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Transcript of LCDS Advantages
In their words.
The Advantages ofLancaster Country Day School
I could not have
received a better education.
-Eric Allen, Graduate
SSometimes, when we hear a compliment, it’s a challenge to slow down and listen.
Last summer, to better serve our parents, we gathered feedback about our program.
We received many kind and candid observations from the community. These
often poignant observations led one parent to suggest a pamphlet of quotes. The
idea grew, and led to this publication. We feel the anecdotes in this view book
tell an honest story about the advantages an LCDS education confers. For
current parents, we encourage you to browse, and suspect you will enjoy these
testimonials as much as we have. For new or prospective families, we hope
you consider these voices – of alumni, parents, students and faculty – an
authentic introduction to the Country Day experience.
The best investment we have made in our children, and their children to come, has been our investment in their education.
Sherry Qualls, Parent
From the
Director of Admission
1
Shared Voices on Ten Advantages
2
1 SMALL CLASS SIZE . . . . page 6
2 QUALITY OF FACULTY . . . . . . . . . . . . . . . page 8
- Attracting Talented Faculty - Developing Talented Faculty - Student-Centered Teaching - Manageable Class Size
3 NURTURING THE WHOLE CHILD . . . . . . .page 12
- Arts - Athletics - Diversity - The World as a Classroom
4 INTIMATE FACULTY & PARENT COMMUNITY. . . . . . . . . .page 18
5 INTELLECTUAL INQUIRY & CREATIVE THINKING . . . . . . . . . . . .page 20
- Academic - Social
6 ASPIRATION FOR ACHIEVEMENT . . . . . . . .page 22
7 DISCOVERING HOW TO FIND FIT . . . . . . . . . . .page 24
8 SMALL SCHOOLS . . . . . .page 26
9 GRADUATES’ REFLECTIONS . . . . . . . . .page 28
10 A SCHOOL UNDER ONE ROOF . . . . . . . . . . . .page 30
The testimonials touched
on dozens of benefits,
but fell under ten sets of
advantages independent
schools experience
nationwide. We think you’ll
enjoy browsing through
this informative booklet.
If you are looking for a school where your child will have the opportunities to develop his or her own unique self to the fullest – to become a lover of learning and thinking – then come to Lancaster Country Day School.
Barrie and Elaine Newhart, Parents
3
L
We feel the Country Day story starts with a look at results…
Turn the page to explore how members of our community explain the secrets of our success.
Lancaster Country Day has test scores significantly higher than
any public school within the five counties surrounding Lancaster.
Such results reflect Lancaster Country Day School’s tradition of
excellence.
High SAT scores are an important stepping stone to future
achievement, and Country Day’s 2014 SAT scores rank nearly 250
points higher than the local public school average. Lancaster
Country Day School produces other wonderful results as well,
presented in the sidebar.
Research tells us that
Country Day students will
be more likely to…
Perform better academically in college…
Want an advanced degree…
Go to the theater more often…
Be involved in their communities…
Work out and maintain physical fitness…
Go to galleries more often…
Watch TV less often…
Respect and follow current affairs more…
Vote more frequently…
and
Read newspapers and magazines more frequently.**
Warwick
Wyomissing
Lampeter-Stra
sburg
Dallastown
SAT TOTALS 2014:LANCASTER COUNTRY DAY AND TOP REGIONAL SCHOOLS*
Aver
age
Tota
l SAT
Sco
re
Hempfield
Govenor Miffl
inWilson
Manheim Township
York Suburban
HersheyLCDS
1300
1400
1500
1600
1700
1800
1900
4
* PA Department of Education, “Data and Statistics, SAT and ACT Scores,” Education.state.pa.us, http://www.education.state.pa.us/portal/server.pt/community/data_and_statistics/7202/sat_and_act_scores/674663, (accessed 9/16/15)
**NAIS, Independent Schools: Preparing Students for Achievement in College and Beyond,” NAIS.com, http://www.nais.org/resources/article. cfm?ItemNumber=147307 (accessed October 3, 2009)
With only about 12-15 students in my classes, I am pushed further than at the public school I went to before Country Day. The teachers here have the time and the energy to help us learn more.
