LCDS Advantages

In their words.

The Advantages of

Lancaster Country Day School

I could not have received a better education.

-Eric Allen, Graduate

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

S

Sometimes, 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.

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Shared Voices on Ten Advantages The testimonials touched 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

5 INTELLECTUAL

INQUIRY & CREATIVE THINKING . . . . . . . . . . . . page 20

- Academic - Social

but fell under ten sets of

6 ASPIRATION FOR ACHIEVEMENT. . . . . . . . page 22

7 DISCOVERING HOW

TO FIND FIT. . . . . . . . . . . page 24

8 SMALL SCHOOLS. . . . . . page 26

advantages independent schools experience nationwide. We think you’ll

9 GRADUATES’ REFLECTIONS . . . . . . . . . page 28

4 INTIMATE FACULTY

& PARENT COMMUNITY. . . . . . . . . .page 18

on dozens of benefits,

10 A SCHOOL UNDER

ONE ROOF . . . . . . . . . . . . page 30

enjoy browsing through this informative booklet.

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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

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We feel the Country Day story starts with a look at results…

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Lancaster Country Day has test scores significantly higher than

Research tells us that

any public school within the five counties surrounding Lancaster.

Country Day students will

Such results reflect Lancaster Country Day School’s tradition of

be more likely to…

excellence.

Perform better academically in college…

SAT TOTALS 2014: LANCASTER COUNTRY DAY AND TOP REGIONAL SCHOOLS*

Want an advanced degree…

Average Total SAT Score

1900

Go to the theater more often…

1800 1700

Be involved in their communities…

1600 1500

Work out and maintain physical fitness…

1400 1300

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d rg ck lin on wn iel iff bu ils wi pf sto M ar W as a m r r l l t e W H no Da r-S ve te Go pe m La

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* 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)

High SAT scores are an important stepping stone to future achievement, and Country Day’s 2014 SAT scores rank nearly 250

Go to galleries more often…

Watch TV less often…

Respect and follow current affairs more…

Vote more frequently…

points higher than the local public school average. Lancaster

and

Country Day School produces other wonderful results as well,

Read newspapers and magazines more frequently.**

presented in the sidebar.

Turn the page to explore how

members of our community explain the secrets of our success.

**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)

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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

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Having a personal relationship

Small Class Size

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with each of my teachers made me not only want to complete all my work but also to do it well.

The benefits of a low student-faculty ratio are difficult to over-

Jen Gschwend McGough Amherst College Graduate

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.

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-today basis. It allows teachers to monitor subtle indicators of performance.

Diane Van Bodegraven, Parent

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

STUDENT-FACULTY RATIOS* 20

recommendations and befriending

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# of Students per Faculty Member

thesis advisor, accessing the right

both the head of the Economics Department and the president

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of Duke, Richard Brodhead. To 14

this day, President Brodhead

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will stop me on the main quad to chat. In short, my relationship

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with adults, born of my natural 8 6

friendships with LCDS faculty, decisively improved what I was ey

eld

ick

DS an flin ship burg w ing wn son LC burb ersh pfi Mif n as r iss asto Wil a w m m r r H He ll W yo To -St Su no Da W rk ve eim ter o o Y h G pe an M Lam

*SOURCE - U.S. News and World Report, accessed 9/17/15

able to get out of University from the day I stepped on campus.

Scott Casale, Duke University Student 6

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

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Quality Faculty

The teachers want you to be

Our students attract them.

successful and to be able to love

Independent schools were identified over public schools by a ratio of three to

are always willing to help you

one for their capacity to motivate students to do their best.*

with projects, class work or just

what they are teaching. They

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outside advice in general. In my

We attract teachers who enjoy working with energetic, creative,

AP U.S. history class, there was

and committed young people. Having faculty with varied

a lot of challenge, but there was

backgrounds broadens students’ awareness and sense of what is

always room for a laugh as well.

possible in their lives.

The genuine interest students have for learning allows for more of the

Meagan Dodge, Middlebury College Graduate

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 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

*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)

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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

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

As a “mature” teacher I have appreciated support for various trips (Peru and Mexico are two recent examples) during the summer. This has increased

We invest in them.

Providing growth for faculty through seminars, courses, graduate

my devotion to the school and

school and conferences is a vital part of the independent school

carries over to my teaching in the

tradition. Teacher satisfaction grows, teaching tactics improve

classroom.

Sue Ziemer, Faculty

and Country Day’s students can more easily develop a love of learning.

I love this faculty. They are quirky and dedicated. There

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

is so much to learn from them

courses in a variety of subjects to help in my teaching. More recently,

and they are more than willing

Jo Anne Farley and I took an 8-week online course entitled “Successful

to share in a way that is less like teaching, and more like discussing and inspiring.

