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