Sarah Oxholm, Student
5
1Small Class Size
TThe benefits of a low student-faculty ratio are difficult to over-
estimate. Discipline problems occur less frequently, allowing
for more productive classrooms. Teachers can provide more
individualized instruction and more attention. Parental and
community involvement tends to be stronger.
6
8
10
12
14
16
18
20
DallastownLCDS
York Suburban
Hershey
Hempfield
Govenor Miffl
in
Manheim Township
Lampeter-Stra
sburg
Warwick
Wyomissing
STUDENT-FACULTY RATIOS*
# of
Stu
dent
s pe
r Fac
ulty
Mem
ber
Wilson
Having a personal relationship
with each of my teachers made
me not only want to complete all
my work but also to do it well.
Jen Gschwend McGoughAmherst College Graduate
The low student-faculty ratio at
LCDS had a significant impact
on my life both in college and
after. At Duke, many classmates
were overwhelmed by the bigger
classroom dynamic. Comfortable
conversing with adults, I was
at ease building close personal
relationships with my professors,
finding just the right honors
thesis advisor, accessing the right
recommendations and befriending
both the head of the Economics
Department and the president
of Duke, Richard Brodhead. To
this day, President Brodhead
will stop me on the main quad to
chat. In short, my relationship
with adults, born of my natural
friendships with LCDS faculty,
decisively improved what I was
able to get out of University from
the day I stepped on campus.
Scott Casale, Duke University Student
6
I find that the low student-faculty ratio allows teachers the time and energy
to assess the academic progress of every student in their classes on a day-to-
day basis. It allows teachers to monitor subtle indicators of performance.
Diane Van Bodegraven, Parent
*SOURCE - U.S. News and World Report, accessed 9/17/15
This past year we hired two new faculty in the science department. In both cases, LCDS conducted national searches to find the best candidates for those openings. While we did search locally, the ability to recruit at the national level allowed us to bring two very talented and dedicated professionals into our school. Our students reap the benefits of those efforts.
Todd Trout, Faculty
7
2Quality Faculty
W
Independent schools were identified over public schools by a ratio of three to
one for their capacity to motivate students to do their best.*
We attract teachers who enjoy working with energetic, creative,
and committed young people. Having faculty with varied
backgrounds broadens students’ awareness and sense of what is
possible in their lives.
The teachers want you to be
successful and to be able to love
what they are teaching. They
are always willing to help you
with projects, class work or just
outside advice in general. In my
AP U.S. history class, there was
a lot of challenge, but there was
always room for a laugh as well.
Meagan Dodge,Middlebury College
Graduate
We send our kids to LCDS
because the academic program
is excellent, the faculty is bright
and uniquely committed, the
student-teacher ratio is very low,
and the philosophy and values
of the school are consistent with
ours. The school is like a family
-- all of the children feel at home.
Sandi Abraham, Parent
8
Our students attract them.
*NAIS, Independent Schools: Preparing Students for Achievement in College and Beyond,” NAIS.com, http://www.nais.org/resources/article.cfm?ItemNumber=147307 (accessed October 3, 2009)
The genuine interest students have for learning allows for more of the
coveted “ah-ha” moments that make teaching a rich occupation. These
energized students, and their highly supportive parents, motivate us to keep
the curriculum dynamic. It’s a win-win recipe for all of us.
TJ O’Gorman, Faculty
I can’t think of another
institution (college level
included) that provides more
opportunity for faculty
development than LCDS.
Since I’ve been here, I’ve been
encouraged to take additional
courses; to spend a week at a
top gallery in Washington to
study Asian art to supplement
my world lit class; and to attend
and participate actively in the
National Council of Teachers
of English. These opportunities
have augmented the breadth and
depth of my work.