Haley Velletri, Student 9

Teaching for Acceptance of Responsibility.” We have incorporated our learning from this course into every day of our teaching this year.

Carrie Haggerty, Faculty

We allow them to fit their class plans to meet the full potential of each class.

Strong students who may not get the chance to take AP calculus in a larger school because of rigid

Country Day teachers enjoy the flexibility to employ the best

tracking will get the chance to

possible techniques in the classroom. Having the autonomy and

take the course here at LCDS as

freedom to make curricular decisions keeps our faculty strong,

long as they have the work ethic

efficient, and happy in their jobs.

and the necessary background

We provide them a small enough class size

to succeed. I recall a young man

to cultivate trust and to advance each child faster academically.

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

Our average class size is 13. This sensible class size strengthens trust, fosters a better culture of learning and provides more efficient instruction.

in that course, but also went on to graduate from college with an aerospace engineering degree!

Country Day provides a very humane atmosphere. Faculty can have a sense

Cynthia Baldwin, Faculty

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

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

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

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I have to say, the thing that

Nurturing the Whole Child

– Arts, Athletics, Diversity and Knowing the World

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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

Research 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?

The entire art faculty is dedicated and caring and instructs at a very high level.

*

We develop our artists well and broadly.

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

At Lancaster Country Day School, artistic experiences are valued,

me about his day. It is often the

seamlessly woven into the lives of all our students from a very

highlight. He has been inspired

early age. Love of the arts is supported by parents, faculty and peers with a passion that sets our students and culture apart. By

to create and take risks.

Anne Guenin, Parent

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.

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

*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)

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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

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 In the winter, I play squash. Last year, our team competed at the Middle School championships at

playing on a team, and it’s really helped my game.

Julia Casselbury, Student & State Class AA Tennis Champion

We build athletics into the hearts of our

New Haven, Baltimore and

students and our school.

Philadelphia were a blast. We

Surprisingly, more than two-thirds (67 percent) of National

bonded, and the competition really

Association of Independent Schools (NAIS) graduates spend six or

helped us develop as players.

more hours per week exercising or engaging in sports during the

Yale University. Our trips to

Liddy Renner, Student 13

last year of high school, compared to 50 percent of all students.* *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)

At Country Day, the school maintains an active and healthy recess

As a new student athlete coming

and PE program from the Early Childhood programs onward. Third

from a large public school, I was

graders can begin school-based interscholastic athletics. Developing

really worried about the standard

skills early in soccer, lacrosse, basketball, field hockey, squash

of athletics at Country Day. And

and numerous other sports helps our students build talent, self-

I was concerned about losing my

confidence and leadership, athletically and socially. The school’s

competitive skills. After my first

size allows many students to experience the thrill of varsity athletics

week of soccer I knew I had no

in two or three seasons and avoid sitting on the sidelines or in the

reason for these worries because

stands in high school. Country Day is proud of the demonstrated

excellent coaches and players

success of its Lower, Middle and Upper School athletic teams.

surrounded me.

Josh Grill, Robert Morris College

As a three-sport athlete, I love the sports here.

Alex Blickle, Student

We attract a broad range of

families.

My memories of Mr. Bostock’s

We celebrate that 25 percent of our students are people of color,

lighthearted “Your Latin is

and we work to build a community that values and respects

feeble!” comments fill me with

everyone’s individuality and uniqueness.

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

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

We make the world a classroom and

open up lives. Students discover learning opportunities The trip to Spain motivated my students all year – they dove into the material, knowing that they

in community service and academic travel, as well as in the conventional classroom.

would soon be seeing the history

LCDS’s commitment to community service is central to our mission and

come to life. I will never forget

values. Younger students learn about and collect for UNICEF at Halloween,

watching students race through

collect aluminum pull tabs for the Ronald McDonald House® in Hershey,

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

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

deeply rewarding complement to

evolved commitment, and faculty and parents’ role in cultivating it, is central

the course.

to our school’s personality and legacy.

Betsy Heim, Faculty 15

Diane Wilikofsky, Parent

I was sitting in my living room in January of 1991, grading papers while

Whether my friends and I

my family watched TV. Suddenly my wife said, “Holy cow, you have to see

help babysit children at the

this,” and I watched the skies over Baghdad erupt as the U.S. launched its air

women’s shelter, plant trees at

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 Conestoga Watershed or tutor children from the local school district, the best part of

the window. The world – and Jordan’s place in it – had changed and we had to

community service happens when

change with it. The next day the kids seemed dumbfounded by what confronted

we choose to volunteer on our own

them, but finally one said, “Hey, we at least have a catchy slogan we can use:

initiative.

