, sense of humor, and interest all added to 60. Attitude seems to play a minor part in each department, showing that there is still hope for the brown noser. Most teachers felt that any extra curricular activity which ex- cites one's curiosity and gratifies one's desire for 'accomplish- ment' would develop intelligence. It was generally conceded by the language and history departments that work on the Dial and independent study would be the best way to do this. Mr. DeGroat felt that football developed powers of objectivity, analysis, psychology, confidence, cooperation and sacrifice. All brown nosers should take careful note of the above so they can impress the teachers of their choice. Since many of the teachers felt that any work in their field was good, they must be quite satisfied with their work. On being asked what the teachers thought would be the greatest benefit of their courses to the students in later life we received the following answers: English: the ability to communicate information clearly and to understand while reading. Religion: instilling a sense of true values and laying a foundation by which to live. History claimed, with a certain arrogance, that it was the only subject which taught students to think. However, Mathematics felt it developed the habit of clear and logical thinking. French: Better understanding of another nation leading perhaps to World Peace. Latin: Ap- preciation of words plus cultural background. Art: Creative Hobby. Football: Unforgettable Memories. Music: Enrich- ment. Eighty-five percent of all the upper school teachers attended most? athletic contests. In the boys' sports eighty-one percent at- tended football games, seventy percent attended baseball games and sixty-three percent attended basketball games. In girls' sports sixty-three percent hockey, fifty percent basketball, forty- four tennis. Teachers felt that athletics played a vital part in building a school spirit which continues in the classroom. Teachers felt that the friendly spirit between the students and the faculty was the primary difference between Tower Hill and other schools. Others mentioned the high academic standards, cultural background and a feeling of enrichment. Mr. Stabler epitomized Tower Hill in these words: Fine academic stand- ardsg cultural background of students, emphasis upon basic fundamentals, religious program and requirements, seemingly happy student body who likes school. Mr. Yule's comment, the confusion, was probably the most realistic. However most of the teachers felt that the informal student- faculty relationship is too often misunderstood by some pupils who feel no obligation to produce work. At meals table manners are comparatively deplorable or non-existent, but when the occasion arises they are always the best. Everyone felt that study habits were good and the vast majority was extremely conscientious. They thought that there was a good bit of time wasted, especially in the study hall and library, in getting down to work. The most provocative question was about the increase in boy- girl relationships in Tower Hill. This year for the first time in recent years the steady or the perpetual has found its place in the daily routine. Even in the halls between classes you can see its effect. As one teacher commented has it in- creased or is it increasingly obvious? Everyone seemed to agree that so long as it doesn't interfere or overablance the purpose for which students came to Tower Hill in the first place, it is all right. Miss jones, who ought to know, said it was not new and so long as it was kept in moderation it was permissible. On the lighter side, we heard such comments as nauseating after years of conditioning in boys' boarding school. If baseball doesn't cure it nothing will, and C'est la vie. These comments were taken from the majority of upper school teachers excluding the Science department which didn't manage to answer the questionnaire. This is true probably because they were too busy with practical work to squander their time on things this banal.

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LLLL,1., LL,. LL1. ' Eff-2 ','L Back row: Mr. Drake, Mr. Straub, Mr. Fry, Mr. Patterson. Seated: Mrs. Morton, Mrs. Strom, Miss Buckles, Mrs. Fry, Mrs. Chapman. MIDDLE SCHOOL FACULTY 'LOWER SCHOOL FACULTY Standing: Mrs, XVinterrOwd, Mrs. Thiel, Mrs. Parkes, Miss Turner, Mr. Straub, Miss Norris, Miss Garrigucs, Mrs. Barker, Mrs, Drake. Seated: Mrs. Biehl, Miss Andino, Miss Foster, Miss Harvie, Mrs. johns. kf' wait ..,,,, . Q

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ww EDNA M, LOWERREE OFFICE STAFF-Marjorie B. Milus, Elizabeth A. Lockwood, Financial Director Grace M. Klock. FLORENCE B. STROM HEALTH OFFICE-Ethel R. Rode, Robert O. Dietitian, Home Ec Y. Warren. 3 3 5 Q 'E