Dr. Rudolph Sharpe, Head of Middle School
As a “mature” teacher I have
appreciated support for various
trips (Peru and Mexico are two
recent examples) during the
summer. This has increased
my devotion to the school and
carries over to my teaching in the
classroom.
Sue Ziemer, Faculty
I love this faculty. They are
quirky and dedicated. There
is so much to learn from them
and they are more than willing
to share in a way that is less
like teaching, and more like
discussing and inspiring.
Haley Velletri, Student
Providing growth for faculty through seminars, courses, graduate
school and conferences is a vital part of the independent school
tradition. Teacher satisfaction grows, teaching tactics improve
and Country Day’s students can more easily develop a love
of learning.
We invest in them.
Country Day has always allowed and encouraged me to grow professionally.
We have had wonderful speakers come to our in-service days. I have taken
courses in a variety of subjects to help in my teaching. More recently,
Jo Anne Farley and I took an 8-week online course entitled “Successful
Teaching for Acceptance of Responsibility.” We have incorporated our
learning from this course into every day of our teaching this year.
Carrie Haggerty, Faculty
9
The teachers at Country Day knew my daughter as a unique individual,
meeting her needs in a way only enthusiastic, dedicated professionals can.
Cindy Blakinger, Parent
Strong students who may not get
the chance to take AP calculus in
a larger school because of rigid
tracking will get the chance to
take the course here at LCDS as
long as they have the work ethic
and the necessary background
to succeed. I recall a young man
with a minor learning difficulty
earnestly asking to take AP
calculus during his senior year.
I gave him the chance to try
calculus. He not only succeeded
in that course, but also went on
to graduate from college with an
aerospace engineering degree!
Cynthia Baldwin, Faculty
Simply put, I was already ahead
when I started college – that is
the Country Day advantage. I
was already familiar with the
type of scheduling and course
selection processes, independent
thinking and self-discipline that
took most of my fellow college
freshmen by surprise.
Jake Ehleiter,Franklin & Marshall
Graduate
10
Country Day teachers enjoy the flexibility to employ the best
possible techniques in the classroom. Having the autonomy and
freedom to make curricular decisions keeps our faculty strong,
efficient, and happy in their jobs.
We allow them to fit their class plans to meet the full potential of each class.
Our average class size is 13. This sensible class size strengthens
trust, fosters a better culture of learning and provides more
efficient instruction.
We provide them a small enough class size to cultivate trust and to advance each child faster academically.
Country Day provides a very humane atmosphere. Faculty can have a sense
of humor and are more than willing to try new things. They genuinely like
students and it pays off in the classroom.Bob Irving, Faculty
One of the major advantages of going to LCDS is the sense that you can do everything. I learned that I grow most by exploring different activities. I played sports actively, participated in a musical, took every art class, and took multiple independent study classes senior year to experience class trips to Spain and to Italy. My story is no different than that of current students. I entered college truly over-prepared.
Caroline Landau, Carnegie Mellon University
11
3Nurturing the Whole Child
RResearch tells us that Country Day graduates are more likely to
attend plays, practice a musical instrument, and frequent art
galleries or museums. They tend to maintain physical fitness,
read newspapers and serve their communities more often than
their counterparts at other schools.* How does this happen?
At Lancaster Country Day School, artistic experiences are valued,
seamlessly woven into the lives of all our students from a very
early age. Love of the arts is supported by parents, faculty and
peers with a passion that sets our students and culture apart. By
Upper School, the pervading culture has cultivated a deep regard
among students for each other’s artistic interests and gifts. Our
community-wide respect and sophisticated world view confers
on our graduates important lifelong benefits.
I have to say, the thing that
sets LCDS so far above any
other school is that we believe
in balance between academics,
arts, and sports. This is really
important to me, and is the
biggest reason I love my school.