Jordan–between Iraq and a hard place.” The laughter energized us. We worked

Mandy Stoltzfus, Student

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

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 woodfiring 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

Grandparents’ Day

Children do better in school when there is parental involvement. Here, parents feel that they can trust the teachers. Teachers feel 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

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Parents and children benefit

Intimate Faculty & Parent Community that works closely, with the same purposes.

T

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

The Harvard Family Research Project confirms that a close

their children and our faculty

collaborative relationship between parents and faculty increases

better, they are happier and

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.

more helpful, and their children can experience better academic achievement.

Christina Simonds, Head of Lower School

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.

My daughter had a challenging medical issue in seventh grade.

The range, depth and substance of faculty, administrative and advisory support for our child

Genevieve Munson, Faculty

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 *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.

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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

5

Country Day instilled an

Intellectual Inquiry & Creative thinking in the classroom and in the hallways.

W

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

What role do schools play in cultivating the ability to think independently? Peer aptitude, high quality faculty, top teaching

classroom.

Sabrina Kaplan, Student

techniques and a cultural willingness to embrace creative ideas feed students’ willingness to be non-conformist and to love learning.

The lunch discussions that my friends and I have never cease to amaze me.

There is a wonderful

Some days we will be exploring our reactions to something we learned in

combination of respect,

class and relating those ideas to our everyday lives. Other times, we will

generosity, and real intellectual

just be talking about our weekend plans. What is so special is that we are

push-back in our classrooms.

able to talk about the two with the same level of passion, and that both

The fifty or so minutes I have

conversations can occur so easily outside of class.

each day with my students Kelsey Gohn, Student

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

They’re here to learn – there is an underlying expectation of purpose here. All in all, it’s a place kids want to be.

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Todd Berner, Faculty

6

In the lower school, our students begin the crucial process of

Aspiration for achievement

motivating each other and building respect for their studies.

from fellow students.

We are in a unique position

I

of turning small events into “teachable moments.”

Institutions whose families value and invest in education benefit

Betsy Hedbavny, Faculty

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

Rigorous academic work is

have a college or higher degree and over 30 percent have post-

standard in every college course

graduate degrees.* At Country Day, teachers with classes of 14 are

– and it was standard in every

especially well-positioned to build on families’ efforts to cultivate respect for learning among students. Our student community benefits from these strengths.

LCDS course. There was no adjustment in my work habits from high school to college because I had already developed the necessary study skills,

NAIS research yields the following statistics:

writing tools, and motivation to

• 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

succeed from Country Day. John Casale, Harvard College Student

typical American high school students to exceed 11 hours per week studying or doing homework during their final year of high school.** My classmates are both 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 *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)

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

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

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While private schools educate

Discovering how to find fit… with a mature outlook.

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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

Linda 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

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

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.

From SATs to college visits, to apps, to “notification week,” when the senior hallway became a madhouse, there were ample

With many years of excellent academic preparation and a

opportunities for nail-biting. But

mature understanding of the need to find fit, not only do 100% of

at LCDS there was always the

Country Day graduates attend a four-year college or university;

safety net of the college guidance

they do so with goals in mind that match the maturity they have

system to restore my confidence

demonstrated during their tenure at the school.

and sanity. The whole process made me realize once again

Both our children enjoyed success in college – they attended Colgate and

what a good decision coming to

Dartmouth – and feel that Lancaster Country Day School was critical to

Country Day was for me.

their preparations.

Rebekah Clark Wadadli, Haverford College Graduate

Tom Russo, Parent

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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

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This school has played a major role in my life and helped me

Small Schools

– A well-known advantage nationally expressed by a few voices locally‌

E

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

Evidence 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

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

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 27

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Going to F&M was a smooth

Graduates’ reflections

on their College and Real World Preparation…

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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

Country Day provides an education of the highest possible

and fun. LCDS prepared me extremely well for the rigors of

quality. Graduates are prepared for and attend many of the most

college. I could produce clear and

selective universities and colleges. More importantly, they arrive

concise writing more quickly

at the university with training, values and habits that will allow

and effectively than many of my

them to flourish.

classmates. Those advantages continue to this day.

Todd Bartos, Parent and Franklin & Marshall Graduate

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

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, RandolphMacon College Student 28

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

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The other day I tutored in the

A School Under One Roof

F

first grade classroom. I felt I learned so much about the kids – that we’d connected. Nervous at first, they loosened up quickly.

From the opening day, when tradition has seniors walk

The next day, I saw one in the

hand-in-hand with kindergarten students through the entire

hallway, said hello and had a

community, under our clanging school bell and into the Main Entrance, the school’s student body prides itself on warmth

brief chat about our reading. It dawned on me how rare it is to have deep connections through

across grades and divisions.

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

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

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

725 Hamilton Road • Lancaster, PA 17603 • (717) 392-2916 • www.lancastercountryday.org