Jessica Sacks, Student
The entire art faculty is
dedicated and caring and
instructs at a very high level.
One of my sons takes the
maximum number of art classes
he can fit in his schedule and
loves every single one of them. I
usually hear about art classes
first when he gets home and tells
me about his day. It is often the
highlight. He has been inspired
to create and take risks.
Anne Guenin, Parent
My son has been encouraged to
be a student, an athlete AND to
remain in chorus! Talk about
well-rounded....and tending to
the “whole child.”
Country Day Parent
12
– Arts, Athletics, Diversity and Knowing the World
We develop our artists well
and broadly.
*NAIS, “Values Added: The Lifelong Returns of an Independent School Education,” NAIS.com, http://www.nais.org/about/article. cfm?ItemNumber=144826 (accessed October 3, 2009)
At Grant’s old school, he was
popular and had genuine athletic
success, but we wanted a place
where all of his strengths could be
appreciated. At LCDS, Grant
has developed as a full person.
My husband and I agree that the
decision to switch to LCDS will
be the best investment we make
in our lives.
Deb Keenan, Parent
In the winter, I play
squash. Last year, our
team competed at the Middle
School championships at
Yale University. Our trips to
New Haven, Baltimore and
Philadelphia were a blast. We
bonded, and the competition really
helped us develop as players.
Liddy Renner, Student
Surprisingly, more than two-thirds (67 percent) of National
Association of Independent Schools (NAIS) graduates spend six or
more hours per week exercising or engaging in sports during the
last year of high school, compared to 50 percent of all students.*
We build athletics into the hearts of our students and our school.
13*NAIS, Independent Schools: Preparing Students for Achievement in College and Beyond,” NAIS.com, http://www.nais.org/resources/article.cfm?ItemNumber=147307 (accessed October 3, 2009)
It’s definitely been different for me, playing in a
team environment, because I’m so used to going to
tournaments by myself. But I’ve had such a great time
playing on a team, and it’s really helped my game.
Julia Casselbury, Student & State Class AA Tennis Champion
As a new student athlete coming
from a large public school, I was
really worried about the standard
of athletics at Country Day. And
I was concerned about losing my
competitive skills. After my first
week of soccer I knew I had no
reason for these worries because
excellent coaches and players
surrounded me.
Josh Grill, Robert Morris College
My memories of Mr. Bostock’s
lighthearted “Your Latin is
feeble!” comments fill me with
great nostalgia and warmth. A
community of intelligent and
enthusiastic people, Country
Day celebrates each person
and makes everyone feel proud
and worthwhile. I will always
be grateful for all the support
I got and all the wonderful
relationships I developed with
families, teachers and peers.
Hanka Vocková,Exchange Student,
Czech Republic
14
At Country Day, the school maintains an active and healthy recess
and PE program from the Early Childhood programs onward. Third
graders can begin school-based interscholastic athletics. Developing
skills early in soccer, lacrosse, basketball, field hockey, squash
and numerous other sports helps our students build talent, self-
confidence and leadership, athletically and socially. The school’s
size allows many students to experience the thrill of varsity athletics
in two or three seasons and avoid sitting on the sidelines or in the
stands in high school. Country Day is proud of the demonstrated
success of its Lower, Middle and Upper School athletic teams.
As a three-sport athlete, I love the sports here.Alex Blickle, Student
We attract a broad range of families.We celebrate that 25 percent of our students are people of color,
and we work to build a community that values and respects
everyone’s individuality and uniqueness.
Even though the art and art
history classes are full of
excitement, discovery and a lot
of hard work, there is nothing
quite like touching the subject
matter in person – breathing it
in. When the art history class
wandered off to Rome last fall,
the entire history of Rome came
alive. These lessons, experienced,
will never be forgotten. No
classroom work can compare.
New synapses fire and lives are
changed and enriched.
Susan Gottleib, Faculty
The trip to Spain motivated my
students all year – they dove into
the material, knowing that they
would soon be seeing the history
come to life. I will never forget
watching students race through
the Prado Museum in Madrid to
find their favorite paintings. One
student was moved to tears when
she saw the original painting by
Goya that she had presented to
class. It was a great trip, and a
deeply rewarding complement to
the course.
Betsy Heim, Faculty
15
We make the world a classroom and open up lives. Students discover learning opportunities
in community service and academic travel, as well as in the
conventional classroom.
LCDS’s commitment to community service is central to our mission and
values. Younger students learn about and collect for UNICEF at Halloween,
collect aluminum pull tabs for the Ronald McDonald House® in Hershey,
make personalized greetings for Meals on Wheels, plant seedlings along the
Conestoga Watershed and collect food for the Pennsylvania Food Bank. Their
commitment builds momentum in Middle School, and by the time students
reach the Upper School, the faculty can take a step back and watch students
take greater ownership of their service to our broader community. Their
evolved commitment, and faculty and parents’ role in cultivating it, is central
to our school’s personality and legacy.
Diane Wilikofsky, Parent
Whether my friends and I
help babysit children at the
women’s shelter, plant trees at
the Conestoga Watershed or
tutor children from the local
school district, the best part of
community service happens when
we choose to volunteer on our own
initiative.
Mandy Stoltzfus, Student
Whether debating international
politics at a Model UN
conference in the Netherlands,
developing my Spanish in
Barcelona, firing my own
pottery at an off-campus wood-
firing kiln, or giving it my all
in ultimate frisbee or soccer
playoffs, I found that LCDS
offered meaningful experiences
outside the classroom. All of
them strengthened my sense
of the world and made my
transition to college smoother.
Jonathan Wills, Dartmouth College Student
16
I was sitting in my living room in January of 1991, grading papers while
my family watched TV. Suddenly my wife said, “Holy cow, you have to see
this,” and I watched the skies over Baghdad erupt as the U.S. launched its air
campaign against the Iraqi capital – only 10 days before the school’s Model
United Nations class was scheduled to fly to The Hague and represent the
Kingdom of Jordan at the international conference! In that minute, much of
what we had researched and worked toward in the previous four months went out
the window. The world – and Jordan’s place in it – had changed and we had to
change with it. The next day the kids seemed dumbfounded by what confronted
them, but finally one said, “Hey, we at least have a catchy slogan we can use:
Jordan–between Iraq and a hard place.” The laughter energized us. We worked
in an academic environment that left us free to regroup, reorganize, research
and reassign responsibilities. We spent evenings and weekends pulling it all
together. And I was proud to be part of a cohesive, close-knit delegation that
knocked everyone out at The Hague.
Chip Smedley, Parent and Former member of the Faculty
Children do better in school when there is parental involvement. Here, parents fee l that they can trust the teachers. Teachers fee l that they can be open and honest
with parents. Having a directory provides us the name and number of every teacher and administrator, and the school actually
encourages communication. Ami Landis, Parent
17
Grandparents’ Day
4Intimate Faculty & Parent Community
Parents and children benefit
from the access we provide at
LCDS. Our classroom sizes
allow us to replace long lines at
parent-teacher conferences with
comprehensive conversations
at those events. On any given
day, parents feel welcome in
class, at lunch time and in the
hallway. As a result, they know
their children and our faculty
better, they are happier and
more helpful, and their children
can experience better academic
achievement.
Christina Simonds, Head of Lower School
My daughter had a challenging
medical issue in seventh grade.
The range, depth and substance
of faculty, administrative and
advisory support for our child
was absolutely extraordinary.
Shira Manley, Parent
Both of my children have
benefited from teachers who know
them very well...their strengths
and weaknesses, personalities
and styles of learning. It is clear
to me that faculty members
simply know my kids.
A Country Day Parent
18
that works closely, with the same purposes.
TThe Harvard Family Research Project confirms that a close
collaborative relationship between parents and faculty increases
the likelihood of students’ long term success in school.* Country
Day offers programs and systems that set us apart from other
schools, make conversations with our kids more meaningful and,
in the end, make our families stronger.
Parents are in the loop at Country Day. Some call after dinner with
a concern. Others share links to interesting articles on education. Dr.
Sharpe (Middle School Head) lets us know of serious events in students’
lives. These types of exchanges foster trust and allow students to overcome
challenges, big and small.
Genevieve Munson, Faculty
*Jeynes, W. H. Parental involvement and student achievement: A meta-analysis (Family Involvement Research Digest). Harvard Family Research Project. Jeynes, W. H. (2005). Retrieved November 22, 2007, from http://www.gse.harvard.edu/hfrp/publications_resources/ publications_series/family_involvement_research_digests/parental_involvement_and_student_achievement_a_meta_analysis.
Over the past 13 years we have been very pleased with Country Day because of its intellectual push. Being a serious student is valued, not condemned.
Fran Hershey, Parent
19
5Intellectual Inquiry & Creative thinking
WWhat role do schools play in cultivating the ability to think
independently? Peer aptitude, high quality faculty, top teaching
techniques and a cultural willingness to embrace creative
ideas feed students’ willingness to be non-conformist and to
love learning.
Country Day instilled an
invaluable sense of intellectual
curiosity that pushed me to
develop academically and gave
me the opportunities to pursue
my interests in and out of the
classroom.
Sabrina Kaplan, Student
There is a wonderful
combination of respect,
generosity, and real intellectual
push-back in our classrooms.
The fifty or so minutes I have
each day with my students
become opportunities not just
to teach but to learn. In the
joyful exchange of passions
and ideas lies the foundation
for trusting relationships that
extend far beyond the walls and
years of high school careers.
Country Day grads always
“stay close” no matter how far
from us they are.
Mike Simpson, Faculty
20
in the classroom and in the hallways.
The lunch discussions that my friends and I have never cease to amaze me.
Some days we will be exploring our reactions to something we learned in
class and relating those ideas to our everyday lives. Other times, we will
just be talking about our weekend plans. What is so special is that we are
able to talk about the two with the same level of passion, and that both
conversations can occur so easily outside of class.
Kelsey Gohn, Student
They’re here to learn – there is an underlying expectation of purpose here. All in all, it’s a place kids want to be. ToddBerner,Faculty
21
6Aspiration for achievement
IInstitutions whose families value and invest in education benefit
from the common values brought into the student community.
Parents of independent school students have the highest
educational level across all school types; nearly three-quarters
have a college or higher degree and over 30 percent have post-
graduate degrees.* At Country Day, teachers with classes of 14 are
especially well-positioned to build on families’ efforts to cultivate
respect for learning among students. Our student community
benefits from these strengths.
NAIS research yields the following statistics:
• 34% of independent school seniors dedicated 16 or more
hours a week to their studies, the most across all school types.
• Independent school students are three times more likely than
typical American high school students to exceed 11 hours per
week studying or doing homework during their final year of
high school.**
We are proud to say that our SAT scores are more than 100 points
higher than NAIS school averages nationwide.***
Country Day teachers are devoted to their students, love to teach and know
not only how to teach, but how to inspire. We will always remember them
for their enthusiasm as well as their bad jokes.
Phil DeGreen, Swarthmore College Graduate
In the lower school, our students
begin the crucial process of
motivating each other and
building respect for their studies.
We are in a unique position
of turning small events into
“teachable moments.”
Betsy Hedbavny, Faculty
Rigorous academic work is
standard in every college course
– and it was standard in every
LCDS course. There was no
adjustment in my work habits
from high school to college
because I had already developed
the necessary study skills,
writing tools, and motivation to
succeed from Country Day.
John Casale, Harvard College Student
My classmates are both
close friends and academic
motivators. Since we know
and care about each other, and
because we share the same
broader goals in the classroom,
it feels natural and normal to
inspire and lead one another.
Maya Najarian, Student
22
from fellow students.
*NAIS, “Understanding Students at Independent Schools: A Look Through the Eyes of College Freshman Students (2005),” NAIS.com, http://www.nais.org/resources/article.cfm?ItemNumber=148269 (accessed October 3, 2009) **Ibid***NAIS, “2007-2008 SAT Test Scores,” NAIS.com, http://www.nais.org/resources/article.cfm?Item Number=151247 (accessed October 3, 2009)
With two daughters now in college, and one in Upper School, we are so very happy with Country Day’s college guidance program. Mrs. Campbell helped us as a family, and our
daughters individually, to find their college match. One is playing Division 3 field hockey at the University of the South and the other is in the School of Fine Arts
at Carnegie Mellon. We can’t wait to see where daughter number 3 decides to attend. One thing is for certain, it will be the right fit for her.
Shelly Landau, Parent
23
7Discovering how to find fit…
LLinda Campbell, a 24-year veteran of Country Day, brings a
thorough, professional approach to leading the College Guidance
Office. Thanks to our school’s small size, she can give careful
attention to each child. Faculty members, having six to twelve
years of familiarity with just 40-50 seniors, can develop a detailed
awareness of each child’s strengths and preferences. Based on
this knowledge, a teacher can communicate a child’s virtues and
strengths in an authentic and compelling manner when called on
to provide a reference.
Selective colleges know Country Day well. Universities
conducted more than 50 visits to recruit just 38 seniors last year.
Our 2009 graduates matriculated to 34 different schools.
With many years of excellent academic preparation and a
mature understanding of the need to find fit, not only do 100% of
Country Day graduates attend a four-year college or university;
they do so with goals in mind that match the maturity they have
demonstrated during their tenure at the school.
Both our children enjoyed success in college – they attended Colgate and
Dartmouth – and feel that Lancaster Country Day School was critical to
their preparations.Tom Russo, Parent
While private schools educate
only about 10% of the school
age population (and independent
schools only 1%), anywhere
from 20-40% of the freshman
classes of the highly selective
colleges and universities come
from private schools, mainly
because these colleges know our
schools and know our students
will succeed in their programs.
Pat Bassett,NAIS President
From SATs to college visits, to
apps, to “notification week,”
when the senior hallway became
a madhouse, there were ample
opportunities for nail-biting. But
at LCDS there was always the
safety net of the college guidance
system to restore my confidence
and sanity. The whole process
made me realize once again
what a good decision coming to
Country Day was for me.
Rebekah Clark Wadadli, Haverford College Graduate
24
with a mature outlook.
I attended a large public school for five years before I came in ninth grade to LCDS. The difference is phenomenal! Here there is a warm friendly environment that encourages everyone to work to their full potential. And my teachers have been super – exciting, creative, inspiring and fun. I would never go back to a larger school. Country Day offers so much more.
Andy Johnson, Princeton University Graduate
25
8Small Schools
EEvidence linking small schools and high academic performance,
greater emotional health, increased confidence and better
teacher-student relationships is compelling and convincing.
The open lockers at LCDS demonstrate how much we trust each other and
the community around us. In my nine years at LCDS, I have never gotten
anything in my locker stolen or vandalized.
Molly Umble, Student
This school has played a major
role in my life and helped me
grow and develop in the most
positive ways possible. From
the attention I receive in small
classes to the security of having
open lockers, LCDS has made
me who I am, and taught me how
to be myself. From the sports
fields, to the art rooms, to the
great conversations over lunch,
LCDS is an amazing school and
I am so proud to be graduating
with all of its support and
wisdom behind me.
Ali Dunlop, Student
One day, my 4 year old came to
school with new glasses. She was
embarrassed by the change. As
the class began, her teacher read
the circumstances and gently
took Ava aside to share a story
about new glasses. Minutes
later, she was playing with her
friends. Tony’s choice of words,
his patience and the time he had
to counsel Ava gently without
compromising others spoke to the
community we have, and what I
treasure about Country Day.
Becky Bartos, Parent
26
– A well-known advantage nationally expressed by a few voices locally…
27
I found the adjustment to the academic demands of college thoroughly manageable because the class rigor was parallel to that of LCDS classes.
Caitlin Rye, Tufts University Student
9Graduates’ reflections
CCountry Day provides an education of the highest possible
quality. Graduates are prepared for and attend many of the most
selective universities and colleges. More importantly, they arrive
at the university with training, values and habits that will allow
them to flourish.
Going to F&M was a smooth
transition – a continuation
of the intensity and focus of
LCDS. I was involved in
many areas at LCDS, and had
already mastered balancing
work with other activities. My
freshman peers were less often
able to organize work flow and
to balance studies, athletics
and fun. LCDS prepared me
extremely well for the rigors of
college. I could produce clear and
concise writing more quickly
and effectively than many of my
classmates. Those advantages
continue to this day.
Todd Bartos,Parent and Franklin &
Marshall Graduate
My freshman writing class
in college, a class required for
all attending students, did not
provide me any tool or insight
that I had not already learned at
Country Day.
Valerie Allen, Harvard College Graduate
Academically, entering college
classes was like starting 13th
grade at LCDS.
Andrew Wills, Randolph-Macon College Student
28
on their College and Real World Preparation…
The stress placed on the research process at LCDS put me on par with graduates of prestigious boarding schools. In my introductory classes, LCDS’ preparation put me at a distinct advantage over those who had less or no experience completing a research paper.
Chris Stonerook, Middlebury College Student
As a parent and as Head of the Upper School, I feel that the one school under one roof model works especially well here. Whether engaging in peer mentoring between older and younger students or simply high-fiving acquaintances from other divisions, students find this a healthy environment in which to learn and grow.
Eric Bondy, Head of the Upper School
29
10A School Under One Roof
FFrom the opening day, when tradition has seniors walk
hand-in-hand with kindergarten students through the entire
community, under our clanging school bell and into the Main
Entrance, the school’s student body prides itself on warmth
across grades and divisions.
The other day I tutored in the
first grade classroom. I felt I
learned so much about the kids
– that we’d connected. Nervous
at first, they loosened up quickly.
The next day, I saw one in the
hallway, said hello and had a
brief chat about our reading. It
dawned on me how rare it is to
have deep connections through
all levels at the school and how
hard it must be to get that type
of togetherness at another school.
It’s just one of the things that
makes us so fortunate.
Ellie Rothermel, Student
We have had the perspective of
experience with independent
schools in the New York City
area, both personally and
through friends with children
the same age as our own. It is
our belief that our children have
received an education equal, if
not superior, to that of students
attending prestigious New
York schools, without the added
stress and competition that such
environments tend to foster.
Gina Russo, Parent
30
I’m glad you have taken the time to leaf through these pages for a glimpse into our school. The many voices presented here reveal LCDS from a host of perspectives and, together, they form an honest overview of our independent school. For over 100 years, we have sought to foster an active orientation to learning so that our graduates are prepared to embrace the challenges of college and life successfully. Good education is not simple or easy, yet with all the accelerating change in our world, the singular significance of the student’s relationship with learning remains central. Many decades ago, LCDS adopted the motto you see on the cover of this publication. In English, it reads: “The spark that kindles the mind and heart illuminates a lifetime.” We hope you take the time to visit us in person to see first hand how we work to create such sparks.
Steve Lisk, Head of School
725 Hamilton Road • Lancaster, PA 17603 • (717) 392-2916 • www.lancastercountryday.org